Kelly Matthews
Source: https://about.uq.edu.au/experts/1754 Parent: https://about.uq.edu.au/experts/project/45084
Professor
Kelly Matthews
Email: : k.matthews1@uq.edu.au
Phone: : +61 7 336 51169
Positions
Affiliate Professor of Faculty of Humanities and Social Sciences : Faculty of Humanities, Arts and Social Sciences
Affiliate Associate Professor : School of Education : Faculty of Humanities, Arts and Social Sciences
Professor : Institute for Teaching and Learning Innovation
Background
Professor Kelly Matthews is a higher education researcher at The University of Queensland whose work focuses on student experience, curriculum, pedagogy, and assessment. Her research examines how students and staff participate in shaping learning, teaching, and governance, and how these relationships influence educational quality, responsibility, and institutional change.
Kelly’s research is grounded in a sustained commitment to informing practice and improving educational outcomes. Her work on student–staff partnership has clarified distinctions between partnership and representation, examined the conditions under which participation is meaningful rather than symbolic, and analysed how responsibility and expertise are negotiated in educational settings. Across her research program, she emphasises translating evidence into practical guidance for teaching, curriculum design, assessment, and governance. This orientation has supported changes in institutional policy, academic development programs, and classroom practice in Australia and internationally, with attention to feasibility, context, and accountability.
More recently, Kelly’s research has focused on students’ experiences of artificial intelligence in higher education, with particular attention to assessment and learning practices. She co-leads the multi-institutional Students & AI project, which investigates students’ access to, use of, and beliefs about AI in learning and assessment. Following the initial large-scale survey conducted in 2024, the study is being updated and re-run in 2026 to enable longitudinal analysis of change over time. Findings from this work are intended to inform practical decision-making about assessment design, academic integrity, and responsible teaching practice in AI-rich learning environments.
Kelly’s scholarship is widely cited and published in leading international journals, including Studies in Higher Education, Higher Education, and Assessment & Evaluation in Higher Education. As of early 2026, her work has attracted more than 6,400 citations, with an h-index of 39 and an i10-index of 89 according to Google Scholar. Citation impact analysis using Scopus indicates a Field-Weighted Citation Impact (FWCI) of 2.46 in her field, indicating that her publications are cited more than twice the global average for comparable research. Usage and readership data indicate sustained international attention, with a substantial proportion of outputs appearing among the top 10% most-viewed publications worldwide and a consistent share reaching the top 1%.
Kelly is the inaugural editor of the International Journal for Students as Partners, an open-access journal founded on an innovative editorial model comprising equal numbers of student and staff editors. Over its first decade, the journal has published more than 250 contributions, many co-authored with students, and has become a key global outlet for partnership scholarship, including work from underrepresented regions and the Global South. The journal plays a practical role in shaping the field by supporting accessible scholarship, diverse authorship, and research that is closely connected to educational practice.
Kelly is a Principal Fellow of Advance HE and an Australian Teaching and Learning Fellow, recognising sustained leadership and impact in higher education teaching and learning. She has been recognised with several awards, most recently a UQ Excellence Award for Leadership with a multidisciplinary team for positive impact on UQ's Teaching-focused (TF) academics.
She holds senior roles, including Academic Lead (Student Experience and Strategic Initiatives) and Director, Scholarship and Translation, at UQ's Institute of Teaching and Learning Innovation. Read more about this and her governance roles here.
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Availability
Professor Kelly Matthews is: : Not available for supervision : Media expert
Fields of research
Curriculum and pedagogy Curriculum and pedagogy theory and development Education Education systems Higher education
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
Search Professor Kelly Matthews’s works on UQ eSpace
All (243) Book (7) Journal Article (107) Other Outputs (30) Edited Outputs (3) Conference Publication (80) Book Chapter (16)
2025
Journal Article
Assessment after Artificial Intelligence: The Research We Should Be Doing
Corbin, Thomas, Bearman, Margaret, Boud, David, Crawford, Nicole, Dawson, Phillip, Fawns, Tim, Henderson, Michael, Lodge, Jason, Luo, Jiahui (Jess), Matthews, Kelly, Nicola-Richmond, Kelli, Nieminen, Juuso, Pepperell, Nicole, Swiecki, Zachari, Tai, Joanna and Walton, Jack (2025). Assessment after Artificial Intelligence: The Research We Should Be Doing. Journal of University Teaching and Learning Practice, 22 (7) 804. doi: 10.53761/w3x5y804
Assessment after Artificial Intelligence: The Research We Should Be Doing
2025
Journal Article
Collective wisdom in action : Lessons from a multi-university collaboration on student voices and Generative AI
McCluskey, Trish, Henderson, Michael, Matthews, Kelly, Bearman, Margaret, Lim, Lisa-Angelique and Bakharia, Aneesha (2025). Collective wisdom in action : Lessons from a multi-university collaboration on student voices and Generative AI. ASCILITE Publications, 132-134. doi: 10.65106/apubs.2025.2775
2025
Journal Article
Time, emotions and moral judgements: how university students position GenAI within their study
Bearman, Margaret, Fawns, T., Corbin, T., Henderson, M., Liang, Y., Oberg, G., Walton, J. and Matthews, K. E. (2025). Time, emotions and moral judgements: how university students position GenAI within their study. Higher Education Research and Development, ahead-of-print (ahead-of-print), 1-15. doi: 10.1080/07294360.2025.2580616
Time, emotions and moral judgements: how university students position GenAI within their study
2025
Journal Article
Five guiding principles for navigating artificial intelligence in students as partners practice to preserve pedagogical trust : Navigating artificial intelligence in students as partners practice
Matthews, Kelly E (2025). Five guiding principles for navigating artificial intelligence in students as partners practice to preserve pedagogical trust : Navigating artificial intelligence in students as partners practice. International Journal for Students as Partners, 9 (2), 1-8. doi: 10.15173/ijsap.v9i2.6871
2025
Journal Article
When engaging students as partners fails: the ease of maintaining the status quo
Zhang, Meng, Matthews, Kelly E. and Liu, Shuang (2025). When engaging students as partners fails: the ease of maintaining the status quo. Studies in Higher Education, 1-13. doi: 10.1080/03075079.2025.2552826
When engaging students as partners fails: the ease of maintaining the status quo
2025
Journal Article
Recognising Cultural Capital Through Intercultural Dialogue: An Exploration of Pedagogical Partnership
Zhang, Meng, Liu, Shuang and Matthews, Kelly E. (2025). Recognising Cultural Capital Through Intercultural Dialogue: An Exploration of Pedagogical Partnership. International Journal of Chinese Education, 14 (3) 2212585X251392619. doi: 10.1177/2212585x251392619
2025
Conference Publication
Redefining integrity in the context of generative artificial intelligence in higher education: what are students saying?
Slade, Christine, Matthews, Kelly, Chung, Jen, Liang, Yifei and Oberg, Glenys (2025). Redefining integrity in the context of generative artificial intelligence in higher education: what are students saying?. HERDSA 2025, Perth, WA Australia, 7-10 July 2025.
2025
Journal Article
Artificial intelligence and student-teacher relationships: reflections on a conversation across the contexts of Kyrgyzstan, Tajikistan, Pakistan, Tanzania, and Australia
Naseem, Azra, Guzikova, Mariia, Hashmi, Satwat, Matthews, Kelly E. and Wachira, Nicholas (2025). Artificial intelligence and student-teacher relationships: reflections on a conversation across the contexts of Kyrgyzstan, Tajikistan, Pakistan, Tanzania, and Australia. International Journal for Students as Partners, 9 (1), 305-313. doi: 10.15173/ijsap.v9i1.5945
2025
Journal Article
Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness
Henderson, Michael, Bearman, Margaret, Chung, Jennifer, Fawns, Tim, Buckingham Shum, Simon, Matthews, Kelly E. and de Mello Heredia, Jimena (2025). Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Assessment and Evaluation in Higher Education, ahead-of-print (ahead-of-print), 1-16. doi: 10.1080/02602938.2025.2502582
Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness
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
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
Other Outputs
Connecting and collaborating: Building the TEFA Network to advocate for and support teaching and education-focused academics
Fitzgerald, Rachel, Williams, Stephen George, Fawns, Tim, Gribble, Lynn, Waller, Karena and Matthews, Kelly (2024, 11 11). Connecting and collaborating: Building the TEFA Network to advocate for and support teaching and education-focused academics
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
Journal Article
Voices from the field : How did you come to engage in students-as-partners work?
Reid, Felix, Hunt, Jem, Chow, Man Hei Marissa, Henry, Tanya, Matthews, Kelly, Douglas, Tracy, Campbell, Caroline, Rodgers, Thomas, Faulkner, Suzanne, Dombi, Elizabeth, Jones, Lynne, McMichan, Lauren, Melville, Gillian, Pather, Subethra, Estêvão, M. Dulce, Terwilliger, Brent, Faulconer, Emily, Deters, Robert, Chamberlain, Darryl, Millmore, Amanda, Tang, Alex, Wong, Gabriella, Wang, Meg, Hamidi, Sara, Arm, Karen, Ladipo, Kike, Wilson-Scott, Joanna, Pryor, Mary, Besson, Mailie ... Parkin, John (2024). Voices from the field : How did you come to engage in students-as-partners work?. International Journal for Students as Partners, 8 (2), 241-259. doi: 10.15173/ijsap.v8i2.5872
Voices from the field : How did you come to engage in students-as-partners work?
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) edited by Cathy Stone and Sarah O'Shea. Cheltenham, United Kingdom: 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
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
Other Outputs
Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions
Stahl, Garth, Fairbairn, Kirsten, McLay, Kate, MacMahon, Stephanie, Matthews, Kelly, Noble, Christy, Sale, Martin, Mandrusiak, Allison, Findlay, Wendy and Zafar, Sobia (2024). Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions. St Lucia, QLD Australia: The University of Queensland. doi: 10.14264/64a9021
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
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
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
- 2024
Doctor Philosophy
Principal Advisor
Other advisors: Professor Shuang Liu - 2023
Doctor Philosophy
Principal Advisor
Other advisors: Dr Suraiya Abdul Hameed - 2023
Doctor Philosophy
Principal Advisor
Other advisors: Professor Jason Lodge - 2023
Doctor Philosophy
##### Being a teaching-focused academic in a research-intensive university: A focused ethnography
Principal Advisor
Other advisors: Professor Deanne Gannaway - 2022
Doctor Philosophy
Principal Advisor
Other advisors: Emerita Professor Di Eley - 2018
Doctor Philosophy
Associate Advisor
Other advisors: Emeritus Professor Bob Lingard
Enquiries
Contact Professor Kelly Matthews directly for media enquiries about:
- assessment
- education quality
- higher education
- student engagement
- student voice
- teaching impact
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