Pro-Active Interactions in the Substance of Knowledge for the Human Development Risk Management: Engineered Knowledge in the Human-Intellectual Analytical Derivation

Abstract

Students’ attributes and capabilities are believed to be influenced by many factors including how they are assessed during their studies. The mode of assessment in a student-centred institution is theoretically analysed for the capacitated knowledge in the higher education learning. The normal theoretical assessment in student learning is regarded insufficiently for accountability in the students’ capabilities for decision making when considering the knowledge earned cumulatively through learning activities. The considered risks are prone to the absence of measurable substantive knowledge for proactive interactions in the learning progress. The proposed analytical approach for the accountable measure by the risk pricing institutional differential equation of Black and Scholes is subjected to cost efficacy in the overall complementary knowledge capacity in the mode of assessment. Knowledge acquisition in the learning of students needs to be accumulated through understanding of the associated concepts in relevant competencies by prioritising time and competency efforts accountable toward the accomplishment of learning tasks to characterise quantifiable students’ attributes. The learning approach is proposed to be an integrated cognitive experience based and activity task orientated where knowledge is earned outstandingly throughout the activity by task evaluation. The Green Policy Framework for the critical green growth motivates for an initiative that aids the development and the advancement of well-integrated green environments. The institutional differential equation by Black-Scholes is used in the modelling of the risk management process for the invested human and environment capital and competency progress. The probabilistic diffusion process is used in the modelling of the student-progress guided by the student-centred learning. The findings provided an analytical basis of the value creation in terms of the Black-Scholes institutional equation for the scientific management of the capability efforts in the competency risk. The scientifically managed financial-intellectual value is retained through the engineered knowledge capital model of the human-intellectual derivation. The proactive interactions induce the institutional green growth nurturing effort of accountability through environmental functionality and observations.