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.
- 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.
Fields of Research
- Higher education (390303)
- Curriculum and pedagogy theory and development (390102)
- Continuing and community education (390301)
- Educational technology and computing (390405)
- Pedagogy (160302)
- Learner and learning (160199)
- Teaching and curriculum (160399)
Journal Article(7 outputs)
|2017||Zhao Y, Huen JMY, Prosser M, 'Comparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong: a multiple-group confirmatory factor analysis approach', Quality Assurance in Education, 25, (3) pp. 270-286. ISSN 0968-4883 (2017) [Refereed Article]|
|2014||Prosser M, Sze D, 'Problem-based learning: Student learning experiences and outcomes', Clinical Linguistics and Phonetics, 28, (1-2) pp. 131-142. ISSN 0269-9206 (2014) [Refereed Article]|
Citations: Scopus - 36Web of Science - 29
|2014||Prosser M, Trigwell K, 'Qualitative variation in approaches to university teaching and learning in large first-year classes', Higher Education, 67, (6) pp. 783-795. ISSN 0018-1560 (2014) [Refereed Article]|
Citations: Scopus - 51Web of Science - 49
|2014||Trigwell K, Prosser M, 'Qualitative variation in constructive alignment in curriculum design', Higher Education, 67, (2) pp. 141-154. ISSN 0018-1560 (2014) [Refereed Article]|
Citations: Scopus - 29Web of Science - 27
|2011||Chan LK, Ip MSM, Patil NG, Prosser M, 'Learning needs in a medical curriculum in Hong Kong', Hong Kong Medical Journal, 17, (3) pp. 202-207. ISSN 1024-2708 (2011) [Refereed Article]|
|2011||Yang M, Webster B, Prosser M, 'Travelling a thousand miles: Hong Kong Chinese students' study abroad experience', International Journal of Intercultural Relations, 35, (1) pp. 69-78. ISSN 0147-1767 (2011) [Refereed Article]|
Citations: Scopus - 32Web of Science - 29
|2011||Yang M, Webster B, Prosser M, 'Exploring the variation in first year undergraduates' induction into their academic disciplines', International Journal for the Scholarship of Teaching and Learning, 5, (1) Article 13. ISSN 1931-4744 (2011) [Refereed Article]|
Conference Publication(1 outputs)
|2014||Babaee M, Swabey KJ, Prosser M, 'A theoretical framework for use of e-portfolios: A combination of constructivism, SAL and the 3P model', Proceedings of IAC-ETeL 2014, 28 February - 1 March 2014, Prague, Czech Republic, pp. 1-8. ISBN 978-80-905442-3-9 (2014) [Non Refereed Conference Paper]|
Co-authors: Babaee M; Swabey KJ
Grants & Funding
Number of grants
- The project investigates the retention and success of low socio-economic status (SES) students in higher education. Low SES students are currently: admitted through multiple alternative entry modes; study remotely; study part-time; study online or through blended learning; have family and work commitments; be mature students; and are less likely to have parents educated at tertiary level. This project hypothesises that all these variables interact in a complex multivariate model that impacts low SES student retention, success and completion. The overall aim of the project is to develop actionable knowledge for governments, university leaders, discipline heads and program directors to boost the retention, success and completion rates of low SES students through a study that incorporates a quantitative phase using structural equation modelling (SEM), case studies to explore student lives and admission practices and a literature review of the existing research and current successful programs.
- Department of Education and Training (Commonwealth) ($379,999)
- Grant-Higher Education Participation Programme
- Administered By
- University of Tasmania
- Research Team
- Kember DR; Fan S; Kilpatrick SI; Barnes NR; Hicks DJE; Prosser M; Ellis R; McDonald C; Corbett MJ; Leung D; Prosser M; Coyle J; O'Shea S
|PhD||An Exploration of Epistemological Beliefs, Learning Environment Expectations and Persistence Intentions: Insights into the shaping of student persistence in the first semester of University study|
Candidate: Julie Elizabeth Godwin
|PhD||The Role of E-Portfolios in Higher Education: The experience of pre-service teachers|
Candidate: Maliheh Babaee