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Professor Kelly Matthews
Professor

Kelly Matthews

Email: 
Phone: 
+61 7 336 51075

Overview

Background

Professor Kelly Matthews is a respected scholar of student voice in higher education, multiple award-winning educator, and educational leader collaborating on university-wide initiatives.

Her research has shaped the discourse on student voice in higher education, advocating for relational and collaborative educational approaches that foster student agency and ownership of learning. With over 120 publications and 80 invited talks, Kelly has secured funding from five sources, including an Australian Teaching Fellowship, to lead multi-institutional projects that drive cross-disciplinary innovation in practice and sector-wide impact informing policy.

Kelly has played a key role in establishing international collaborative writing groups and change institutes, creating and sustaining the Students as Partners Network (now in its 11th year), co-founding the International Journal for Students as Partners, and mentoring scholars to write and publish about their teaching and learning. Her strategic leadership has been recognised with a Principal Fellowship of the Higher Education Academy.

In 2025, Kelly is leading a multi-institutional project with Deakin, Monash, and UTS to shape AI policy and practice through student voice. She is a founding member of the Australian Teaching/Education Focused Academic Network, which connects and supports academics committed to teaching excellence across the sector. At UQ, Kelly is shaping the university’s response to AI in higher education by developing the AI Student Hub, co-designing an AI in education ethical framework, and creating the AI in Education Innovation and Research Network. In addition, she is co-developing a new program to achieve UQ’s strategic objective for gender parity among the professoriate.

Connect with Kelly on LinkedIn and read her latest co-authored book, Writing about teaching and learning in higher education.

Availability

Professor Kelly Matthews is:
Not available for supervision
Media expert

Qualifications

  • Bachelor of Arts, University of New Orleans
  • Doctor of Philosophy, The University of Queensland

Works

Search Professor Kelly Matthews’s works on UQ eSpace

232 works between 2005 and 2024

1 - 20 of 232 works

2024

Journal Article

Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities

Liang, 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, 88 (6), 2251-2267. doi: 10.1007/s10734-024-01215-z

Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities

2024

Journal Article

Gen AI and student perspectives of use and ambiguity : A multi-institutional study

Fawns, Tim, Henderson, Michael, Matthews, Kelly, Oberg, Glenys, Liang, Yifei, Walton, Jack, Corbin, Thomas, Bearman, Margaret, Buckingham Shum, Simon, McCluskey, Trish, McLean, Jan, Shibani, Antonette, Bakharia, Aneesha, Lim, Lisa-Angelique, Pepperell, Nicole, Slade, Christine, Chung, Jen and Seligmann, Ari (2024). Gen AI and student perspectives of use and ambiguity : A multi-institutional study. ASCILITE Publications, 132-134. doi: 10.14742/apubs.2024.1218

Gen AI and student perspectives of use and ambiguity : A multi-institutional study

2024

Conference Publication

Is scalable 'students as partners’ possible? : Towards large-scale, inclusive, in-class partnerships

Dollinger, Mollie, Brazil, Jonathan, Matthews, Kelly and Khosravi, Hassan (2024). Is scalable 'students as partners’ possible? : Towards large-scale, inclusive, in-class partnerships. 2024 ASCILITE Conference: Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies, Melbourne, VIC, Australia, 1-4 December 2024. Tugun, QLD, Australia: Australasian Society for Computers in Learning in Tertiary Education. doi: 10.14742/apubs.2024.983

Is scalable 'students as partners’ possible? : Towards large-scale, inclusive, in-class partnerships

2024

Edited Outputs

The 10th annual Students as Partners Roundtable

Kelly Matthews, Marissa Chow, Glenda Cox, Mollie Dollinger, Tanya Henry, Fatima Iftikha, Giedre Kligyte, Christopher Ostrowdun, Brenda Parker, Tai Peseta, Felix Reid, Samuel Suresh and Zahra Zulkifli eds. (2024). The 10th annual Students as Partners Roundtable. Students as Partners Roundtable, Virtual, 7-19 September 2024. Brisbane, QLD Australia: University of Queensland.

The 10th annual Students as Partners Roundtable

2024

Book Chapter

The relational turn in student engagement

Matthews, Kelly E., Lodge, Jason M. and Johnstone, Melissa (2024). The relational turn in student engagement. Research Handbook on Student Engagement in Higher Education. (pp. 28-38) Edward Elgar Publishing. doi: 10.4337/9781035314294.00012

The relational turn in student engagement

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 Tapia

Chow, 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

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

2024

Journal Article

Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics

Godbold, Nattalia, Matthews, Kelly E. Elizabeth and Gannaway, Deanne (2024). Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics. Higher Education Research & Development, 43 (1), 92-103. doi: 10.1080/07294360.2023.2218809

Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics

2024

Journal Article

‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities

Liang, 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

‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities

2023

Book Chapter

Stretching the boundaries of pedagogical partnerships in higher education through the lens of recognition

Oberg, Glenys, Matthews, Kelly E., Lincoln, Jennifer and McGrath, Nathan (2023). Stretching the boundaries of pedagogical partnerships in higher education through the lens of recognition. The Bloomsbury handbook of student voice in higher education. (pp. 427-438) edited by Jarusha Conner, Rille Raaper, Carolina Guzman-Valenzuela and Launa Gauthier. London, United Kingdom: Bloomsbury Academic. doi: 10.5040/9781350342484.ch-030

Stretching the boundaries of pedagogical partnerships in higher education through the lens of recognition

2023

Journal Article

A qualitative exploration of expert perspectives on applying the science of learning to higher education

Nugent, 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

A qualitative exploration of expert perspectives on applying the science of learning to higher education

2023

Journal Article

Practising student voice in university teaching and learning: three anchoring principles

Cook-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

Practising student voice in university teaching and learning: three anchoring principles

2023

Conference Publication

Power and process: an exploration of intercultural student-teacher partnership

Zhang, Meng and Matthews, Kelly (2023). Power and process: an exploration of intercultural student-teacher partnership. Higher Education Research and Development Society of Australasia (HERDSA), Brisbane, QLD, Australia, 4 - 7 July. Brisbane, QLD, Australia: HERDSA.

Power and process: an exploration of intercultural student-teacher partnership

2023

Conference Publication

Followers, customers, or partners: comparing conceptualisations of students as partners in Australian, Mainland China, and Hong Kong universities

Liang, Yifei, Matthews, Kelly and Dai, Kun (2023). Followers, customers, or partners: comparing conceptualisations of students as partners in Australian, Mainland China, and Hong Kong universities. Higher Education Research and Development Society of Australasia (HERDSA), Brisbane, QLD, Australia, 4 - 7 July 2023. Brisbane, QLD, Australia: HERDSA.

Followers, customers, or partners: comparing conceptualisations of students as partners in Australian, Mainland China, and Hong Kong universities

2023

Book Chapter

Culturally respectful pedagogical partnership (Asia)

Liang, Yifei and Matthews, Kelly (2023). Culturally respectful pedagogical partnership (Asia). Inclusive learning design in higher education. (pp. 56-59) edited by Virna Rossi. London, United Kingdom: Routledge.

Culturally respectful pedagogical partnership (Asia)

2023

Journal Article

‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong University

Dai, 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

‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong University

2023

Journal Article

Engaging students as partners in intercultural partnership practices: a scoping review

Zhang, 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

Engaging students as partners in intercultural partnership practices: a scoping review

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 partnership

Matthews, 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

What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership

2023

Journal Article

Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles

Godbold, 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

Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles

2023

Book Chapter

Connecting learning, teaching, and research through student-staff partnerships: toward universities as egalitarian learning communities

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: ways to connect research and teaching. (pp. 23-29) edited by Tong, VCH, Standen, A and Sotiriou, M. London, United Kingdom: UCL Press.

Connecting learning, teaching, and research through student-staff partnerships: toward universities as egalitarian learning communities

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

Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD)

Supervision

Availability

Professor Kelly Matthews is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Student engagement and partnership on teacher identity development: A comparative study between Indonesia and Australia

    Principal Advisor

    Other advisors: Professor Robin Shields

Completed supervision

Media

Enquiries

Contact Professor Kelly Matthews directly for media enquiries about:

  • assessment
  • education quality
  • higher education
  • student engagement
  • student voice

Need help?

For help with finding experts, story ideas and media enquiries, contact our Media team:

communications@uq.edu.au