“It was clear that the sessions that you ran [on students as partners] provided staff with insightful and thought provoking ideas to explore in the future. We have already had a great deal of positive feedback” Rob Wilson, Dean of Education Innovation, Centre for Education Innovation, University of Cardiff, 2016
“Thank you for such a great workshop [on students as partners], it was really interesting and inspiring.” Steve Rutherford, Deputy Director of Undergraduate Education School of Biosciences, University of Cardiff, 2016
“It was wonderful to hear about your fantastic [students as partners] project at the Amsterdam conference, and … your inspiring ideas.” Dr Vincent Tong, Principal Teaching Fellow UCL, 2016
“An inspiring workshop” Participant at invited pre-conference Ethics workshop, Amsterdam, 2016
“Have some fresh new ideas that can enhance my teaching” Participant at SoTL workshop, Coventry, 2016
“I really appreciate the resources for reviewers that you’ve set up. It’s a great model which I wish more journals would consider” Reviewer for IJSaP, 2017).
“I have never received such constructive, detailed and helpful feedback and wanted to say thank you for the time spent on this to help develop the work.” Author on paper submitted to IJSaP, 2017
Biography and Publications
Ruth Healey is a HE Consultant and Associate Professor in Pedagogy in Higher Education at the University of Chester, UK. She obtained her bachelor, masters, and doctorate degrees in geography from the University of Sheffield. Since 2009 she has lectured at the University Chester. In 2009 she was also appointed to the editorial board of the Journal of Geography in Higher Education. In 2012 Ruth led an international collaborative writing group about practicing the scholarship of learning and teaching in an ethical manner in association with the International Society for the Scholarship of Teaching and Learning. She has led a project at Chester on the engagement of students as partners in curriculum design and development and another student-staff partnership in feedback through peer- and self-assessment. Ruth has also led a UK team as part of a multinational staff-student project reviewing the literature on students as partners involving teams from Australia, Canada and the USA. In addition she has worked as a Project Partner with The Student Engagement Partnership (TSEP) to improve stud ent engagement in higher education providers’ internal quality assurance and enhancement arrangements. In 2016 she became one of the inaugural co-editors of the International Journal for Students as Partners. In 2018 she was elected Chair of the Higher Education Research Group of the Royal Geographical Society.
She became External Examiner at the University of Central Lancashire in 2012, and University of South Wales in 2013. In the same year she was awarded her MA in Learning and Teaching in Higher Education from the University of Chester. In 2014 she became a Senior Fellow of the Higher Education Academy. In 2017 she was awarded a National Teaching Fellowship, almost 17 years younger than when Mick recieved his.
Ruth has researched into a range of areas including: teaching for social transformation, teaching through debates in small groups, teaching ethics, and students as partners and change agents. She has written over 40 teaching and learning publications and given more than 60 teaching and learning keynote, workshops and presentations in Australia, Canada, Germany, Ireland, Netherlands, UK, United Arab Emirates, and US.
In 2019 she was made an inaugural ISSoTL Fellow.
Google Scholar Citations: 545, 384 since 2016; fifteen publications have over 10 citations each.
Higher Education research articles
Friberg, J. C., Frake-Mistak, M., Healey, R., Sipes, S., Mooney, J., Sanchez, S., & Waller, K. (2021). A developmental framework for mentorship in SoTL illustrated by three examples of unseen opportunities for mentoring. Teaching & Learning Inquiry, 9(1), 395-413. https://doi.org/10.20343/teachlearninqu.9.1.26
Healey, R. L. & West, H. (2021) Re-naming and re-framing: Evolving the ‘Higher Education Research Group’ to the ‘Geography & Education Research Group’, Area.
Healey, R. L., France, D., Hill, J. & West, H. (2020) The history of the Higher Education Research Group of the UK Royal Geographical Society: The changing status and focus of geography education in the academy, Area.
Healey R. L. & Ribchester, C. (2019) Pedagogies for developing undergraduate ethical thinking within geography. In H. Walkington, J. Hill and S. Dyer (eds) Handbook for teaching and learning in Geography. (pp. 139-150). Cheltenham: Elgar.
Healey, M. and Healey R. L. (2019) Students as partners guide: Student engagement through partnership. York: Advance HE.
Healey, M. & Healey, R. L. (2019) Student-staff partnership comes of age. York Advance HE. Open access free to download
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. Open access free to download
Healey, R. L, & Davies, C. (2019). Conceptions of ‘research’ and their gendered impact on research activity: a UK case study, Higher Education Research & Development 38(7)
Healey, R. L., Lerczak, A., Welsh, K.., & France, D. (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. & Hill, J. (2019) Reflecting on ‘Directions’: growing with the times and future developments. Journal of Geography in Higher Education 43(2):125-130.
Matthews, K. E., Mercer-Mapstone, L., Lucie Dvorakova, S., Acai, A., Cook-Sather , A., Felten, P., Healey, M., Healey, R. L., & Marquis, E. (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.
Healey, M., & Healey, R. L. (2018) “It depends”: Exploring the context-dependent nature of students as partners’ practices and policies. International Journal for Students as Partners, 2(1)
Healey, R. L., Healey, M. & Cliffe, A. (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)
Moore-Cherry, N. & Healey, R. L. (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).
Ribchester, C. & Healey, R. L. (2017) Realism, reflection and responsibility: The challenge of writing effective scenarios to support the development of ethical thinking skills, Journal of Further and Higher Education.
Davies, C. & 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.
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) Launching a Journal About and Through Students as Partners, International Journal for Students as Partners 1(1).
Healey, R.L. & Ribchester, C. (2016) Developing ethical geography students? The impact and effectiveness of a tutorial based approach, Journal of Geography in Higher Education 40(2), 302-319.
Davies, C., Healey R.L. and Cliff, A. (2015) Scaling the Mountain: an exploration of gendered experience of academic staff in relation to the Research Excellence Framework 2014, Society for Research into Higher Education Conference Proceedings.
Moore-Cherry, N., Healey R.L. Nicholson, D.T., & Andrews, W. (2016) Inclusive partnership: Enhancing student engagement in Geography, Journal of Geography in Higher Education 40(1), 84-103.
Healey, R.L. (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. (2013) Ethical thinking in a disciplinary context: the ethical development of undergraduates and expectations of tutors in the arts, social and pure sciences, Society for Research into Higher Education Conference Proceedings.
Healey, R.L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M.K., Miller-Young, J. and Haigh, M. (2013) Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner, Teaching and Learning Inquiry 1(2), 23-32.
Healey, R.L. (2012) The power of debates? Reflections on their potential for geography in higher education: teaching for social transformation through debate, Journal of Geography in Higher Education 36(2), 239-257.
Healey, R.L., Ribchester, C. & Ross, K. (2011) ‘The ethical student’: teaching ethics for critical thinking in the undergraduate curriculum, Society for Research into Higher Education Conference Proceedings.
Vajoczki, S., Biegas, T.C., Crenshaw, M.W., Healey, R.L., Osayomi, T., Bradford, M. & Monk, J. (2011) Professional development for early career geographers: contexts, practices and tensions, Journal of Geography in Higher Education 35(3), 395-408.
Bærenholdt, J.O, Everts, J., Granås, B., Gregson, N. and Healey, R.L. (2010) Performing academic practice: using the master class to build postgraduate discursive competences, Journal of Geography in Higher Education 34(2), 283-298.
Boyd, W.E., Healey, R.L., Hardwick, S.W. and Haigh, M. with contributions from Klein, P., Doran, B., Trafford, J. and Bradbeer J. (2008) “None of us sets out to hurt people”: An essay on The Ethical Geographer and geography curricula in higher education, Journal of Geography in Higher Education 32(1), 37-50.
Wellens, J., Bernardi, A., Chalkley, B., Chambers, B., Healey, R.L., Monk, J., and Vender, J. (2006) Teaching geography for social transformation, Journal of Geography in Higher Education 30(1), 117-131.
Higher Education research reports
Healey, R.L., Ribchester, C. & Ross, K. (2011) ‘The Ethical Student’: Enhancing the Teaching of Ethics in the Undergraduate Curriculum, for the Learning and Teaching Institute, University of Chester.
Higher Education research book chapters
Healey, M. and Healey, R.L. (2016) How to conduct a literature search, N.J. Clifford and G. Valentine (Eds.) Key Methods in Geography, 3rd Edition (London: Sage): 16-34.
Boyd, W.E., Healey, R.L., Hardwick, S.W. and Haigh, M. with contributions from Klein, P., Doran, B., Trafford, J. and Bradbeer J. (2010) “None of us sets out to hurt people”: An essay on The Ethical Geographer and geography curricula in higher education, in M. Healey, E. Pawson and M. Solem (Eds.) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education (London: Routledge): 22-35.
Wellens, J., Bernardi, A., Chalkley, B., Chambers, B., Healey, R.L., Monk, J., and Vender, J. (2010) Teaching geography for social transformation, in M. Healey, E. Pawson and M. Solem (Eds.) Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education (London: Routledge): 150-164.
Higher Education research book reviews
Healey, R.L. and Healey, M. (2008) Book Review: ‘Aspiring Academics: A Resource Book for Graduate Students and Early Career Faculty’, International Journal for Academic Development, 13(3), 219-221.