Achievements

Michael Prosser holds Honorary or Visiting Professorial appointments at the Universities of Tasmania, Sydney and Hong Kong. Until June, 2011 he was Professor and Foundation Director, Centre for the Enhancement of Teaching and Learning in the University of Hong Kong. His teaching, research and academic development interests are in the field of teaching and learning in higher education. His teaching experience includes 20 years teaching in first year university physics courses and 15 years teaching in graduate certificates in higher education programs. He had 18 years' experience as director of academic development units. He has published widely, including a well cited book analysing much of his early research work with Keith Trigwell, over 100 peer reviewed journal articles and book chapters, as well as numerous conference and other publications. He has been a Chief Investigator on 9 Australian Research Council research grants (26 years of ARC funding) and 2 Hong Kong General Research Fund grants (6 years HK UGC funding). He has twice been an Editor of the journal Higher Education Research and Development and has been an Associate Editor of the British Journal of Educational Psychology. He has been elected a Life Member of the Higher Education Research and Development Society of Australasia for distinguished contributions to teaching and research in higher education and of the International Society for the Scholarship of Teaching and Learning for leadership in the scholarship of teaching and learning, has been Co-President of the International Society for the Scholarship of Teaching and Learning, elected by the Australian Research Council's College of Experts as an 'Expert of International Standing' and was in the ISI list of the top 1% of cited authors worldwide in the social sciences for 7 years.

Publications

Books

• Prosser, M. and Trigwell, K. (1999).Understanding Learning and Teaching: The experience in higher education. Buckingham: Open University Press.

Book Chapters (Last 10 Years)

• Prosser, M. (2014). Perceptions of Assessment Standards and Student Learning. In: C. Kreber, C. Anderson, N. Entwistle, and J. McArthur (Eds) Advances and Innovations in University Assessment and Feedback: A Festschrift in honour of Professor Dai Hounsell (pp. 114-130). Edinburgh: Edinburgh University Press.
• Prosser, M. (2013). The four year degree in Hong Kong: An opportunity for Quality Enhancement. In G. Gordon and R. Land (Eds) Enhancing Quality in Higher Education: International Perspectives (pp. 201-212).  Routledge International
• Prosser, M. (2013). Quality Teaching Quality Learning. In D Salter (Ed). Cases on Quality Teaching Practices in Higher Education (26-37). Vancouver: IGI Global
• Prosser, M. (2011). Student 'Satisfaction' or student 'Experience': Interpreting and acting on evaluation results. In M. Saunders P. Trowler and R. Bamber (Eds)  Reconceptualising Evaluative Practices in Higher Education (pp.46-50). Buckingham: Open University Press
• Prosser, M. (2010). Academic staff experiences of teaching, understanding subject matter and research: a student leaning perspective. In J. Christensen and J Mighty (Eds) Taking Stock: Research on Teaching and Learning in Higher Education (pp. 129-137) McGill-Queen's University Press.
• Prosser, M., Martin, E. and Trigwell, K. (2007) Academics' experience of research, teaching and subject-matter understanding: a phenomenographic analysis of their inter-relations. In Entwistle, N. and Tomlinson, P. (eds), Student Learning and University Teaching (pp. 49-60), Leicester, British Journal of Educational Psychology

Refereed Journal Articles (10 Career Best)

• Prosser, M., Martin, E. Trigwell, K., Ramsden, P. and Middleton, H. (2008). University academics' experiences of research and its relationship to their experience of teaching. Instructional Science, 36, 3-16
• Ellis, R.A., Goodyear, P., Calvo, R.A., and Prosser, M. (2008). Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction, 267-282.
• Ellis, R.A., Goodyear, P., Prosser, M. and O'Hara, A. (2006). How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22, 244-256.
• Prosser, M., Martin, E., Trigwell, K. Ramsden, P. and Lueckenhausen, G. (2005). Academics Experiences of Understanding of their Subject Matter and the Relationship to their Experiences of teaching and learning. Instructional Science, 33, 137-157.
• Trigwell, K. and Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16, 409-426
• Prosser, M., Ramsden, P., Trigwell, K. and Martin, E. (2003) Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning. Studies in Higher Education, 28, 37-48.
• Prosser, M. & Trigwell, K. (1999).Understanding Learning and Teaching: The Experience in Higher Education. Buckingham, Open University Press.
• Trigwell, K., Prosser, M. and Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57-70.
• Prosser, M. and Trigwell, K. (1997). Relations between perceptions of the teaching environment and approaches to teaching. British Journal of Educational Psychology, 67, 25-35.
• Trigwell, K., Prosser, M. & Taylor, P. (1994). Qualitative differences in approaches to teaching first year university science courses. Higher Education, 27, 74-84.