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Professor Kelly Matthews
Professor

Kelly Matthews

Email: 
Phone: 
+61 7 336 51075

Overview

Background

Professor Kelly Matthews is an expert on the student experience in higher education—recently ranked amongst the top 5% of cited scholars globally in higher education, teaching and curriculum, and student partnership—and is an award-winning university teacher.

Her research, spanning over 150 publications and 100 invited talks, is about impact---shaping how students actively participate in their learning, directly improving experiences for students and informing the practices of teaching staff globally. Awarded an Australian Teaching Fellowship and a Higher Education Academy Principal Fellowship, Kelly has

  • established influential international writing groups that mentor and motivate emerging scholars to publish about their educational practices,
  • co-founded the International Journal for Students as Partners to enable students and staff from across the world to shape what counts as knowledge,
  • created and sustained the Students as Partners Network to both celebrate and inspire educational practices across universities worldwide, and
  • led collaborative, multi-institutional projects that recognise and promote educational leadership and change through applied research.

In 2025, Kelly is leading a multi-institutional project with Deakin, Monash, and UTS to shape AI policy and practice through student voice.

Kelly is the Academic Lead for Student Experience and Strategic Initiatives in the Deputy Vice-Chancellor (Academic) Portfolio in the Institute of Teaching and Learning Innovation.

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
  • Member, Australian Institute of Company Directors, Australian Institute of Company Directors

Works

Search Professor Kelly Matthews’s works on UQ eSpace

232 works between 2005 and 2024

41 - 60 of 232 works

2021

Book

Student partnerships in assessment

Bovill, Catherine, Matthews, Kelly E. and Hinchcliffe, Tim (2021). Student partnerships in assessment. London, United Kingdom: AdvanceHE.

Student partnerships in assessment

2021

Other Outputs

Impact of COVID-19 on teaching and learning across the higher education sector: a scoping review

Huang, Jasmine, Rafferty, Caelan and Matthews, Kelly E. (2021). Impact of COVID-19 on teaching and learning across the higher education sector: a scoping review. Institute for Teaching and Learning Innovation Occasional Paper Series Brisbane, QLD, Australia: The University of Queensland.

Impact of COVID-19 on teaching and learning across the higher education sector: a scoping review

2021

Book Chapter

Pedagogical partnership: engaging with students as co-creators of curriculum, assessment and knowledge

Cook-Sather, Alison and Matthews, Kelly E. (2021). Pedagogical partnership: engaging with students as co-creators of curriculum, assessment and knowledge. University teaching in focus: a learning-centred approach. (pp. 243-259) edited by Lynne Hunt and Denise Chalmers. Abingdon, Oxon, United Kingdom: Routledge/Taylor and Francis. doi: 10.4324/9781003008330-14

Pedagogical partnership: engaging with students as co-creators of curriculum, assessment and knowledge

2021

Other Outputs

Teaching changes due to COVID-19: UQ survey results and case studies

Matthews, Kelly E., Lawrie, Gwendolyn and Taptamat, Nantana (2021). Teaching changes due to COVID-19: UQ survey results and case studies. Institute for Teaching and Learning Innovation Occasional Paper Series Brisbane, Australia: University of Queensland .

Teaching changes due to COVID-19: UQ survey results and case studies

2021

Journal Article

Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching

Healey, Mick, Cook-Sather, Alison and Matthews, Kelly E. (2021). Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching. International Journal for Students as Partners, 5 (1), 1-7. doi: 10.15173/ijsap.v5i1.4626

Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching

2021

Journal Article

Diversifying students-as-partners participants and practices

Cook-Sather, Alison, Slates, Sarah, Acai, Anita, Baxter, Jessica, Bond, Rachel, Lowe, Tom, Zurcher, Hannah, O'Brien, Jennifer, Tavares, Vander, Lewe, Marie-Theres, Khan, Ayesha, Poole, Heather, Smith, Alyssa C., Iqbal, Muhammad Zafar, Arm, Karen, Escobar Lema, Jose Ernesto, Groening, Julia, Garg, Kriti, Bello Rinaudo, Nadia Lujan, Crisp, Naima, Mukherji, Mallika, Addy, Tracie, Lewis, Lisa Marie, Vayada, Preeti, Zhang, Meng, Liang, Yifei (Scott), Rodgers, Holly Beth, Judd, Madelaine-Marie, Szucs, Brooke ... Lewis, Rose (2021). Diversifying students-as-partners participants and practices. International Journal for Students as Partners, 5 (1), 146-159. doi: 10.15173/ijsap.v5i1.4627

Diversifying students-as-partners participants and practices

2021

Conference Publication

Learning together in a global pandemic

Matthews, Kelly E., Lawrie, Gwen, Mårtensson, Katarina, Roxå, Torgny, Bovill, Catherine and McLaughlin, Celeste (2021). Learning together in a global pandemic. u21 Annual Network Meeting and Annual General Meeting , Virtual, 5-7 May 2021.

Learning together in a global pandemic

2021

Other Outputs

Graduate Attributes

Matthews, Kelly E, Lodge, Jason and Sheppard, Karen (2021). Graduate Attributes. Institute of Teaching and Learning Innovations Occasional Papers Series Brisbane: University of Queensland .

Graduate Attributes

2021

Journal Article

‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning

Huang, Jasmine, Matthews, Kelly E. and Lodge, Jason M. (2021). ‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning. Higher Education Research and Development, 41 (5), 1-15. doi: 10.1080/07294360.2021.1915965

‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning

2021

Journal Article

Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education

Matthews, Kelly E., Tai, Joanna, Enright, Eimear, Carless, David, Rafferty, Caelan and Winstone, Naomi (2021). Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education, 28 (7), 1-15. doi: 10.1080/13562517.2021.1903854

Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education

2021

Journal Article

Students as partners goes virtual

Taylor, Darci and Matthews, Kelly (2021). Students as partners goes virtual. HERDSA Connect, 43 (1), 10-10.

Students as partners goes virtual

2021

Journal Article

Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom

Godbold, Nattalia, Hung, Tsai-Yu (Amy) and Matthews, Kelly E. (2021). Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom. Higher Education Research and Development, 41 (4), 1-15. doi: 10.1080/07294360.2021.1887095

Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom

2021

Book Chapter

Engaging students as partners in assessment and enhancement processes

Matthews, Kelly E. and Cook-Sather, Alison (2021). Engaging students as partners in assessment and enhancement processes. Assessing and enhancing student experience in higher education. (pp. 107-124) edited by Mahsood Shah, John T. E. Richardson, Anja Pabel and Beverley Oliver. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-80889-1_5

Engaging students as partners in assessment and enhancement processes

2021

Journal Article

Students as partners practices and theorisations in Asia: a scoping review

Liang, Yifei and Matthews, Kelly E. (2021). Students as partners practices and theorisations in Asia: a scoping review. Higher Education Research and Development, 40 (3), 552-566. doi: 10.1080/07294360.2020.1773771

Students as partners practices and theorisations in Asia: a scoping review

2021

Other Outputs

Learning together in a global pandemic: practices and principles for teaching and assessing online in uncertain times

Matthews, Kelly E., Lawrie, Gwendolyn, Mårtensson, Katarina, Roxå, Torgny, Bovill, Catherine and McLaughlin, Celeste (2021). Learning together in a global pandemic: practices and principles for teaching and assessing online in uncertain times. Brisbane, QLD, Australia: The University of Queensland.

Learning together in a global pandemic: practices and principles for teaching and assessing online in uncertain times

2020

Journal Article

Students as partners: a new ethos for the transformation of teacher and student identities in Chinese higher education

Liang, Yifei, Dai, Kun and Matthews, Kelly E. (2020). Students as partners: a new ethos for the transformation of teacher and student identities in Chinese higher education. International Journal of Chinese Education, 9 (2), 131-150. doi: 10.1163/22125868-12340124

Students as partners: a new ethos for the transformation of teacher and student identities in Chinese higher education

2020

Journal Article

Expanding the conventional writing genres: a matter of equity and inclusion

Healey, Mick, Cook-Sather, Alison and Matthews, Kelly E. (2020). Expanding the conventional writing genres: a matter of equity and inclusion. Educational Developments Magazine , 21 (3), 8-11.

Expanding the conventional writing genres: a matter of equity and inclusion

2020

Journal Article

We are all in it together

Vayada, Preeti, Matthews. K.E. and Liang, Yifei (2020). We are all in it together. Higher Education Research and Development Society of Australasia Connect, 42 (2), 15-15.

We are all in it together

2020

Journal Article

Holding space and engaging with difference: navigating the personal theories we carry into our pedagogical partnership practices

Ostrowdun, Christopher P., Friendly, Rayna, Matthews, Kelly E., De Bie, Alise and Roelofs, Frits (2020). Holding space and engaging with difference: navigating the personal theories we carry into our pedagogical partnership practices. International Journal for Students as Partners, 4 (1), 82-98. doi: 10.15173/ijsap.v4i1.4093

Holding space and engaging with difference: navigating the personal theories we carry into our pedagogical partnership practices

2020

Other Outputs

Engaging Students as Partners Community Poll Results, 4 April to 11 May 2020

Matthews, Kelly E (2020). Engaging Students as Partners Community Poll Results, 4 April to 11 May 2020. The University of Queensland. (Dataset) doi: 10.14264/uql.2020.846

Engaging Students as Partners Community Poll Results, 4 April to 11 May 2020

Funding

Past funding

  • 2022
    Modes of delivery in higher education
    Commonwealth Department of Education, Skills and Employment
    Open grant
  • 2020 - 2022
    Learning together in a global pandemic: Practices and principles for teaching and assessing online in uncertain times
    Global Educational Enhancement Fund
    Open grant
  • 2015 - 2019
    Students as partners: Reconceptualising the role of students in science degree program curriculum development (OLT Fellowship)
    OLT Teaching Fellowship
    Open grant
  • 2015 - 2016
    The Teaching @UQ Program
    Technology-Enhanced Learning Grants
    Open grant
  • 2014 - 2016
    Innovative perspectives and approaches for enhancing the student experience (OLT Project led by The University of Melbourne)
    Open grant
  • 2013 - 2016
    Development and implementation of MathBench for Australian universities to improve quantitative skills of science and mathematics students (OLT grant administered by Deakin University)
    Deakin University
    Open grant
  • 2013 - 2014
    Extending QS in Science: trialling and disseminating resource to link and build QS across life sciences majors
    OLT Extension Grants
    Open grant
  • 2010 - 2011
    Quantitative Skills in Science: Curriculum models for the future
    ALTC Competitive Grants
    Open grant
  • 2010 - 2011
    Exploratory study into the prevalence of transformative experiences amongst undergraduate science students
    UQ New Staff Start-up Grants (Scholarship of Teaching and Learning)
    Open grant
  • 2009 - 2010
    IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses
    ALTC Competitive Grants
    Open grant
  • 2007 - 2009
    Transition and Support Initiatives for Under-Represented Students - Proposal 1: Stage 1 Learning Communities
    UQ DEEWR Higher Education Equity Support Program Grants
    Open grant
  • 2007 - 2009
    Transition and Support Initiatives for Under-Represented Students - proposal 2: Scholarship Community Program
    Open grant

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:

  • AI in higher education
  • assessment
  • education quality
  • higher education
  • student engagement
  • student voice
  • teaching impact

Need help?

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

communications@uq.edu.au