The delivery of work-integrated learning (WIL) courses involves university academic and professional staff in specific duties, many of which are outside of the scope of the traditional categories used by universities to determine equitable workloads for academic and administrative personnel. This paper draws on an investigation in a metropolitan university in Australia and records how it is beginning to arrive at appropriate ways to do this. A survey tool was utilised to identify the specific workload demands on staff who worked with WIL courses. The data provided information that confirmed the complexity of the work and also showed that there was a gap between the reality of the workload and the allocation provided. A number of recommendations have been made as a way forward. Further research is recommended that could include the perspectives of students and organisational supervisors reporting on the level of academic staff member support and supervision.