# 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](mailto:k.matthews1@uq.edu.au)

Phone:
:   [+61 7 336 51169](tel:+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](https://aiinhe.org/), 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](https://itali.uq.edu.au/profile/686/kelly-matthews).

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### Availability

Professor Kelly Matthews is:
:   Not available for supervision
:   Media expert

### Fields of research

[Curriculum and pedagogy](https://about.uq.edu.au/experts/search?research-field=4961)
[Curriculum and pedagogy theory and development](https://about.uq.edu.au/experts/search?research-field=6558)
[Education](https://about.uq.edu.au/experts/search?research-field=4762)
[Education systems](https://about.uq.edu.au/experts/search?research-field=4874)
[Higher education](https://about.uq.edu.au/experts/search?research-field=5659)

### 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](http://espace.library.uq.edu.au/list/author_id/82763)

[All
(243)](https://about.uq.edu.au/experts-publication/1754/all)
[Book
(7)](https://about.uq.edu.au/experts-publication/1754/4747)
[Journal Article
(107)](https://about.uq.edu.au/experts-publication/1754/4748)
[Other Outputs
(30)](https://about.uq.edu.au/experts-publication/1754/4749)
[Edited Outputs
(3)](https://about.uq.edu.au/experts-publication/1754/4750)
[Conference Publication
(80)](https://about.uq.edu.au/experts-publication/1754/4751)
[Book Chapter
(16)](https://about.uq.edu.au/experts-publication/1754/4752)

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](https://espace.library.uq.edu.au/view/UQ:a5fffc0)

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

[Collective wisdom in action : Lessons from a multi-university collaboration on student voices and Generative AI](https://espace.library.uq.edu.au/view/UQ:bd1e1cc)

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](https://espace.library.uq.edu.au/view/UQ:4ac65c0)

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

[Five guiding principles for navigating artificial intelligence in students as partners practice to preserve pedagogical trust : Navigating artificial intelligence in students as partners practice](https://espace.library.uq.edu.au/view/UQ:543b440)

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](https://espace.library.uq.edu.au/view/UQ:9a66a81)

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

[Recognising Cultural Capital Through Intercultural Dialogue: An Exploration of Pedagogical Partnership](https://espace.library.uq.edu.au/view/UQ:7189403)

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.

[Redefining integrity in the context of generative artificial intelligence in higher education: what are students saying?](https://espace.library.uq.edu.au/view/UQ:7e2041e)

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

[Artificial intelligence and student-teacher relationships: reflections on a conversation across the contexts of Kyrgyzstan, Tajikistan, Pakistan, Tanzania, and Australia](https://espace.library.uq.edu.au/view/UQ:fdacf8e)

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](https://espace.library.uq.edu.au/view/UQ:36c4bb1)

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](https://espace.library.uq.edu.au/view/UQ:c7ae1f5)

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](https://espace.library.uq.edu.au/view/UQ:dc78eb8)

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

[Connecting and collaborating: Building the TEFA Network to advocate for and support teaching and education-focused academics](https://espace.library.uq.edu.au/view/UQ:b1ae572)

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](https://espace.library.uq.edu.au/view/UQ:5a8f99b)

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?](https://espace.library.uq.edu.au/view/UQ:71170d1)

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](https://espace.library.uq.edu.au/view/UQ:ce7d9a5)

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](https://espace.library.uq.edu.au/view/UQ:c03c3e0)

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](https://espace.library.uq.edu.au/view/UQ:e6efd9e)

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](https://espace.library.uq.edu.au/view/UQ:8c77b69)

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

[Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions](https://espace.library.uq.edu.au/view/UQ: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

[‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities](https://espace.library.uq.edu.au/view/UQ:2b3992b)

### Past funding

- 2022

  Modes of delivery in higher education

  Commonwealth Department of Education, Skills and Employment

  [Open grant](https://about.uq.edu.au/experts/project/53927)
- 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](https://about.uq.edu.au/experts/project/42505)
- 2015 - 2019

  Students as partners: Reconceptualising the role of students in science degree program curriculum development (OLT Fellowship)

  OLT Teaching Fellowship

  [Open grant](https://about.uq.edu.au/experts/project/26954)
- 2015 - 2016

  The Teaching @UQ Program

  Technology-Enhanced Learning Grants

  [Open grant](https://about.uq.edu.au/experts/project/45084)
- 2014 - 2016

  Innovative perspectives and approaches for enhancing the student experience (OLT Project led by The University of Melbourne)

  [Open grant](https://about.uq.edu.au/experts/project/28136)
- 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](https://about.uq.edu.au/experts/project/23576)
- 2013 - 2014

  Extending QS in Science: trialling and disseminating resource to link and build QS across life sciences majors

  OLT Extension Grants

  [Open grant](https://about.uq.edu.au/experts/project/17344)
- 2010 - 2011

  Quantitative Skills in Science: Curriculum models for the future

  ALTC Competitive Grants

  [Open grant](https://about.uq.edu.au/experts/project/16790)
- 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](https://about.uq.edu.au/experts/project/45920)
- 2009 - 2010

  IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses

  ALTC Competitive Grants

  [Open grant](https://about.uq.edu.au/experts/project/16776)
- 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](https://about.uq.edu.au/experts/project/45551)
- 2007 - 2009

  Transition and Support Initiatives for Under-Represented Students - proposal 2: Scholarship Community Program

  [Open grant](https://about.uq.edu.au/experts/project/16825)

### 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](https://about.uq.edu.au/experts/42151)

#### Completed supervision

- 2024

  Doctor Philosophy

  ##### [Disrupting and reproducing power: A focused ethnography of intercultural learner-teacher partnership using Bourdieu's social field theory and intercultural communication theory](https://espace.library.uq.edu.au/view/UQ:6a5447b)

  Principal Advisor

  Other advisors:
  [Professor Shuang Liu](https://about.uq.edu.au/experts/961)
- 2023

  Doctor Philosophy

  ##### [Speaking for ourselves: Indian students co-constructed stories of engaging in partnership with staff in an Australian university](https://espace.library.uq.edu.au/view/UQ:d767f08)

  Principal Advisor

  Other advisors:
  [Dr Suraiya Abdul Hameed](https://about.uq.edu.au/experts/25267)
- 2023

  Doctor Philosophy

  ##### [Relationship, engagement, and culture: Exploring the conceptions of students as partners in Chinese higher education](https://espace.library.uq.edu.au/view/UQ:b793d7e)

  Principal Advisor

  Other advisors:
  [Professor Jason Lodge](https://about.uq.edu.au/experts/20272)
- 2023

  Doctor Philosophy

  ##### [Being a teaching-focused academic in a research-intensive university: A focused ethnography](https://espace.library.uq.edu.au/view/UQ:5cc3d2e)

  Principal Advisor

  Other advisors:
  [Professor Deanne Gannaway](https://about.uq.edu.au/experts/12363)
- 2022

  Doctor Philosophy

  ##### [Enacting Pasin as storying as research: Ways of rethinking the health workers' curriculum in Papua New Guinea](https://espace.library.uq.edu.au/view/UQ:755bbb5)

  Principal Advisor

  Other advisors:
  [Emerita Professor Di Eley](https://about.uq.edu.au/experts/1316)
- 2018

  Doctor Philosophy

  ##### [An exploration of Chinese students' learning experiences in China-Australia '2+2' articulation programmes: In between two systems.](https://espace.library.uq.edu.au/view/UQ:359680b)

  Associate Advisor

  Other advisors:
  [Emeritus Professor Bob Lingard](https://about.uq.edu.au/experts/40)

### Enquiries

Contact Professor Kelly Matthews directly for media enquiries about:

- 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](mailto:communications@uq.edu.au)

## External profiles

- [ORCID](https://orcid.org/0000-0002-6563-4405)
- [ResearcherID](https://www.webofscience.com/wos/author/record/N-6489-2014)
- [Scopus](https://www.scopus.com/authid/detail.uri?authorId=35077423600)
- [Google Scholar](https://scholar.google.com.au/citations?user=jznag2sAAAAJ)

## Social media

- [Linkedin](https://au.linkedin.com/pub/kelly-matthews/101/821/551)

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