Kelly Matthews

4.1k total citations · 2 hit papers
138 papers, 2.7k citations indexed

About

Kelly Matthews is a scholar working on Education, Modeling and Simulation and Developmental and Educational Psychology. According to data from OpenAlex, Kelly Matthews has authored 138 papers receiving a total of 2.7k indexed citations (citations by other indexed papers that have themselves been cited), including 104 papers in Education, 18 papers in Modeling and Simulation and 12 papers in Developmental and Educational Psychology. Recurrent topics in Kelly Matthews's work include Higher Education Practises and Engagement (64 papers), Evaluation of Teaching Practices (34 papers) and Reflective Practices in Education (23 papers). Kelly Matthews is often cited by papers focused on Higher Education Practises and Engagement (64 papers), Evaluation of Teaching Practices (34 papers) and Reflective Practices in Education (23 papers). Kelly Matthews collaborates with scholars based in Australia, United States and United Kingdom. Kelly Matthews's co-authors include Lucy Mercer‐Mapstone, Peter D. Adams, Elizabeth Marquis, Peter Felten, Alison Cook‐Sather, Jason M. Lodge, Yvonne Hodgson, Agnes Bosanquet, Merrilyn Goos and Kris Knorr and has published in prestigious journals such as JAMA, SHILAP Revista de lepidopterología and Organic Letters.

In The Last Decade

Kelly Matthews

124 papers receiving 2.5k citations

Hit Papers

align trajectories sort by overperformance

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

A Systematic Literature Review of Students as Partners in Higher Education

2017 401 citations Lucy Mercer‐Mapstone, Kelly Matthews et al. profile →
Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness

2025 22 citations Michael Henderson, Margaret Bearman et al. Assessment & Evaluation in Higher Education profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Kelly Matthews Australia	26	2.0k	179	168	156	134	138	2.7k
Shanna Smith Jaggars United States	28	2.5k 1.2×	220 1.2×	315 1.9×	346 2.2×	131 1.0×	77	3.2k
Anne Nevgi Finland	22	1.8k 0.9×	175 1.0×	270 1.6×	470 3.0×	23 0.2×	73	2.4k
Kerri‐Lee Krause Australia	19	2.4k 1.2×	573 3.2×	255 1.5×	379 2.4×	35 0.3×	55	3.3k
Velda McCune United Kingdom	22	2.1k 1.0×	180 1.0×	286 1.7×	501 3.2×	24 0.2×	39	2.6k
Xianglei Chen China	20	1.4k 0.7×	322 1.8×	303 1.8×	123 0.8×	36 0.3×	60	1.9k
Clifford Adelman United States	18	2.7k 1.3×	389 2.2×	297 1.8×	122 0.8×	155 1.2×	65	3.3k
Daniel L. Reinholz United States	19	982 0.5×	113 0.6×	124 0.7×	343 2.2×	47 0.4×	74	1.4k
John A Bowden Australia	14	1.1k 0.5×	136 0.8×	98 0.6×	236 1.5×	22 0.2×	29	1.6k
Marcia Devlin Australia	25	1.4k 0.7×	202 1.1×	146 0.9×	171 1.1×	13 0.1×	80	2.1k
Chris Rust United Kingdom	22	1.9k 0.9×	88 0.5×	54 0.3×	249 1.6×	29 0.2×	53	2.4k

Countries citing papers authored by Kelly Matthews

Since Specialization

Citations

This map shows the geographic impact of Kelly Matthews's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Kelly Matthews with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kelly Matthews more than expected).

Fields of papers citing papers by Kelly Matthews

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kelly Matthews. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Kelly Matthews. The network helps show where Kelly Matthews may publish in the future.

Co-authorship network of co-authors of Kelly Matthews

This figure shows the co-authorship network connecting the top 25 collaborators of Kelly Matthews. A scholar is included among the top collaborators of Kelly Matthews based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Kelly Matthews. Kelly Matthews is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Chung, Jennifer, Michael Henderson, Christine Slade, et al.. (2026). The use and usefulness of GenAI in higher education: Student experience and perspectives. Computers and Education Open. 10. 100347–100347.

Bearman, Margaret, Tim Fawns, T. E. Corbin, et al.. (2025). Time, emotions and moral judgements: how university students position GenAI within their study. Higher Education Research & Development. 1–15.

Fawns, Tim, Michael Henderson, Kelly Matthews, et al.. (2024). Gen AI and student perspectives of use and ambiguity. ASCILITE Publications. 132–134. 6 indexed citations

Dai, Kun, et al.. (2023). ‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong University. Higher Education. 87(3). 779–793. 2 indexed citations

Slade, Christine, et al.. (2021). Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought. Assessment & Evaluation in Higher Education. 47(4). 588–605. 54 indexed citations

Matthews, Kelly, Alison Cook‐Sather, Anita Acai, et al.. (2018). Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development. 38(2). 280–293. 85 indexed citations

Matthews, Kelly, Lucy Mercer‐Mapstone, Anita Acai, et al.. (2018). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development. The International Journal for Academic Development. 24(3). 246–259. 50 indexed citations

Marquis, Elizabeth, et al.. (2018). Growing partnership communities: What experiences of an international institute suggest about developing student-staff partnership in higher education. Innovations in Education and Teaching International. 56(2). 184–194. 15 indexed citations

Mercer‐Mapstone, Lucy, et al.. (2017). Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Scholarship, Research, and Creative Work at Bryn Mawr College (Bryn Mawr College). 1(21). 8. 13 indexed citations

10.

Matthews, Kelly. (2017). Students and Staff as Partners in Australian Higher Education: Introducing Our Stories of Partnership. Scholarship, Research, and Creative Work at Bryn Mawr College (Bryn Mawr College). 1(21). 1–4. 5 indexed citations

11.

Matthews, Kelly. (2016). Students as partners as the future of student engagement. Queensland's institutional digital repository (The University of Queensland). 1(1). 1–5. 79 indexed citations

12.

McIntyre, Timothy J., et al.. (2016). Dynamic, interactive simulations for enhancing student learning. Queensland's institutional digital repository (The University of Queensland). 92. 1 indexed citations

13.

Matthews, Kelly & Yvonne Hodgson. (2012). The Science Students Skills Inventory: Capturing Graduate Perceptions of Their Learning Outcomes. International Journal of Innovation in Science and Mathematics Education. 20(1). 24–43. 22 indexed citations

14.

Rifkin, Will, Manjula Sharma, Andrea Crampton, et al.. (2012). Learning to Lead Change: SaMnet's action-learning projects. eCite Digital Repository (University of Tasmania). 3 indexed citations

15.

Familari, Mary, et al.. (2012). Embedding case studies into statistical teaching to enhance quantitative skills of biomedicine students. International Journal of Innovation in Science and Mathematics Education. 20(1). 44–56. 2 indexed citations

16.

Hudson, Peter & Kelly Matthews. (2012). Identities and transformational experiences for quantitative problem solving : gender comparisons of first-year university science students. ePublications@SCU (Southern Cross University). 35(1). 22–46. 1 indexed citations

17.

Matthews, Kelly, et al.. (2011). Social learning spaces and student engagement. Higher Education Research & Development. 30(2). 105–120. 143 indexed citations

18.

Lawrie, Gwendolyn, Lawrence R. Gahan, Kelly Matthews, et al.. (2011). Handbook of scenario resources for inquiry learning in STEM : IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses. Organic Letters. 25(17). 3018–3022. 1 indexed citations

19.

Lawrie, Gwendolyn, Kelly Matthews, & Lawrence R. Gahan. (2010). Forming groups to foster collaborative learning in large enrolment courses. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 16. 66–71. 5 indexed citations

20.

Matthews, Kelly. (2002). Building a Community of Experience.. Young children. 57(6). 86–89. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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