Mick Healey 

Mick Healey

 B.A., Ph.D. (Sheffield), FRGS, NTF, SFHEA

Email: mhealey@glos.ac.uk  

 

Girl

Mick Healey

Mick Healey is a HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK.  He obtained his bachelor and doctorate degrees from the University of Sheffield and lectured at Coventry University from 1974 to 1994 before moving to Gloucestershire.  Until mid-2010 he was Director of the Centre for Active Learning (CeAL), a HEFCE-funded Centre for Excellence in Teaching and Learning, Director of the Geography Discipline Network (GDN) and Senior Advisor for Geography to The Higher Education Academy’s Subject Centre for Geography, Earth and Environmental Sciences.  He was Co-Director of a four year Economic and Social Research Council project on Enhancing the quality and outcomes of disabled students’ learning in higher education - the end of project evaluation graded the research as ‘outstanding’.  He has also been co-director of a HE Academy project on Linking teaching and research through the disciplines and Academics’ Experiences and Conceptions of ‘Research’ and ‘Teaching’; co-director the University of Gloucestershire’s contribution to the Carnegie Foundation for the Advancement of Teaching Leadership Programme on Undergraduate Research; and Director (with Peter Childs) of a National Teaching Fellowship Scheme (NTFS) Project entitled Leading, promoting and supporting undergraduate research in the new university sector.  He is currently directing another NTFS project on Creative Honours Projects (Creative-Hops) based at the University of Gloucestershire.

 

In 2000 he was awarded a National Teaching Fellowship in the first round.  He has twice been awarded the Journal of Geography in Higher Education Biennial Award for Promoting Excellence in Teaching and Learning (2003 and 2007).  In 2004 the Council of the Royal Geographical Society conferred on him the Taylor and Francis Award for ‘contributions to the promotion of learning and teaching in higher education’.  In 2007 he was one of the first 14 people to be awarded a Senior Fellowship of Higher Education Academy.

 

Mick is an experienced presenter.  Since 1995 he has given over 300 educational workshops, seminars, keynotes and conference presentations in Australia, Austria, Belgium, Canada, Denmark, Hong Kong, Ireland, Netherlands, New Zealand, Singapore, South Korea, Sweden, Switzerland, United Kingdom and United States.  For example, in 2008 he was the keynote speaker at the launches of the Australian Learning and Teaching Council’s project ‘Achieving Teaching Research Connections’ in Perth, Brisbane and Melbourne.  He has written and edited approx 150 papers, chapters, books and guides on various aspects of teaching and learning in higher education.

 

He is co-editor for the International Journal for Academic Development and co-editor of a regular feature in the US Council on Undergraduate Research journal CUR Quarterly.  Mick is also on the Editorial Board of the Journal of Geography in Higher Education and International Journal of SoTL.  He is Co-chair of the International Network for Learning and Teaching Geography in Higher Education, and a committee member of the UK Research and Teaching Forum.  He has also been an Accreditor and a member of the Council of The Higher Education Academy and Regional Vice-President (Europe) of the International Society for the Scholarship of Teaching and Learning.  He has advised students, academic staff, support staff, educational developers and senior management in a large number of research intensive, teaching intensive, and comprehensive higher education institutions and government bodies in UK and internationally, including the Canadian Federal Government, Higher Education Funding Council for England, HE Academy Wales, Irish National Academy for the Integration of Research Teaching and Learning, League of European Research Universities, and QAA Scotland.  He is an Honorary Professor at the University of Queensland, a Visiting Professor at Edinburgh Napier University and the University of Wales Newport, and an institutional reviewer for QAA Scotland and a QAA Associate.   

 

Selected Advisorships

Advisor to HEFCE on treatment of pedagogic research in the RAE (1999)

Member of HEFCs’ Advisory Group advising on development and selection of Learning Teaching Support Network (LTSN) Subject Centres (1999-00)

Collegial Consultant to 2003 cohort of National Teaching Fellows

Member of HEFCE Centres for Excellence in Teaching and Learning Assessment Panel (2003-04)

Advisor to The Higher Education Academy on Linking Teaching and Research and Pedagogic Research (2004-05)

Member of ‘Expert Panel’ advising HEFCE on ‘Development of research-informed teaching environments’ (2005)

Advisor and Team member in US National Science Foundation Geography Faculty Development Alliance project ‘Improving teaching and learning geography in HE’ (2001-06) Principal Investigator: Foote K  

Advisor on US National Science Foundation project CCLI-EMD: An online center for global geography education (2003-06) Principal investigator: Solem M

International Visiting Teaching and Learning Research Fellowship, Edith Cowan University, Perth to assist them with development of scholarship of teaching and learning (July 2005)

International Advisor on HERDSA project for Carrick Institute of Learning and Teaching in Higher Education on Discipline based teaching (2005-06). Principal Investigator: Debowski S

International Reviewer Griffith University Institute for Higher Education, Australia (March 2006)

Advisor Canadian Federal Government on Research, Teaching and Learning in post-Secondary Education (April 2006)

Teaching and Learning Visiting Fellow, Charles Darwin University, Darwin (June 2006)
Visiting Scholar, HERDSA, New Zealand (July-August 2006)

Visiting Speaker and Advisor, University of Queensland, Brisbane (October-November 2006)
Advisor to New Zealand Teaching Matters Forum Project on ‘Inquiry-based learning in undergraduate education — documenting and sharing good practice’ (2006-08), Principal Investigator: Spronken Smith R, Otago

Advisor to Australian Learning and Teaching Council Project on ‘The academics’ and policy maker’s guides to the teaching-research nexus’ (2006-08), Principal Investigator: Krause K-L, Griffith University, Brisbane

Member of Advisory Committee of (Irish) National Academy for the Integration of Research, Teaching and Learning (2007-11)

Advisor to University of Teesside on Development of learning and teaching research strategy (2007-08)

Advisor to HE Academy Biosciences Project on Enhancing Final Year Projects: A Stakeholder Perspective, University of Plymouth (2008-09). Principal Investigator: Gresty K

Member of International Team of Experts advising Professor Angela Brew (Sydney) in her Australian Learning and Teaching Council Senior Fellowship Project on ‘Enhancing undergraduate engagement through research and inquiry’ (2008-09)

Member of Steering Committee for the Reinvention Centre, Centre for Excellence in Teaching and Learning, University of Warwick and Oxford Brookes University (2008-10)

Advisor to University of Plymouth on their Teaching and Learning Strategy (2008)

Advisor to HE Academy Wales on strategies for strengthening teaching and research links in Wales (2009)

Advisor to League of European Research Universities Vice-Rectors of Teaching and Learning on research-based teaching (2009)

International member of Science Advisory Board of Department of Science Education, University of Copenhagen (2009- )

 

Research Interests
Linking research and teaching

Undergraduate research and inquiry

The scholarship of teaching and learning

Active learning and learning styles  

Independent and autonomous learning

The learning experiences of disabled students

Developing an inclusive curriculum

Bringing about change in teaching and learning

Creative Honours and capstone projects

 

Recent Publications

 

Linking research and teaching

Short, C., Healey, M. and Romer, W. 2010 The Changing Awareness, Experience and Perception of Research by Level 3 Undergraduate Students at the University of Gloucestershire, 2002-09. Cheltenham: Centre for Active Learning, University of Gloucestershire (http://insight.glos.ac.uk/tli/activities/ntf/urproject/reports/Pages/default.aspx

Jenkins, A. and Healey, M. 2010 Undergraduate research and international initiatives to link teaching and research, CUR Quarterly 30(3), 36-42 () http://www.cur.org/quarterly/mar10/spring10jenkins.pdf

Healey, M., Jordan, F., Pell, B. and Short, C. 2010 The research-teaching nexus: A case study of students’ awareness, experiences and perceptions of research, Innovations in Education and Teaching International 47(2), 235-246

Healey, M. and Jenkins, A. (2009) Developing undergraduate research and inquiry. York: HE Academy 152pp (ISBN 978 1 905788 99 6) http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf

Jenkins, A. and Healey, M. (2009) Developing the student as a researcher through the curriculum, in Rust C (ed) Improving Student Learning through the Curriculum, Oxford Centre for Staff and Learning Development, Oxford Brookes University, Oxford: OCSLD

Lucas, L., Healey, M., Jenkins, A. and Short, C. (2008) Academics’ experiences and perceptions of ‘research’ and ‘teaching’: developing the relationship between these activities to enhance student learning within different disciplines and institutions. Research Report to Higher Education Academy, York  http://www.heacademy.ac.uk/projects/detail/projectfinder/projects/pf2965lr

Healey, M. and Jenkins, A. (2008) Developing students as researchers, University and College Union Magazine October 17-19

Turner, N., Wuetherick, B., and Healey, M. (2008) International perspectives on student perceptions of research: the role of academic development in implementing research-based teaching and learning in higher education, International Journal for Academic Development 13(3), 199-211

Healey, M. (2008) Linking discipline-based research and teaching through mainstreaming undergraduate research, Ryan N (ed) International perspectives on teaching and learning in Higher Education, Cork: National Academy for Integrating Research Teaching and Learning, University College Cork, 12-20

Healey, M. (2008) Linking research and teaching to benefit student learning: research context, developments and future directions, Journal of Geography in Higher Education 32(2), 163-166

Jenkins, A., Healey, M. and Zetter, R. (2007) Linking teaching and research in departments and disciplines York: The Higher Education Academy. www.heacademy.ac.uk/rtnexus.htm

Jenkins, A. and Healey, M. (2007) Critiquing excellence: undergraduate research for all students, in Skelton A (ed) International perspectives on teaching excellence in higher education London: Routledge 117-132.

Healey, M. and Jenkins, A. (2006) Strengthening the teaching-research linkage in undergraduate courses and programmes, in Kreber, C (ed) Exploring research-based teaching, New Directions in Teaching and Learning, San Francisco: Jossey Bass/Wiley, 45-55.

Jenkins, A. and Healey, M. (2005) Institutional strategies to link teaching and research. York: The Higher Education Academy (Jenkins A and Healey M) http://www.heacademy.ac.uk/resources.asp?process=full_record§ion=generic&id=585.

Healey, M. (2005) Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29 (2), 183-201.

Healey, M. (2005) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R. (ed) Reshaping the university: new relationships between research, scholarship and teaching. McGraw-Hill/Open University Press 67-78.

Healey, M. with Blumhof, J. and Thomas, N. (2003) The research teaching nexus in geography, earth and environmental sciences, Planet 11, 5-13

Healey, M. and Jenkins, A. eds (2002) Research and teaching. Exchange 3, Focus Section pp 6-30.

 

The scholarship of teaching and learning

Healey, M. (2011) Excellence and scholarship in teaching: some reflections, in Hay I (ed) Learning with Award-winning University Teachers: International Perspectives. Maidenhead: Open University Press (in press)

Healey, M., Bradford, M., Roberts, C. and Knight, Y. (2010) Bringing about change in teaching and learning at department level. GEES Subject Centre: Plymouth and Centre for Active Learning: Cheltenham http://www.gees.ac.uk/events/2009/deptchg09/deptchg09.htm and http://insight.glos.ac.uk/TLI/RESOURCES/TOOLKIT/EAL/Pages/default.aspx

Healey, M. (2008) Some reflections from early ISSOTL through tomorrow, The International Commons 3(2), 3 http://www.issotl.org/newsletter.html

Healey, M. (2008) Making a career with the scholarship of teaching and learning, in Ketteridge, S, Marshall, M and Fry, H (eds) The effective academic: a handbook for enhanced academic practice, Third Edition Kogan Page: London

Healey, M. (2008) Discipline-based approaches to SoTL, The International Commons 3 (1)

Healey, M. Centres for Excellence in Teaching and Learning: A model for national investment in higher education, The International Commons 2(1), 2-3

Healey, M. (2006) International collaboration as a way of exploring and writing about teaching and learning: a discipline-based model from Geography, The International Commons 1(2), 6-7.

Healey, M. (2006) SoTL in the UK: Some unsung developments, The International Commons 1(1), 1, 8.

Healey, M. (2006) From Hawaii to Glasgow: INLT five years on, Journal of Geography in Higher Education 30(1), 65-75.

Healey, M. (2006) International perspectives on selected issues in the learning and teaching of geography in higher education, Journal of Geography in Higher Education 30(1), 63-64 (edited collection of seven papers pp.63-160).

Breslow, L., Drew, L., Healey, M., Matthew, B. and Norton, L. (2004) Intellectual curiosity: a catalyst for the scholarships of teaching and learning and educational development, in Elvidge, L. (Ed) Exploring academic development in higher education: issues of engagement. Cambridge: Jill Roger Associates, 83-96.

Healey, M. (2003) The scholarship of teaching: issues around an evolving concept. Journal on Excellence in College Teaching, 14, 5-26.

Cousin, C., Healey, M., Jenkins, A., Bradbeer, J., King, H., and other members of the Learning to Do Pedagogic Research Group (2003) Raising educational research capacity: a discipline-based approach, in Rust, C (Ed) Improving student learning: theory and practice - 10 years on. Oxford: OCSLD, Oxford Brookes University, 296-306.

Healey, M. (2003) Promoting lifelong professional development in geographical education: developing the scholarship of teaching in higher education in the 21st Century. The Professional Geographer, 55, 1-17.  

Healey, M. and Jenkins, A. (2003) Discipline-based educational development, in Eggins H and Macdonald R (Eds) The scholarship of academic development. Open University Press: Milton Keynes, 47-57.

Healey, M. (2000) Developing the scholarship of teaching through the disciplines. Higher Education Research and Development, 19, 169-189.  

 

Active learning and learning styles

Healey, M. (2010) Annotated references on active learning, in Gravestock P and Healey M (eds) Case studies on active learning, Special edition of E-JoLT (in press)

Gravestock, P. and Healey, M. (eds) (2010) Case studies on active learning, Special edition of E-JoLT  (in press)

Healey, M., Pawson, E. and Solem, M. eds)2010 Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education. London: Routledge

Healey, M., Solem, M. and Pawson, E. (2010) Introduction, in Healey, M., Pawson, E. and Solem, M. (eds) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education. pp.1-7. London: Routledge

Pawson, E., Healey, M., and Solem, M. (2010) Reflecting on student engagement, in Healey, M., Pawson, E. and Solem, M. (eds) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education. pp.208-14. London: Routledge

Healey, M., Mason O’Connor, K. and Broadfoot, P. (2009) Reflecting on engaging students in the process and product of strategy development for learning, teaching and assessment: an institutional example, International Journal for Academic Development 15(1), 19-32

Chow, K. and Healey, M. (2008) Place attachment and place identity: first-year undergraduates making the transition from home to university, Journal of Environmental Psychology 28, 362-372

Higgitt D, Donert K, Healey M, Klein P, Solem M and Vajoczki S (2008) Collaborative learning with students in other higher education institutions, Journal of Geography in Higher Education 32(1).

Healey M and Mason O’Connor K (2007) Learning, Teaching and Assessment Strategic Framework: Consultation Document Cheltenham: University of Gloucestershire http://resources.glos.ac.uk/adu/clt/ltaframework/

Kneale, P., Bradbeer, J. and Healey, M. (2006) Learning styles, disciplines and enhancing learning in higher education, in Simms R and Simms S (Eds) Learning styles and learning: a key to meeting the accountability demands in education, Hauppauge, NY: Nova Science Publishers, 115-128.

Healey, M., Kneale, P., Bradbeer, J. with other members of the INLT Learning Styles and Concepts Group (2005) Learning styles among geography undergraduates: An international comparison, Area, 37 (1) 30-42.

Healey, M. and Roberts, J. (Eds) (2004) Engaging students in active learning: case studies in geography, environment and related disciplines. Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment 140pp (ISBN: 1 86174 145 6).

Healey, M. and Jenkins, A. (2000) Learning cycles and learning styles: the application of Kolb’s experiential learning model in higher education, Journal of Geography, 99, 185-195.  

Healey, M., Matthews, H., Livingstone, I. and Foster, I. (1996) Learning in small groups in university geography courses: Designing a core module around group projects, Journal of Geography in Higher Education, 20, 167-180.

 

The learning experiences of disabled students

Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., Roberts, H. and Weedon, E. (2009) Improving Disabled Student Learning in Higher Education: Experiences and outcomes, Routledge: London

Fuller, M. and Healey, M. (2009) Assessing disabled students: student and staff experiences of reasonable adjustments, in Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., Roberts, H. and Weedon, E. Improving Disabled Student Learning in Higher Education: Experiences and outcomes, Routledge: London, 60-72

Healey, M., Roberts, H., Fuller, M., Georgeson, J., Hurst, A., Kelly, K., Riddell, S. and Weedon, E. (2008) Disabled students’ experiences of learning, teaching and assessment, TLA Interchange 2, 15-18 www.tla.ed.ac.uk/interchange

Riddell, S., Weedon, E., Fuller, M., Healey, M., Hurst, A., Kelly, K., and Piggott, L. (2007) Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities, Higher Education 54, 615-628

Healey, M., Jenkins, A., and Leach, J. (2006) Issues in developing an inclusive curriculum: examples from geography, earth and environmental sciences. Cheltenham: University of Gloucestershire, Geography Discipline Network 116pp (ISBN: 1 86174 165 0) http://resources.glos.ac.uk/gdn/icp.  

Hills, M. and Healey, M. eds (2006) Inclusive Curriculum Project. Cheltenham: University of Gloucestershire, Geography Discipline Network. A set of ten guides http://resources.glos.ac.uk/gdn/icp.

Riddell, S., Weedon, E., Fuller, M., Healey, M., Hurst, A., Kelly, K., and Piggott, L. (2006) Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities, Higher Education Online First 15, 1-14.

Healey, M., Fuller, M., Bradley, A., and Hall, T. (2006) Listening to students: the experiences of disabled students of learning at university, in Adams, M. and Brown, S. (Eds) Inclusive learning in higher education: improving provision for disabled students. London: RoutledgeFalmer, 32-43.

Hall, T. and Healey, M. with other members of the GDN ICP Project Team (2004) The experience of learning at university by disabled students in geography, earth and environmental sciences and related disciplines: a report on the Geography Discipline Network (GDN) Inclusive Curriculum Project (ICP) student survey. Cheltenham: University of Gloucestershire, Geography Discipline Network 32pp (ISBN: 1 86174 146 4).

Fuller, M., Bradley, A. and Healey, M. (2004) Incorporating disabled students within an inclusive higher education environment, Disability and Society 19, 455-68.  

Fuller, M., Healey, M., Bradley, A. and Hall, T. (2004) Barriers to learning: a systematic study of the experience of disabled students in one university, Studies in Higher Education 29, 303-318.

Healey, M. (2003) Trojan horse is good bet for all: Strategies to improve flexibility for disabled students could benefit everyone, The Times Higher Education Supplement, 19 September.

Healey, M. (2003) Towards the inclusion of disabled students on fieldwork, The Skill Journal 75, 11-16.

Hall, T., Healey, M. and Harrison, M. (2002) Disabled students and fieldwork: from exclusion to inclusion, Transactions of the Institute of British Geographers 27, 213-231.

Healey, M., Jenkins, A., Leach, J. and Roberts, C. (2001) Issues in providing learning support for disabled students undertaking fieldwork. Cheltenham: University of Gloucestershire, Geography Discipline Network 65pp (ISBN: 1 86174 113 8).

 

Facilitating Change in Teaching and Learning

Many of the references above discuss strategies for implementing change, these two discuss some of the processes for bringing about change. 

Healey, M., Mason O’Connor, K. and Broadfoot, P. 2010 Reflecting on engaging students in the process and product of strategy development for learning, teaching and assessment: an institutional example, International Journal for Academic Development 15(1) 19-32

Healey, M., Bradford, M., Roberts, C. and Knight, Y. 2010 Bringing about Change in Teaching and Learning at Department Level. Plymouth: National Subject Centre for Geography, Earth and Environmental Sciences 40pp http://www.gees.ac.uk/events/2009/deptchg09/deptchg09.htm and http://insight.glos.ac.uk/TLI/RESOURCES/TOOLKIT/EAL/Pages/default.aspx

 

Bibliographies

The following bibliographies have been regularly updated since 2005:

1.     Active learning and learning styles: a selected bibliography

2.     Discipline based approaches to supporting learning and teaching: a selected bibliography

3.     Linking research and teaching: a selected bibliography

4.     Pedagogic research and development: a selected bibliography

5.     The scholarship of teaching and learning: a selected bibliography

6.     The scholarship of engagement: a selected bibliography

All are available on CeAL web pages at: 
http://insight.glos.ac.uk/tli/resources/toolkit/resources/reference/

 

 

University of Gloucestershire, The Park, Cheltenham, Gloucestershire, GL50 2RH. Telephone +44 (0)844 8010001.