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2024 Journal Article Book review: Connections are everything: A college student’s guide to relationship-rich education, by Peter Felten, Leo M. Lambert, Isis Artze-Vega, and Oscar R. Miranda TapiaChow, Marissa MH, Patil, Ankita, Vo, Gia Hao and Matthews, Kelly E (2024). Book review: Connections are everything: A college student’s guide to relationship-rich education, by Peter Felten, Leo M. Lambert, Isis Artze-Vega, and Oscar R. Miranda Tapia. International Journal for Students as Partners, 8 (1), 284-287. doi: 10.15173/ijsap.v8i1.5719 |
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2024 Journal Article Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universitiesLiang, Yifei, Dai, Kun and Matthews, Kelly E. (2024). Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities. Higher Education, 1-17. doi: 10.1007/s10734-024-01215-z |
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2024 Journal Article ‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universitiesLiang, Yifei and Matthews, Kelly E. (2024). ‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities. Oxford Review of Education, 50 (3), 416-433. doi: 10.1080/03054985.2023.2236933 |
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2023 Journal Article A qualitative exploration of expert perspectives on applying the science of learning to higher educationNugent, Annita, Carroll, Annemaree, Lodge, Jason M., Matthews, Kelly E., MacMahon, Stephanie and Sah, Pankaj (2023). A qualitative exploration of expert perspectives on applying the science of learning to higher education. Frontiers in Education, 8 1233651, 1-10. doi: 10.3389/feduc.2023.1233651 |
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2023 Journal Article Practising student voice in university teaching and learning: three anchoring principlesCook-Sather, Alison and Matthews, Kelly (2023). Practising student voice in university teaching and learning: three anchoring principles. Journal of University Teaching and Learning Practice, 20 (6) 02, 1-13. doi: 10.53761/1.20.6.2 |
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2023 Journal Article Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academicsGodbold, Nattalia, Matthews, Kelly E. Elizabeth and Gannaway, Deanne (2023). Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics. Higher Education Research & Development, ahead-of-print (ahead-of-print), 1-12. doi: 10.1080/07294360.2023.2218809 |
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2023 Journal Article ‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong UniversityDai, Kun, Matthews, Kelly E. and Liang, Yifei (2023). ‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong University. Higher Education, 87 (3), 779-793. doi: 10.1007/s10734-023-01035-7 |
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2023 Journal Article Engaging students as partners in intercultural partnership practices: a scoping reviewZhang, Meng, Matthews, Kelly E. and Liu, Shuang (2023). Engaging students as partners in intercultural partnership practices: a scoping review. Higher Education Research and Development, 42 (7), 1792-1807. doi: 10.1080/07294360.2022.2157800 |
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2023 Journal Article What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnershipMatthews, Kelly E, Sherwood, Catherine, Enright, Eimear and Cook-Sather, Alison (2023). What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership. Assessment and Evaluation in Higher Education, 49 (1), 1-13. doi: 10.1080/02602938.2023.2170977 |
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2023 Journal Article Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic rolesGodbold, N., Matthews, K. E. and Gannaway, D. (2023). Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles. Journal of Higher Education Policy and Management, 45 (3), 323-334. doi: 10.1080/1360080x.2022.2148237 |
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2023 Journal Article Connecting learning, teaching, and research through student-staff partnerships <i>Toward universities as egalitarian learning communities</i>Matthews, Kelly E., Cook-Sather, Alison and Healey, Mick (2023). Connecting learning, teaching, and research through student-staff partnerships Toward universities as egalitarian learning communities. Shaping Higher Education with Students, 23-29. |
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2022 Journal Article Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD)Godbold, N., Matthews, K. E. and Gannaway, D. (2022). Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD). International Journal for Academic Development, 29 (3), 1-13. doi: 10.1080/1360144x.2022.2158835 |
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2022 Journal Article Nurturing relationship-rich practicesMatthews, Kelly and Felten, Peter (2022). Nurturing relationship-rich practices. ASCILITE Publications e22268, 1-2. doi: 10.14742/apubs.2022.268 |
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2022 Journal Article Are Confucian educational values a barrier to engaging students as partners in Chinese universities?Liang, Yifei and Matthews, Kelly E. (2022). Are Confucian educational values a barrier to engaging students as partners in Chinese universities?. Higher Education Research and Development, 42 (6), 1453-1466. doi: 10.1080/07294360.2022.2138276 |
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2022 Journal Article ‘Students as partners rather than followers but … ’: understanding academics’ conceptions of changing learner-teacher relationships in Chinese higher educationDai, Kun and Matthews, Kelly E. (2022). ‘Students as partners rather than followers but … ’: understanding academics’ conceptions of changing learner-teacher relationships in Chinese higher education. Higher Education Research and Development, 42 (6), 1-15. doi: 10.1080/07294360.2022.2135690 |
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2022 Journal Article Examining the overlapping identities of teaching focused academics and academic developers: expanding ideasGodbold, N., Matthews, K. E. and Gannaway, D. (2022). Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas. International Journal for Academic Development, 28 (4), 1-12. doi: 10.1080/1360144x.2022.2082436 |
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2022 Journal Article Recognising cultural capital through shared meaning-making in cross-cultural partnership practicesZhang, Meng, Matthews, Kelly and Liu, Shuang (2022). Recognising cultural capital through shared meaning-making in cross-cultural partnership practices. International Journal for Students as Partners, 6 (1), 64-80. doi: 10.15173/ijsap.v6i1.4893 |
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2022 Journal Article Student voice in higher education: the importance of distinguishing student representation and student partnershipMatthews, K. E. and Dollinger, M. (2022). Student voice in higher education: the importance of distinguishing student representation and student partnership. Higher Education, 85 (3), 1-16. doi: 10.1007/s10734-022-00851-7 |
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2022 Journal Article Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthoughtSlade, Christine, Lawrie, Gwendolyn, Taptamat, Nantana, Browne, Eleanor, Sheppard, Karen and Matthews, Kelly E. (2022). Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought. Assessment and Evaluation in Higher Education, 47 (4), 588-605. doi: 10.1080/02602938.2021.1933379 |
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2021 Journal Article ‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universitiesDai, Kun, Matthews, Kelly E. and Shen, Wenqin (2021). ‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities. Teaching in Higher Education, 29 (2), 1-15. doi: 10.1080/13562517.2021.2015752 |
