This qualitative study explores how work-integrated learning (WIL) is understood and practised in work-life settings, extending beyond the higher education context. The aim of the study is to examine how WIL manifests in work-life settings and what implications can be derived for conceptualising a quality framework for WIL directed at both higher education institutions and work-life partners. Guided by sociocultural learning theories, a reflexive thematic analysis was conducted on empirical data collected from focus group interviews with teachers, managers, and supervisors at the university and a strategic partner organisation, as well as responses to open-ended student surveys. Three overarching themes were identified as key when conceptualising a quality framework for WIL: i) Enhancing WIL understanding; ii) Managing resources and supporting culture; and iii) Strengthening stakeholder engagement. Based on the findings, the study contributes a concept sketch of a WIL quality framework and four guiding principles for advancing the quality dimension in WIL. The main argument is to sustain a holistic perspective that gears a unified, integrative approach to accommodate the dynamic interrelationships and responsibilities that WIL poses on both higher education institutions and work-life partners.
