Welcome to our website. Here you will find details of the HE workshops and consultancies that we offer, along with comments from delegates who have participated in previous workshops. There is also a biography, a list of recent publications and some useful resources. The latter have been downloaded over 70,000 times in the last eight years.  Tess, Sam and Megan, our Golden Retrievers, also have their own web page!

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I am delighted to welcome Ruth Healey to the ‘family firm’.  She is an experienced higher education researcher and workshop presenter.  Initially she will focus particularly on workshops on ‘ethical thinking’, ‘students as partners and change agents’ and active learning. See her own page for further details.

We are both excited to be part of the inaugural editorial team of the new International Journal for Students as Partners. The first issue was published in May 2017.

In July 2017 Ruth and I were delighted to give a joint keynote and workshop at Writtle University College. This was a ‘coming home’ for me as I was bought up on the College Estate where my father was Vice Principal.  He would be very proud of three generations of Healey’s presenting professionally at the College!

A special welcome to Megan, who joined us in August. See latest photos on the page she shares with Tess and Sam.

Ruth was awarded a 2017 National Teaching Fellowship.

According to the HE Academy we made ‘a little bit of academic history’ as the first parent and child to both be NTF recipients. In 2000, 17 years ago, Ruth, then aged 17, was at Mick’s award ceremony. Mick was at Ruth’s ceremony on 1 November, 2017.

In August 2018 she was promoted to Associate Professor in Pedagogy in Higher Education at the University of Chester and in May 2019 she was made one of nine inaugral Fellows of the International Society of the Scholarship of Teaching and Learning.

We have co-presented at several conferences in the UK, the Netherlands, Canada and the States, including giving the keynote at the conference on Towards Meaningful Partnerships: Student-Staff Collaborations to Enhance Learning and Teaching across the Disciplines at the University of Surrey in September 2019 when Naomi Winstone, Head of Department of Higher Education said:

“Mick and Ruth are a phenomenal double act. The level of expertise that they bring, alongside their extensive experience in facilitating events, creates something quite special. Their facilitation left both staff and students buzzing with ideas and enthusiasm.”

Selected recent publications

2019 Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals. Teaching & Learning Inquiry, 7(2), 28-50. https://doi.org/10.20343/teachlearninqu.7.2.3 (Healey, M., Matthews, K. E., & Cook-Sather, A.)

2019 By any other name? The impacts of differing assumptions, expectations, and misconceptions in bringing about resistance to student-staff partnership. International Journal for Students As Partners, 3(1), 106-122. (Healey, R., Lerczak, A., Welsh, K., & France, D.)

2019 Growing partnership communities: What experiences of an international institute suggest about developing student-staff partnership in higher education. Innovations in Education and Teaching International 56(2), 184-194. (Marquis, E., Guitman, R., Black, C., Healey, M., Matthews, K. E. & Dvorakova, L.S.)

2019 Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development. International Journal for Academic Development 24(3), 246-59. (Matthews, K. E., Mercer-Mapstone, L., Lucie Dvorakova, S., Acai, A., Cook-Sather , A., Felten, P., Healey, M., Healey, R. L., & Marquis, E.)

2018 “It depends”: Exploring the context-dependent nature of students as partners’ practices and policies. International Journal for Students as Partners, 2(1) (Healey, M., & Healey, R.L.)

2018 Engaging in radical work: Students as partners in academic publishing, Efficiency Exchange (Universities UK and Jisc in partnership with Hefce and the Leadership Foundation) (Healey, R. L., Healey, M. & Cliffe, A.)

2018 Connecting learning, teaching, and research through student-staff partnerships: toward universities as egalitarian learning communities. In V. Tong, A. Standen, A., & M. Sotiriou, (Eds.) Shaping higher education with students: Ways to connect research and teaching (pp.23-29). London: University College of London Press (Matthews, K. E., Cook-Sather, A., & Healey, M.)

2018 The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: Twenty years’ reflection, International Journal for Academic Development (Healey, M. and Jenkins, A.)

2018  Staff-student partnership: inclusive/exclusive pedagogic practices, Proceedings of the RAISE International Colloquium on Partnership (pp.124-125). Student Engagement in Higher Education Journal 2(1). Moore-Cherry, N. & Healey, R. L.)

2017 Hacking through the Gordian Knot: Can facilitating operational mentoring untangle the gender research productivity puzzle in HE? Studies in Higher Education. (Davies, C. & Healey, R. L.)

2017 The contextual nature of university-wide curriculum change, International Journal for Academic Development (Anakin M, Spronken-Smith, R., Healey, M. & Vajoczki, S.) 1080/1360144X.2017.1385464

2017 Responding to the challenges of student-staff partnership: The reflections of participants at an international summer institute, Teaching in Higher Education 22(6), 720-735 (Marquis, E., Black, C. & Healey, M.)

2017 Launching a Journal About and Through Students as Partners, International Journal for Students as Partners 1(1). Cliffe, A., Cook-Sather, A., Healey, M., Healey, R., Marquis, B., Matthews, K.E., Mercer-Mapstone, L., Ntem, A., Puri, V. and Woolmer, C.

2017 Learning together through International Collaborative Writing Groups, Teaching and Learning Inquiry 5(1) (Healey, M. and Matthews, K. E.)

2016 Students as partners: Reflections on a conceptual model, Teaching and Learning Inquiry 4(2) (Healey, M., Flint, A. and Harrington, K.)

2016 Developing ethical geography students? The impact and effectiveness of a tutorial based approach, Journal of Geography in Higher Education 40(2), 302-319 (Healey, R.L. & Ribchester, C). 

2016 Inclusive partnership: Enhancing student engagement in Geography, Journal of Geography in Higher Education 40(1), 84-103 (Moore-Cherry, N., Healey R.L., Nicholson, D.T., & Andrews, W.)

2016 How to conduct a literature search, N.J. Clifford and G. Valentine (Eds.) Key Methods in Geography, 3rd Edition (London: Sage): 16-34. (Healey M. and Healey R.L)

2015 Defining and supporting the scholarship of teaching and learning (SoTL): A sector-wide study. Literature review. York: Higher Education Academy (Fanghanel, J., McGowan, S., Parker, P., McConnell, C., Potter, J., Locke, W., & Healey, M.)

2014 Engagement through partnership: Students as partners in learning and teaching in higher education York: HE Academy 76pp (Healey, M., Flint, A. and Harrington, K.) For an introduction to the model of students as partners see this video.

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.)

2014 Developing research-based curricula in college-based higher education. York: HE Academy 86pp (Healey, M., Jenkins, A. and Lea, J.)

2013 Developing and enhancing undergraduate final-year projects and dissertations. York: HE Academy 93pp (Healey, M., Lannin, L., Stibbe, A. and Derounian, J.)

For a full list see: Mick’s recent publications and Ruth’s page.

Launch of first issue of International Journal for Students as Partners 

Comment from delegate on presentation on ‘Students as partners and change agents’ to 25th International Networking for Healthcare Education Conference, Cambridge, September 2014
“An excellent presentation – not only was it engaging, it was thought provoking, but also encouraged transformative learning by making the audience think of something that they could change in their practice regarding Student Engagement in Higher Education. I love the way that he engaged my attention through the use of Story Telling, images that presented powerful metaphors and humour! I felt that I will remember his presentation for many years to come! It really made an impression on me as a delegate. When I grow up, I want to be like him.”