Several actors demand an increase in work related learning in higher education. To meet this demand, a project aiming at increasing faculty awareness of work life issues was initiated at two Swedish HEIs. The aim of this paper is to study the organisational capability to integrate work related learning as regards support structures, incentives and responsibilities. To collect data, a questionnaire and case studies were conducted. The results indicate that the support structures are rather limited, academic staff request clear goals, and it is not clear who has the primary responsibility for integrating work related learning into the educational programmes.