Matthews, A. (2022) ‘The Mode 3 Networked University: A New Materialist Perspective’, in. Networked Learning Conference 2022, p. 11. Available at:

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,. doi:10.1002/berj.3783.

Matthews, A. (2022) ‘Review of Mark Andrejevic (2020). Automated Media’, Postdigital Science and Education. doi: https://10.1007/s42438-022-00289-1


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) ‘The liberatory revolution of technology in the post-pandemic university – but liberation from what?’, The post-pandemic university.

Matthews, A (2021) ‘Death of the Lecture(r)?’, Postdigital Science and Education.

Networked Learning Editorial Collective (NLEC) et al. (2021) ‘Networked Learning in 2021: A Community Definition’, Postdigital Science and Education.

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

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

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

Matthews, A. (2020) ‘Learning Design as a Guiding Principle for Technology, Pedagogy and Content’, in Özkan, A. D. (ed.). SELECTED PROCEEDINGS OF EURASIA HIGHER EDUCATION SUMMIT EURIE 2020, Istanbul, Turkey, p. 144. Available at:

Download the article here

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:

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:

Matthews, A. (2020) ‘Review of Andrew Feenberg (2017). Technosystem: The Social Life of Reason’, Postdigital Science and Education. doi:

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:

I was invited to write a blog based on this research for the Higher Education Policy Institute (HEPI).

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.

I was invited to take part in Lancaster University’s Centre for Higher Education Research & Evaluation podcast to talk about this article, the methods used and wider implications of teaching and digital technology during the Covid-19 pandemic.

The rhetoric of the UK higher education Teaching Excellence Framework: a corpus-assisted discourse analysis of TEF2 provider statements prompted a press release. This press release prompted a Guardian quote of the article – The Guardian view on university strikes: a battle for the soul of the campus.

The paper was awarded the University of Birmingham Graduate School Michael K. O’Rourke Best PhD Publication Award for the College of Social Sciences.

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.

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