Consultancies & Evaluations
“Mick is a consummate ‘ideas broker’ and we have all benefited hugely from this. His use of ‘mini case studies’ has had a seminal impact on others – and in particularly has appealed to those who work in strategic roles. It is always difficult to quantify the impact one has on other institutional policies but Mick has undoubtedly influenced strategic thinking in Universities across the globe.” Sue Burkill, Exeter University, 25 August 2012
“Your visit has had a substantial impact on the development of research-based learning at Lund.” Professor Stefan Lindgren 23 August 2011
“The way you organised the panel discussion made it the best one in which I have ever participated.”
Gordon Joughin (University of Queensland), about PEER International Panel Discussion at Macquarie University 22 September 2011
I am willing to act as a consultant on teaching and learning in higher education in areas in which I feel I have some expertise and experience. Over the last decade I have acted as an advisor to many government bodies, organizations, universities and projects in the UK and internationally (see biography). Since setting up in business I have been invited to produce the following consultancy reports:
2011 Subject review of Geography at Derby Holme Lacy: Healey HE Consultants 21pp
2011 Engaging students in research and inquiry: Opportunities for Swansea University Holme Lacy: Healey HE Consultants 29pp
2011 Aberystwyth and Bangor Universities Draft Joint Strategies for Learning and Teaching and Widening Access: Some Comments Holme Lacy: Healey HE Consultants 14pp
2012 Analysis of the Learning and Teaching Strategies 2011/12 to 2013/14 in Wales, Cardiff: HE Academy Wales (Colley H and Healey M) 46pp
(Forthcoming) Developing research-based curricula in college-based higher education. York: Higher Education Academy (Healey M, Jenkins A and Lea J) 87pp
“On behalf of the whole PEER team we would like to thank you for the amazing job you did as our external evaluator. All aspects of the project have benefited from your insightful and constructive feedback. Your efforts on the International Symposium deserves special praise – the event’s success owes a great deal to your vision, experience and leadership.” Mitch Parsell, Macquarie University, 27 August 2012
The framework I like to explore with project teams is a ‘theory of change’ (ToC) approach (Hart et al., 2009), which may be used to explain how and why a project realizes the results it achieves. It attempts to develop an understanding of the relationships between outcomes and the activities and contextual factors which may influence the outcomes. One of the attractions of the ToC approach is that it may be used to extend our understanding of a project, rather than audit it. Hence the key question might be, for example: “What have we learned about …. ?”. It is essentially a narrative approach, which tells the story of the project.
The process of developing the framework also encourages a conversation between the team and hence promotes a greater shared understanding of what the project is trying to achieve and how you will know if it has done so.
Components of Theory of Change
- Current situation:
- Enabling Factors / Resources:
- Processes / Activities:
- Desired Outcomes:
- Longer-term impact:
Phil Levy (Sheffield) used this approach to evaluate one of the Centres for Excellence Projects (CILASS, 2010) and then also applied it to Angela Brew’s ALTC Teaching Fellowship project (Levy, 2010). We are using this framework for our NTFS project on ‘Rethinking Final Year Dissertations and Capstone Projects’. I am also helping two other NTFS projects at Chester and Lincoln; a teaching and learning project at Southampton, and three ALTC project teams at Macquarie, Griffith and ANU use it.
CILASS (2010) CILASS Evaluation http://www.sheffield.ac.uk/ibl/cilass/evaluation.html See the text and two video clips
Hart, D., Diercks-O’Brien, A.G. and Powell, A. (2009) Exploring stakeholder engagement in impact evaluation planning in educational development work, Evaluation, 15: 285-306.
Levy, P (2010) Evaluation in Brew, A Fellowship Final Report http://www.altc.edu.au/resource-enhancing-undergraduate-engagement-research-enquiry-macquarie-2010
International Evaluator on ALTC project on ‘Communicative and Interpersonal Leadership in the Context of Peer Review (PELT)’ (2010-12), Principal Investigator: Judyth Sachs, Macquarie University, Sydney
International Advisor on ALTC project on ‘Teaching Standards Framework’ (2010) Principal Investigator: Judyth Sachs, Macquarie University, Sydney
International Evaluator on ALTC project on ‘Capstone Courses in Undergraduate Business Degrees: Better Course Design, Better Learning Activities, Better Assessment’ (2010-12) Principal Investigator: Liz van Acker, Griffith University, Brisbane
External evaluator on NTFS Project ‘Student as Producer: Research Engaged Teaching and Learning – An Institutional Strategy’ (2010-13) Principal Investigator: Mike Neary, University of Lincolnshire
External evaluator on NTFS Project ‘Personal Learning Environments in Active Field Science Education (PLEASE)’ (2010-13) Principal Investigator: Derek France, University of Chester
Evaluator of ‘Welsh Universities Learning and Teaching Strategies’ on behalf of HE Academy Wales (2011-12)
Evaluator/Advisor to University of Southampton on ‘Students as co-producers of the curriculum: the case of an interdisciplinary Global Health course’ (2011-12) Principal Investigator: Julie Wintrup, University of Southampton
International Evaluator on ALTC project on Teaching Research – Evaluation and Assessment Strategies for Undergraduate Research Experiences (TREASURE) (2011-13). Principal Investigator: Anna Wilson, Australian National University / Stirling University
International Advisor and Evaluator to OLT Senior Fellowship project ‘Capstone curriculum across the disciplines’ (2013-14) Nicolette Lee, Victoria University, NSW