Purpose This study analyses drivers of WIL (work-integrated learning) curriculum collaboration barriers between employers and universities, presenting a new framework for curriculum collaboration success. This research is topical in exploring institutional and cultural barriers hindering WIL curriculum collaboration, framed against significant societal and economic change driving WIL collaboration. Design/methodology/approach This qualitative study utilises a phenomenological design. We analysed extensive literature sources reviewing current WIL curriculum collaboration practice, followed by data collection involving 32 semi-structured interviews with UK academics and employers engaging in WIL. Purposive sampling was used to select research participants relevant to the research topic. Thematic analysis identified key themes and coding categories relating to collaboration barriers to WIL curriculum co-design. Findings Effective WIL curriculum collaboration positively impacts students, employers and universities, facilitating enhanced work-integrative skills. Interview analysis revealed widespread appetite for WIL curriculum collaboration, tempered by structural and cultural barriers, including institutional structures hindering learner skills development, inadequate reward processes and misaligned collaborative expectations. This study presents a new connective framework for applied practice in tackling partnership barriers for effective industry–university WIL curriculum collaboration. Practical implications The practical research implications and insights will benefit employers and universities in overcoming collaborative barriers and adopting more connective frameworks for effective WIL curriculum design partnerships. Originality/value This research is original in researching both employer and university views on WIL curriculum collaboration. The findings generate value through more connective partnership conceptualisations of WIL curriculum collaboration.
Angela Dalrymple (Mon,) studied this question.