Mick Healey

Mick Healey
Healey HE Consultants Ltd; University of Gloucestershire

BA, PhD

About

134
Publications
116,757
Reads
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6,607
Citations
Additional affiliations
October 1994 - July 2010
University of Gloucestershire
Position
  • Professor of Geography and Director of Centre for Active Learning

Publications

Publications (134)
Book
Full-text available
This book arises from an article we published last year on “Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals” (Healey, Matthews, and Cook-Sather 2019). Our aim in the book was to demystify and to challenge the writing and publication processes that serve implicit and explicit gatekeeping functions in the academy. We...
Article
Full-text available
The authors of the Guide, reflect on the way student-staff partnerships have evolved over the last five years.
Article
Full-text available
LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in highe...
Article
A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partn...
Article
This article explores the perceptions of participants following the first International Summer Institute (SI) on students as partners in higher education, a four-day professional development experience designed to foster student-staff partnerships. Approximately 9 months after the Institute, 10 participants were interviewed to understand their perc...
Article
Full-text available
The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental p...
Article
We explored the relationships between social contexts and factors that promoted and inhibited curriculum change at two universities. Thirty interviews were analysed using a general inductive approach to identify factors and forces in three social contexts (lecturer, departmental, and institutional). Curriculum change was characterised by six forces...
Article
Full-text available
This paper explores the development of a model for international collaborative writing groups (ICWGs) about teaching and learning in higher education, which began in geography in 1999 and was then transferred to the scholarship of teaching and learning community in 2012. It summarises some of the evidence which has emerged from research into the ex...
Article
Full-text available
The International Collaborative Writing Groups (ICWG) initiative creates a space for ongoing collaboration amongst scholars of teaching and learning who co-author a manuscript on a topic of shared interest. The second ICWG, linked to the 2015 International Society for the Scholarship of Teaching and Learning Conference in Melbourne, Australia, invo...
Article
Full-text available
The International Collaborative Writing Groups (ICWG) initiative creates a space for ongoing collaboration amongst scholars of teaching and learning who co-author a manuscript on a topic of shared interest. The second ICWG, linked to the 2015 International Society for the Scholarship of Teaching and Learning Conference in Melbourne, Australia, invo...
Article
This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor i...
Article
Full-text available
This article contributes to the growing scholarly literature about students as partners in learning and teaching in higher education by describing an initiative designed to support partnership and a study investigating international staff and student perspectives. The initiative – an international summer institute – is a four-day, professional deve...
Chapter
Shared learning is central to communities of practice (CoP) which engender a process for social learning. CoP increasingly are being adopted in higher education as a professional development strategy to engage academics (‘faculty’ in North America) in capacity building activities. An International Collaborative Writing Group (ICWG) initiative was i...
Article
Full-text available
This article reflects on a conceptual model for mapping the work that fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint, & Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples, and reflect on the potential and actual uses of the model in...
Chapter
Full-text available
The HEA ‘Defining and Supporting SoTL’ project (RT05) was a collaborative project involving the contribution of four main UK partners – the University of West London, the University of Brighton, the University of Bristol, and Keele University and a number of other national and international contributors.
Article
Full-text available
This article reflects on a conceptual model for mapping the work that fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint, & Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples, and reflect on the potential and actual uses of the model in...
Article
Full-text available
The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together a...
Chapter
Peer review of teaching at higher education institutions can mean many things to different individuals, faculties, universities and governments. In this chapter we cover a broad canvas, drawing upon the expertise of international academics as well as the results of studies at several different universities around the world. The result is an incisiv...
Book
Full-text available
Engaging students and staff effectively as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st century. Students as partners is a concept which interweaves through many other debates, including assessment and feedback, employability, flexible pedagogies, internationalisation, linking te...
Book
Full-text available
New models of curriculum… should all… incorporate research-based study for undergraduates. (Ramsden 2008, pp. 10–11) By focusing on CBHE this publication, which was funded by the UK HEA, aims to help fill a major gap in our knowledge and understanding of the development of research-based curricula. Much current international debate concerns the fo...
Article
Full-text available
Objective: To understand participants’ perceptions of the impact of an innovative International Collaborative Writing Group (ICWG) initiative on their individual and collective SoTL capacity. Methods: A mixed method research design included participant surveys (phases 1 and 3), and focus groups and interviews (phase 2). Data from all three phases o...
Article
Full-text available
This article outlines an initiative to explore aspects of the Scholarship of Teaching and Learning (SoTL) through facilitating international collaborative writing groups (ICWGs) in a year-long process. The principles and methods by which the topics and groups were selected and how the writing process was supported are described, and an initial disc...
Article
Full-text available
This special issue is dedicated to the memory of Susan Vajoczki, who passed away in October 2012. As Co-Chair of the 2012 International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference and a past participant in the International Network for Learning & Teaching Geography in Higher Education (INLT) Writing Groups on which the...
Book
Full-text available
Over the last decade, the use of projects and dissertations in university curricula … has been seen as increasingly important (Marshall 2009, 150). I cannot think of anything more unfair than … to treat all students as if they are the same, when they so manifestly are not (Elton 2000, 1). Final-year projects and dissertations (FYPD) undertaken by...
Article
This article outlines an initiative to explore aspects of the Scholarship of Teaching and Learning (SoTL) through facilitating international collaborative writing groups (ICWGs) in a year-long process. The principles and methods by which the topics and groups were selected and how the writing process was supported are described, and an initial disc...
Article
This chapter presents a case study of how inquiry-guided learning has been developed and embedded within a small university in the United Kingdom. It highlights the different theoretical and conceptual frameworks that contributed to our evolving understanding of inquiry-guided learning and the importance of recognizing and working with disciplinary...
Article
Full-text available
Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of ‘self-authorship’ is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted in differen...
Article
Full-text available
The research universities have often failed, and continue to fail, their undergraduate populations, thousands of students graduate without seeing the world-famous professors or tasting genuine research. Boyer Commission (1998, pp. 5-6) We applaud John Carfora's aim to explore how "teaching, empirical research, and inquiry-based learning intersect i...
Article
Bringing about change in teaching and learning in higher education is a core aspect of the work of academic developers. This paper is novel in analysing the experience of a year-long initiative to support curriculum changes in departments in related disciplines in different universities. It applies some of the processes developed by Change Academy...
Book
Full-text available
This guide on leading undergraduate research in new universities will analyse a crucial topic of international importance in order to identify transferable practices and inform policy seeking to enhance the student experience at institutional, departmental and course levels within Thus the project will address two of the sector’s priority areas – t...
Article
Full-text available
This paper presents a case study of students' awareness, experiences and perceptions of research in a ‘new’ university in the UK. The findings are based on a questionnaire of almost 200 students and five small group interviews. Many of the students participating in this research perceived clear benefits to their learning from staff research, includ...
Article
Two areas of growing importance for academic developers are: first, their involvement in the development of institutional and faculty learning and teaching strategies; and second, how to engage students in academic development activity at institutional, department and discipline levels. This paper explores both interests by considering how academic...
Article
Full-text available
This report compares the findings of two surveys undertaken in 2002 and 2009 of the awareness, experience and perceptions of research by final year undergraduate students at the University of Gloucestershire. Over this seven year period the research found, with some caveats, clear evidence of an increase in both awareness and experience of research...
Article
Full-text available
One of the best ways to develop the linkage between teaching and research is through engaging students in research and inquiry and making them the producers of knowledge and understanding, not just consumers. This report compares the findings of two surveys undertaken in 2002 and 2009 of the awareness, experience and perceptions of research by fina...
Article
Full-text available
These cases of disciplines, departments, institutions and national systems that have intervened to bring teaching and research together are drawn from and United States. They focus on links between teaching and disciplinary research. With a few exceptions they exclude initiatives that encourage research into teaching and learning -although this is...
Article
This paper examines the issues emanating from the transition into a new social and cultural environment distant from the home, the context of which is provided by the transition from home to university. The study analyses the transitional process over a period of 5 months, using data obtained from in-depth semi-structured interviews and participant...
Article
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This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multiinstitutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final-year undergraduate students acros...
Article
This paper is concerned with the role of international collaboration in the learning and teaching of geography in higher education. The dual aims are to provide a brief and selective review of the nature and range of international collaboration and to contextualize such observations within the internationalization project. It is argued that despite...
Article
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from in...
Article
Involving students in inquiry -in research -is a way of improving their learning, motivating them more. After all, what motivates large numbers of academics is engaging in the excitement of research. Bringing research and teaching together is a way of enhancing the motivation of both academics and students" (Brew, in preface to Jenkins et al., 2003...
Article
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Faculty need to be supported and encouraged to integrate disciplinary research and scholarship into undergraduate courses and programs in ways that are beneficial to their students' learning.
Article
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This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context a...
Conference Paper
Full-text available
Outlines the Gloucestershire approach adopted by the Centre for Active Learning to active learning which emphasises student engagement in a variety of forms of inquiry-based learning (IBL).
Article
Summary Local authorities have been seen as an important agent in the development of more sustainable economies. This paper explores the level and form of ‘greening’ taking place amongst local authorities in the Midland region of the UK. Particular attention is paid to intra-regional variations in environmental policy-making.
Article
Linking research and teaching is a topic of international interest. The links may take many different forms and may be found in all types of higher education institution. The main aim of the paper is to explore the complexity and contested nature of the research-teaching nexus in different national and institutional contexts, with particular refere...
Article
Growing diversity is focusing attention on the range of different student learning styles. This study assesses whether geographers have a predominant learning style and whether this varies between and within countries. The findings are based on over 900 geography students from 12 universities in Australia, New Zealand, the UK and the US, who comple...
Article
This study investigated disabled students' perceptions and experiences of learning in a single university. The paper reports the views of disabled student volunteers with a range of impairments who were selected to discuss experiences of teaching and assessment that they commonly encountered. Four group interviews were organized in 2002, before the...
Article
This article reports the findings from a survey of all self‐reported disabled students in a single UK higher education institution. Undertaken as the initial phase of a project that focuses upon students' experience of learning in higher education, it is one of the first systematic analyses to be undertaken of the experience that disabled students...
Article
Full-text available
Linking research and teaching is a topic of international interest. The links may take many different forms and may be found in all types of higher education institution. The main aim of the paper is to explore the complexity and contested nature of the research-teaching nexus, with particular reference to geography and related disciplines. It is a...
Article
Full-text available
This paper uses phenomenography to identify undergraduates' conceptions of teaching, learning and geography and examine whether there are any differences between students in Australia, New Zealand, the United Kingdom and the United States. The paper shows that there are several distinct conceptions of teaching, learning and geography. Teaching is s...
Article
The idea for this section of the journal came partly from our mutual involvement in a project that was designed to raise the pedagogic research capacity of academics working in geography, earth and environmental sciences (GEES). This project was funded by the UK Learning and Teaching Support Network and undertaken by the LTSN GEES Subject Centre fo...
Article
Whereas the global march towards the professional development of geography teachers in schools was, perhaps, the major achievement in geography education of the twentieth century, promoting the professional development of faculty teaching geography in higher education is one of the major challenges that faces us in geography education for the twent...
Article
Full-text available
An educational development issue common to all disciplines and countries is how to combine generic development of staff as teachers with appropriate engagement with the specificities of teaching individual subjects. This article explores the nature of the relationship between the generic and the discipline specific, defines the role of the discipli...
Article
Disabled students form a significant but under represented minority in higher education in the UK. Participation appears to be particularly low in disciplines that contain a fieldwork component. Fieldwork has been recognized as a barrier to the participation of disabled students. This paper emphasizes a critical perspective on fieldwork, highlighti...
Article
Full-text available
Awareness of the need to develop inclusive practices which give equal opportunities to disabled students in HEIs has been stimulated by the Quality Assurance Agency's (2000) Code of Practice - Students with Disabilities and the Special Education Needs and Disability Act (2001). This paper reviews some of the ways in which the barriers to their incl...
Article
Full-text available
Awareness of the need to develop inclusive practices which give equal opportunities to disabled students in HEIs has been stimulated by the Quality Assurance Agency’s (2000) Code of Practice - Students with Disabilities and the Special Education Needs and Disability Act (2001). This paper reviews some of the ways in which the barriers to their incl...
Article
Full-text available
Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing thi...
Article
A variety of challenges and opportunities associated with educational change, technological shifts and resource limitations make appropriate an international network for geography education. Such a network was established formally in Hawai'i during April 1999 under the name International Network for Learning and Teaching (INLT) Geography in Higher...