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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, mentoring 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 paper 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. 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 ensure effective, efficient and successful WIL experiences and projects.

Work integrated learning (WIL) is an integral part of the curriculum in higher education institutions (HEIs). WIL project leaders require a strategy to evaluate the success of WIL projects. This article reports on the evaluation criteria used in assessing the strengths, weaknesses, opportunities and threats (SWOT) identified in WIL projects. This multi-qualitative research was conducted to determine and confirm the SWOT criteria deemed significant for WIL project evaluation. Feedback was collated from 12 WIL specialists, representing the major HEIs in South Africa. The Delphi technique and inductive content analysis formed the basis of the research method. The key finding revealed that the strengths of WIL projects should be evaluated by measuring how well the WIL project maintains a competitive advantage and has a strong financial budget. Major weaknesses of WIL projects are a lack of strategic direction and the HEI's lack of sound academic offerings and reputation.

In South Africa, 70 per cent of the population is under 35 years old. South Africa has a vision to increase youth employment by focusing on education, training and skills development that will promote employment opportunities. A work-integrated learning (WIL) partnership model was developed to provide students with work experience and to increase their employability. this article presents the research on the perspectives of students subsequent to their WIL experience. the research method consisted of a structured questionnaire with both closed and open-ended questions. The study findings indicated that students were capable of seeking their own WIL placement and that over 90 per cent of students experienced WIL as rewarding, with multiple opportunities for employment. the article adds theoretical value by increasing the WIL body of knowledge from a student perspective, as well as strategic and practical value by presenting the WIL partnership model that may easily be implemented by lecturers in various disciplines across the continent of Africa and beyond to enable students to enter the workplace with confidence.

Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa's (SA) skills crisis. The SA skills revolution began with the skills legislation of 1998-1999 when the Departments of Labour and Education intended a seamless, integrated approach to rapid skills development. The National Skills Development Strategy, the Sector Education and Training Providers, the South African Qualifications Authorities and the National Qualifications Framework were established to drive the human resource and skills development revolutionary strategy. The purpose of this paper is to present the findings of the 2001-2003 research investigating an internal management framework for training providers, employers and managers to accelerate workplace skills development. An integrated, multimethod research model was employed to gather empirical evidence on skills practices. A robust quantitative survey was conducted within 600 organisations. Simultaneously, rich, descriptive data were gathered from managers and employees using a structured qualitative interview strategy. The integrated data pool was factor analysed. The research findings, conclusion and recommended framework were reported in a PhD thesis. The research findings reveal major gaps in the effectiveness of SA training providers to radically accelerate and improve workplace skills development as per national skills legislation, implementation and management criteria. If the skills revolution in SA is to succeed, training providers, in particular, must become less complacent, more assertive and fully equipped when participating in the skills development arena. Via this research, training providers will gain critical, reflective insight into their management framework for meeting skills legislative criteria and for managing training interventions and skills projects. (Contains 3 tables and 23 resources.)

Socioeconomic transformation in post-apartheid South Africa is regulated by affirmative action (AA) and employment equity legislation. This paper aims to empirically explore the measurement, impact, and strategy for affirmative action and workforce transformation in the South African financial sector. A mixed methods research design underpinned by the pragmatism paradigm and transformational leadership theory was employed. Purposive sampling was used to collect qualitative interview data (n = 20), then thematically analysed. Quantitative survey data using random sampling selection (n = 100) was factor analysed. These constructs were measured: AA measurement; AA perception; AA transformation; AA business impact; and AA strategic framework. Qualitative findings indicate that AA targets are being measured as per legislation, yet transformation is slow and hindered by barriers. According to quantitative results, the AA strategy is essential. Management commitment is needed to represent all population groups in all jobs, frequently communicate about AA, transform previously disadvantaged women and young people, and create a diverse workforce that offers socioeconomic justice. The study adds to the body of knowledge on affirmative action, workforce transformation, and socioeconomic justice. The 10-step AA strategic management framework emerged as a practical contribution of the study. [ABSTRACT FROM AUTHOR]

Innovation is an essential strategy for businesses to increase performance and profitability. While current literature focuses on technology and other technical barriers to innovation, many businesses in developing countries are unaware of the significance of organizational policy and practices on a firm's capacity to innovate, thus being confronted with stagnant or low innovation performance. A quantitative survey (n = 351) study was conducted to investigate the importance and impact of management barriers to innovation within production and manufacturing plants in Nigeria. Five hypotheses were tested using structural equation modelling (SEM). A questionnaire was developed based on relevant constructs adapted from previous studies. These were validated using Confirmatory Factor Analysis, Cronbach's alpha, and Composite Reliability Index. Garrett's ranking technique was used to determine the order of importance of identified barriers. Results indicate that all five management barriers investigated (i.e., management support, low motivation, resistance to change, risk avoidance behaviour, and financial resource) inhibit innovation performance in the sampled organizations. Furthermore, resistance to change, risk avoidance behaviour, and lack of management support ranked as the most significant management barriers. The study findings inform managers, senior executives, and policymakers how to reduce innovation barriers during the formulation and implementation of management strategies. The distinct characteristics of innovation barriers within Nigerian manufacturing businesses were highlighted, expanding the body of knowledge in this context. [ABSTRACT FROM AUTHOR]

The emerging work context of the fourth industrial revolution (4IR) has increased the industry's calls for future-capable graduates who can demonstrate digital literacy and innovation knowledge, and other behavioural competencies for employability. Gaps between work integrated learning (WIL) and 4IR competencies in driving graduates' transition to the employment of the future exist in the literature. With a structural equation modelling (SEM) approach, this study examines the nexus between WIL, graduate employability, and future job. It further examines whether 4IR skillsets can boost (mediate) the effectiveness of WIL in enhancing graduate employability. With a correlational non-experimental research design, 375 engineering students from two universities in Nigeria were sampled. A composite-based SEM, comprising measurement and structural assessment model, was used to test the hypothesized model, implemented in SmartPLS software version 3.3.3. The instrument's validity and reliability were established through hetero trait - Mono trait ratio and average variance extracted. The structural model analysis rejected three hypotheses, testing direct relationships between WIL, graduate employability, and future job. Findings showed that WIL had a positive and significant relationship with graduate employability, 4IR skillset, and future job. It was established, that the 4IR skillset plays a considerable role and positively mediates the relationship between WIL and graduate employability. The study offers important insights on WIL as a strategy for developing graduate employability to prepare students for employment in the digital era. [ABSTRACT FROM AUTHOR]

In global contexts, labour unions play a crucial role in enhancing the employment relationship (ER) between employers and employees by negotiating and protecting employee rights and interests. Effective union strategies use the fourth industrial revolution (4IR) to advance employee development; contribute to the business; and grow themselves and economies. This article presents the results of an in-depth mixed methods research exploration of the South African information and communications technology (ICT) union-management strategy towards finding and proposing a strategic management framework for 4IR union effectiveness. There is scarce literature on the relationship between union leadership, effectiveness, limitations, strategies and 4IR integration with people, productivity and planetary advancement. In the ICT sector, which is fundamental to advancing the 4IR and growing the economy, effective labour-management strategies must defend employee interests. This empirical study adopted a three-phased sequential mixed methods research design. Phase 1 included quantitative findings (N = 314), Phase 2 qualitative findings (N = 12), while Phase 3 triangulated the findings from phases 1 and 2. Factor analysis was employed for the quantitative phase and thematic analysis for the qualitative phase. All aspects regarding ethical considerations adhered to research ethics. The Phase 3 findings revealed several common quantitative factors which were correlated with the qualitative themes. To advance in the 4IR workplace, union leaders must comply with International Labour Organisation (ILO) and national legislation; collaborate and network on effective strategies; and develop themselves, employees and societies. Theoretically, the study adds to the body of knowledge in union-management strategy in the 4IR, ICT and South Africa. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) is a strategy to create effective talent pools and meet business needs for competent and work-ready graduates. There are limited empirical studies on how WIL student demographic profiles (i.e., age) may affect the effectiveness of WIL projects and learning experience. Guided by the research question: Does undergraduate student age affect WIL preparation and experience? A survey was conducted through a quantitative approach among final year undergraduate students who participated in the WIL programme. Sixty-six copies of the questionnaire were distributed, forty retrieved and consider valid for further analysis. Data were analysed using descriptive and inferential statistics. Findings show that age could be an important factor in a student's WIL experience. Students in the age group of 21 years may have better WIL experiences than younger or older WIL students. Although age is not considered a major factor in determining overall WIL experiences, student demographical information is important for successful WIL projects. Findings further show that WIL preparation is an important factor towards better WIL project outcomes and enhanced student experiences. This paper adds to the body of knowledge on WIL student demographic considerations and creates awareness that student demographics must be considered if WIL projects are to be successful. [ABSTRACT FROM AUTHOR]

South African (SA) first-year university students are especially at risk due to poor performance, high dropout and student protest marches. They face challenges of academic performance, retention and decreased throughput rates. While some students overcome their challenges and risks to succeed into their second year of study, some fall prey to their challenges. These students become "at risk" of not succeeding into their second year of study. For student support strategies to work, listening to student voices may be necessary. The academic voices of students, especially those of first-year at-risk students should be heard by educators, society and policy makers. The study research question was: what do at-risk first-year students perceive to be their hopes, challenges and goals of their learning at a South African higher education institution? An open-ended survey questionnaire was administered to a purposive sample (n = 64) to capture student narrative perceptions. Thematic analysis explored three themes with subthemes. Subthemes of theme 1, student hopes, are to gain knowledge, understanding and motivation. Theme 2, student challenges, revealed subthemes of a lack of understanding, keeping pace with lecturers, rowdy classrooms and time management. Theme 3, student goals, produced one subtheme: to pass their modules. The study contributes theoretically by adding to the body of knowledge on first-year at-risk student perceptions. Practically, the findings offer educators, business, government and society insight into student academic, social and personal voices. Further research on first-year at-risk student voices in Africa is recommended. [ABSTRACT FROM AUTHOR]

South Africa has embarked on a National Development Plan and Vision for 2030 to promote a triple helix partnership with education, government and industry to reduce the unemployment rate from 27% in 2011 to 6% by 2030. In support of this national imperative, the Human Resources Management (HRM) Programme at the University of Johannesburg pioneered a Work Integrated Learning (WIL) Partnership Model to promote the employability of graduates. The WIL model allows students to gain workplace knowledge, skills and experience while industry partners observe the newly emerging talent in the form of future-fit leaders entering the world of work. Research was conducted to elicit the responses of key stakeholders on the proposed implementation of the WIL partnership model. Qualitative focus group sessions were facilitated with industry, academic and student groups to highlight common and profound perspectives on participant support, concerns and questions on the implementation process. Major findings reveal that all three groups of participants supported the implementation of the WIL model. Industry welcomed the model as it provided opportunities for recruitment and meeting national skills imperatives. Academics supported the model as it bridged the theory–practice gap while meeting compliance standards. Students supported the model as they gained workplace exposure and put theory into practice. All three participant groups expressed concerns and raised questions on placement, indemnity, confidentiality, work preparedness, time span, tracking processes and practice–theory alignment. This article presents the current WIL trends, research method, research findings, the WIL Partnership Model, and the implications for implementation of the model. [ABSTRACT FROM PUBLISHER]

South Africa is in a skills revolution, launched by tile Department of Labour via tile Skills Development Act in 1998 and tile Skills Development Levies Act in 1999. The skills revolution challenges workplace training providers through employers who pay a percentage of payroll towards skills levies and want to recover these levies via skills grants; skills legislation that call for employees to be trained annually; and upgrading to provide SAQA/NQF accredited learnerships and skills programmes. Training providers need an internal management framework to enable them to improve workplace skills development. [ABSTRACT FROM AUTHOR]