Abstract:

Involving students in higher-education delivery seems to have taken diverse approaches in order to optimise the process in terms of performance output. Nowadays both government and private universities has come to recognise that there is a lot of competition in terms quality higher education delivery in order to be able to attract bright students and also satisfy them sustainably.

Therefore, quality higher education delivery by involving students to optimise and streamline the delivery processes have become one of the competitive and sustainable ways of optimising students’ performance in higher education. The other encouraging aspect of this study is the fact that it benchmarks its findings with that of real-life industrial workplace training where these higher education students will be taken on to actually do or practice what they were taught in the university.

Hence, this approach poses lesser frustrations and difficulties in the transition after their university education into the workplace environment where they will be practising what they have learnt in order to define their careers.

This study thus, investigates the essence and benefits of involving students in higher education delivery in a more optimised process of TBPL approach which is then bench-marked with workplace training practices. Furthermore, the study employed specific scientific theoretical underpinning of the study in the form of “connectivism,” “constructivism,” and “experiential learning” theories perspective a more pedagogical development approach.

Thus, the theories studied in this research investigates how pedagogical development involving students in higher education could be employed in a more strategic and sustainable manner.

Keywords:

Higher education, constructivism theory, connectivism theory, experiential learning theory, team-based problem learning, workplace training practices and pedagogy.