Stephen Darwin

Doctor of Philosophy (PhD) in Higher Education, The Australian National University. Master of Education, Queensland University of Technology, Australia. Graduate Certificate in Instructional Design, Deakin University, Australia. Bachelor of Arts (Humanities), Griffith University, Australia.

Áreas de interés

Educación superior, formación de docentes, formación profesional, diseño de aprendizaje.

Investigaciones y asesorías

Núcleo Milenio en Ciencias Sociales, 2018-2021. Experiencias de los Estudiantes de la Educación superior en Chile: ¿Por qué y para qué? Investigador adjunto. Editor Asociado, Higher Education Pedagogies.

Investigador responsable-FONDECYT de Iniciación en Investigación, 2017–2020 (Proyecto No.11170314). Strengthening student evaluative feedback as a catalyst for improving the quality of teaching and learning in Chilean universities.

Associate Researcher, FONDECYT project, Improving Collaboration between schools and universities to support more effectively pre-service teachers´ learning relationship. (2016).



Darwin, S. (2016) Student Evaluation—Reconceptualising the Student Voice. Springer Publications: Amsterdam. ISBN 978-3-319-41893-3.

Publicaciones de Web of Science

Stephen Darwin (2020) The changing topography of student evaluation in higher education: mapping the contemporary terrain,  Higher Education Research & Development ().

Stephen Darwin (2020) From the local fringe to market centre: analysing the transforming social function of student ratings in higher education, Studies in Higher Education.

Darwin, S., & Barahona, M. A. (2019). Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs. Educational Action Research.

Darwin S. (2017). What work is student evaluation actually doing in contemporary higher education? Studies in Educational Evaluation. Vol. 54, September 2017.

Darwin, S. (2016). The emergence of contesting motives for student feedback-based evaluation in Australian higher education. Higher Education Research & Development, Vol.35, No.3, pp.419-432.

Darwin, S. (2012). Moving beyond face value: re-envisioning higher education evaluation as a generator of professional knowledge. Assessment and Evaluation in Higher Education, Vol.37 No.6.

Darwin, S. (2011). Learning in Activity: Exploring the methodological potential of Action Research in Activity Theorising of Social Practice. Educational Action Research, Vol.19, No.2.

Darwin, S. (2007). The changing contexts of vocational education: implications for institutional vocational learning. International Journal of Training Research, Vol.5, No.1.

Papeles de conferencia (* denota el papel arbitrado)

* Darwin, S. (2018) Satisfying the consumer or engaging the learner? Exploring the increasingly conflicted nature of the student voice in higher education. Paper presented to the Australian Association for Education Research Conference, Sydney University, December 2018.

* Darwin, S. (2017). Harnessing the potential of the student voice to enhance curriculum (re)formation. In R.G. Walker & S.B. Bedford (Eds.), Research and Development in Higher Education: Curriculum Transformation, 40 (pp 141 – 152). Sydney, Australia, 27–30 June 2017.

Darwin, S. (2017) What do late-stage pre-service EFL teachers want to understand (and what do they experience when researching it)? Paper presented to the 20th Annual TESOL Chile conference: Defining the Chilean EFL Identity: Challenges and Opportunities, Santiago, Chile (November 10-11).

* Darwin, S. (2017) From rehearsed performance to situated analysis: engendering professional practice capabilities in pre-service EFL teacher practicum. Paper presented to the Tenth International Conference on Language Teacher Education: Language Teacher Education for a World on the Move: Meeting the Needs of Diverse Student Populations. UCLA, Los Angeles, USA (February 2-4)

Darwin, S. & Barahona, M. (2016) Is Action Research actually doing what we think it is doing in EFL teacher education? 12th TESOL Chile conference: Bridging ELT with School Communities, Universidad Catolica de Temuco, Chile (November 4-5).

Darwin, S. (2016) Building the capability for pedagogical analysis for pre-service English teachers: a Chilean case. VI CLAFPL Congresso Latino-americano de Formação de Professores de Línguas, Universidade Estadual de Londrina, Brasil (October 25-27).

Darwin, S. (2016) Exploring the broader implications of student feedback based evaluation for the development of university educators. Paper presented to the Bringing Teacher Education Forward 2016 Conference, University of Oslo, Norway (June 6-8).

* Darwin, S. (2016) Exploring sustainable forms of CHAT based developmental research for situated workplace practice. Paper presented to the 7th Nordic ISCAR conference, University of Copenhagen, Denmark (June 16-18).

* Darwin, S. (2015) The rise and fall of Australian higher education. Proceedings of the Independent Scholars Association of Australia National Conference, Canberra: The Lucky Country Fifty Years On. ISBN 978-0-9807641-7-8

Darwin, S. (2015) Strengthening pedagogical analysis for initial teaching practicums. Paper presented to the 11th International TESOL Chile Conference: Revisiting Initial Teacher Training. Santiago, Chile (November 2-4).

Darwin, S. & Barahona, M. (2015) Traversing North to South: a Chilean/Australian autoethnography. Paper presented to Congresso Internacional da Linguística Aplicada Crítica (International Congress of Critical Applied Linguistics – ICCAL), Brasília, Brasil (October 29-31)

Darwin, S. (2014) Exploring the contradictions and tensions in student evaluation in Australian higher education. Paper presented to 4th International Society for Cultural and Activity Research (ISCAR) Congress, Sydney, Australia (September 3-6)

Darwin, S. & Barahona, M. (2014) Possibilities of expansive methodologies informed by CHAT: two case studies in educational research. Paper presented to 4th. International Society for Cultural and Activity Research (ISCAR) Congress, Sydney, Australia (September 3-6)

* Darwin, S. (2013) The emerging role of student feedback-based evaluation in Australian higher education: a sociocultural analysis. Paper presented to AARE 2013 Conference: Shaping Australian Educational Research. Adelaide, Australia (December 11-13)

Darwin, S. (2013) The perils of accountability for quality pedagogy. Paper presented to the NTEU National Teaching Conference, RMIT University, Melbourne, Australia (April 20-21)

* Darwin, S. (2010) Exploring critical conceptions of student-led evaluation in Australian higher education. In M. Devlin, J. Nagy and A. Lichtenberg (Eds.) Research and Development in Higher Education. Reshaping Higher Education, 33. Melbourne, 6-9 July, 2010.

* Darwin, S. (2010) Can you teach an old dog new tricks? Re-envisioning evaluation practice in higher education. Proceedings of the 2010 Australasian Evaluation Society Conference, Wellington, New Zealand (September 10-13).

* Darwin, S. & Francisco, S. (2007) Mentoring TAFE teachers: support, challenge, vision and trust. Paper presented at the 14th Australian Vocational Education and Training Research Association Conference, Melbourne, Australia (April 20-21)

* Darwin, S. (2006). Exploring new models of institutional vocational learning. Paper presented at 4th International Lifelong Learning Conference, Yeppoon, Australia (June 16-19)

* Darwin, S. (2004). Vocational Teacher Education: Bridging the Teaching Divide toward Lifelong Learning. Paper presented at 3rd International Lifelong Learning Conference, Yeppoon, Australia (June 20-22)

* Darwin, S. (2004). The teacher as instructional designer: From standardising to customising.Paper presented at the TAFE Queensland Beyond the Break Conference, Brisbane, Australia (May 29-30).

Otras publicaciones

Abrahams, M., Darwin, S., Jaramillo, C. & Villa, S. (2018) Explorando las Prácticas de Aula de los Profesores de Inglés de 5º y 6º Básico de la Región Metropolitana. Cuaderno de Educación. No. 80, 2018. Universidad Alberto Hurtado.

Darwin, S (2015) Chile: Is it the end of the road for for-profit post-secondary education? Observatory on Borderless Higher Education.

Darwin, S. & Archer, W. (2015) International Postgraduate Research Students: The UK’s Competitive Advantage. Report for Universities UK. Tribal Group: London.

Darwin, S. & Archer, W. (2015) International Postgraduate Taught Students: The UK’s Competitive Advantage. Report for Universities UK. Tribal Group: London.

Darwin, S. & Archer, W.  (2015) International Undergraduate Taught Students: The UK’s Competitive Advantage. Report for Universities UK. Tribal Group: London.

* Darwin, S., Corbel, C., Forward, P. & Wheelahan, L. (2013) Building Future Capabilities for Vocational Education: Why high-level teaching qualifications matter for TAFE teachers.Australian Education Union, Southbank.

Darwin, S. (2010) Pathways of good intentions? The Australian TAFE Teacher, Vol. 44, No. 3., Spring 2010

Darwin, S. (2004). Transforming VET Teaching: from a training to learning paradigm.  Australian Journal of Vocational Education and Training in Schools, Vol.5 2004-2005

Darwin, S. (2014). Australian students are now set to pay more for less. The Guardian (May 19).

Darwin, S. (2012). Why cuts are damaging ANU’s reputation. Canberra Times (May 17).

Darwin, S. (2008). The transformation of the Chinese Vocational Education System. Campus Review, Vol. 18 No. 25 (June 24)

Darwin, S. (2007) The VET factory: how much industry is too much? Campus Review, Vol. 17 No.46 (November 20)

Darwin, S. (2007) Time for a Real Debate. Campus Review, Vol. 17 No.33, (August 21)