Measuring work readiness as a sustainable quality assurance tool in higher education: A conceptual framework

Abstract

This conceptual paper examined the integration of continuous work-readiness assessment into sustainable quality assurance (QA) mechanisms in higher education. Drawing on the Theory of Effective Schools and contemporary employability research, it proposed a conceptual framework that positioned work-readiness metrics as a dynamic feedback loop to enhance institutional responsiveness and long-term sustainability. The framework was informed by a systematic literature review that synthesized foundational theories with 35 high-impact sources, including Scopus-indexed publications on sustainability, quality assurance, and graduate employability. The findings indicated that continuous assessment served as a driver of sustainability by informing curriculum reform, pedagogical innovation, and strategic decision-making. This study contributed theoretically by linking organizational effectiveness theory with sustainability discourse and contributed practically by offering an implementable model for higher education leaders and quality assurance bodies.