Biography and Publications
Ruth Healey is a HE Consultant and Senior Lecturer at the University of Chester, UK. She obtained her bachelor, masters, and doctorate degrees in geography from the University of Sheffield. Since 2009 she has lectured at the University Chester. In 2009 she was also appointed to the editorial board of the Journal of Geography in Higher Education. In 2012 Ruth led an international collaborative writing group about practicing the scholarship of learning and teaching in an ethical manner in association with the International Society for the Scholarship of Teaching and Learning. She is currently leading a project at Chester on the engagement of students as partners in curriculum design and development and another student-staff partnership in feedback through peer- and self-assessment. Ruth is also leading a UK team as part of a multinational staff-student project reviewing the literature on students as partners involving teams from Australia, Canada and the USA. In addition she is working as a Project Partner with The Student Engagement Partnership (TSEP) to improve stud ent engagement in higher education providers’ internal quality assurance and enhancement arrangements. In 2016 she became one of the inaugural co-editors of the International Journal for Students as Partners.
She became External Examiner at the University of Central Lancashire in 2012, and University of South Wales in 2013. In the same year she was awarded her MA in Learning and Teaching in Higher Education from the University of Chester. In 2014 she became a Senior Fellow of the Higher Education Academy. Ruth has researched into a range of areas including: teaching for social transformation, teaching through debates in small groups, teaching ethics, and students as partners and change agents. She has written over 15 teaching and learning publications and given more than 20 teaching and learning workshops and presentations in Canada, Netherlands, UK and US.
Higher Education research articles
Healey, R.L. & Ribchester, C. (2016) Developing ethical geography students? The impact and effectiveness of a tutorial based approach, Journal of Geography in Higher Education 40(2), 302-319.
Davies, C., Healey R.L. and Cliff, A. (2015) Scaling the Mountain: an exploration of gendered experience of academic staff in relation to the Research Excellence Framework 2014, Society for Research into Higher Education Conference Proceedings.
Moore-Cherry, N., Healey R.L. Nicholson, D.T., & Andrews, W. (2016) Inclusive partnership: Enhancing student engagement in Geography, Journal of Geography in Higher Education 40(1), 84-103.
Healey, R.L. (2014) How engaged are undergraduate students in ethics and ethical thinking? An analysis of the ethical development of undergraduates by discipline, Student Engagement and Experience Journal 3(2), 1-21.
Healey, R.L. (2013) Ethical thinking in a disciplinary context: the ethical development of undergraduates and expectations of tutors in the arts, social and pure sciences, Society for Research into Higher Education Conference Proceedings.
Healey, R.L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M.K., Miller-Young, J. and Haigh, M. (2013) Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner, Teaching and Learning Inquiry 1(2), 23-32.
Healey, R.L. (2012) The power of debates? Reflections on their potential for geography in higher education: teaching for social transformation through debate, Journal of Geography in Higher Education 36(2), 239-257.
Healey, R.L., Ribchester, C. & Ross, K. (2011) ‘The ethical student’: teaching ethics for critical thinking in the undergraduate curriculum, Society for Research into Higher Education Conference Proceedings.
Vajoczki, S., Biegas, T.C., Crenshaw, M.W., Healey, R.L., Osayomi, T., Bradford, M. & Monk, J. (2011) Professional development for early career geographers: contexts, practices and tensions, Journal of Geography in Higher Education 35(3), 395-408.
Bærenholdt, J.O, Everts, J., Granås, B., Gregson, N. and Healey, R.L. (2010) Performing academic practice: using the master class to build postgraduate discursive competences, Journal of Geography in Higher Education 34(2), 283-298.
Boyd, W.E., Healey, R.L., Hardwick, S.W. and Haigh, M. with contributions from Klein, P., Doran, B., Trafford, J. and Bradbeer J. (2008) “None of us sets out to hurt people”: An essay on The Ethical Geographer and geography curricula in higher education, Journal of Geography in Higher Education 32(1), 37-50.
Wellens, J., Bernardi, A., Chalkley, B., Chambers, B., Healey, R.L., Monk, J., and Vender, J. (2006) Teaching geography for social transformation, Journal of Geography in Higher Education 30(1), 117-131.
Higher Education research reports
Healey, R.L., Ribchester, C. & Ross, K. (2011) ‘The Ethical Student’: Enhancing the Teaching of Ethics in the Undergraduate Curriculum, for the Learning and Teaching Institute, University of Chester.
Higher Education research book chapters
Healey, M. and Healey, R.L. (2016) How to conduct a literature search, N.J. Clifford and G. Valentine (Eds.) Key Methods in Geography, 3rd Edition (London: Sage): 16-34.
Boyd, W.E., Healey, R.L., Hardwick, S.W. and Haigh, M. with contributions from Klein, P., Doran, B., Trafford, J. and Bradbeer J. (2010) “None of us sets out to hurt people”: An essay on The Ethical Geographer and geography curricula in higher education, in M. Healey, E. Pawson and M. Solem (Eds.) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education (London: Routledge): 22-35.
Wellens, J., Bernardi, A., Chalkley, B., Chambers, B., Healey, R.L., Monk, J., and Vender, J. (2010) Teaching geography for social transformation, in M. Healey, E. Pawson and M. Solem (Eds.) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education (London: Routledge): 150-164.
Higher Education research book reviews
Healey, R.L. and Healey, M. (2008) Book Review: ‘Aspiring Academics: A Resource Book for Graduate Students and Early Career Faculty’, International Journal for Academic Development, 13(3), 219-221.