Rachael Hains-Wesson

Photo of Rachael Hains-Wesson

PhD, UWA; MA, Mel; GradDipHE, Murd; BAEng, Murd; AssociateDeg, CSU; AssociateDip, Swin
Associate Professor; Director of Work-Integrated Learning

Rm 4042
H70 - Abercrombie Building
The University of Sydney
NSW 2006 Australia

Telephone +61 2 9351 8025
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Rachael specialises in educating educators and supporting students in the higher education sector around Work-Integrated Learning, blended learning, reflective practice and creative arts (practice and research). Her teaching philosophy focuses on the use of creativity to undergo cutting edge research, improve teaching practice/s, creating innovative curriculum design via a team approach, and producing "online artefacts" that make a difference for students' learning outcomes and teachers' teaching practice/s. As Director, Work-Integrated Learning for the Business School, she is responsible for leading the expansion of the scope and scale of the Business School’s Work-Integrated Learning offerings. Reporting to the Deputy Dean (Education), Rachael works with the Business School’s Senior Leadership Team to establish a Work-Integrated Learning hub, determine principles, priorities and strategies for the expansion of the Work-Integrated Learning portfolio, while undertaking research in the area of Work-Integrated Learning.

Research Interests

Rachael’s research area covers a variety of methodologies and methods such as auto-ethnography methodologies, mixed methods and evaluation research. Her publications are diverse and cover higher education in Business, STEM and the Creative Industries, and in the area of Work-Integrated Learning, curriculum enhancement and evaluation.

Selected publications


Journal Articles

Pollard V, Hains-Wesson R, and Young K (2018) Creative teaching in STEM Teaching in Higher Education, 23 (2), 178-193. [More Information]

Wakeling L, Aldred P, and Hains-Wesson R (2018) ePortfolios and Reflective Practice For Food Science Students Journal of Food Science Education, 17 (2), 52-59. [More Information]


Hains-Wesson R, and Ji K (2018) Business students' perceptions of completing teamwork as part of post-practicum learning experiences, in Augmenting students' learning through post-practicum educational processes.


Journal Articles

Hains-Wesson R (2017) Why aren�t we talking? Third-party providers and mobility programs Higher Education Research and Development, 36 (4), 866-869. [More Information]

Hains-Wesson R, and Appleby M (2017) A perspective on third-party providers and study tour programs: A mixed method study Issues In Educational Research, 27 (3), 435-452.

Hains-Wesson R, and Young K (2017) A collaborative autoethnography study to inform the teaching of reflective practice in STEM Higher Education Research and Development, 36 (2), 297-310. [More Information]

Hains-Wesson R, Pollard V, and Campbell A (2017) A three-stage process of improvisation for teamwork: Action research Issues In Educational Research, 27 (1), 82-98.

Kaider F, Hains-Wesson R, and Young K (2017) Practical typology of authentic WIL learning activities and assessments Asia-Pacific Journal of Cooperative Education, 18 (2), 153-165.

Kaider F, Hains-Wesson R, and Young K (2017) Practical typology of authentic work-integrated learning activities and assessments Asia-Pacific Journal of Cooperative Education, 18 (2), 153-165.



Hains-Wesson R (2016) Secrets : new and selected works; Odd Socks Theatre Company, Melbourne.


Kaider F, and Hains-Wesson R (2016) Enhancing Courses for Employability: Summary of report on research into authentic assessments funded by ACEN (2015); Australian Collaborative Education Network (ACEN), Springvale South, Melbourne, 1-29.


Journal Articles

Hains-Wesson R (2015) Theorizing the Imaginary Character in David Holman's The Small Poppies Youth Theatre Journal, 29 (2), 91-104. [More Information]

Hains-Wesson R, and Tyler R (2015) A perspective on supporting STEM academics with blended learning at an Australian university Issues In Educational Research, 25 (4), 460-479.


Journal Articles

Hains-Wesson R, and Campbell A (2014) Balancing risk? First year performing arts students� experience of a community arts event Issues In Educational Research, 24 (3), 320-342.

Hains-Wesson R, and Curran L (2014) Sharing Stories among Teachers Accounting Education, 23 (5), 502-505. [More Information]

Hains-Wesson R, Wakeling L, and Aldred P (2014) A University-Wide ePortfolio Initiative at Federation University Australia: Software Analysis, Test-to-Production, and Evaluation Phases International Journal of ePortfolio, 4 (2), 143-156.


Journal Articles

Hains-Wesson R (2013) Multimodal theatre experiences: Africa and 2 dimensional life of her Youth Theatre Journal, 27 (1), 34-50. [More Information]

Hains-Wesson R (2013) Why do you write? Creative writing and the reflective teacher Higher Education Research and Development, 32 (2), 328-331. [More Information]


Journal Article

Hains-Wesson R (2012) Inspiring connections: The student experience of an online creative arts journal Issues In Educational Research, 22 (3), 263-282.


Journal Article

Hains-Wesson R (2011) The impact of performance skills on students' attitudes towards the learning experience in higher education Issues In Educational Research, 21 (1), 22-41.

Recent Units Taught

  • BUSS2330 International Immersion in Business

  • BUSS2340 Global Immersion

  • BUSS2503 Community Placement

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