Honorary Professor Keith Trigwell

BSc(Hons)(UWA), PhD(UWA)

Honorary Professor


Phone: +61 2 9351 4572

Fax: +61 2 9351 5027

Building.Room: A35.

Research interests

Research on teaching and learning

  • Learning and teaching in higher education


  • Honorary Doctorate from Lund University, Sweden 2016

Current projects

  • Reframing the PhD for Australia's future universities. An OLT funded project aimed at stimulating discussion on ways to match the PhD with Australia's needs.

Selected publications

Book chapters

  • Trigwell, K. (2013). Evaluating the Impact of University Teaching Development Programmes: Methodologies that Ask Why There is an Impact. In E. Simon & G. Pleschova (Ed.), 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 (Ed.), University Rankings: Theoretical basis, methodology and impacts on global higher education (pp. 165–181), New York: Springer.

Journal articles

  • Thomson, K. & Trigwell, K. . (2018). The role of informal conversations in developing university teaching?. Studies in Higher Education, 43(9), 1536–1547. DOI:10.1080/03075079.2016.1265498
  • Kumar, S., McLean, L., Nash, L. & Trigwell, K. (2017). Incorporating active learning in psychiatry education. Australasian Psychiatry, 25(3), 304–309. DOI:10.1177/1039856217689912
  • Saroyan, A. & Trigwell, K. (2015). Higher education teachers' professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92–101. DOI:10.1016/j.stueduc.2015.03.008
  • Trigwell, K. & Prosser, M. (2014). Qualitative variation in constructive alignment in curriculum design. Higher Education, 67(2), 141–154. DOI:10.1007/s10734-013-9701-1
  • 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. DOI:10.1007/s10734-013-9690-0
  • 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. DOI:10.1111/j.2044-8279.2012.02066.x
  • Trigwell, K. (2013). Evidence of the Impact of Scholarship of Teaching and Learning Purposes. Teaching and Learning Inquiry, 1(1), 95–105. DOI:10.1353/iss.2013.0004
  • 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. DOI:10.1080/03075079.2010.549220
  • Trigwell, K. (2012). Relations between teachers' emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607–621. DOI:10.1007/s11251-011-9192-3
  • 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. DOI:10.1080/02602938.2010.547929
  • Ashwin, P. & Trigwell, K. (2012). Evoked prior experiences in first-year university student learning. Higher Education Research and Development, 31(4), 449–463. DOI:10.1080/07294360.2011.634384
  • Lindblom-Ylanne, S., Nevgi, A. & Trigwell, K. (2011). Regulation of university teaching. Instructional Science, 39(4), 483–495. DOI:10.1007/s11251-010-9141-6
  • 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.