The Work-Integrated Learning Hub conducts research to elevate the University of Sydney Business School to world-class institution for work-integrated learning.
The Work-Integrated Learning (WIL) Hub evaluates and designs work-based learning and teaching for the future of work. We engage in employability research with a focus on higher education teaching and learning that closely aligns with labour market forecasts for the future of jobs. This includes the development of graduate qualities, employability skills and professional skills, vital assets for ensuring students have the right skills to enter the job market.
Our research focus areas are:
The WIL Hub partners with industry across the globe. Our research influences the design and delivery of work-integrated learning programs within the University and beyond. Currently we are undertaking a large international research project that focuses on employability development for business students in China, Australia and the Philippines.
Hains-Wesson, R. (2021). Something went terribly wrong: Failing successfully, Higher Education Research & Development.
Hains-Wesson, R., & K. Ji. (2021). An interdisciplinary, short-term mobility, work-integrated learning experiment: Education for change, Issues in Educational Research, Volume 31 Issue 3, 800-815.
McKenzie, S., Hains-Wesson R., Bangay, S., & Bowtell, G. (2020). A Team-Teaching Approach for Blended Learning: An Experiment, Studies in Higher Education.
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.
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.
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.
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.
Pollard, V., Hains-Wesson, R., & Young, R. (2017): Creative teaching in STEM, Teaching in Higher Education.
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.
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.
Hains-Wesson, R. (2017). Why aren’t we talking? Third-party providers and mobility programs, Higher Education Research and Development, 36(4), 866-869.
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.
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.
Associate Professor Rachael Hains-Wesson talks about work-integrated learning at the Business School on CNBC TV18.