2006 Teaching geography for social transformation, Journal of Geography in Higher Education 30(1): 117-131. (Wellens, J., Bernardi, A., Chalkley, B., Chambers, B., Healey, R. L., Monk, J., & Vender, J.)

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

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): pp.150-164. (Wellens, J., Bernardi, A., Chalkley, B., Chambers, B., Healey, R. L., Monk, J., and Vender, J.)

2010 Performing academic practice: using the master class to build postgraduate discursive competences, Journal of Geography in Higher Education 34(2): 283-298.  (Bærenholdt, J. O, Everts, J., Granås, B., Gregson, N. and Healey, R. L.)

2011 Professional development for early career geographers: Contexts, practices and tensions. Journal of Geography in Higher Education 35(3): 395-408.  (Vajoczki, S., Biegas, T. C., Crenshaw, M. W., Healey, R. L., Osayomi, T., Bradford, M. & Monk, J.)

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.)

2016 How to conduct a literature search, in N.J. Clifford and G. Valentine (Eds.) Key methods in geography, 3rd Edition (London: Sage): 16-34. (Healey, M. and Healey, R. L.)

2016 Gendered experiences of academic staff in relation to research activity and the REF2014, Forum for Research into Equality and Diversity, University of Chester.  (Davies, C., Healey R. L. & Cliffe, A.)  

2017 The power of debates? Reflections on their potential for geography in higher education: teaching for social transformation through debate, in M. Haigh, D. Cotton, and T. Hall (Eds.) Pedagogic research in geography in higher education (Abingdon: Routledge): pp.112-130.  (Healey, R. L.)

2019 Hacking through the Gordian Knot: Can facilitating operational mentoring untangle the gender research productivity puzzle in HE? Studies in Higher Education 44(1): 31-44.  (Davies, C. & Healey, R. L.)

2019 Conceptions of ‘research’ and their gendered impact on research activity: a UK case study, Higher Education Research and Development 38(7): 1386-1400.  https://doi.org/10.1080/07294360.2019.1657804. (Healey, R. L. & Davies, C.)

2019 Reflecting on ‘Directions’: Reflecting on ‘Directions’: Growing with the times and future developments, Journal of Geography in Higher Education 43(2): 125-130.  https://doi.org/10.1080/03098265.2019.1599832.  (Healey, R. L. & Hill, J.)

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. Online First. https://doi.org/10.1111/area.12685. (Healey, R. L., France, D., Hill, J. & West, H.)

2020 GeogEd: A new research group founded on the reciprocal relationship between geography education & the geographies of education., Area. Online First. https://doi.org/10.1111/area.12661. (West, H., Hill, J., Finn, M., Healey, R. L., Marvell, A. & Tebbett, N.)

2021 How to persuade and influence people: The art of effective debate in geography. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2021.1904215. (Healey, R. L. & Leatham, C.)

2021 Re-naming and re-framing: Evolving the ‘Higher Education Research Group’ to the ‘Geography & Education Research Group’, Area.  (Healey, R. L. & West, H.)

2022 The Design of Physical Learning Spaces in Supporting Learning and Engaging Students on Campus. A Report for the Centre for Education Teaching Innovation, University of Westminster, UK. (Healey, M.)

2024 Enhancing Working in Groups and Teams in Learning and Teaching in Higher Education. A Report for the Centre for Education Teaching Innovation, University of Westminster, UK (Healey, M.).

2024 Toward greater transparency and inclusion in manuscript review processes: A relational model. Teaching & Learning Inquiry, 12 (August), 1–23. https://doi.org/10.20343/teachlearninqu.12.23 (Cook-Sather, A. & Healey, R. L.)