This article presents a thematic and bibliometric analysis of articles (n = 222) published in the International Journal of Work-Integrated Learning from 2018 to 2023. The thematic analysis revealed eight key themes on which the work-integrated learning (WIL) research community has focused. An analysis of research methodologies shows a bias toward qualitative inquiry. An analysis of authorship revealed an overwhelming representation of authors from developed, English-speaking nations (e.g., Australia and Canada), a high occurrence of multi-authorship (85% of articles), a lower occurrence of multi-institutional authorship (39% of articles) and even lower occurrence of multinational authorship (12% of articles). The findings will be useful for WIL scholars seeking to situate their research agendas in contemporary issues of interest to the WIL research community. They also reveal several gaps in approaches to WIL research and collaboration, thus emphasizing the need for the WIL community to expand the research methodologies and global representation. © 2024 International Journal of Work-Integrated Learning. All rights reserved.
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