Overview
Background
Professor Kelly Matthews is a highly respected scholar of higher education curriculum, pedagogy, and student experience, multiple award-winning university teacher, and senior leader collaborating on university-wide teaching, learning, and student experience strategic initiatives.
Her research has shaped the discourse of student voice, arguing for students as partners in higher education. With over 120 academic publications and 80 invited talks, Kelly aims to impact the everyday relational practices of students, academics, and staff associated with connection, care, community, and commitment to collaborative learning.
Her strategic leadership has had a positive impact across disciplines and universities, and she has been recognised with an Australian Teaching Fellowship and a UK-based HEA Principal Fellowship. 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 10th year), co-founding the International Journal for Students as Partners, and mentoring scholars to write and publish about their teaching and learning.
In 2024, Kelly is collaborating on a cross-institutional study to explore student perspectives on artificial intelligence (AI), co-funded by Deakin, Monash, UQ, and UTS. She is also co-organising the 10th annual Students as Partners (SaP) Roundtable with students and staff from Australia, Pakistan, South Africa, the US, and the UK. With teaching-focused colleagues at Monash, UNSW, UQ, and Sydney, she is co-creating an Australian Teaching/Education Focused Academic Network to connect academics committed to positive educational impact through university teaching. At UQ, she is collaborating with colleagues to develop the Women at E (WE) Network to nurture the leadership capability and positive impact of women professors.
Kelly stepped into the Interim Pro Vice-Chancellor (Teaching and Learning) role in July 2024.
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
Fields of research
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
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
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.
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
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
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.
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
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
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.
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.
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.
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
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
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
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
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.
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.
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
2019
Conference Publication
Questioning the boundaries we draw around students as partners: how undergraduate students make sense of being partners in the curriculum
Godbold, Nattalia, Hung, Amy and Matthews, Kelly E. (2019). Questioning the boundaries we draw around students as partners: how undergraduate students make sense of being partners in the curriculum. International Society for the Scholarship of Teaching and Learning, Atlanta, GA, United States, 9-12 October 2019.
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
2018
Journal Article
What we talk about when we talk about students as partners
Cook-Sather, Alison, Matthews, Kelly E., Ntem, Anita and Leathwick, Sandra (2018). What we talk about when we talk about students as partners. International Journal for Students as Partners, 2 (2), 1-9. doi: 10.15173/ijsap.v2i2.3790
Funding
Supervision
Availability
- Professor Kelly Matthews is:
- Not available for supervision
Supervision history
Current supervision
-
Doctor Philosophy
Disrupting and reproducing power: A focused ethnography of intercultural learner¿teacher partnership using Bourdieu's social field theory and intercultural communication theory
Principal Advisor
Other advisors: Professor Shuang Liu
Completed supervision
-
2023
Doctor Philosophy
Speaking for ourselves: Indian students co-constructed stories of engaging in partnership with staff in an Australian university
Principal Advisor
Other advisors: Dr Suraiya Abdul Hameed
-
2023
Doctor Philosophy
Relationship, engagement, and culture: Exploring the conceptions of students as partners in Chinese higher education
Principal Advisor
Other advisors: Associate Professor Jason Lodge
-
2023
Doctor Philosophy
Being a teaching-focused academic in a research-intensive university: A focused ethnography
Principal Advisor
Other advisors: Associate Professor Deanne Gannaway
-
2022
Doctor Philosophy
Enacting Pasin as storying as research: Ways of rethinking the health workers' curriculum in Papua New Guinea
Principal Advisor
Other advisors: Professor Di Eley
-
2018
Doctor Philosophy
An exploration of Chinese students' learning experiences in China-Australia '2+2' articulation programmes: In between two systems.
Associate Advisor
Other advisors: Emeritus Professor Bob Lingard, Dr Vicente Reyes
Media
Enquiries
Contact Professor Kelly Matthews directly for media enquiries about:
- assessment
- education quality
- higher education
- student engagement
- student voice
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