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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

61 - 80 of 232 works

2020

Journal Article

Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme

Dai, Kun, Matthews, Kelly E. and Renshaw, Peter (2020). Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme. Higher Education Research and Development, 39 (6), 1-15. doi: 10.1080/07294360.2020.1713731

Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme

2020

Book Chapter

The experience of partnerships in learning and teaching: a visual metaphor

Matthews, Kelly E. (2020). The experience of partnerships in learning and teaching: a visual metaphor. The power of partnership: students, staff, and faculty revolutionizing higher education. (pp. 119-121) edited by Lucy Mercer-Mapstone and Sophia Abbot. Elon, NC USA: Elon University Center for Engaged Learning. doi: 10.36284/celelon.oa2

The experience of partnerships in learning and teaching: a visual metaphor

2020

Other Outputs

Students as partners: reconceptualising the role of students in curriculum development

Matthews, Kelly E. (2020). Students as partners: reconceptualising the role of students in curriculum development. Canberra, ACT, Australia: Australian Government Department of Education, Skills and Employment.

Students as partners: reconceptualising the role of students in curriculum development

2020

Journal Article

Chinese students' assessment and learning experiences in a transnational higher education programme

Dai, Kun, Matthews, Kelly E. and Reyes, Vicente (2020). Chinese students' assessment and learning experiences in a transnational higher education programme. Assessment and Evaluation in Higher Education, 45 (1), 70-81. doi: 10.1080/02602938.2019.1608907

Chinese students' assessment and learning experiences in a transnational higher education programme

2020

Book Chapter

Foreword

Matthews, Kelly E. (2020). Foreword. Building courage, confidence, and capacity in learning and teaching through student-faculty partnership: stories from across contexts and arenas of practice. (pp. vii-viii) edited by Alison Cook-Sather and Chanelle Wilson. Lanham, United States: Lexington Books.

Foreword

2020

Other Outputs

Dataset: Students as partners practices and theorisations in Asia: A scoping review

Liang, Yifei and Matthews, Kelly (2020). Dataset: Students as partners practices and theorisations in Asia: A scoping review. The University of Queensland. (Dataset) doi: 10.14264/uql.2020.771

Dataset: Students as partners practices and theorisations in Asia: A scoping review

2020

Conference Publication

Pedagogical partnership in uncertain times: Experiences of global academic community

Liang, Yifei, Vayada, Preeti and Matthews, Kelly E. (2020). Pedagogical partnership in uncertain times: Experiences of global academic community. Scholarship of Teaching and Learning-China International Conference, Beijing Institute of Technology, China, 21-23 August 2020. Beijing, China: Beijing Institute of Technology.

Pedagogical partnership in uncertain times: Experiences of global academic community

2020

Book

Writing about learning and teaching in higher education: creating and contributing to scholarly conversations across a range of genres

Healey, Mick, Matthews, Kelly E. and Cook-Sather, Alison (2020). Writing about learning and teaching in higher education: creating and contributing to scholarly conversations across a range of genres. Elon, NC, United States: Elon University Center for Engaged Learning. doi: 10.36284/celelon.oa3

Writing about learning and teaching in higher education: creating and contributing to scholarly conversations across a range of genres

2019

Journal Article

Writing scholarship of teaching and learning articles for peer-reviewed journals

Healey, Mick, Matthews, Kelly E. and Cook-Sather, Alison (2019). Writing scholarship of teaching and learning articles for peer-reviewed journals. Teaching and Learning Inquiry, 7 (2), 28-50. doi: 10.20343/teachlearninqu.7.2.3

Writing scholarship of teaching and learning articles for peer-reviewed journals

2019

Other Outputs

“Students as partners:” it’s more than a trendy hot topic

Matthews, Kelly E. (2019, 09 08). “Students as partners:” it’s more than a trendy hot topic Campus Morning Mail 1-1.

“Students as partners:” it’s more than a trendy hot topic

2019

Other Outputs

ISSOTL strategic plan: green paper

Kelly, Mills, Matthews, Kelly and Troelsen, Rie (2019). ISSOTL strategic plan: green paper. International Society for the Scholarship of Teaching and Learning.

ISSOTL strategic plan: green paper

2019

Other Outputs

Literature-evidence base: Students as Partners

Vayada, Preeti, Matthews, Kelly and Huang, Jasmine (2019). Literature-evidence base: Students as Partners. The University of Queensland, Institute of Teaching and Learning Innovation.

Literature-evidence base: Students as Partners

2019

Journal Article

Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education

Matthews, Kelly E. (2019). Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education. International Journal for the Scholarship of Teaching and Learning, 13 (2). doi: 10.20429/ijsotl.2019.130202

Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education

2019

Journal Article

“Commitment to collaboration”: what students have to say about the values underpinning partnership practices

Luo, Benjamin, Matthews, Kelly and Chunduri, Prasad (2019). “Commitment to collaboration”: what students have to say about the values underpinning partnership practices. International Journal for Students as Partners, 3 (1), 123-139. doi: 10.15173/ijsap.v3i1.3688

“Commitment to collaboration”: what students have to say about the values underpinning partnership practices

2019

Journal Article

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

Matthews, Kelly E., Cook-Sather, Alison, Acai, Anita, Dvorakova, Sam Lucie, Felten, Peter, Marquis, Elizabeth and Mercer-Mapstone, Lucy (2019). Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research and Development, 38 (2), 280-293. doi: 10.1080/07294360.2018.1530199

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

2019

Book Chapter

Collaborative writing: intercultural and interdisciplinary partnerships as a means of identity formation

Motley, Phillip, Divan, Aysha, Lopes, Valerie, Ludwig, Lynn, Matthews, Kelly E. and Tomljenovic-Berube, Ana (2019). Collaborative writing: intercultural and interdisciplinary partnerships as a means of identity formation. Critical collaboration communities: academic writing partnerships, groups, and retreats. (pp. 212-227) edited by Nicola Simmons and Anna Singh. Leiden, Netherlands: Brill. doi: 10.1163/9789004410985_016

Collaborative writing: intercultural and interdisciplinary partnerships as a means of identity formation

2019

Journal Article

Dynamic visualization of line integrals of vector fields: a didactic proposal

Ponce Campuzano, J. C., Roberts, A. P., Matthews, K. E., Wegener, M. J., Kenny, E. P. and McIntyre, T. J. (2019). Dynamic visualization of line integrals of vector fields: a didactic proposal. International Journal of Mathematical Education in Science and Technology, 50 (6), 934-949. doi: 10.1080/0020739x.2018.1510554

Dynamic visualization of line integrals of vector fields: a didactic proposal

2019

Book Chapter

Transforming curriculum development through co‑creation with students

Cook-Sather, Alison, Matthews Kelly E. and Bell, Amani (2019). Transforming curriculum development through co‑creation with students. Reimagining curriculum spaces for disruption. (pp. 107-126) edited by Lynn Quinn. Cape Town, South Africa: African Sun Media.

Transforming curriculum development through co‑creation with students

2019

Book Chapter

Collaborative, scenario-based, open-ended, problem-solving tasks in chemistry

Lawrie, Gwen, Matthews, K. E. and Gahan, Lawrie (2019). Collaborative, scenario-based, open-ended, problem-solving tasks in chemistry. Teaching chemistry in higher education: a festschrift in honour of Professor Tina Overton. (pp. 105-122) edited by Michael K. Seery and Claire McDonnell. Dublin, Ireland: Creathach Press.

Collaborative, scenario-based, open-ended, problem-solving tasks in chemistry

2019

Book Chapter

Afterword

Marquis, Beth, Healey, Mick and Matthews, Kelly E. (2019). Afterword. Pedagogical partnerships: a how-to guide for faculty, students, and academic developers in higher education. (pp. 279-281) Elon, NC, United States: Elon University Center for Engaged Learning. doi: 10.36284/celelon.oa1

Afterword

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