This study aims to examine the multidimensional determinants influencing work-based learning (WBL) delivery in technical higher education. Specifically, it investigates how academic and industry-related factors shape students' perceptions of WBL delivery quality within institutions under the Malaysian Technical University Network (MTUN).
A quantitative cross-sectional survey design was employed. Data were collected from 181 Bachelor of Technology students undergoing WBL placements across selected MTUN institutions. A structured questionnaire measured four determinants – programme content, lecturer support, industry supervision, and industry support – using a five-point Likert scale. Descriptive statistics were used to determine perception levels, while Pearson correlation analysis examined the relationships between the determinants and perceived WBL delivery.
The overall level of WBL delivery was perceived as very high (M = 4.34). Programme content (M = 4.23) and lecturer support (M = 4.66) were rated as very high, while industry supervision (M = 4.09) and industry support (M = 4.04) were rated as high. Correlation analysis revealed statistically significant but modest positive relationships between the selected determinants and perceived WBL delivery, indicating that WBL delivery quality is influenced by multiple interacting academic and industry dimensions rather than by a single dominant factor.
The study relies on self-reported cross-sectional data, which limits causal interpretation. Future research should adopt longitudinal or mixed-method designs to examine how structural determinants influence measurable competency development and long-term employability outcomes.
The findings highlight the need for structured curriculum-industry alignment, strengthened academic-industry supervision frameworks, and systematic monitoring mechanisms to enhance WBL delivery consistency across technical universities.
By strengthening WBL delivery systems, technical higher education institutions can better support smoother school-to-work transitions, enhance graduate employability, and contribute to a more industry-responsive workforce ecosystem.
This study advances WBL literature by conceptualising delivery as a multidimensional construct shaped by both academic and industry determinants within technical higher education, offering a structured analytical perspective beyond conventional post-placement outcome evaluations.
