Professor Kelly Matthews


Institute for Teaching and Learning Innovation

Interim Pro Vice-Chancellor (Teachi

Office of the Deputy Vice-Chancellor (Academic)

Affiliate Associate Professor

School of Education
Faculty of Humanities, Arts and Social Sciences

Affiliate Professor of Faculty of H

Faculty of Humanities, Arts and Social Sciences
+61 7 336 51169


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.


  • Doctor of Philosophy, The University of Queensland
  • Bachelor of Arts, University of New Orleans


View all Publications


View all Supervision



Book Chapter

  • Oberg, Glenys, Matthews, Kelly E., Lincoln, Jennifer and McGrath, Nathan (2023). Stretching the boundaries of pedagogical partnerships in higher education through the lens of recognition. The Bloomsbury handbook of student voice in higher education. (pp. 427-438) edited by Jarusha Conner, Rille Raaper, Carolina Guzman-Valenzuela and Launa Gauthier. London, United Kingdom: Bloomsbury Academic. doi: 10.5040/

  • Liang, Yifei and Matthews, Kelly (2023). Culturally respectful pedagogical partnership (Asia). Inclusive learning design in higher education. (pp. 56-59) edited by Virna Rossi. London, United Kingdom: Routledge.

  • Matthews, Kelly E. (2022). Constructing higher education with students as partners in learning and teaching. Global student engagement: policy insights and international research perspectives. (pp. 158-170) edited by Hamish Coates, Xi Gao, Fei Guo and Jinghuan Shi. London, United Kingdom: Routledge. doi: 10.4324/9781003254096-15

  • Bunnell, Sarah L., Felten, Peter and Matthews, Kelly E. (2022). Toward trust in SoTL: the role of relational ethics. Ethics and the scholarship of teaching and learning. (pp. 129-146) edited by Lisa M. Fedoruk. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-031-11810-4_9

  • 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

  • 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

  • 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.

  • 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

  • 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

  • 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

  • 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.

  • 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.

  • Matthews, Kelly E., Cook-Sather, Alison and Healey, Mick (2018). Connecting learning, teaching, and research through student–staff partnerships: Toward universities as egalitarian learning communities. Shaping higher education with students: Ways to connect research and teaching. (pp. 23-29) edited by Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina. London, United Kingdom: UCL Press. doi: 10.2307/j.ctt21c4tcm.7

  • Matthews, Kelly, Marquis, Beth and Healey, Mick (2017). International collaborative writing groups as communities of practice. Implementing communities of practice in higher education: dreamer and schemers. (pp. 597-617) edited by Jacquie McDonald and Aileen Cater-Steel. Singapore: Springer. doi: 10.1007/978-981-10-2866-3_26

  • McManus, Michael E. and Matthews, Kelly E. (2016). Review of the undergraduate science curriculum at the University of Queensland. Transforming Institutions: Undergraduate STEM Education for the 21st Century. (pp. 189-198) West Lafayette, IN, United States: Purdue University Press.

Journal Article

Conference Publication

Edited Outputs

  • Eimear Enright, Kelly E. Matthews, Stuart Russell and Catherine Sherwood eds. (2018). National Students as Partners Roundtable Program. 4th Annual Australian National Students as Partners Roundtable, The University of Queensland, Brisbane, Australia, 2 October 2018. Brisbane, Australia: University of Queensland.

  • Kelly E. Matthews ed. (2015). National Students as Partners Roundtable Program. 1st Annual Australian National Students as Partners Roundtable, The University of Queensland, 23 October 2015. Brisbane, Australia: UQ.

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Note for students: Professor Kelly Matthews is not currently available to take on new students.

Current Supervision

  • Doctor Philosophy — Principal Advisor

    Other advisors:

Completed Supervision