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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]

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 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]