Top of page
Global Site Navigation

School of Education

Local Section Navigation
You are here: Main Content

Professor Stephen Winn

Executive Dean, School of Education

Staff Member Details
Telephone: +61 8 6304 5106
Campus: Mount Lawley  
Room: ML17.148  

Stephen is the Executive Dean of the School of Education.


Professor Stephen Winn is the Executive Dean of the School of Education and has over 25 years of experience in academia. Stephen has held a number of academic leadership positions including, Head of School, Teacher Education and Early Childhood USQ; Deputy Chair of the Queensland Council of Deans of Education; Academic Director UNE; Deputy Head of School; School of Rural Medicine, UNE; Deputy Head of School, School of Education.

Stephen has been involved in the regulation, accreditation and approval of initial teacher education programs as well as medical programs across several jurisdictions in Australia.

He was responsible for overseeing the major changes of initial teacher education programs to ensure compliance with the specific jurisdictional and Australian Institute for Teaching and School Leadership (AITSL) compliance post the Teacher Education Ministerial Advisory Group (TEMAG) review and implementation of recommendations whilst at USQ.

Stephen was the Deputy Chair of the Queensland Council of Deans of Education from 2014-2018 and a Board Director of Parents and Citizens Queensland from 2017-2018. He also was a member of the Senior Secondary Assessment and Tertiary Admissions Ministerial Advisory group in Queensland from 2015-2018.

He was a member of the Queensland College of Teachers Professional Standards Committee from 2014-2018.

Stephen has worked at several universities across Australia and is a Visiting Professor in the School of Medicine, Psychiatry and Neuroscience at University of California, Riverside, hold an adjunct position as Professor at the School of Rural Medicine UNE and is a Visiting Scholar at NIE Singapore.

Professional associations

  • Australian Council of Educational Leaders (ACEL)
  • Australasian Epidemiological Association (AEA)
  • Australian Institute for Teaching and School Leadership (AITSL)
  • Member of Public Health Association

Research areas and interests

  • Educational leadership
  • Compliance and accreditation
  • Disability
  • Hearing impairment and deafness
  • Tele-medicine and Tele-health
  • Rural and Remote education
  • On-line education


  • Doctor of Philosophy, The Flinders University of South Australia, 2006.
  • Master of Special Education, The Flinders University of South Australia, 1991.
  • Bachelor of Education, South Australian College of Advanced Education, 1986.
  • Diploma in Teaching, Adelaide College of Advanced Education, 1978.

Research Outputs

Journal Articles

  • Ferguson, C., Merga, M., Winn, S. (2021). Communications in the time of a pandemic: the readability of documents for public consumption. Australian and New Zealand Journal of Public Health, xx(xx), xx.

Journal Articles

Journal Articles

  • Saltmarsh, S., McPherson, A., Chakrabarty, S., Winn, S., Saltmarsh, D. (2019). Anecdotes, experience, and 'learning by osmosis': The role of professional cultures in preparing teachers for parent-school engagement. Australian Journal of Teacher Education, 44(12), 22-37.
  • Tanwi, TS., Chakrabarty, S., Hasanuzzaman, S., Saltmarsh, S., Winn, S. (2019). Socioeconomic correlates of overweight and obesity among ever-married urban women in Bangladesh. BMC Public Health, 19(1), Article number: 842.

Book Chapters

  • Rakib, M., Chakrabarty, S., Winn, S. (2018). Gender-differentiated Social and Human Capital and the Use of Microcredit in Bangladeshi Female Entrepreneurship. Social Capital and Enterprise in the Modern State (181-202). Palgrave Macmillan.

Journal Articles

  • Winn, S., McKeown, P., Lotfipour, S., Maguire, G., Youm, J., Wiechmann, W., Fox, C. (2015). Remote, Synchronous, Hands-On Ultrasound Education. Telemedicine and e-Health, 21(7), 593-597.

Research Projects

  • Improving parental engagement in children's learning and school readiness through a literacy-based text messaging program. , Ian Potter Foundation, Grant, 2019 ‑ 2022, $209,000.
Skip to top of page