Abstract
Purpose: This paper aims to identify challenges in business school and business collaboration when implementing work-integrated learning (WIL) as a vehicle to enhance student work-life realities and possible employability opportunities. Design/methodology/approach: This paper adopts a five-step literature synthesis method. In-depth review and analysis of the existing literature of WIL challenges during the period 2009 to 2018 was conducted. Findings: The literature review revealed five major gaps identified in WIL projects, resulting from a lack of: institutional support; monitoring and assessment; student readiness; curriculum relevance; and host motivation. These challenges were related to differences or gaps in the business school and business domains. Seven propositions are suggested as a starting point to manage the five gaps when initiating WIL as a successful learning project. Practical implications: Our syntheses of challenges hampering WIL projects is highly relevant for deepening business school awareness and when planning to launch WIL projects. The Mind the WIL Gaps model and propositions deepen host-firm commitment and presents a realistic view on school-business interaction involving WIL students. Originality/value: The paper contributes by enabling WIL practitioners to gain a systematic overview of WIL challenges and pitfalls in the Mind the WIL Gaps model. Negative factors impacting on business school and business domains are highlighted in the model and paper propositions. Awareness, mindfulness and avoiding the pitfalls and gaps facing WIL students, schools and participating businesses ensures effective, efficient and successful WIL experiences and projects.