Welcome to our website. Here you will find details of the HE workshops and consultancies that Mick and Ruth 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 75,000 times. Tess, Sam and Megan, our Golden Retrievers, also have their own web page!
Clearly with the current pandemic we cannot travel. However, we have arranged to give several interactive keynotes online in 2020, including:
- Festival of Learning, University of Gloucestershire, 3 June: “Engaging Students in Partnership with Staff in Learning and Teaching”
- Heriot-Watt’s Learning and Teaching Week in Edinburgh, Dubai and Kuala Lumpur, 9-10 June: “Engaging students in learning: Making my teaching sessions more active”
- King Fahd University of Petroleum & Minerals, Saudi Arabia, Workshop 7 July: “Engaging students in research and inquiry: Promoting the research teaching nexus”
- RAISE Partnership Special Interest Group, 2 September: “Promoting pandemic partnerships”
We have also run online sessions in Canada, New Zealand and the Netherlands.
If you would like to discuss an online keynote or workshop please contact Mick Healey (firstname.lastname@example.org).
I am delighted to welcome Ruth Healey to the ‘family firm’ in 2017. 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 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 17. 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 Ruth 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 inaugural Fellows of the International Society for the Scholarship of Teaching and Learning.
We have co-presented at several conferences and workshops in the UK, Australia, Canada, Hong Kong, Ireland, the Netherlands, Norway 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.”
For an example of us co-presenting at a RAISE SIG please see https://vimeo.com/383030016.
To celebrate the 20th Anniversary of the National Teaching Fellowship awards Mick wrote a blog entitled ’20 years an NTF’: Some reflections in which he stated “With the benefit of hindsight, I think becoming a National Teaching Fellow was one of the most significant events in my professional career.” Two kind colleagues tweeted:
“A truly inspirational blog. An amazing career trajectory” Prof David Owens OBE (Greenwich)
“Great reflection from a true scholar and someone whose advice and insight I learnt hugely from back in the days of FDTL and GEES” Dr Sarah Floyd (Ulster)
We are delighted that our Student engagement through partnership: a guide to the Advance HE framework has been published. It focuses on developments and resources which have become available since the framework was published five years ago.
“I think you’ve performed a minor miracle in condensing so much excellent material into such a clear and accessible guide.,,, It will be read for years to come.” Dr Wendy Green (Tasmania)
Some recent publications
2020 Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres. Center for Engaged Learning Open-Access Books, Elon University, USA (Healey, M., Matthews, K., & Cook-Sather, A (forthcoming).
2020 Embedding active learning into your teaching practice. Watt Works Quick Guides 19. Heriot Watt University (Healey, M. &
2019 Pedagogies for developing undergraduate ethical thinking within geography. In H. Walkington, J. Hill & S. Dyer (eds) Handbook for teaching and learning in Geography. (pp. 139-150). Cheltenham: Elgar. (Healey, R. L. & Ribchester, C.)
2019 Student-staff partnership comes of age. York Advance HE (Healey, M. & Healey, R. L.) Open access free to download
2019 Students as partners guide: Student engagement through partnership. York: Advance HE (Healey, M. & Healey, R. L.)
2019 The benefits of hindsight: Lessons learnt from leading my first cross-departmental student-staff partnership project. York Learning and Teaching Forum 46 (Creating Learning Partnerships) 3-6 (Healey, R. L.) Open access free to download.
2019 ’20 years an NTF’: Some reflections. York: Advance HE (Healey, M.) Open access free to download.
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.) Open access free to download.
2019 Conceptions of ‘research’ and their gendered impact on research activity: a UK case study, Higher Education Research & Development, (Healey, R. L, & Davies, C.)
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. L., Lerczak, A., Welsh, K., & France, D.) Open access free to download.
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.) Open access free to download.
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.) Open access free to download.
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.) Open access free to download.
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.) Open access free to download.
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 23(3), 206-218, DOI: 1080/1360144X.2017.1385464 (Anakin M, Spronken-Smith R, Healey M and Vajoczki S)
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. L., Marquis, B., Matthews, K.E., Mercer-Mapstone, L., Ntem, A., Puri, V. and Woolmer, C. Open access free to download.
2017 Learning together through International Collaborative Writing Groups, Teaching and Learning Inquiry 5(1) (Healey, M. and Matthews, K. E.) Open access free to download.
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.”