Consultancies & Evaluations

Consultancies & Evaluations

“Mick is a consummate ‘ideas broker’ and we have all benefited hugely from this. His use of ‘mini case studies’ has had a seminal impact on others – and in particularly has appealed to those who work in strategic roles. It is always difficult to quantify the impact one has on other institutional policies but Mick has undoubtedly influenced strategic thinking in Universities across the globe.” Sue Burkill, Exeter University, 25 August 2012

“Your visit has had a substantial impact on the development of research-based learning at Lund.” Professor Stefan Lindgren 23 August 2011

“The way you organised the panel discussion made it the best one in which I have ever participated.”
Gordon Joughin (University of Queensland), about PEER International Panel Discussion at Macquarie University, 22 September 2011

“We very much appreciate your assistance, especially due to the short notice and your busy schedule. Working during your flight to and from Australia goes beyond any professionalism – this effort and commitment does not go unrecognized, and I want to extend to you our deepest appreciation for your contribution.”
Michail Giannakos (Norwegian University of Science and Technology), about help with application for a National Centre of Excellence, 14 August 2016


I am willing to act as a consultant on teaching and learning in higher education in areas in which I feel I have some expertise and experience.  Over the last decade I have acted as an advisor to many government bodies, organizations, universities and projects in the UK and internationally (see biography).  Since setting up in business I have been invited to produce the following consultancy reports:

2011 Subject review of Geography at Derby Holme Lacy: Healey HE Consultants 21pp

2011 Engaging students in research and inquiry: Opportunities for Swansea University Holme Lacy: Healey HE Consultants 29pp

2011 Aberystwyth and Bangor Universities Draft Joint Strategies for Learning and Teaching and Widening Access: Some Comments Holme Lacy: Healey HE Consultants 14pp

2012 Analysis of the Learning and Teaching Strategies 2011/12 to 2013/14 in Wales, Cardiff: HE Academy Wales (Colley H and Healey M) 46pp

2014 Developing research-based curricula in college-based higher education. York: HE Academy (Healey M, Jenkins A and Lea J) 87pp

2014 Engagement through partnership: Students as partners in learning and teaching in higher education. York: HE Academy (Healey M, Flint, A and Harrington K) 76pp

I have also contributed to the running of several ‘Change Academies’ organised by the HE Academy. I have organised the Change Academies at the International Students as Partners Institutes held at McMaster University (2016-18) and Adelaide University (2019). I also run a Change Academy for the University of Saskatchewan to stimulate curriculum change across a range of programs (2017) – see Turner, Healey and Bens (2020).  


“On behalf of the whole PEER team we would like to thank you for the amazing job you did as our external evaluator. All aspects of the project have benefited from your insightful and constructive feedback. Your efforts on the International Symposium deserves special praise – the event’s success owes a great deal to your vision, experience and leadership.” Mitch Parsell, Macquarie University, 27 August 2012

An area that I am increasingly spending time on is acting as an evaluator / critical friend to teaching and learning project teams (see biography).

The framework I like to explore with project teams is a ‘theory of change’ (ToC) approach (Hart et al., 2009), which may be used to explain how and why a project realizes the results it achieves. It attempts to develop an understanding of the relationships between outcomes and the activities and contextual factors which may influence the outcomes. One of the attractions of the ToC approach is that it may be used to extend our understanding of a project, rather than audit it. Hence the key question might be, for example: “What have we learned about …. ?”. It is essentially a narrative approach, which tells the story of the project.

The process of developing the framework also encourages a conversation between the team and hence promotes a greater shared understanding of what the project is trying to achieve and how you will know if it has done so.
Components of Theory of Change

  1. Current situation:
  2. Enabling Factors / Resources:
  3. Processes / Activities:
  4. Desired Outcomes:
  5. Longer-term impact:

Phil Levy (Sheffield) used this approach to evaluate one of the Centres for Excellence Projects (CILASS, 2010) and then also applied it to Angela Brew’s ALTC Teaching Fellowship project (Levy, 2010). We have using this framework for our NTFS project on ‘Rethinking Final Year Dissertations and Capstone Projects’. And I have helped two other NTFS projects at Chester and Lincoln; a teaching and learning project at Southampton, three ALTC project teams at Macquarie, Griffith and ANU, and an OLT Senior Fellow programme use it at Victoria University, Australia.

CILASS (2010) CILASS Evaluation See the text and two video clips

Hart, D., Diercks-O’Brien, A.G. and Powell, A. (2009) Exploring stakeholder engagement in impact evaluation planning in educational development work, Evaluation, 15: 285-306.

Levy, P (2010) Evaluation in Brew, A Fellowship Final Report

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Recent evaluations

International Evaluator on ALTC project on ‘Communicative and Interpersonal Leadership in the Context of Peer Review (PELT)’ (2010-12), Principal Investigator: Judyth Sachs, Macquarie University, Sydney

International Advisor on ALTC project on ‘Teaching Standards Framework’ (2010) Principal Investigator: Judyth Sachs, Macquarie University, Sydney

International Evaluator on ALTC project on ‘Capstone Courses in Undergraduate Business Degrees: Better Course Design, Better Learning Activities, Better Assessment’ (2010-12) Principal Investigator: Liz van Acker, Griffith University, Brisbane

External evaluator on NTFS Project ‘Student as Producer: Research Engaged Teaching and Learning – An Institutional Strategy’ (2010-13) Principal Investigator: Mike Neary, University of Lincolnshire

External evaluator on NTFS Project ‘Personal Learning Environments in Active Field Science Education (PLEASE)’ (2010-13) Principal Investigator: Derek France, University of Chester

Evaluator of ‘Welsh Universities Learning and Teaching Strategies’ on behalf of HE Academy Wales (2011-12)

Evaluator/Advisor to University of Southampton on ‘Students as co-producers of the curriculum: the case of an interdisciplinary Global Health course’ (2011-12) Principal Investigator: Julie Wintrup, University of Southampton

International Evaluator on ALTC project on Teaching Research – Evaluation and Assessment Strategies for Undergraduate Research Experiences (TREASURE) (2011-13). Principal Investigator: Anna Wilson, Australian National University / Stirling University

International Advisor and Evaluator to OLT National Senior Teaching Fellowship programme ‘Capstone curriculum across the disciplines’ (2013-14) Nicolette Lee, Victoria University, NSW

International advisor and evaluator McMaster Institute for Innovation and Excellence in Teaching and Learning. Director Arshad Ahmad, McMaster University (2014- )

Advisor and evaluator to Centre for Advancement of Teaching and Learning, University College London, ‘Connected Curriculum’ initiative. Director: Dilly Fung (2014-17)

International advisor and evaluator University of Queensland, ‘Teaching@UQ’ project. Chair: Julie Duck (2015-16)

Advisor and evaluator Exeter Law School ‘The Impact of Revising the Undergraduate Law Curriculum’, Greta Bosch (2015-16)

International Advisor and Evaluator to OLT National Teaching Fellowship programme ‘Students as partners’ (2015-17) Kelly Matthews, University of Queensland

International Advisor and Evaluator to OLT National Teaching Fellowship programme ‘Engaging students as partners in global learning’ (2016-17) Wendy Green, University of Tasmania

External consultant to Anglia Ruskin University for Active Curriculum Working Group on Research-Informed Learning & Teaching (2017-18) Dr Adam Longcroft

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