Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge. Even if individual employees’ motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work-integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners’ knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformation. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations. The industry target courses are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addisco union and a Swedish university. Six courses are included comprising three course subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry-university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants’ experiences after the course interventions. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals’ knowledge transformation. Rather, participants claimed individual responsibilities, and motivation that drives them to competence development. We therefore argue for stronger management awareness and to develop company strategies that fully appreciate the added values and new knowledge that industry participants bring back after course participation.