Book Chapters
Hains-Wesson R., & Ji K. (2020). Developing Self-Confidence: Students’ Perceptions of Post-practicum Project Teamwork. In: Billett S., Orrell J., Jackson D., Valencia-Forrester F. (eds) Enriching Higher Education Students' Learning through Post-work Placement Interventions. Professional and Practice-based Learning, vol 28. Springer, Cham. https://doi.org/10.1007/978-3-030-48062-2_9
Hains-Wesson, R. (2011). 2 Dimensional Life of Her, (ed.), Manon van de Water in Building Bridges Crossing Borders: Context – a discussion about ambiguity, The ASSITEJ Book, Sweden: Theatre Epicentre, 4-5.
Hains-Wesson R., & Ji K. (2020). Developing Self-Confidence: Students’ Perceptions of Post-practicum Project Teamwork. In: Billett S., Orrell J., Jackson D., Valencia-Forrester F. (eds) Enriching Higher Education Students' Learning through Post-work Placement Interventions. Professional and Practice-based Learning, vol 28. Springer, Cham. https://doi.org/10.1007/978-3-030-48062-2_9
Hains-Wesson, R. (2011). 2 Dimensional Life of Her, (ed.), Manon van de Water in Building Bridges Crossing Borders: Context – a discussion about ambiguity, The ASSITEJ Book, Sweden: Theatre Epicentre, 4-5.
White Papers
China Studies Center, Research on the Global Issues in China, (2019). Bing Wu Berberich and Rachael Hains-Wesson, Employability of Chinese and Australian Business Students, p. 23, Sydney, NSW Australia.
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. Office of Learning and Teaching Development Grant, Canberra, Australia.
Kaider, F., & Hains-Wesson, R. (2016). Enhancing Courses for Employability, Summary of report on research into authentic assessments, ACEN, Australia. REPORT.
Hains-Wesson, R. (2016). A good practice resource: blended learning for laboratory and prac learning, Deakin University, Victoria, Australia.
Kaider, F., & Hains-Wesson, R. (2016). Enhancing Courses for Employability, Summary of report on research into authentic assessments, ACEN, Australia. REPORT.
Hains-Wesson, R. (2016). A good practice resource: blended learning for laboratory and prac learning, Deakin University, Victoria, Australia.
Hains-Wesson, R. (2015). A Science Communication Skill Development Resource, Deakin University, Victoria, Australia.
Hains-Wesson, R., (2105). Assessing and Teaching Critical Thinking Skills for IT students, Critical Thinking Skills Resource, Deakin University, Victoria, Australia.
Hains-Wesson, R. (2015). Teamwork skill development resource: Design students, Deakin University, Victoria, Australia.
Hains-Wesson, R. (2013). Teamwork Resource for Teachers, Deakin University, Victoria, Australia.
Hains-Wesson, R. (2013). Problem Solving Teaching Resource, Deakin University, Victoria. Australia.
Hains-Wesson, R. (2013). Teaching and assessing communication skills for employability, Deakin University, Victoria, Australia.
Journal Articles
McKenzie, S., Hains-Wesson R., Bangay, S., & Bowtell, G. (2020). A Team-Teaching Approach for Blended Learning: An Experiment, Studies in Higher Education, DOI: 10.1080/03075079.2020.1817887.
Hains-Wesson, R., & K. Ji. (2020). Students’ perceptions of an interdisciplinary global study tour: Uncovering inexplicit employability skills, Higher Education Research & Development, Volume 39 Issue 4, 657-671: https://doi.org/10.1080/07294360.2019.1695752.
Hains-Wesson, R., Pollard, V., Kaider, F., & Young, K. (2019). STEM academic teachers’ experiences of undertaking authentic assessment-led reform: A mixed method approach, Studies in Higher Education, 45(9), 1797-1808, DOI: 10.1080/03075079.2019.1593350.
Wakeling, L., Aldred, P., & Hains-Wesson, R. (2018). ePortfolios and Reflective Practice For Food Science Students, Journal of Food Science Education, 17(2), 52-59. https://doi.org/10.1111/1541-4329.12137
Pollard, V., Hains-Wesson, R., & Young, R. (2017): Creative teaching in STEM, Teaching in Higher Education, DOI: 10.1080/13562517.2017.1379487
Hains-Wesson, R. & 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. http://www.iier.org.au/iier27/hains-wesson-2.html.
Kaider, F., Hains-Wesson, R., & Young, K. (2017). Practical typology of authentic WIL learning activities and assessments, Asia-Pacific Journal of Cooperative Education, Special Issue, 18(2), 153-165. http://www.apjce.org/files/APJCE_18_2_153_165.pdf.
Hains-Wesson, R. (2017). Why aren’t we talking? Third-party providers and mobility programs, Higher Education Research and Development, 36(4), 866-869. http://dx.doi.org/10.1080/07294360.2017.1284033.
Hains-Wesson, R., Pollard, V. & Campbell, A. (2017). A three-stage process of improvisation for teamwork: Action research, Issues in Educational Research, 27(1): 69-85. http://www.iier.org.au/iier27/hains-wesson.pdf.
Hains-Wesson, R., & Young, K. (2017). A collaborative autoethnography study to inform the teaching of reflective practice in STEM, Higher Education Research & Development, 36(2), 297-310: http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1196653
Pollard, V., & Hains-Wesson, R. (2016). Creative teaching and pleasure in STEM education, AARE CONFERENCE proceedings 2016, Melbourne, Victoria, Australia.
Kaider, F., Hains-Wesson, R., & Young, K. (2016). Practical typology of WIL learning activities and assessments, ACEN Conference: Learning through WIL: Pushing the boundaries of curriculum and practice, Sydney, NSW, Australia.
Hains-Wesson, R. & Tytler, R. (2015). A perspective on supporting STEM academics with blended learning at an Australian university, Issues in Educational Research, 25(4), 460-479. DOI: http://www.iier.org.au/iier25/hains-wesson.html.
Hains-Wesson, R. (2015). Theorizing the Imaginary Character in David Holman’s The Small Poppies, Youth Theatre Journal, 29(2), 91-109. DOI: http://dx.doi.org/10.1080/08929092.2015.1078865.
Hains-Wesson, R. & Campbell, A. (2014). Balancing risk? First year performing arts students' experience of a community arts event. Issues in Educational Research, 24(3), 320-342. DOI: http://www.iier.org.au/iier24/hains-wesson.html.
Hains-Wesson, R., & Curran, L. (2014), Sharing Stories Among Teachers, Accounting Education: An International Journal, 23(5), 502-505.
Hains-Wesson, R., Wakeling, L., & 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), 143-155.
Hains-Wesson, R. (2013). Multi-modal Theatre Experiences: Africa and 2 Dimensional Life of Her, Youth Theatre Journal, 27(1), 34-50.
Hains-Wesson, R. (2013), Why write? What creative writing can offer the reflective teacher, Higher Education Research and Development, 32(2), 328-331.
Hains-Wesson, R. (2012). The student experience of an online WIL activity, Issues in Educational Research, 22(3), 263-282.
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.
Hains-Wesson, R. (2008), ed. Marion Campbell, Secrets little girls must keep, Strange4, 4(1), 182-189.
Theatre scripts
Hains-Wesson, R. (2010), Don’t Breathe a Word of It, The University of Tasmania: Australian Script Centre.
Hains-Wesson, R. (2005), Don’t Breathe a Word of It, The University of Tasmania: Australian Script Centre.
Hains-Wesson, R. (2000), The Fast Generation, Sydney: Powerhouse Youth Theatre Company.
Hains-Wesson, R. (2000), Don’t Breathe a Word of it, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R. (2000), Odd Socks and Neat Hair, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R. (1999), Zap, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R. (1998), Odd Socks and Neat Hair, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R., & T, Hewitt. (1998). Kahla, Melbourne: Swinburne University of Technology.
Hains-Wesson, R. (1998), Honestly, Melbourne: Situation Critical.
Hains-Wesson, R. (2015). Teamwork skill development resource: Design students, Deakin University, Victoria, Australia.
Hains-Wesson, R. (2013). Teamwork Resource for Teachers, Deakin University, Victoria, Australia.
Hains-Wesson, R. (2013). Problem Solving Teaching Resource, Deakin University, Victoria. Australia.
Hains-Wesson, R. (2013). Teaching and assessing communication skills for employability, Deakin University, Victoria, Australia.
Journal Articles
McKenzie, S., Hains-Wesson R., Bangay, S., & Bowtell, G. (2020). A Team-Teaching Approach for Blended Learning: An Experiment, Studies in Higher Education, DOI: 10.1080/03075079.2020.1817887.
Hains-Wesson, R., & K. Ji. (2020). Students’ perceptions of an interdisciplinary global study tour: Uncovering inexplicit employability skills, Higher Education Research & Development, Volume 39 Issue 4, 657-671: https://doi.org/10.1080/07294360.2019.1695752.
Hains-Wesson, R., Pollard, V., Kaider, F., & Young, K. (2019). STEM academic teachers’ experiences of undertaking authentic assessment-led reform: A mixed method approach, Studies in Higher Education, 45(9), 1797-1808, DOI: 10.1080/03075079.2019.1593350.
Wakeling, L., Aldred, P., & Hains-Wesson, R. (2018). ePortfolios and Reflective Practice For Food Science Students, Journal of Food Science Education, 17(2), 52-59. https://doi.org/10.1111/1541-4329.12137
Pollard, V., Hains-Wesson, R., & Young, R. (2017): Creative teaching in STEM, Teaching in Higher Education, DOI: 10.1080/13562517.2017.1379487
Hains-Wesson, R. & 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. http://www.iier.org.au/iier27/hains-wesson-2.html.
Kaider, F., Hains-Wesson, R., & Young, K. (2017). Practical typology of authentic WIL learning activities and assessments, Asia-Pacific Journal of Cooperative Education, Special Issue, 18(2), 153-165. http://www.apjce.org/files/APJCE_18_2_153_165.pdf.
Hains-Wesson, R. (2017). Why aren’t we talking? Third-party providers and mobility programs, Higher Education Research and Development, 36(4), 866-869. http://dx.doi.org/10.1080/07294360.2017.1284033.
Hains-Wesson, R., Pollard, V. & Campbell, A. (2017). A three-stage process of improvisation for teamwork: Action research, Issues in Educational Research, 27(1): 69-85. http://www.iier.org.au/iier27/hains-wesson.pdf.
Hains-Wesson, R., & Young, K. (2017). A collaborative autoethnography study to inform the teaching of reflective practice in STEM, Higher Education Research & Development, 36(2), 297-310: http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1196653
Pollard, V., & Hains-Wesson, R. (2016). Creative teaching and pleasure in STEM education, AARE CONFERENCE proceedings 2016, Melbourne, Victoria, Australia.
Kaider, F., Hains-Wesson, R., & Young, K. (2016). Practical typology of WIL learning activities and assessments, ACEN Conference: Learning through WIL: Pushing the boundaries of curriculum and practice, Sydney, NSW, Australia.
Hains-Wesson, R. & Tytler, R. (2015). A perspective on supporting STEM academics with blended learning at an Australian university, Issues in Educational Research, 25(4), 460-479. DOI: http://www.iier.org.au/iier25/hains-wesson.html.
Hains-Wesson, R. (2015). Theorizing the Imaginary Character in David Holman’s The Small Poppies, Youth Theatre Journal, 29(2), 91-109. DOI: http://dx.doi.org/10.1080/08929092.2015.1078865.
Hains-Wesson, R. & Campbell, A. (2014). Balancing risk? First year performing arts students' experience of a community arts event. Issues in Educational Research, 24(3), 320-342. DOI: http://www.iier.org.au/iier24/hains-wesson.html.
Hains-Wesson, R., & Curran, L. (2014), Sharing Stories Among Teachers, Accounting Education: An International Journal, 23(5), 502-505.
Hains-Wesson, R., Wakeling, L., & 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), 143-155.
Hains-Wesson, R. (2013). Multi-modal Theatre Experiences: Africa and 2 Dimensional Life of Her, Youth Theatre Journal, 27(1), 34-50.
Hains-Wesson, R. (2013), Why write? What creative writing can offer the reflective teacher, Higher Education Research and Development, 32(2), 328-331.
Hains-Wesson, R. (2012). The student experience of an online WIL activity, Issues in Educational Research, 22(3), 263-282.
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.
Hains-Wesson, R. (2008), ed. Marion Campbell, Secrets little girls must keep, Strange4, 4(1), 182-189.
Theatre scripts
Hains-Wesson, R. (2010), Don’t Breathe a Word of It, The University of Tasmania: Australian Script Centre.
Hains-Wesson, R. (2005), Don’t Breathe a Word of It, The University of Tasmania: Australian Script Centre.
Hains-Wesson, R. (2000), The Fast Generation, Sydney: Powerhouse Youth Theatre Company.
Hains-Wesson, R. (2000), Don’t Breathe a Word of it, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R. (2000), Odd Socks and Neat Hair, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R. (1999), Zap, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R. (1998), Odd Socks and Neat Hair, Melbourne: Odd Socks Theatre Company.
Hains-Wesson, R., & T, Hewitt. (1998). Kahla, Melbourne: Swinburne University of Technology.
Hains-Wesson, R. (1998), Honestly, Melbourne: Situation Critical.
Media
Hains-Wesson, R. (2020). CNBC webinar, The University of Sydney Business School, youtu.be/jdhPV6GKedoCNBC-TV18 & CNN-News18, Preparing Students for the Future of Work, India.
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Ji, K., & Hains-Wesson, R. (2020). Virtual work experience – a positive pandemic outcome, University of Sydney Business Insights, https://sbi.sydney.edu.au/virtual-work-experience-a-positive-pandemic-outcome/
Hains-Wesson, R. (2019). International Research Project: China and Australia, https://www.linkedin.com/pulse/international-research-project-2019-2021-evaluating-hains-wesson
Hains-Wesson, R. (2109). Business School launches ground breaking China projects, First year students exposed to global economic power, University of Sydney Business School, 2 July 2019, NSW.
Hains-Wesson, R. (2019). Millennial Project to equip students to succeed in Asia, 2019, University of Sydney Business School, NSW.
Hains-Wesson, R. (2018). Business School launches ground breaking program in China’s “Silicon Valley”, 25 Jun 2018, University of Sydney Business School, NSW.
Hains-Wesson, R. (2018). National work experience scheme to ensure equality of opportunity and end exploitation 15 Jan 2018, University of Sydney Business School.
O'Keeffe, D. (2017). The Australian, Higher Education: Make it creative and STEM lessons will stick, Australia.
Hains-Wesson, R., McKenzie, S., & Bangay, S. (2015). Anytime and Anywhere: A case study for blended learning, EDUCAUSE Review, http://www.educause.edu/ero/article/anytime-and-anywhere-case-study-blended-learning.
Hains-Wesson, R. (2012), An innate ability to create: An interview with Spare Part’s Puppet Theatre’s Artistic Director, (ed.), Elizabeth Horn in Incite/Insight of American Alliance for Theatre and Education 4(1), 19-21.
Hains-Wesson, R. (2011), Filling in the gaps part two: An interview with Dr. Joan Pope, Lowdown.
Hains-Wesson, R. (2011), The Red Tree: A theatre review, Lowdown.
Hains-Wesson, R. (2011), Rising Water: A theatre review, Lowdown.
Hains-Wesson, R. (2011), Filling in the gaps part one: A feature article, Lowdown.
Hains-Wesson, R. (2010) Africa by My Darling Patricia: A feature article, Lowdown.
* For a detailed account of all my industry-linked articles see here.
Hains-Wesson, R. (2019). International Research Project: China and Australia, https://www.linkedin.com/pulse/international-research-project-2019-2021-evaluating-hains-wesson
Hains-Wesson, R. (2109). Business School launches ground breaking China projects, First year students exposed to global economic power, University of Sydney Business School, 2 July 2019, NSW.
Hains-Wesson, R. (2019). Millennial Project to equip students to succeed in Asia, 2019, University of Sydney Business School, NSW.
Hains-Wesson, R. (2018). Business School launches ground breaking program in China’s “Silicon Valley”, 25 Jun 2018, University of Sydney Business School, NSW.
Hains-Wesson, R. (2018). National work experience scheme to ensure equality of opportunity and end exploitation 15 Jan 2018, University of Sydney Business School.
O'Keeffe, D. (2017). The Australian, Higher Education: Make it creative and STEM lessons will stick, Australia.
Hains-Wesson, R., McKenzie, S., & Bangay, S. (2015). Anytime and Anywhere: A case study for blended learning, EDUCAUSE Review, http://www.educause.edu/ero/article/anytime-and-anywhere-case-study-blended-learning.
Hains-Wesson, R. (2012), An innate ability to create: An interview with Spare Part’s Puppet Theatre’s Artistic Director, (ed.), Elizabeth Horn in Incite/Insight of American Alliance for Theatre and Education 4(1), 19-21.
Hains-Wesson, R. (2011), Filling in the gaps part two: An interview with Dr. Joan Pope, Lowdown.
Hains-Wesson, R. (2011), The Red Tree: A theatre review, Lowdown.
Hains-Wesson, R. (2011), Rising Water: A theatre review, Lowdown.
Hains-Wesson, R. (2011), Filling in the gaps part one: A feature article, Lowdown.
Hains-Wesson, R. (2010) Africa by My Darling Patricia: A feature article, Lowdown.
* For a detailed account of all my industry-linked articles see here.
Creative Writing and Performance Art
Hains-Wesson, R. (2015). Secrets: New and Selected Works, Odd Socks Theatre Company: Melbourne, Australia. (click here for purchase @ $7.99 USD).
Hains-Wesson, R. (2010), Don’t Breathe a Word of It, The University of Tasmania: Australian Script Centre.
Hains-Wesson, R. (2015). Secrets: New and Selected Works, Odd Socks Theatre Company: Melbourne, Australia. (click here for purchase @ $7.99 USD).
Hains-Wesson, R. (2010), Don’t Breathe a Word of It, The University of Tasmania: Australian Script Centre.