Rethinking TQM in Higher Education: Integrating Formal Education and Experiential (Tacit) Learning for Sustainable Development: A Conceptual Paper Based on Multiple Theories
DOI:
https://doi.org/10.55829/skpgb841Keywords:
TQM; Formal education; Experiential learning; Higher Education; Knowledge Integration; Sustainable developmentAbstract
Grounded in Total Quality Management (TQM), Human Capital Theory, Constructivist Learning Theory, Experiential Learning Theory, Deliberate Practice Theory, and Tacit Knowledge Integration, this conceptual paper develops an integrated mediation–moderation framework to resolve this structural tension. We theorize that formal education and experiential learning jointly drive sustainable development outcomes through the dual mediating mechanisms of competency development and knowledge integration. Furthermore, internal institutional support (operationalized through agile TQM governance and continuous improvement) and external industry/community linkages are established as key moderating conditions that strengthen these pathways. Moving beyond conventional quality assurance focused solely on explicit compliance, this paper introduces a closed-loop, TQM-based curriculum design model (Plan–Do–Check–Act) that systematically bridges the divide between "knowing" and "doing." The proposed framework advances Higher Education for Sustainable Development (HESD) literature by offering a holistic, multi-theoretical foundation and provides actionable strategies for institutional leaders, curriculum developers, and policymakers seeking to build adaptive, quality-governed educational ecosystems.
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