financial management

FACULTY OF EDUCATION

UNIVERSITY OF MALAYA

Financial Management

PXGM 6109

GROUP ASSIGNMENT

LECTURER : Maria Aurora C. Bernardo, Ph.D.

By

PGD 100003 Chinh Piseth and PGD 090024 Mohd Zaki Mohd Yaacob

Group Assignment for PXGM 6109 | Maria Aurora C. Bernardo, Ph.D.

16 October 2010

2 | P a g e PGD 100003 Chinh Piseth PGD 090024 Mohd Zaki Mohd Yaacob


Content

A. Profile of School 2

B. Assessment: Practices of the school

a. Resource generation

b. Budget allocation

c. Expenditure monitoring

d. Financial performance evaluation

C. Issues and Challenges

D. Conclusion and Recommendation



A. Profile of School

University of Malaya Centre for Continuing Education (UMCCed) which is established

in 1998 is a business entity of University of Malaya (UM) to generate income by

offering training and education programmes specifically to working people at First

Degree level, Professional and Executive Diploma, Certificates and Short Courses in

various fields. UMCCed is also the only centre of a public university which foreruns

Coaching as a professional service towards the achievement of self-development and

success of an organisation. In addition, it also provides training opportunities to

international participants through workshops, study tours and short courses as well as

becomes the secretariat and organizer in conferences and seminars management for

local and international clients.

Continuing education is an idea inspired by the late Tan Sri Dr Abdullah Sanusi cum

UM Vice Chancellor in 1998. Professor Dr Leonard Yong, an academician at Faculty

of Education UM, had taken the step to establish a centre under the Chancellery in

offering continuing education courses and programmes which were highly needed by

the working people to enhance knowledge and add values to their capacity.

Therefore, on 1 April 1998, located at Level 2, UM Bakti Siswa Building, Tan Sri Dr

Abdullah Sanusi launched University of Malaysia Centre for Continuing Education. In

1999, the centre was transferred to Institute of Postgraduate Studies. Then in 2003, it

moved to its current location at Block A, UM City Campus Complex.

Since its establishment, UMCCed is advised by UMCCed Council which consists of

the Vice Chancellor and UM top management to provide views on the operation of

the programmes in UMCCed. The council is chaired by the UM Vice Chancellor. To



date, the council has seen five Vice Chancellors as its chairman – Tan Sri Dr

Abdullah Sanusi (1998-1999), Professor Dato’ Dr Anuar Zaini (2000-2003), Dato’

Professor Dr Hashim Yaacob (2003-2006), Datuk Rafiah Salim (2007-2008) and

Datuk Dr Ghauth Jasmon (2008-present).

An academic staff of UM from the faculty is seconded to UMCCed in order to refine its

internal operation and administration so that it is parallel with UM aspiration. At the

start of its establishment, UMCCed was headed by Professor Dr Leonard Yong

(1998-2001), followed by Dr Khatijah Abdul Hamid (2002), Dr Jamaluddin Mohd

Yunos (2002-2007), Associate Professor Dr Abdul Latif Salleh (2007-2008),

Professor Dato’ Dr Mansor Md Isa (2008-2009) and Professor Dr. Bernardine

Renaldo Wong Cheng Kiat (present). Staff commitment and support are also vital in

ensuring the continuity of UMCCed. At first, UMCCed has got only four staff and now

it has expanded to 72 staff due to the development of programmes offered to fulfil the

market needs. At present, UMCCed has offered about 25 executive/professional

diploma and certificate programmes to working people especially in the private

sector. As a result, almost 13,000 graduates have been produced successfully for

programmes at these levels. In addition, UMCCed has also played a role in

conducting study tours and international traning for participants from abroad such as

United States of America, Bangladesh, Nepal, Sri Lanka, Indonesia, Vietnam and

Thailand.

Based on the principle of continuing education, most programmes offered are

conducted on part time basis and arranged according to individual and corporate

needs. Classes which are conducted during weekends or after office hours provide

chances for working people to productively make use of their time in order to

continuously enhance their knowledge and skills.

UMCCed has proven its excellence as a well-known training provider in this nation by

successfully producing 13,000 graduates which consist of working people at

Executive Diploma and Certificate levels in various fields. Most of them have been

successful in their careers and some of them also managed to pursue their studies

further. Such achievement exhibits trust, confidence and recognition from corporate

sector on the centre’s capability in contributing towards the development of their

resources.



UMCCed’s role in offering these quality programmes is to fulfill UM’s intention to

channel their expertise and commitment in expanding knowledge and skills to all

levels of the society. Such effort is also parallel to the nation’s aspiration in enhancing

knowledge, creativity and innovation as well as fostering ‘first class mindset’ as the

basis in ensuring the success of the 9th Malaysian Plan.

Strategic Location

The strategic location of UMCCed at University of Malaya City Campus Complex

provides easy access to the public through network of main roads and also public

transportation. In addition, the campus provides an atmosphere that is conducive to

learning with Tropical Rainforest greenery environment in the heart of Kuala Lumpur

City Centre.



Other than Kuala Lumpur, some of the Professional and Executive Diploma

programmes are also offered in other locations such as Georgetown, Johor Bahru,

Kuantan, Ipoh, Teluk Intan, Malacca, Kemaman, Sibu, Bintulu and Kuching.

Facilities

UMCCed offers comfortable learning facilities such as a library, seminar rooms and a

computer lab to its students. Other facilities like canteen, prayer rooms and ample

parking space are also available.

Commitment

UMCCed is always committed in offering high quality services to all levels of clients.

Such dynamic role will often be improved in order to produce knowledgeable nations,

on par with the country development needs.

Vision

To be a renowned centre of excellence for continuing education programmes in the

country.

Mission

To provide learning and training opportunities to the working public in order to

upgrade their knowledge and skills towards the development of human capital and

the nation.

Objective

To contribute to the development and enhancement of human resources in the

private sector in Malaysia through lifelong learning

UMCCed COUNCIL

In University of Malaya organisation structure, UMCCed falls under the Chancellery

headed by the Vice Chancellor of UM. Other than this network, the Vice Chancellor is

also the Chairman of UMCCed Council with the function to provide views and advices

on the operation and direction of UMCCed. The council consists of 10 other members

from the university’s top management including deans and directors.



MEMBER OF THE BOARD (present)

CHAIRMAN

Vice Chancellor

DATUK DR. GHAUTH JASMON

BOARD MEMBER

Deputy Vice Chancellor (Academic & International)

PROFESSOR DR. HAMZAH HJ ABDUL RAHMAN

UMCCed Director

PROFESOR DR. BERNARDINE RENALDO WONG

Bursar/ Financial Controller

-

Registrar/General Manager

NORILAH SALAM

Executive Director, Asia Europe Institute

-

Dean, Institute of Postgraduate Studies

PROFESSOR DATIN DR. NORHANOM ABD. WAHAB

Dean, Faculty of Education

PROFESSOR DR. SAEDAH SIRAJ

Dean, Faculty of Business and Accountancy

ASSOCIATE PROFESSOR DR. M FAZILAH ABDUL SAMAD

Director, Academy of Islamic Studies

PROFESSOR DR. AHMAD HIDAYAT BUANG



UMCCed Organisational Structure


CHAIRMAN VICE CHANCELOR

YBhg. Datuk Dr. Gauth Jasmon.

UMCCed BOARD MEMBER

DIRECTOR Prof. Dr. Bernardine Renaldo Wong

SECRETARY

DEPUTY DIRECTORAbu Bakar Hussin

PROFESSIONAL DEVELOPMENT

DIVISION

Unit:

Executive Diploma/ Certificate programme

Public Studies

EXECUTIVE DEVELOPMENT

& INTERNATIONAL

TRAINING DIVISION

Unit:

Short Courses

International Training/Study Tour

COACHING & EVENT

MANAGEMENT DIVISION

Unit:

Coaching Programme

Event Management

BUSINESS DEVELOPMENT & CORPORATE

RELATIONS DIVISION

Unit:

Business Development

Marketing

QUALITY ASSURANCE

DIVISION

Unit:

Quality Control

Examination

FINANCE DIVISION

Unit:

Reports & Investments

Income

Payment

ADMINISTRATION & HUMAN RESOURCE DIVISION

Unit:

Administration Human Resource

Human Resource


B. Assessment: Practices of the school

a. Resource generation

i). Core Activities


PROFESSIONAL DEVELOPMENT PROGRAMME

Professional & Executive DiplomaCertificate Programme

SHORT-TERM TRAINING PROGRAMME

Short CoursesCompetency Level Assessment Course (PTK)English Competency CourseMalay and Mandarin Course

BUSINESS & EXECUTIVE COACHING PROGRAMME

Certified Coach Training Programme Customized Short- Term Coaching Programme Real Time Coaching Services

INTERNATIONAL TRAINING & EVENT MANAGEMENT

International TrainingEvent Management

PART-TIME BACHELOR PROGRAMME

Part-time BBA Programme

OTHER RESOURCE

Rental

Consultancies

Alternative Pedagogy

Approaches

Partnership

Investment


1. PROFESSIONAL DEVELOPMENT PROGRAMME

Professional Development Division responsible in managing professional

development programmes at certificate and executive/professional

diploma levels offered to working people who are interested to enhance

their knowledge and skills in certain area. These programmes are

conducted on part-time basis for the duration of 13 months on Saturday

and Sunday. Among the programmes offered are as follows:

Diploma

Executive Diploma in Management (EDIM)

Executive Diploma in Human Resource Management (EDHRM)

Executive Diploma in Business Administration (EDBA)

Executive Diploma in Plantation Management (EDIP)

Executive Diploma in Counselling (EDIC)

Diploma in Investigative Science (DSS)*

Diploma in Public Law (DPL)*

Executive Diploma in Syariah Studies (DEPS)

Executive Diploma in Usuluddin Studies (DEPU)

Executive Diploma in Accounting Administration (EDAA)

Executive Diploma in Business Management (EDBM)

Executive Diploma in Information Technology (EDIT)

Executive Diploma in Islamic Finance and Business Management

(EDIFM)

Executive Diploma in Industrial Business Management (EDIBM)

Executive Diploma in Productivity and Quality Management (EDPQM)

Executive Diploma in Production and Operation Management

(EDPOM)

Executive Diploma in Office Management and Personnel

Administration (EDOFM)

Professional Diploma in Entrepreneurship and Business Management

(PDEBM)

Professional Diploma in Early Childhood Education (DPAK)

Professional Diploma in Sales and Marketing (PDSM)

Certificate

Certificate of Syariah Studies (SPS)



Certificate of Usuluddin Studies (SPU)

Certificate of Islamic Financial Planning (SPKI)

Certificate of English Proficiency (SKBI)

The main objectives of Professional Development programmes are:

To educate and train students to empower the knowledge and skills in

order to become more capable

To enable students to empower the knowledge in the areas chosen

To enable students to handle their work operation in a better and more

efficient way

To enable students to embrace sufficient knowledge and skills in

identifying and handling problems at their workplace

To enable students to provide an effective leadership in implementing

their corporate activities

In an effort to fulfill the needs of society especially working people who want to

enhance their skills in various fields, UMCCed has been collaborating with

government and private agencies as well as local learning institutions in

offering various programmes at certificate and diploma levels. Amongst the

collaborative partners until present are Royal Police of Malaysia, Pacific

Institute of Technology, Execpro Resources, Institute of Human Resources

Development, Global Management Resources Provider and SIRIM Training &

Services Sdn. Bhd.

To ensure that all programmes achieve their objectives successfully, an

Academic Committee is formed to conduct detailed surveys and provide

advices and guidelines regarding the implementation measures as a whole.

Focus is given on every aspect especially the programme structure,

programme content, trainer’s qualification and learning facilities based on

work market needs and the current technology development. Every trainer

involved in the courses is chosen based on their academic qualifications and

experiences in related fields.

Until September 2010, 15,000 students have managed to complete their

studies in various Executive/Professional Diploma programmes, whereas

1921 students have completed their studies in certificate programmes. The



Executive Diploma and Certificate Presentation Ceremony are conducted

twice a year to celebrate the success of the students.

2. SHORT-TERM TRAINING PROGRAMME

Parallel to UMCCed’s business growth and development, Short Courses

Division has been expanded to Short Courses Programmes and Special

Projects Division. The programmes that can be found under this division are:

• Public Training/External Agency Programmes

• Competency Level Assessment Course

Competency Level Assessment (PTK) is one of the important

components under the Malaysian Subsistence System effective

from 1 November 2002 through Service Circulation No.4/2002.

There are two forms of evaluation conducted which are through

examination and through courses.

• Academic Writing for Postgraduate Students

This course focuses on the writing of theses and academic

paper works. Its purpose is to assist students in producing a

solid academic writing.

3. PART-TIME BACHELOR PROGRAMME

This programme is a collaboration between Faculty of Business and

Accountancy, UM and UMCCed. Its main objective is to produce graduates

who are equipped with related knowledge, skill, value and ethics in

business management and administration to fulfill the needs of society and

companies.

4. INTERNATIONAL TRAINING & EVENT MANAGEMENT

UMCCed coordinate and implement quality training and study tour

programmes that meet the needs of their clients, at home and abroad. The

participants and clients come from all over the world such as United States,

Bangladesh, Cambodia, China, Maldives, Myanmar, Pakistan, Philippines, Sri

Lanka, Uzbekistan, Indonesia, Singapore and Vietnam



Training Programmes Offered

The study tour package includes short-term training programmes, visits to

government agencies or companies and tours of interesting places according

to the needs of the client.

Services / Facilities

Pick-up services at the airport

Arranging transportation

Seminar room

Accommodation

Logistics

Trainers

Training Methodology

Lectures

Group Discussions

Case Studies

Practical Exercises

Field Trips

Presentations

Tours

Tours can be organised upon request by the clients. Malaysia attraction places

such as;

Malacca

Putrajaya

Malaysia Handcraft Complex

KLCC

National Museum

Homestay (Village Experience/Pengalaman Kampung)

Etc;

Programmed Organised



English Programme for China Students

Certificate in English Proficiency for International Students

English for International Post-Graduate Students

Teacher Training from Maldives

Summer programme (North-eastern University, USA)

Structural Management of Education Institutions

International Training Programme Sri Lanka

Study Tour on Teaching Education and Curriculum Development

Study Tour by Senior Officials From Ministry of Education Bangladesh

International Training & Study Tour for Future Curriculum Design

English Language Course for Teacher (China)

5. BUSINESS & EXECUTIVE COACHING PROGRAMME

Coaching focuses on helping individuals to “learn what it takes” for

business owners or corporate people to improve existing capabilities, set

meaningful goals, and be accountable on results. This is an addition to

conventional training and consultancy services that are normally available

in the industries. Under this new approach of learning, efforts are currently

undertaken to incorporate coaching programmes into education and

training so that they are less structured, more participative, personalised

and dedicated to the learners’ needs and interests. Coaching is quite

different from mentoring. Although coaching and mentoring are processes

that enable both individual and corporate clients to achieve their full

potential, mentoring is biased in individual growth and maturity. Coaching,

on the other hand, is job-focused and performance oriented.

The courses that are offered are as follows:

a) CERTIFIED COACH TRAINING PROGRAMME

UMCCed offers a 12-month programme, leading to the Certified Coach

qualification. It is designed to groom individuals to become competent,

qualified and professional coaches. With these traits and skills, they will be

able to develop themselves and others in the organisation to a higher level



of performance. It is goal oriented, personally tailored learning for your

business, the business leaders, the management and the teams.

The whole training programme shall be divided into two levels : Level One

(Coaching Fundamental) and Level Two (Coaching Applications). The

training session will be conducted every Saturday from 9.00 a.m. to 5.00

p.m. and it consists of 138 training hours.

Upon completion of the two levels and obtained a pass in all the

assessments, participants will be awarded either Certified Business Coach

Certificate or Certified Executive Coach Certificate depending on the

course attended.

b) COACHING SHORT COURSES:

Coaching for Leaders

Business Turnaround from the Coaching Perspective

Creative Coaching for Leadership Development

Financial Improvement through Coaching Approach

Business Coaching for Entrepreneurs

Coaching for Personal Achievement

c) IN-HOUSE COACHING PROGRAMME

The in-house training programme is the most cost effective way of

improving the performance of your business and teams in your

organisation. UMCCed is a unique organisation which works with the

individual client, at his pace, with a consultative, step by step approach. We

pay close attention to your particular training needs and the demands of

your business.



6. OTHER RESOURCE

ii) Percentage of Contribution to the total income of UMCCed



b. Budget allocation

From the 2009 budget, the allocations are as follows.

% over Income

Operating Expenses: - Executive Diploma / Professional 18,49% - Certificate 0,10% - Executive Development & Training

International 10,03% - Coaching & Event Management 2,78%

Convocation 1,26%Asset Purchase 2,23%Equipment / Office Equipment 0,26%Marketing 1,63%Quality Assurance 0,22%Stationery 0,31%General Shopping 1,02%Assets Amortisation expenses 0,01%Allowances 3,83%Emoluments 19,75%Cheerful Office 0,03%Entertainment 0,58%Other Purchased Services 0,58%Training & Development 1,81%Training Manual 0,03%Building Maintenance & Repair 0,08%Equipment & Vehicle Maintenance 0,29%Other Expenses 0,45%Printing 0,42%Phone / Communication 0,16%Communications & Utilities 0,42%Medical Clinics 0,35%Rents 6,83%Rental Machines 0,10%

Computing System 0,69%

Total Expenses 74,75%



c. Expenditure monitoring

%

Expenditure Actual / Budget

Operating Expenses: - Executive Diploma / Professional 92% - Certificate 246% - Executive Development & Training

International 39% - Coaching & Event Management 78%

74%

Convocation 64%Asset Purchase 37%Equipment / Office Equipment 445%Marketing 47%Quality Assurance 22%Stationery 84%General Shopping 94%Assets Amortisation expenses 202%Allowances 85%Emoluments 79%Cheerful Office 11%Entertainment 63%Other Purchased Services 100%Training & Development 91%Training Manual 401%Building Maintenance & Repair 100%Equipment & Vehicle Maintenance 77%Other Expenses 92%Printing 156%Phone / Communication 201%Communications & Utilities 100%Medical Clinics 72%Rents 100%Rental Machines 72%

Computing System

Total Expenses 80%



d. Financial performance evaluation



The details are as follows:

% Income Actual / Budget Operating Income: - Executive Diploma / Professional 95% - Certificate 37% - Executive Development & Training

International 48%

- Coaching & Event Management 63%

Other Income: - Income From Investments 83% - Other Income

- Graduation 80%

Total Income 83%

Expenditure

Operating Expenses: - Executive Diploma / Professional 92% - Certificate 246% - Executive Development & Training

International 39% - Coaching & Event Management 78%

74%Total Expenses 80%

Surplus / (Deficit) 89%



C. Issues and Challenges

Potential and Future Prospects

UMCCed potential to grow and be competitive to retain business is wide open

because of the opportunities as follows:

i) The increasing demand for higher education

Application to continue their education at institutions of higher education has

always increased every year. This was due to certain reasons such as increasing

output of secondary education are eligible, public awareness of the continuance

of the higher education level with no age restrictions, the recognition of

accumulated experience and learning through life-long education, lack of

sponsors send students abroad and educated work force composition low

compared with developed countries.

Malaysia is in a very strategic location in Southeast Asia where it has the potential

to be a regional hub for higher education sector. High educational level of high

quality and constantly monitored, in addition to a competitive advantage in terms

of fees, courses offered the ambience of a harmonious multiracial society and a

safe, economically strong and stable government. Malaysia's ability to offer quality

higher education has improved and on par with developed countries. Malaysia's

potential as an educational hub with more promising trends of increasing demand

from year to year.

ii) Government incentives to the private sector to be involved in providing

education and training

Government encourages private sector to participate in education and training.

This is clearly stated in the Strategic Plan on Higher Education and 9MP. This is

because the government is less able to provide educational facilities are so much

in a short time period. To increase incentives, the government also introduced the

approach to liberalization of higher education to attract private investors into the

industry not only in education but also abroad.



iii) Diversity of models of collaboration in education

At this time there is a variety of collaboration between public higher education

institutions and the private sector is allowed under the Private Higher Education

Act 1996 either in the form of joint or joint venture, associate or co-operate for the

maximum use of learning resources.

iv) Increasing Dignity of Life Education

Ministry of Higher Education in the Strategic Plan for Higher Education has placed

Culture Lifelong Education as one of the strategies in the transformation of higher

education in this country. The emphasis of this strategy is the recognition of

accumulated experience and learning in the Malaysian Qualifications Framework

(MQF), increasing the participation of lifelong learning by adults, and providing

alternative routes and mobility program. UMCCed have come to play this role

since it was established in 1998 to conduct programs to help employees achieve

the required level of competency.

As mentioned in the international education sector, Malaysia has grown rapidly

over the last decade, but Malaysia's rapidly becoming a regional center of

educational excellence. Malaysia is now home to more than 80,000 international

students from over 100 countries, and the country proud to be a preferred

destination for education with an international offering quality education at

reasonable rates.

In addition to the cost of education is relatively low, many are choosing to study

here because the Philippines is known as an ideal gateway for building networks

and relationships with the people of Asia. International students can also learn

from the diversity of cultural, economic progress, and harmony in a plural society

in Malaysia.

v) Establish Malaysia as regional hub of Higher Education

According to projections of the Ministry of Higher Education in 2005, a university

must be prepared for every 500,000 residents. In this regard is expected by 60



universities needed in 2010. This is consistent with the scheme outlined in the

Third Outline Perspective Plan (RRJKP3) encouraging private sector participation

and partnership with government to promote higher education to make Malaysia a

hub for higher education.

On this day there were a total 150.6 million tertiary students, an increase of 53%

of the total in 2000. This figure will increase by the year 2020.

In the ASEAN region, for example, Indonesia is a country that has the most

tertiary students in 2020, the projected total of 5.5 million, and followed by

Filipinos (2.5 million) and Thailand (1.8 million). But in terms of percentage of 17-

23 year cohorts who received tertiary education, Thailand has the highest

percentage compared with other countries in the region. According to UNESCO's

education in 2007, Thailand had reached 35.3% compared with Singapore's

tertiary education students (33.7%), Filipinos (31.2%) and Malaysia (28.2%).

Based on the trend (trend) in the demand for tertiary education and capacity of

Malaysia to offer a quality education as a result of the educational infrastructure

and improved communications systems and technologies on a par with developed

countries, the potential for Malaysia to become a regional hub for higher

education is bright. The manifesto of this phenomenon is the growing number of

cooperation programs and branch campuses of the developed countries and the

number of foreign students is increasing from year to year. In the lead behind it,

Malaysia has also been able to establish institutions of "offshore" as performed by

APIIT Pakistan, INTI College and University College Sedaya LICT in Indonesia

and the UK.

Demand for tertiary education in Malaysia has not only come from the ASEAN

region, even reaching into the Asia-Pacific and Middle East countries. From the

Asia Pacific region, for example, statistics on foreign students in 2009 showed

that most students are from Iran (10.932). This is followed by Indonesia (9.812),

and China (9.177).

From the Middle East region, although most countries in the first place to send

their students to the United States, United Kingdom and Canada, recent

developments show they were moving to Malaysia to seek tertiary education



destination. Apart from the Iranian nation has the most students here are Yemen

(4.931), Libya (4.021), Sudan (2.443) and Saudi Arabia (2,331).

vi) Providing Opportunities for Lifelong Education Interests of Labor Quality

UMCCed is also intended to help access to higher education in this country in line

with government targets to achieve 50% of the cohort 17-23 years and 33% of

highly educated workers have similar qualifications in 2020. According to data

released by the United Nations Educational, Scientific and Cultural Organisation

(UNESCO 2006), only 16% of the output of secondary education in Pakistan to

continue their studies to higher levels, while 29% of the cohort 17-23 years

according to the various levels of higher education. This percentage is much

lower than the average level among the countries Organisation for Economic Co-

operation and Development (OECD). In terms of employment, the report of the

National Economic Advisory Council (NECC) showed that today 80% of the

workforces have SPM that is equivalent to O-Levels. Therefore, to become a

high-income economies, UMCCed must proposed new agenda should be noted

that the opportunity to continue their education, not just wide open to the younger

generation, even for adults to attend job training and retraining of skills to use new

technologies.

D. Conclusion and Recommendation

UMCCed is currently conducting 23 executive diploma programmes, two

courses at certificate level, some short courses and internal training courses that are

designed according to customer requirements. The development plan will include

increasing the number of certificate and diploma programmes, establishment of new

undergraduate programmes, and offering undergraduate and doctoral programmes in

accordance with market requirements. These programmes are designed based on

the needs of identified target groups, including adults who are employed, students

and local and foreign individuals who are interested in pursuing lifelong education.

Ultimately, it is able to provide a place of learning and training programmes for both

full time and part-time for these groups.

After 12 years of experience in handling executive certificate and diploma

programmes and produce a total of 13,000 graduates, UMCCed should be given the



responsibility to become and transform as a higher institution of world-class

university.

Recomendation.

The proposal makes UMCCed the university is a move that coincided with the needs

of a highly skilled workforce as set out by the Prime Minister of Malaysia, YAB Dato

'Seri Najib Tun Abdul Razak in his speech during the launch of the New Economic

Model on March 30, 2010.

The establishment of private institutions at university level under the administration of

the UM is a step that meets the government's intention to increase the corporatization

of public sector in driving growth in high income countries, as outlined in the New

Economic Model. This approach is indeed a transformation to reduce bureaucracy

and encourage innovation and productivity because the private institutions can

operate with more flexible and has the power of autonomy, particularly for regional

and global markets. In addition it can also generate revenue for the University in line

with the Higher Education Ministry to reduce their financial dependence on

government from 90% to 70% in 2020.

This institution will be upgraded to a university. As a private university, it will be

administered under the governance of the Board of Directors that is responsible for

policy and university affairs. The University will use the concept of lifelong learning by

offering programmes from certificate to postgraduate level. While the target group not

only post-secondary education, but also includes those adults who wish to take

courses in various academic studies and re-training of skills in line with globalization

and new technologies. International students are also given training in this private

university, particularly in the short term courses for specific skills and professions.

To meet the needs of students and adults who have experience working, teaching

and learning approaches are different (blended pedagogy) that emphasizes

innovation in the delivery or even better assessment of student achievement. The aim

is to bridge the relationship between i university and the industry in accordance with

the improvement of competence in the workplace. Thus, the course curriculum is

designed in form of modules (modular) and the teaching and learning is also "flexible"

but subject to the standards set by the Malaysian Qualification Agency (MQA).



In addition, full-time study is also conducted for students of secondary school leavers

who wish to pursue academic studies and graduate diploma and the skills-based

training at certificate and diploma levels.

As any other business, the establishment of private university will also face risks that

could threaten its success. This risk can be categorised as strategic, acquiescence,

financial, operational, and management teams risk.

Strategic Risk

One of the significant strategic risks is increasing competition among private

universities and institutions of higher learning to provide a variety of other quality

programs, and raced to get as many students as possible in accordance with the

programs that are offered. Therefore, the establishment of private university under the

UM will be opposed by interested parties such as private institutions can be a threat

to their business because UM will be the backup image on it.

Acquiescence Risk

Risk arises from the conformity of legal framework in which private institutions are

subject to the provisions not only on Private Higher Education Act 1996 but must also

conform to the Malaysian Qualifications Agency Act 2007. The proposed approach

may cause problems for this university if it’s not conform with the Private Higher

Education Act 1996.

Financial Risk

Adequate financial assistance may also be risks that will hinder the

implementation of these private institutions, especially in the initial phase in which the

cost of capital for infrastructure and human resource development is very high.

Therefore, the proposed private institutions should be quite attractive to encourage

investment from interested parties to ensure cash flow remain healthy for the

institution operates.



Operating Risks

Operationally, the promises given to students could also be the risk that if not met

will cause the loss of students to institutions. Thus, delivery methods, content and

performance appraisal programme must achieve the standards set by the MQA.

These programs not only recognized by the MQA and the PSD but must come with a

complete support system.

Management Team Risk

Management of the project team will also be a risk, because without knowledge,

competence and commitment that this project will not be able to achieve its goals. So,

it is important to make sure that the private institution has enough workers, lecturers

and strategic partners. This team must be present when required.

Reference;

www.umcced.edu.my

www.mohe.gov.my

www.um.edu.my

www.1malaysia.com.my

www.kpkk.gov.my/pdf/Booklet_1Malaysia.pdf

www.umcoaching.com.my

http://ms.wikipedia.org/wiki/Rancangan_Malaysia_Kesembilan

http://jpmportal.prison.gov.my/akademi/images/ArkibAKM/pembangunan%20modal

%20insan%20dalam%20rancangan%20malaysia%20kesembilan.pdf

http://jpt.mohe.gov.my/DASAR/RMK9.php

www.epu.gov.my/third

www.fishdept.sabah.gov.my/download/dasar-nasional.pdf

http://www.indianmalaysian.com/third_outline_perspective_plan.htm

http://www.unesco.org/en/efareport/reports/2006-literacy/

http://unesdoc.unesco.org/images/0014/001497/149783E.pdf


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