Books

4. Prosser, M. and Trigwell, K. (2nd Edition in Preparation).Understanding Learning and Teaching: The experience in higher education. Buckingham: Open University Press.

3. Prosser, M. and Trigwell, K. (In preparation). Understanding Learning and Teaching: The experience in higher education. Obeikan Research and Development (Arabic edition)

2. Prosser, M. and Trigwell, K. (2007).Understanding Learning and Teaching: The experience in higher education. Peking: Peking University Press (Chinese edition)

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

Chapters in Books

13. Prosser, M. (In press). 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. () McGill-Queen’s Press.

12. 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 N. Entwistle and P. Tomlinson (Eds), Student Learning and University Teaching (British Journal of Educational Psychology Monograph Series II) British Journal of Educational Psychology

11. Prosser, M. and Barrie, S. (2003). Using a student-focused learning perspective to strategically align academic development with institutional quality assurance. In R. Blackwell and P. Blackmore (eds) Towards Strategic Staff Development in Higher Education, (191-202), Buckingham, Open University Press

10. Trigwell, K. and Prosser, M. (2003). Qualitative Differences in University Teaching. In M. Tight (ed), Access and Exclusion, (185-216) Oxford: JAI Elsevier.

9. Martin, E., Prosser, M., Trigwell, K., Ramsden, P. and Benjamin, J. (2001). What university teachers teach and how do they teach it? In N. Hativa and P. Goodyear (eds) Teacher Thinking, Beliefs and Knowledge in Higher Education (103-126), Dordtrecht: Kluwer. (Reprint of paper 45 in Articles in Refereed Journals)

8. Trigwell, K., Prosser, M., Marton, F. and Runesson, U. (2001). Views of learning, teaching practices and conceptions of problem solving. In N. Hativa and P. Goodyear (eds) Teacher Thinking, Beliefs and Knowledge in Higher Education (241-254), Dordtrecht: Kluwer.

7. Best, D., Cust, J. and Prosser, M. (1999). The implications of student learning research for health science education. In J. Higgs and H. Edwards (Eds) Educating Beginning Practitioners (136-142), Oxford: Butterworth-Heinemann.

6. Pitkethly, A. and Prosser, M. (1999). The first year experience. In J. Higgs and H. Edwards (Eds) Educating Beginning Practitioners (150-158), Oxford: Butterworth-Heinemann.

5. Prosser, M. and Trigwell, K. (1998). Teaching in higher education. In B. Dartt and G. Boulton-Lewis (Eds) Teaching and Learning in Higher Education. (250-267) Melbourne: Australian Council for Educational Research.

4. Prosser, M. (1994). Some Experiences of Using Phenomenographic Research Methodology in the Context of Research in Teaching and Learning. In Bowden, J. (Ed). The Methodology of Phenomenography.(31-43) Melbourne: RMIT. (Revised and reprinted, 2000)

3. Prosser, M. and Tamir, P. (1990). Developing and Improving the Role of Computers in Student Laboratories. In Hegarty-Hazel, E. (Ed.) The Student Laboratory and the Science Curriculum (267-290), London: Routledge.

2. Prosser, M. (1987). Describing the Effects of Prior Student Cognitive Structure and Study Strategies in a First Year University Physics Course. In Richardson, J.T.G., Eysenck, M.W. and Piper, D.W. (Eds) Student Learning: Research in Education and Cognitive Psychology (29-38), London: Society for Research in Higher Education and Open University.

1. Boud D. and Prosser, M. (1984). Sharing Responsibility in a Science Course - Staff Student Co-operation. In Knowles, M.S. and Associates. Androgogy in Action (175-187), London: Jossey-Bass. (Reprint of paper 2 in Articles in Refereed Journals)

Articles in Refereed Journals

Accepted for publication

Trigwell, K. and Prosser, M. (Accepted for Publication). Using Phenomenography to Understand the Research-Teaching Nexus. Education as Change

Ginns, P., Kitay, J. and Prosser, M. (In press) Developing Conceptions of Teaching and the Scholarship of Teaching through a Graduate Certificate in Higher Education. International Journal for Academic Development

Published

74 Webster, B. J., Chan, W. S. C., Prosser, M. T., & Watkins, D. A. (2009). Undergraduates’ learning experience and learning process: Quantitative evidence from the East. Higher Education, 58(3), 375-386.

73. Ellis, R.A., Goodyear, P., Brillant, M.., and Prosser, M. (2008). Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities. Advances in Health Science Education.13, 675-692.

72. Ginns, P., Kitay, J. and Prosser, M. (2008) Developing Conceptions of Teaching and the Scholarship of Teaching through a Graduate Certificate in Higher Education. International Journal for Academic Development, 33, 175-185

71. Hanbury, A., Prosser, M. and Rickinson, M. (2008). The Differential Impact of UK Accredited Teaching Development Programmes on Academics’ Approaches to Teaching. Studies in Higher Education, 33, 469-483

70. Prosser, M. (2008). The Scholarship for the Teaching and Learning: What is it? A personal view. International Journal of the Scholarship of Teaching and Learning, 2. Retrieved July 17, 2008, from http://academics.georgiasouthern.edu/ijsotl/v2n2/invited_essays/_Prosser/index.htm

69. 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.

68. 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.

67. Ginns P., Prosser M., & Barrie S.C. (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. Studies in Higher Education, 32, 603-615.

66. Ramsden, P., Prosser, M., Trigwell, K, and Martin, E. (2007). University teachers' experiences of academic leadership and their approaches to Teaching. Learning and Instruction,17,140-155.

65. Ellis, R.A., Goodyear, P., O'Hara, A . and Prosser, M. (2007). The university student experience of face-to-face and online discussions: coherence, reflection and meaning. ALT-J , 15, 83-97.

64. Hendry, G., Lyon , P., Prosser, M. and SZE, D. (2006) Conceptions of Problem-based Learning: the perspectives of students entering a problem-based medical program. Medical Teacher , 28, 573-575.

63. Minasian-Batmanian, L., Lingard, J. and Prosser, M. (2006) Variation in student reflections on their conceptions of and approaches to learning biochemistry in a first-year health sciences service subject. International Journal of Science Education , 28, 1887-1904.

62. 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. Journal of Computer Assisted Learning , 22, 244-256.

61. Prosser, M. and Trigwell, K. (2006) Confirmatory Factor Analysis of the Approaches to Teaching Inventory. British Journal of Educational Psychology , 76, 405-419.

60. Minasian-Batmanian, C., Lingard, C. and Prosser, M. (2005) Differences in Students' Perceptions of Learning Compulsory Foundation Biochemistry in the Professions. Advances in Health Sciences Education , 10, 279-290.

59. Trigwell, K. and Prosser, M. (2005). Editorial. Higher Education , 49, 201-203.

58. Trigwell, K., Prosser, M. and Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to Teaching Inventory. Higher Education Research and Development , 24, 349- 360

57. Barrie , S.C. , Ginns P., and Prosser, M. (2005). Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance. Assessment and Evaluation in Higher Education , 30, 641-656.

56. 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.

55. Cope, C. and Prosser, M. (2005). Identifying didactic knowledge: an empirical study of the educationally critical aspects of learning about information systems. Higher Education , 49, 345-372.

54. Trigwell, K., Prosser, M., Martin, E. and Ramsden, P (2005) University teachers' experiences of change in their understanding of the subject matter they have taught, Teaching in Higher Education , 10, 251-264

53. Trigwell, K. and Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review , 16, 409-426

52. Heng Kiat Tan and Prosser, M. (2004) Qualitatively different ways of differentiating student achievement: a phenomenographic study of grade descriptors, Assessment and Evaluation in Higher Education , 29, 267-282

51. Prosser, M. (2004). A student learning perspective on problem-based learning. European Journal of Dental Education, 8, 51-58

50. Martin, E., Trigwell, K., Prosser, M. and Ramsden, P. (2003). Variation in the experience of leadership of teaching in higher education. Studies in Higher Education , 28, 3, 247-260.

49. 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.

48. Boud, D. and Prosser, M. (2002) Appraising new technologies for learning: a framework or evaluation and redevelopment. Educational Media International , 38, 238-245.

47. Hazel, E., Prosser, M. and Trigwell, K. (2002). Variation in Learning Orchestration in University Biology Courses. International Journal of Science Education , 24, 737-751.

46. Forbes, H., Duke, M. and M. Prosser, M. (2001). Students' Perceptions of Learning Outcomes from Group-Based, Problem-Based Teaching and Learning Activities. Advances in Health Sciences Education , 6, 205-217

45. Pitkethly, A. and Prosser, M. (2001).The First Year Experience Project: a model for university wide change. Higher Education Research and Development, 20, 185-198

44. Martin,. E., Prosser, M., Trigwell, K., Ramsden, P. and Benjamin, J. (2000). What university teachers teach and how they teach it. Instructional Science, 28, 387-412.

43. Trigwell, K., Martin, E., Benjamin, J. and Prosser, M. (2000). Scholarship of Teaching: a model. Higher Education Research and Development, 19, 155 – 168.

42. Prosser, M., Trigwell, K., Hazel, E. and Lyons, F. (2000). Students' Experiences of Studying Physics Concepts: the effects of disintegrated perceptions and approaches. European Journal of Educational Psychology , 1, 61-74 .

41. Prosser, M. and Trigwell, K. (1999). Relational perspectives on higher education teaching and learning in the sciences. Studies in Science Education , 33, 31-60.

40. Trigwell, K., Prosser, M. and Lyons, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education , 37, 57-70.

39. Crawford, K., Gordon, S., Nicholas, J. and Prosser, M. (1998) Qualitatively different experiences of learning mathematics at university. Learning and Instruction , 8, 455-468.

38. Duke, M., Forbes, H., Hunter, S. and Prosser, M. (1998). Problem based learning: Conceptions and approaches of undergraduate students of nursing. Advances in Health Sciences Education , 3, 59-70

37. Martens, E. and Prosser, M. (1998). What constitutes high quality teaching and learning and how to assure it. Quality Assurance in Education , 6, 28-36.

36. Crawford, K., Gordon, S., Nicholas, J. and Prosser, M. (1998). University Mathematics Students' Conceptions of Mathematics. Studies in Higher Education ., 23, 87-94.

35. Trigwell, K. and Prosser, M. (1997) Towards an understanding of individual acts of teaching and learning . Higher Education Research and Development , 16, 241-252.

34. Prosser, M. and Trigwell, K. (1997). Using Phenomenography in the Design of programs for Teachers in Higher Education. Higher Education Research and Development , 41-54

33. 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 .

32. Trigwell, K. and Prosser, M. (1996). Changing Approaches to Teaching: A relational perspective. Studies in Higher Education , 21, 275-284 .

31. Willcoxson, L. and Prosser, M. (1996). Kolb's learning style inventory (1985): review of further study of validity and reliability. British Journal of Educational Psychology , 66, 247-257.

30. Trigwell, K. and Prosser, M. (1996). Congruence between Intention and Strategy in University Science Teachers' Approaches to Teaching. Higher Education , 32, 77-87

29. Prosser, M. Walker, P. and Millar, R. (1996). Differences in Students' Perceptions of Learning Physics . Physics Education , 31, 43-48.

28. Crawford, K., Gordon, S., Nicholas, J. and Prosser, M. (1994). Conceptions of Mathematics and How it is Learned: The perspective of students entering university. Learning and Instruction , 4, 331-345 .

27. Scouler K. and Prosser, M. 1994. Students' Experiences in Studying for Multiple-Choice Question Examinations. Studies in Higher Education , 19, 267-279.

26. Prosser, M. (1994). A Phenomenographic study of Students' Intuitive and Conceptual Understanding of Certain Electrical Phenomena. Instructional Science , 22, 189-205 .

25. Prosser, M., Trigwell, K. and Taylor, P. 1994. A Phenomenographic Study of Academics' Conceptions of Science Teaching and Learning. Learning and Instruction ., 4, 217-231.

24. Prosser, M. and Webb, C. (1994). Relating the Process of Undergraduate Essay Writing to the Finished Product. Studies in Higher Education , 19, 125-138.

23. Trigwell, K., Prosser, M. and Taylor, P. (1994). Qualitative Differences in Approaches to Teaching First Year University Science Courses. Higher Education, 27, 74-84 .

22. Hazel, E. and Prosser, M.(1994). First Year University Students' Understanding of Photosynthesis, Their Study Strategies and Learning Context. The American Biology Teacher, 56, 274-279.

21. Prosser, M. (1993). Phenomenography and the Principles and Practices of Learning. In Hore, T (Ed). Special issue on Learning: Theory in Practice (Special issue). Higher Education Research and Development , 12, 21-32.

20. HegartyHazel, E. and Prosser, M. (1991). Relationship between Students' Conceptual Knowledge and Study Strategies Part 1: Student Learning in Physics. International Journal Of Science Education , 13, 303-312.

19. HegartyHazel, E. and Prosser, M. (1991). Relationship between Students' Conceptual Knowledge and Study Strategies Part 2: Student Learning in Biology. International Journal Of Science Education , 13, 421-429.

18. Trigwell, K. and Prosser, M. (1991). Relating Approaches to Study and Quality of Learning Outcomes at the Course Level. British Journal of Educational Psychology , 61, 265-275.

17. Prosser, M. and Trigwell, K. (1991). Student Evaluations of Teaching and Courses: Student Learning Approaches and Outcomes as Criteria of Validity. Contemporary Educational Psychology , 16, 293-301.

16. Trigwell, K. and Prosser, M. (1991). Improving the Quality of Student Learning: the influence of learning context and student approaches to learning on learning outcomes. In Entwistle, N. (Ed). (Special issue). Higher Education , 22, 251-266.

15. Prosser, M. and Trigwell, K. (1990). Student Evaluations of Teaching and Courses: Student Study Strategies as a Criterion of Validity. Higher Education , 20, 135-142.

14. Jackson , M. and Prosser, M. (1989). Less Lecturing, More Learning. Studies in Higher Education , 14, 55-68.

13. Kaye, J. and Prosser, M. (1989). An evaluation of a Computer Science Orientation Programme. Assessment and Evaluation in Higher Education , 14, 55-66.

12. Prosser, M. and Millar, R. (1989). The How and What of Learning Physics. In Entwistle, N. and Marton, N. (Eds).The Psychology of Student Learning in Higher Education (Special issue). The European Journal of Psychology of Education , 4, 513-528.

11. Kay, J., Lublin , J., Poiner, G. and Prosser, M. (1989). Not Even Well Begun: Women in Computing Courses. Higher Education , 18, 511-527.

10. Prosser, M. (1987). Is Prior Knowledge of Subject Matter Important to the Development and Use of Meaningful Learning Skills? Programmed Learning and Educational Technology , 24, 280-285.

9. Barham, I. and Prosser, M. (1985). Review and Redesign: Beyond Course Evaluation. Higher Education , 14, 297-306.

8. Jackson , M. and Prosser, M. (1985). De-lecturing: A Case Study of Small Group Teaching. Higher Education , 14, 651-663.

7. Prosser, M. (1984). Towards More Effective Evaluation Studies of Educational Media. British Journal of Educational Technology , 15, 433-42.

6. Prosser, M. (1983). The Relationship Between the Cognitive Abilities of a Group of Tertiary Physics Students and the Cognitive Requirements of their Text. Science Education , 61, 75-83.

5. Prosser, M. and Oliver, D. (1983). Making the Process and Criteria of Tertiary Science Project Assessment More Explicit. Assessment and Evaluation in Higher Education , 8, 29-41.

4. Prosser, M. and Thorley, N. (1981). Towards Student Self-Direction in a First Year Undergraduate Physics Course. European Journal of Science Education , 3, 413-421.

3. Prosser, M. (1980). Understanding Concepts. Physics Education , 13, 206-207.

2. Boud, D. and Prosser, M. (1980). Sharing responsibility: Staff-Student Co-operation in Learning. British Journal of Educational Technology , 11, 24-35.

1. Prosser, M. (1979). The Cognitive Analysis of Physics Textbooks at the Tertiary or College Level. Science Education , 63, 677-683.

Journal Editorships

2008-              Member, International Advisory Board, Education as Change

2007-              Advisory Editor, British Journal of Educational Psychology

2004-2007      Associate Editor, British Journal of Educational Psychology

1999-2000      Co-Editor, Higher Education Research and Development

1996-1998      Advisory Editor, Higher Education Research and Development

1991-1994      Co-Editor, Higher Education Research and Development

Keynote Addresses

2009

• Keynote speaker at the International Symposium on the Development of University Teachers’ Potentialities, Capital University of Economics and Business, Beijing, July, 2009
• Invited presentation at the Biannual Conference of the European Association for Research on Learning and Instruction, University of Amsterdam, Amsterdam
• Keynote speaker at the 1st International Conference on Learning and Teaching: active learning, Burapha University, Bankok
• Keynote speaker at the Annual Learning Academy Fest 09, Temasek Polytechnic, Singapore, September, 2009
• Keynote speaker at the Internationalization, Teaching, Learning, and Liberal Education Symposium, Sun Yat-sen University, Guangzhou, November, 2009

2008

• Invited speaker at the International Conference on Teaching & Learning in Higher Education, National University of Singapore, December, 2008
• Keynote presentation
• Invited speaker at the Taking Stock: Symposium on Teaching and Learning Research in Higher Education, Guelph University, Canada, April, 2008

2007

• Keynote speaker at the Workshop on QA for the Sub-degree Sector: principles and practices, Education Bureau, Hong Kong, November, 2007
• Keynote speaker at the Accounting Education Special Interest Group Symposium, Accounting & Finance Association of Australia and New Zealand Annual Conference, Queensland, June, 2007
• Invited speaker, Knowledge and Innovation Conference, Bolton University, United Kingdom, March, 2007.

2006

• Keynote speaker at the 1st Pedagogical Research in Higher Education Conference, Liverpool-Hope University , May, 2006
• Keynote speaker at the Annual International Student Learning Conference, September, University of Bath , 2006
• Keynote speaker at eh Annual Conference of the Higher Education Academy, University of Nottingham , July, 2006
• Keynote speaker at the Higher education Close-Up 3 conference, Lancaster , July, 2006
• Numerous keynote presentation at individual university teaching and learning conferences

2005

• Keynote speaker at the Annual Conference of the Staff and Educational Developers Association, November, 2005
• Keynote speaker at the Annual Scholarship of Teaching and Learning Conference London, City University , UK , May, 2005
• Invited speaker at the annual British Journal of Education Conference, Edinburgh University , May, 2005
• Numerous keynote presentation at individual university teaching and learning conferences

2004

• Keynote speaker at the Effective Teaching and Learning Conference Griffith University , Queensland , November, 2004
• Invited presenter at the First International Conference on the Scholarship of teaching, Indiana , USA , October, 2004
• Keynote speaker at the Responding to Student Needs in Scottish higher education conference , Scottish Quality Assurance Agency, Glasgow , June 2004

2003

• Keynote speaker at the Higher Education Research and Development Conference, University of Canterbury , New Zealand , July, 2003
• Keynote speaker at the International Dental Education Conference, Adelaide University , January, 2003
• Keynote speaker at the International Symposium on Approaches to Learning in Accounting Education, University of Sydney , February, 2003

2002

• Invited presentation at the AUTC-sponsored Reusable Learning Designs workshop , University of technology, Sydney , December, 2002
• Invited presentation at the Phenomenography conference, Australian National University , Canberra , November, 2002
• Invited presentation at the AUTC Invitational Symposium on Assessment Practices and Academic Standards in Australian Universities , University of Melbourne , April, 2002

2001

• Keynote speaker at Phenomenography conference at Oxford University , United Kingdom , September, 2001

2000

• Keynote speaker at the UniServe Science Workshop, University of Sydney , April, 2000 Australia