Professor Keith Trigwell

Professor

F03 - Fisher Library
The University of Sydney

Telephone 9351 4572

Website Reframing the PhD

Biographical details

Keith Trigwell is Professor of Higher Education in the DVC Education portfolio. He was Director of the ITL from 2006-2010 following a period of time as the Director of the Oxford Centre for Excellence in Preparing for Academic Practice, a Fellow of Kellogg College, and Reader in Higher Education at the University of Oxford.

He has a PhD in chemistry, university teaching experience in chemistry and education, has had seven joint ARC research grants and has published over 100 journal articles, conference papers and books, including Understanding Learning and Teaching: The experience in higher education, which is a summary of 10 years of learning/teaching research with Professor Michael Prosser. His research work in Oxford and Sydney focuses on investigations into qualitative differences in university teaching and the students’ learning experience, on teaching-research relations, the scholarship of teaching and emotions in teaching, and currently the PhD curriculum.

He is a past president of the International Society for the Scholarship of Teaching and Learning, and was a co-ordinating editor of the international journal Higher Education from 2005-2011.

Current research students

Project title Research student Co-supervisor/s
Analysis of the variation in the object of study in finance lectures and the significance for developing teaching abilitiesFangfang Li Dr Amani Bell
Nutrition specialist/professional as a resource: A strategy to enhance the quality of nutrition education within undergraduate medical programsKatherine JukicDr Linda Klein

Selected grants

2015

  • Reframing the PhD for Australia's future universities; Barrie S, Peseta T, Trigwell K, McCallum P, Patridge L, Graffam J, Fyffe J, Kwan A; Office for Learning and Teaching (OLT)/OLT Grants.

2005

  • Relations between research-active teachers and student learning; Trigwell K; Higher Education Academy (UK)/Research Grant.

2002

  • Relations between academics understanding of their subject matter and their experiences of research and teaching; Martin E, Prosser M, Ramsden P, Martin E, Trigwell K; Australian Research Council (ARC)/Discovery Projects (DP).

Selected publications

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Book Chapters

  • Trigwell, K. (2013). Evaluating the Impact of University Teaching Development Programmes: Methodologies that Ask Why There is an Impact. In E. Simon and G. Pleschova (Eds.), Teaching Development in Higher Education: Existing programs, Program Impact, and Future Trends, (pp. 257-273). Oxon, UK: Routledge.
  • Trigwell, K. (2012). Scholarship of Teaching and Learning. In L. Hunt and D. Chalmers (Eds.), University Teaching in Focus: A learning-centred approach, (pp. 253-267). Camberwell, Victoria: ACER Press.
  • Trigwell, K. (2011). Measuring teaching performance. In Jung Cheol Shin, Robert K Toutkoushian, Ulrich Teichler (Eds.), University Rankings: Theoretical basis, methodology and impacts on global higher education, (pp. 165-181). New York: Springer.
  • Trigwell, K. (2010). Promoting effective student learning in higher education. In Penelope Peterson, Eva Baker and Barry McGaw (Eds.), International Encyclopedia of Education, (pp. 461-466). Oxford: Elsevier.
  • Trigwell, K. (2010). Teaching and Learning: A Relational View. In Julia Christensen Hughes and Joy Mighty (Eds.), Taking Stock: Research on Teaching and Learing in Higher Education, (pp. 115-128). Montreal & Kingston: McGill-Queens University Press.
  • Trigwell, K. (2010). The relationship between doctoral students' approach to research and experiences of their research environment. In Melanie Walker, Pat Thomson (Eds.), The Routledge Doctoral Supervisors Companion: Supporting effective research in Education and the Social Sciences, (pp. 282-291). Oxon: Routledge.
  • Trigwell, K. (2006). An analysis of the relations between learning and teaching approaches. In Peter Sutherland and Jim Crowther (Eds.), Lifelong Learning: Concepts and Contexts, (pp. 108-116). London, UK: Routledge imprint of Taylor & Francis.
  • Trigwell, K., Ashwin, P. (2004). Investigating Staff and Educational Development. In Baume, D and Kahn, P (Eds.), Enhancing Staff & Educational Development, (pp. 117-131). New York: RoutledgeFalmer imprint of Taylor & Francis.
  • Trigwell, K. (2003). A Relational Approach Model for Academic Development. In Heather Eggins and Ranald Macdonald (Eds.), The Scholarship of Academic Development, (pp. 23-33). Buckingham,UK: Open University Press.
  • Trigwell, K., Prosser, M., Marton, F., Runesson, U. (2002). Views of learning, teaching practices and conceptions of problem solving in science. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 241-264). United States: Springer.
  • Martin, E., Prosser, M., Trigwell, K., Ramsden, P., Benjamin, J. (2002). What university teachers teach and how they teach it. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 103-126). United States: Springer.

Journals

  • Thomson, K., Trigwell, K. (2017). The role of informal conversations in developing university teaching? Studies in Higher Education, Article in press. [More Information]
  • Saroyan, A., Trigwell, K. (2015). Higher education teachers' professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92-101. [More Information]
  • Prosser, M., Trigwell, K. (2014). Qualitative variation in approaches to university teaching and learning in large first-year classes. Higher Education, 67(6), 783-795. [More Information]
  • Trigwell, K., Prosser, M. (2014). Qualitative variation in constructive alignment in curriculum design. Higher Education, 67(2), 141-154. [More Information]
  • Trigwell, K. (2013). Evidence of the Impact of Scholarship of Teaching and Learning Purposes. Teaching and Learning Inquiry, 1(1), 95-105. [More Information]
  • Trigwell, K., Ashwin, P., Millan, E. (2013). Evoked prior learning experience and approach to learning as predictors of academic achievement. British Journal of Educational Psychology, 83(3), 363-378. [More Information]
  • Trigwell, K., Caballero Rodriguez, K., Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment and Evaluation in Higher Education, 37(4), 499-511. [More Information]
  • Ashwin, P., Trigwell, K. (2012). Evoked prior experiences in first-year university student learning. Higher Education Research and Development, 31(4), 449-463. [More Information]
  • Trigwell, K. (2012). Pedagogical pratice and the potential for lifelong learning: An analysis of one higher education context. International Journal of Continuing Engineering Education and Lifelong Learning, 4(2), 35-49.
  • Trigwell, K., Ellis, R., Han, F. (2012). Relations between students' approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. [More Information]
  • Trigwell, K. (2012). Relations between teachers' emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621. [More Information]
  • Lindblom-Ylanne, S., Nevgi, A., Trigwell, K. (2011). Regulation of university teaching. Instructional Science, 39(4), 483-495. [More Information]
  • Trigwell, K. (2011). Scholarship of Teaching and Teachers' Understanding of Subject Matter. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-7.
  • Calvo, R., Markauskaite, L., Trigwell, K. (2010). Factors affecting students' experiences and satisfaction about teaching quality in engineering. Australasian Journal of Engineering Education, 16(2), 139-148.
  • Trigwell, K., Prosser, M. (2009). Using phenomenography to understand the research-teaching nexus. Education as Change, 13(2), 325-338. [More Information]
  • Postareff, L., Katajavuori, N., Lindblom-Ylanne, S., Trigwell, K. (2008). Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 33(1), 49-61. [More Information]
  • Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Middleton, H. (2008). University academics' experience of research and its relationship to their experience of teaching. Instructional Science, 36(1), 3-16. [More Information]
  • Ramsden, P., Prosser, M., Trigwell, K., Martin, E. (2007). University teachers' experiences of academic leadership and their approaches to teaching. Learning and Instruction, 17(2), 140-155. [More Information]
  • Trigwell, K., Ashwin, P. (2006). An exploratory study of situated conceptions of learning and learning environments. Higher Education, 51(2), 243-258. [More Information]
  • PROSSER, M., Trigwell, K. (2006). Confirmatory factor analysis of the Approaches to Teaching Inventory. British Journal of Educational Psychology, 76(2), 405-419. [More Information]
  • Lindblom-Ylanne, S., Trigwell, K., Nevgi, A., Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298. [More Information]
  • Trigwell, K. (2006). Phenomenography: An approach to research into geography education. Journal of Geography in Higher Education, 30(2), 367-372. [More Information]
  • Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Lueckenhausen, G. (2005). Academics' experiences of understanding of their subject matter and the relationship to their experiences of teaching and learning. Instructional Science, 33(2), 137-157. [More Information]
  • Oliver, M., Trigwell, K. (2005). Can 'Blended Learning' be redeemed? E-Learning, 2(1), 17-25.
  • Pritchard, T., Heatley, R., Trigwell, K. (2005). How art, media and design students conceive of the relation between the dissertation and practice. Art, Design and Communication in Higher Education, 4(1), 5-15.
  • Trigwell, K., Prosser, M., Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to Teaching Inventory. Higher Education Research and Development, 24(4), 349-360.
  • Trigwell, K. (2005). Teaching-research relations, cross-disciplinary collegiality and student learning. Higher Education, 49(3), 235-254. [More Information]
  • Trigwell, K., Prosser, M., Martin, E., Ramsden, P. (2005). University teachers' experiences of change in their understanding of the subject matter they have taught. Teaching in Higher Education, 10(2), 251-264. [More Information]
  • Trigwell, K., Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409-424. [More Information]
  • Trigwell, K., Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523-536. [More Information]
  • Prosser, M., Ramsden, P., Trigwell, K., Martin, E. (2003). Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning. Studies in Higher Education, 28(1), 37-48. [More Information]
  • Trigwell, K. (2002). Approaches to teaching design subjects: a quantitative analysis. Art, Design and Communication in Higher Education, 1(2), 69-80.
  • Hazel, E., Prosser, M., Trigwell, K. (2002). Variation in learning orchestration in university biology courses. International Journal of Science Education, 24(7), 737-751. [More Information]
  • Trigwell, K. (2001). Judging University Teaching. International Journal for Academic Development, 6(1), 65-73.

2017

  • Thomson, K., Trigwell, K. (2017). The role of informal conversations in developing university teaching? Studies in Higher Education, Article in press. [More Information]

2015

  • Saroyan, A., Trigwell, K. (2015). Higher education teachers' professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92-101. [More Information]

2014

  • Prosser, M., Trigwell, K. (2014). Qualitative variation in approaches to university teaching and learning in large first-year classes. Higher Education, 67(6), 783-795. [More Information]
  • Trigwell, K., Prosser, M. (2014). Qualitative variation in constructive alignment in curriculum design. Higher Education, 67(2), 141-154. [More Information]

2013

  • Trigwell, K. (2013). Evaluating the Impact of University Teaching Development Programmes: Methodologies that Ask Why There is an Impact. In E. Simon and G. Pleschova (Eds.), Teaching Development in Higher Education: Existing programs, Program Impact, and Future Trends, (pp. 257-273). Oxon, UK: Routledge.
  • Trigwell, K. (2013). Evidence of the Impact of Scholarship of Teaching and Learning Purposes. Teaching and Learning Inquiry, 1(1), 95-105. [More Information]
  • Trigwell, K., Ashwin, P., Millan, E. (2013). Evoked prior learning experience and approach to learning as predictors of academic achievement. British Journal of Educational Psychology, 83(3), 363-378. [More Information]

2012

  • Trigwell, K., Caballero Rodriguez, K., Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment and Evaluation in Higher Education, 37(4), 499-511. [More Information]
  • Ashwin, P., Trigwell, K. (2012). Evoked prior experiences in first-year university student learning. Higher Education Research and Development, 31(4), 449-463. [More Information]
  • Trigwell, K. (2012). Pedagogical pratice and the potential for lifelong learning: An analysis of one higher education context. International Journal of Continuing Engineering Education and Lifelong Learning, 4(2), 35-49.
  • Trigwell, K., Ellis, R., Han, F. (2012). Relations between students' approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. [More Information]
  • Trigwell, K. (2012). Relations between teachers' emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621. [More Information]
  • Trigwell, K. (2012). Scholarship of Teaching and Learning. In L. Hunt and D. Chalmers (Eds.), University Teaching in Focus: A learning-centred approach, (pp. 253-267). Camberwell, Victoria: ACER Press.

2011

  • Trigwell, K. (2011). Measuring teaching performance. In Jung Cheol Shin, Robert K Toutkoushian, Ulrich Teichler (Eds.), University Rankings: Theoretical basis, methodology and impacts on global higher education, (pp. 165-181). New York: Springer.
  • Lindblom-Ylanne, S., Nevgi, A., Trigwell, K. (2011). Regulation of university teaching. Instructional Science, 39(4), 483-495. [More Information]
  • Trigwell, K. (2011). Scholarship of Teaching and Teachers' Understanding of Subject Matter. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-7.

2010

  • Calvo, R., Markauskaite, L., Trigwell, K. (2010). Factors affecting students' experiences and satisfaction about teaching quality in engineering. Australasian Journal of Engineering Education, 16(2), 139-148.
  • Trigwell, K. (2010). Promoting effective student learning in higher education. In Penelope Peterson, Eva Baker and Barry McGaw (Eds.), International Encyclopedia of Education, (pp. 461-466). Oxford: Elsevier.
  • Trigwell, K. (2010). Teaching and Learning: A Relational View. In Julia Christensen Hughes and Joy Mighty (Eds.), Taking Stock: Research on Teaching and Learing in Higher Education, (pp. 115-128). Montreal & Kingston: McGill-Queens University Press.
  • Trigwell, K. (2010). The relationship between doctoral students' approach to research and experiences of their research environment. In Melanie Walker, Pat Thomson (Eds.), The Routledge Doctoral Supervisors Companion: Supporting effective research in Education and the Social Sciences, (pp. 282-291). Oxon: Routledge.

2009

  • Trigwell, K., Prosser, M. (2009). Using phenomenography to understand the research-teaching nexus. Education as Change, 13(2), 325-338. [More Information]

2008

  • Postareff, L., Katajavuori, N., Lindblom-Ylanne, S., Trigwell, K. (2008). Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 33(1), 49-61. [More Information]
  • Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Middleton, H. (2008). University academics' experience of research and its relationship to their experience of teaching. Instructional Science, 36(1), 3-16. [More Information]

2007

  • Ramsden, P., Prosser, M., Trigwell, K., Martin, E. (2007). University teachers' experiences of academic leadership and their approaches to teaching. Learning and Instruction, 17(2), 140-155. [More Information]

2006

  • Trigwell, K. (2006). An analysis of the relations between learning and teaching approaches. In Peter Sutherland and Jim Crowther (Eds.), Lifelong Learning: Concepts and Contexts, (pp. 108-116). London, UK: Routledge imprint of Taylor & Francis.
  • Trigwell, K., Ashwin, P. (2006). An exploratory study of situated conceptions of learning and learning environments. Higher Education, 51(2), 243-258. [More Information]
  • PROSSER, M., Trigwell, K. (2006). Confirmatory factor analysis of the Approaches to Teaching Inventory. British Journal of Educational Psychology, 76(2), 405-419. [More Information]
  • Lindblom-Ylanne, S., Trigwell, K., Nevgi, A., Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285-298. [More Information]
  • Trigwell, K. (2006). Phenomenography: An approach to research into geography education. Journal of Geography in Higher Education, 30(2), 367-372. [More Information]

2005

  • Prosser, M., Martin, E., Trigwell, K., Ramsden, P., Lueckenhausen, G. (2005). Academics' experiences of understanding of their subject matter and the relationship to their experiences of teaching and learning. Instructional Science, 33(2), 137-157. [More Information]
  • Oliver, M., Trigwell, K. (2005). Can 'Blended Learning' be redeemed? E-Learning, 2(1), 17-25.
  • Pritchard, T., Heatley, R., Trigwell, K. (2005). How art, media and design students conceive of the relation between the dissertation and practice. Art, Design and Communication in Higher Education, 4(1), 5-15.
  • Trigwell, K., Prosser, M., Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to Teaching Inventory. Higher Education Research and Development, 24(4), 349-360.
  • Trigwell, K. (2005). Teaching-research relations, cross-disciplinary collegiality and student learning. Higher Education, 49(3), 235-254. [More Information]
  • Trigwell, K., Prosser, M., Martin, E., Ramsden, P. (2005). University teachers' experiences of change in their understanding of the subject matter they have taught. Teaching in Higher Education, 10(2), 251-264. [More Information]

2004

  • Trigwell, K., Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409-424. [More Information]
  • Trigwell, K., Ashwin, P. (2004). Investigating Staff and Educational Development. In Baume, D and Kahn, P (Eds.), Enhancing Staff & Educational Development, (pp. 117-131). New York: RoutledgeFalmer imprint of Taylor & Francis.
  • Trigwell, K., Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523-536. [More Information]

2003

  • Trigwell, K. (2003). A Relational Approach Model for Academic Development. In Heather Eggins and Ranald Macdonald (Eds.), The Scholarship of Academic Development, (pp. 23-33). Buckingham,UK: Open University Press.
  • Prosser, M., Ramsden, P., Trigwell, K., Martin, E. (2003). Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning. Studies in Higher Education, 28(1), 37-48. [More Information]

2002

  • Trigwell, K. (2002). Approaches to teaching design subjects: a quantitative analysis. Art, Design and Communication in Higher Education, 1(2), 69-80.
  • Hazel, E., Prosser, M., Trigwell, K. (2002). Variation in learning orchestration in university biology courses. International Journal of Science Education, 24(7), 737-751. [More Information]
  • Trigwell, K., Prosser, M., Marton, F., Runesson, U. (2002). Views of learning, teaching practices and conceptions of problem solving in science. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 241-264). United States: Springer.
  • Martin, E., Prosser, M., Trigwell, K., Ramsden, P., Benjamin, J. (2002). What university teachers teach and how they teach it. In N. Hativa and P. Goodyear (Eds.), Teacher Thinking, Beliefs and Knowledge in Higher Education, (pp. 103-126). United States: Springer.

2001

  • Trigwell, K. (2001). Judging University Teaching. International Journal for Academic Development, 6(1), 65-73.

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