Matthews, A. (2022) ‘The Idea and Becoming of a University Across Time and Space: Ivory Tower, Factory and Network’, Postdigital Science and Education, https://doi.org/10.1007/s42438-022-00341-0
Matthews, A. and Kotzee, B. (2022) ‘Bundled or unbundled? A multi‐text corpus‐assisted discourse analysis of the relationship between teaching and research in UK universities’, British Educational Research Journal, https://doi.org/10.1002/berj.3783
Davis, C. et al. (2022) ‘Creating SoTL communities through critical storytelling: reflections on a participatory study with Russell Group academics of working-class heritage’, in. EUROSoTL 2022, Manchester. Available at: https://utaresources.mmu.ac.uk/euro_sotl/Draft%20programme.pdf.
Matthews, A. (2022) ‘The Mode 3 Networked University: A New Materialist Perspective’, in. Networked Learning Conference 2022, p. 11. Available here.
Matthews, A. (2022) ‘Review of Mark Andrejevic (2020). Automated Media’, Postdigital Science and Education. doi: https://10.1007/s42438-022-00289-1
Matthews, A. (2021) HUMANS, ‘HIGHER EDUCATION AND TECHNOLOGY – A CORPUS-ASSISTED DISCOURSE AND GENEALOGICAL ANALYSIS OF THE IDEA OF A UNIVERSITY’. University of Birmingham. Available at: https://etheses.bham.ac.uk/id/eprint/11764/.
This thesis won the George Cadbury Prize in Education for the highest quality thesis for the degree of PhD or EdD in 2021.
Matthews, A (2021) ‘Death of the Lecture(r)?’, Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00239-3
Networked Learning Editorial Collective (NLEC) et al. (2021) ‘Networked Learning in 2021: A Community Definition’, Postdigital Science and Education. https://doi.org/10.1080/17439884.2021.1864398
Matthews, A. (2020) ‘Sociotechnical imaginaries in the present and future university: A corpus-assisted discourse analysis of UK higher education texts’, Learning, Media and Technology https://doi.org/10.1080/17439884.2021.1864398
Matthews, A. McLinden, M. Greenway, C. (2021) ‘Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship’, Higher Education Pedagogies https://doi.org/10.1080/23752696.2020.1866440
Matthews, A. (2020) ‘Blurring boundaries between humans and technology: postdigital, postphenomenology and actor-network theory in qualitative research’, Qualitative Research in Sport, Exercise and Health https://doi.org/10.1080/2159676X.2020.1836508.
Jandrić, P. et al. (2020) ‘Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus’, Educational Philosophy and Theory. doi: https://doi.org/10.1080/00131857.2020.1811678.
Matthews, A. (2020) ‘Review of Mark Honigsbaum (2020). The Pandemic Century – A History of Global Contagion from Spanish Flu to Covid-19’, Postdigital Science and Education. doi: https://doi.org/10.1007/s42438-020-00170-z
Matthews, A. (2020) ‘Review of Andrew Feenberg (2017). Technosystem: The Social Life of Reason’, Postdigital Science and Education. doi: https://doi.org/10.1007/s42438-020-00125-4
Matthews, A. and Kotzee, B. (2020) ‘UK university part-time higher education: a corpus-assisted discourse analysis of undergraduate prospectuses’ Higher Education Research & Development. doi: https://doi.org/10.1080/07294360.2020.1713730
Matthews, A. (2019) ‘Review of Mark Coeckelbergh (2017). Using Words and Things: Language and Philosophy of Technology.’, Postdigital Science and Education. doi: 10.1007/s42438-019-00094-3.
Matthews, A. and Kotzee, B. (2019) ‘The rhetoric of the UK higher education Teaching Excellence Framework: a corpus-assisted discourse analysis of TEF2 provider statements’, Educational Review, pp. 1–21. doi: 10.1080/00131911.2019.1666796.
The article was awarded the University of Birmingham Graduate School Michael K. O’Rourke Best PhD Publication Award for the College of Social Sciences 2021 and quoted in the Guardian Newspaper Editorial on university industrial action.
Matthews, A. (2019) ‘Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory’, Postdigital Science and Education, 1(2), pp. 413–426. doi: 10.1007/s42438-019-00036-z.