THE ROLE OF PRIVATE HIGHER EDUCATIONAL INSTITUTIONS (PHEIs)

IN PROVIDING FULL EMPLOYMENT IN MALAYSIA, 1982-2010

Abstract

PHEIs or private higher learning institutions (IPTS) have had a significant role
in providing full employment in Malaysia from 1960 to 2010. Hence, this study aims to
discuss the extent of their contributions by referring to four selected institutions. In this
study, researchers will look at various efforts taken by IPTS to ensure that students have
high marketability and are able to secure jobs upon graduation. Discussion revolves
around the background of local employment. Another aspect which will be taken into
consideration is the general function of higher learning institutions in enhancing the
level of IPTS graduates’ marketability. The third section focuses on general functions of
higher learning in determining the level of marketability of the graduates. Lastly, the
third section revolves around the role of IPTS in shaping learners’ academic plans to
enable their acquisition of professional skills and vast knowledge to be better prepared
in contributing to suitable industrial sectors. This is a qualitative study which utilizes
materials and resources from National Archive, Ministry of Education, Public and
Private university libraries, and many others. Findings show that, IPTS have been
producing skilful graduates with high quality human and they could fulfil the
employment sector demand during the time given

Keywords: PHEIs Employment, USCI, Sunway University, KDU University College,

MAHSA University.

Introduction

Malaysian government has been producing statistics on local labours since

1982.1 That year, the number of employees were 5,431,400 and the biggest number

which was 1,635,800 represented Malaysians who were recruited in sectors such as

farming, agriculture, rearing animals, and fishing. Another 1,046,900 Malaysians were

recruited in public service, social and private sectors. Next, 860,900 individuals joined

wholesale and retail business, food, and hospitality. The other two sectors were

transportation, finance and banking that were inclusive of insurance, property and

business showed an average of 212,500 recruitment in 1982. Moreover, the construction

sector employed 377,500 and mining as well as quarry showed the least number of

recruitments at 51,700 individuals that year.

1
 Based on the statistics, several statements could be produced. First, it could be

observed that Malaysian economy is based on agriculture and exports of produce from

the forest, livestock and fishery. As for workforce data, suffice to say manufacturing

industry that became one of the main economic forces during Dr. Mahathir Mohamad

administration, at a second place. Even though this sector had recorded 12.5% growth

between 1970 and 1980 and the amount of exported merchandise was 11.9%, the

structure of employment was impacted by the non-updated rate of wages.2 When Dr.

Mahathir took over the administration, it was obvious that the manufacturing sector

needed a revamp to boost Malaysia’s role in international trade sector. 3 The main issue

which was prioritized was the expansion of manufacturing sector at domestic level and

export of these items. In the bid to ensure the success of this vision, one aspect that

needed to be enhanced was the level of education among the locals. An increase in

employment in 1970s was in line with the improvement in educational achievement. 4 As

Dr. Mahathir envisioned Malaysia’s participation in the competitive international trade,

the need for good level of education among the nation intensified.

To produce skilled workers for the manufacturing and other sectors, the

government had provided the opportunity for the establishment of private education.

When the country faced a recession in 1985 to 1986, the public university inability to

sustain the number of school leavers contributed to the rapid growth of private

educational sector in the 80s.5 Privatization of education policy was one of the aspects

of long term privatization policy which was implemented by the government during that

time.6 The role of private sector in enhancing employment among the skilled graduates

must be studied : this was particularly significant when the number of worker who

joined the manufacturing sector continue to increase from 816,000 in 1985 to 1,780,500

individuals in 1996.7 It has to be stated that then, employment in manufacturing sector

surpassed the ones in agriculture. Having introduced Private Education Higher Learning

2
Act in 1996 which led to various establishment of higher learning institutions, it was

apparent that the national’s manufacturing industry managed to attract more

employment than in the previous years (Table 6.1). For instance, the number of

employments increased to 1,912,100 individuals in 1996 and reached 2,108,500 in

2010.8

Table 6.1:
Employment According to Different Sectors, 1982-2010
Sektor
Perkhidmatan
Pertanian, Perhutanan,
Tahun Kewangan, Insurans,
Penternakan dan Pembuatan
Hartanah dan
Perikanan
Perniagaan
1982 1,635.80 816 202.1
1983 1,670.90 894.1 197.7
1984 1,695.00 858.4 200.5
1985 1,717.40 850.4 218.9
1986 1,764.50 874 234.6
1987 1,846.40 928.9 241.6
1988 1,883.80 978.1 229.4
1989 1,832.50 1,171.10 253.2
1990 1,737.60 1,332.80 258.4
1991 Tiada data
1992 1,535.80 1,639.60 299.8
1993 1,558.60 1,726.90 330.1
1994 Tiada data
1995 1,526.80 1,780.50 363.7
1996 1,626.20 1,912.10 412
1997 1,481.30 2,002.50 447.2
1998 1,616.50 1,907.80 425.8
1999 1,623.70 1,990.70 466.2
2000 1,552.40 2,174.20 474.3
2001 1,288.20 2,184.10 573.9
2002 1,316.80 2,068.90 637.1
2003 1,301.20 2,131.00 627.6
2004 1,326.50 2,023.00 694.6
2005 1,355.20 1,989.30 706.4
2006 1,375.30 2,082.80 750.7
2007 1,437.30 1,977.30 840.3
2008 1,365.60 1,944.70 829.2
2009 1,349.60 1,807.10 873.4
2010 1,614.90 2,108.50 381.89

Source: Adapted and Reproduced from Malaysian Statistical Department,

/Employment (from1982 to 2014), Kuala Lumpur: Malaysia. Accessed from
https://www.dosm.gov.my/ on 29th January 2019.

3
 Other than manufacturing sector, there was a consistent increase in employment

for sectors which required specific skills such as wholesale and retail, restaurants and

hotels, Financial services, insurance, property, and business. From 2010, Malaysian

Statistical Department provided the opportunities for active professional, scientific, and

technical industries. This indicated that these sectors began to show economic

significance. To cater for this, the workforce required must be equipped with 21 st

Century skills so that the economy could be at par in the international arena. In short,

Malaysia has to develop knowledge-based societies to fulfil economic needs.9 This

situation called for a justification of relevance for all programs offered by private higher

learning institutions : would they be able to provide the much required skill sets to the

graduates.

IPTS GRADUATES MARKETIBILITY

From the 80s to the 21st century, the era of globalization has forced Malaysian

government to reform its educational policies for higher education so that university

graduates could achieve high marketability. In dealing with a shift in the economic

system, local graduates must possess innovative skills and vast knowledge so that they

could contribute to critical and high potential workforce. Nevertheless, the public

education sector was not able to single-handedly shoulder the responsibility due to the

lack of capacity in the number of academicians and physical facilities. Due to these

constraints, public institutions were not able to enrol students in large numbers. As for

the government, the solution to this situation was to hand over some of the
10
responsibilities to the private institutions. As a result, Private Higher Education

Institution Act was introduced in 1996 and amended in 2003 to face the challenges in

the 21st century. As a result, by 2008, IPTS grew exponentially with the establishment

of 37 private universities and 300 colleges. 11 Despite the rapid growth of private

4
institutions, there was no huge gap between student enrolment in both public and

private institutions. From 2003-2010, 2,929,014 students were enrolled in public

universities while 3,011,550 students joined the private universities (refer Table 6.2).

There was also enrolment from foreign students who would likely secure a job, abroad.

Therefore, the effectiveness of IPTS could only be measured by their roles in enhancing

nation’s employment: this was achieved by producing highly skilled graduates at

domestic level.

Table 6.2:
Number of Student Enrolment in Public and Private Higher Learning Institutions, 2003-
2010

Institut Pendidikan
Tahun Tinggi
IPTA IPTS
2003 294,359 314,344
2004 203,978 322,891
2005 307,121 258,825
2006 331,025 323,787
2007 382,997 365,800
2008 419,334 399,897
2009 437,420 484,377
2010 462,780 541,629

Source: National Higher Education Strategic Plan 2–

Malaysia’s Global Reach: A New Direction, Putrajaya,
Ministry of Higher Education, Malaysia, 2011.

Aimed at tracing local students’ development after their graduation and

marketability, the government had executed Graduate Tracer Study. Based on the data

obtained from the respondents, the comparison between the number of firstdegree

graduates from public and private universities that have joined the job sector according

to their fields could be analysed. Findings from this study indicates the ability of private

higher learning institutions to contribute to local employment. As listed in Table 6.3,

5
3,577 private university students who were the respondents reported that they had

joined the main employment group in 2007. For the public universities, 29,155 first

degree graduates managed to secure their first jobs. In 2008, both private and public

universities produced 8,227 and 33,642 graduates respectively to fulfil the need for

important local economic sector. Even though this statistic clearly indicates that the

number of public university graduates that managed to be employed was higher than

their counterparts from the private universities, the comparison made in percentages of

increase in both years provided different views.

From another perspective, it was found that the growth in employment among

private university graduates from 2007 to 2009 was 57% while public university

showed 13.3% increase. These differences clearly indicated that even though public

universities produced more students, the private higher learning institutions played a

more proactive role in contributing to the development of employment in this country.

The largest number of graduates, 2,222 or 62.1% with bachelor’s degrees from the

private universities chose to be part of the professional sectors. Another 508 graduates

became technicians.12

Table 6.2: Employed First Degree Graduates from Private and Public Universities
in the Main Employment Groups, 2007-2008
IPTS IPTA
Main Employment Sectors
2007 2008 2007 2008
Legal, Senior Officer & Manager 201 403 1,469 1,629
Professional 2,222 4,797 16,730 19,912
Technician & relevant Professional jobs 412 1,300 3,472 3,790
Administrative 508 1,053 4,930 5,319
Servicing and Sales 149 559 1,699 2,327
Experts in agriculture& Fishery 10 16 211 200
Crafts & Relevant businesses 3 33 41 100
Factory & Machine & assembly operators 26 41 299 199
Basic jobs 46 25 304 166
Total 3577 8227 29,155 33,642
Source: Cited and arranged from Laporan Kajian Pengesanan Graduan 2007, page. 160 and; Laporan
Kajian Pengesanan Graduan 2008, page. 274.

6
 KPGN data for statistics in 2009 to 2010 showed in detail, the different lines of

study according to sub-categories of courses. From 13,327 IPTS first degree

respondents interviewed in 2009, it was found that 7,681 graduates or 58% had started

working (Table 6.3). In contrast, 47% from 64,319 IPTA respondents were recorded in

the employed category. These numbers highlighted a huge gap that exist between the

quality of graduate employability between the two types of universities. Recruitment of

more IPTS first degree graduates as compared to those from IPTA from the rest of the

respondents in percentages among those in Information Communication and

Technology (ICT) proved the employability of IPTS graduates. Differences between the

two are more apparent when 74% from 2,282 IPTS respondents from the field was

marked as employed while 51.3% from 3,425 respondents were recorded in the category

(Table 6.3). In other words, the IPTS is capable in contributing to the nation’s

employment for its economic sector which requires skilled individuals for development

and utilization of information communication and technology. For instance, 1,691 from

2,282 respondents or 74% stated that they started working in 2009. As for IPTA, 51%

from 3,425 respondents as recorded in the category of being employed in the same year.

These indicated that IPTS is far more successful in dealing with global

challenges to produce employment for TMK sector which form the technology that

spearheaded the nation’s economy in the 21st century. Moreover, the statistics also

showed that employability was relatively higher among first degree graduates in

Education from the IPTS. For the fact that graduates in the field of education could

secure an employment is interesting since they are traditionally expected to be educators

and skilled individuals in teaching and learning. Nevertheless, from 1,646 respondents,

1,198 graduates or 73% of those in education was recorded as employed. For IPTA

graduates, only 35% from 9,313 respondents was able to join the education sector.

(Table 6.3). IPTS graduates were more advantaged in the field of education due to a

7
more globalized curriculum and opportunities given to the students to gain experience

abroad were higher. There was a huge increase in the number of IPTS graduates who

joined the working sector in 2010. 73% of 20,177 respondents of first-degree graduates

confirmed that they were employed. Like the previous years, IPTS continued to provide

more graduates for information, communication and technology which reached 66%

which was 1,319 graduates. In the education sector, IPTS provided 1,319 employees or

66% from 1,992 respondents compared to 1,767 or 58% from 3,050 respondents. In

Table 6.3, it could be observed that IPTS graduates were more sought after compared to

those from IPTA.

Table 6.3: First Degree Graduates who were Employed According to Sub-Fields,
2009-2010
2009 2010
Sub-Fields Number of Number of
Employed Employed
of Studies Respondents Respondents
IPTS IPTA IPTS IPTA IPTS IPTA IPTS IPTA
Art and
Science 5,849 28,337 3,000 14,055 6,970 28,334 4,175 15,754
Social
Science 1,114 10,670 511 4,791 1,881 11,456 1,104 5,854
Technique 2,436 12,574 1,281 6,312 2,760 12,853 1,777 7,506
Information,
communicati
2,282 3,425 1,691 1,760 1,992 3,050 1,319 1,767
on, and
technology
Education 1,646 9,313 1,198 3,213 6,574 8,620 6,232 2,362
Total 13,327 64,319 7,681 30,131 20,177 64,313 14,607 33,243

Source: Cited and arranged from Laporan Kajian Pengesanan Graduan 2009, Putrajaya:
Kementerian Pendidikan Malaysia, 2010, pages 210-218 dan; Laporan Kajian Pengesanan
Graduan 2010, Putrajaya: Kementerian Pendidikan Malaysia, 2011, pages. 218-225.

In all, it was found that 46.7% graduates who were employed were those from

public higher learning institutions while 20.8% was in the process of developing their

skills and another 1.7% was upgrading their skills ; the percentage of all graduates who

were employed was 69.2%.13 Similarly, the number of IPTS graduates who were

employed was 54.2%. Employed IPTS graduated who pursued their post graduate

studies was 12.8% and those who enrolled in programs to upgrade their skills was at

8
1.3% from 2009 to 2013. IPTS graduates’ employability was within the range of

68.3%.14

In addition, there was a variation in the percentages of employment for five

years with the average of those who were employed, pursued their post graduate studies,

and upgrade their skills between both IPTA and IPTS graduates. It could be concluded

that 70% of graduates from both types of higher learning institutions be it those who

continued their studies or improved their level of skills did it in the course of six months

after graduation.15 Hence, about 20% of graduates from the two categories of higher

learning institutions were those who were waiting for employment opportunities or

unemployed. There 22% of these groups of graduates from public universities and 18%

from private higher learning institutions.16 One major issue that needs to be addressed

here is what could have helped 80% of the graduates secured employment , pursued

their studies and improved their skills while the others were waiting for job offers or

unemployed? Based on the statistics from Ministry of Education Malaysia, it could be

observed that graduates from IPTS succeeded more in getting a job as compared to

graduates from IPTA17.

Proficiency in English language is also one of the contributing factors to the

aspect of eligibility in developing strong self-esteem among the graduates to

communicate effectively both written and verbal. It is compulsory for IPTS students to

use English for teaching and learning in classes. Outside the classrooms, students also

use the language extensively. Implementing English as the main medium of acquiring

knowledge is a strategy that is applied by many private higher learning institutions to

convince the society that they could produce high quality graduates with high

employability potential. In addition, private higher learning institutions often employ

academicians and administrative officers who are fluent in English. Undeniably, the

9
strong proficiency of English in private higher learning institutions enhances students’

potential in the job market.

Nevertheless, many graduates from private higher learning institutions believed

that their opportunities to secure a career in the private sectors was limited because they

must compete with IPTA graduates. At the same time, they acknowledged the

advantage they had over their counterparts since they had higher chances of being

employed. Graduates from private higher learning institutions had more opportunities to

expose themselves to the public sector working environment, government-linked

companies as well as joined the private sectors with more advantages in terms of

networking and exposures. At the same time, the quality of job received by private

university graduates were of high quality. Private companies have the perception that

high quality private colleges will produce employees who have high potential and

highly skilled. Based on research, IPTS are also found to be more competitive in the

courses that they offer due to constant exposure to current employment requirements.

THE ROLE OF SELECTED IPTS (PRIVATE HIGHER LEARNING

INSTITUTIONS) IN ENHANCING EMPLOYMENT SKILLS FOR THE

COUNTRY’S DEVELOPMENT

Mahsa University
Mahsa University is one of the renowned universities in Malaysia. Since its

establishment in 2005, this private university continue to build its reputation as an

institution that provides many doctors and professionals in the field of nursing. Its main

role is to produce high potential graduates by making it compulsory for them to be

involved in research and comprehensive teaching and learning which contribute to the

development of Malaysian employment.18 Through high quality curriculum, the students

are exposed to the real working environment and do not hesitate to present their

10
acquired skills.19 Such quality enhances their employability to be recruited in the

suitable fields.20 Encouragement from the university itself aims to ensure that the

graduates from MAHSA will be able to be skilled individuals in their chosen fields

while acquiring balance in physical and spiritual aspects.

MAHSA’s contribution to the development of nation’s employment can be

studied by analysing statistics from end of the 2000s and early 2010s. In 2008, all

graduates from this private university succeeded in passing all the subjects. 21 In 2009,

211 first degree graduates were turned into high potential skilled individuals to

contribute to the nation’s employment.22 The next year, 248 bachelor’s degree in

Medicine and Health Care graduated and ready to serve in Malaysia.23 Work status for

all graduates showed a high percentage among those who had managed to join the

employment market. For example, from 16 respondents interviewed by the government,

it was found that 14 graduates had started working and one chose to pursue his studies

2010.24 This was indicative of the increase in both statuses in the next coming years.

In 2012, 513 IPTS graduates from 1,430 respondents stated that they were

employed while 119 were waiting for job offers.25 It can be observed that this IPTS

contributed to 10.3% employment potential from 4,990 working graduates of 10,822

respondents. By 2013, 495 from 1,189 respondents were believed to have joined the

employment sector while another 75 were waiting for job opportunities. From all

graduates of private higher learning institutions or 19,362 from 34,513 respondents

who were recorded as employed, 2.6% was represented by students from MAHSA. 26

Even though the percentage was relatively low, MAHSA continued to gain significant

level among the established private higher learning institutions while contributing to the

dynamics of Malaysian employment. Table 6.5 provides a summary of the data

11
collected.

Table 6.5: Employment status among MAHSA Graduates, 2010 and 2012-
2013

Number of Pursuing
Year Employed Waiting for Jobs
Respondents Studies
2010 16 14 1  
2012 1,430 213 57 119
2013 1,189 495 100 75

Source: Cited and arranged from Laporan Kajian Pengesanan Graduan 2010, page. 171; Laporan
Kajian Pengesanan Graduan 2011, page. 264 and Laporan Kajian Pengesanan Graduan 2013, page
252.

Some of the steps taken by MAHSA to increase its graduates’ employability

were to implement comprehensive teaching methods and curriculum as well as technical

trainings which were all based on the industry’s demands. Since Health Care is the

backbone of programs in this university, students are required to undergo practical

training in campus and clinical department at local public hospitals. To make this

possible, MAHSA collaborated with more than 20 public hospitals all over the country,

including those in Sabah dan Sarawak. Academic courses offered at MAHSA are

recognized in the aspects of quality. Some of them are nursing, physiotherapy,

pharmacy, laboratory, medical imaging, dentistry and environmental health and safety.27

Hence, a graduate with a diploma from MAHSA enjoy more flexibility and choices if

he or she decides to pursue his or her studies to a higher level. Counselling and career

talk are also provided to widen the students’ perspectives in choosing their career paths.

Another factor which helps this IPTS to expand Malaysian employment is that it

has its own recruitment centre which entails enrolment or placement centre for local and

foreign students. The office provides free consultation and counselling to the students

through face-to-face session, email, telephone, and other methods. Each individual

consultation would be given an immediate attention and action is taken to ensure all

12
information is professionally distributed. According to MAHSA recruitment

department, Malaysia is among the first countries which have an early start in the field

of pharmacy. Unlike Malaysian pharmacists, most pharmacists abroad are given the

mandate to deliver medicine while a doctor’s job is to diagnose the patient. The lack of

pharmacists in this country caused the doctors to be given the responsibility to prescribe

medicines. Pharmacist is considered as a critical career by the Malaysian Ministry of

Health and Ministry of Education.28

To date, MAHSA University is the institution of higher learning which is

preferable by the students to pursue the study in pharmacy. Nevertheless, students who

wish to pursue their studies to degree level at MAHSA University, must obtain at least

3.8 CGPA. Pharmacy Board Malaysia implemented this ruling on Jun 2010 to produce

high quality students who are competitive in the field of Pharmacy. Most students

successfully secured a job right after graduation. In addition, MAHSA University has

international collaboration and professional programs with foreign universities such as:

I. Anglia Ruskin University, UK

II. Chartered Institute of Management Accountants (CIMA)

III. Thailand Medical Council

IV. Sri Lanka Dentistry Council

MAHSA students are required to study here for several months to exchange

ideas with the local students. It gives them the opportunity to obtain sufficient network

with the industry to create job opportunities. These students are also given the chance to

undergo industrial training at one of the locations listed above to gain more knowledge.

KDU University College

KDU University College which was established in 1983 is one of the local IPTS

that contributed to the increase in local employment sector. Having been founded

academic excellence, the institution offers programs such as GCE A-level and American

13
Credit Transfer Program which give local students the opportunity to obtain

internationally recognized academic credentials which in turn will benefit their

marketability.29 In 1984, this private higher learning institution introduced a twinning

program as a result from a collaboration Middlesex Polytechnic (Middlesex

University).30 This program enables local students to enhance their abilities by being

involved in professional industry offered and academic programs as well as industrial

trainings at international level. KDU University College is among the first pioneers in

private higher learning institutions (other than INTI, Metropolitan and HELP) which

offers a twining program right after it was suggested by Tun Dr. Mahathir Mohamad to

overcome the lack of enrolment.31 In 1991, KDU launched a branch campus in Penang

to fulfil the need for higher learning opportunities for high school leavers in the

northern areas : it was project that the institution was able to improve their

marketability.

KDU University College believes in the philosophy that the success of a

program that is introduced must be measured by the number of graduates who are able

to obtain jobs at the industry level. KDU understands its role in producing highly

marketable individuals when the current situation shows that there are more

unemployed than those who are qualified.32 To overcome this issue, KDU carries out its

duty by providing the students with basic skills which they require. These basic skills

are needed as graduates can utilize them as a stepping-stone to kickstart their

professional career. With this aspiration, the university holds various programs for the

graduates to identify industrial placement and training which suit their specific field of

study. SHTCA Career and Internship Fair held by School of Hospitality, Tourism and

Culinary Arts di KDU University College was one of the steps towards achieving that

objective.33 The main objective of programs like these is to expose the students to

14
industrial representatives as this method could secure their placement at an organisation

that is reputable.

KDU’s success in ensuring the production of graduates for the benefit of local

employment could be seen in its overall data of graduates who were employed from

2008 to 2010. During those years, 33 graduates or 62.3% from 53 respondents who

were involved in the survey for Graduate Tracer Study reported that they had been

employed.34 The numbers refer to graduates success in being employed before the

institution’s convocation was held 2008. In truth, the number of graduates who were

unemployed (8) was smaller than those who were employed. Based on statements given

by 180 respondents who were all KDU graduates in 2009, 64 graduates were employed
35
. Another 47 respondents were unemployed. However, the performance of this private

higher learning institution in producing potential employment was apparent when 2.7%

from 2,375 graduates who were employed out of 5,865 respondents from private

colleges in 2009 were from KDU.36 Moreover, 16 graduates from KDU were waiting for

job placements and another 52 pursued their studies to a higher level to improve their

own marketability.37 In 2010, 98 graduated from 241 respondents for the survey joined

the employment sector and another 7 were waiting for job placements. 38 54 graduates

from KDU chose to pursue their studies. Data obtained from the survey are presented in

Table 6.6 below:

Table 6.6: KDU Graduates Employment Status according to Respondents,

2008-2010

Waiting for
Number of Pursued
Year Employed Job unemployed
Respondents their Studies
Placement
2008 53 33 11  - 8
2009 180 64 52 16 47
2010 241 98 54 7 79
Source: Cited and arranged from Graduate Tracer Study 2008 page. 67; Graduate Tracer Study 2009
page. 175 and; Graduate Tracer Study 2010 page. 172

15
 In general, the number of graduates who were employed in the three years

surveyed indicated an increase which matched the number of respondents involved in

the study. Such situation could be clearly seen in between 2008 and 2010 where

differences in the percentage of increase was 18.5%. In a year from 2009 to 2010, there

was a slight decline the in the number of KDU graduates who were employed which

was 40%. However, the decrease was balanced by 54 graduates who pursued their

studies since these individuals were considered as those who were in the process of

improving their skills. Even though the number of unemployed graduates among 474

respondents showed an increase between 2008 and 2010, this amount must be compared

to those who were employed, continued their studies and those who awaited job

placements. 334 from the category of employed clearly surpassed the graduates who

were employed.

According to Terrence Dass, Dorsett Hospitality International Training Cluster’s

Deputy Manager, KDU graduates consisted of those who were positively driven and

experienced due to the exposure given to them from the industrial concept introduced

by the college university.39 The organization also appointed trainees from KDU by

offering them career package as a form of recruitment. Terence also emphasized that

graduates from this private higher learning institutions began their career in hotel

industry because they were determined to explore and make efforts to try something
40
new. Other than this field, KDU College also offers professional accounting courses.

American Degree Transfer Programme in Arts, together with programs from the basics

to doctorates were all recognized by the Malaysian Qualifications Agency.41

KDU also realizes that its role in preparing for marketable graduates in the 21st

century was no longer like it was in 1980s. Private higher learning institutions view

their responsibilities as to close the gap between ‘academic and industry’ by offering

courses and curriculums which were industrial-oriented with the right skills required.

16
One of the ways KDU close the gaps was by ensuring that most staff recruited was from

the same field or those who have industrial experiences. 42 To prepare its students for the

challenges brought by the development of industrial revolution 4.0, KDU had taken the

effort to bring its students to meet industrial representatives from their respective

fields.43

Another initiative taken was Round Table regarding Graduates Recruitment that

involved other individuals from the government, various industries, and educational

institutions; each party came together to discuss solutions to graduate unemployment. In

preparing its students to become potential employees, KDU emphasized on several main

characteristics which had to be inculcated such as communicative skills in English, an

approachable personality, and the ability to solve problems. Dr. Guan Eng Chan,

Deputy Secretary (Department of Planning and Research) for the Ministry of Education

stated that, language is a crucial factor in getting a job and this was exemplified by

KDU graduates who were fluent in English, were employed. Explaining on the issue of

current employment, Dr Guan stressed that 75% graduates from KDU university were

employed or pursued their studies in six months after their graduation. In addition, Vice

Chancellor of KDU University, Dr. Khong Yoon Loong explained that this institution

had launched an initiative called E³-Boosters, which would ensure that its graduates

would receive the required skills.44 Dr. Khong added that students were given the

opportunities to acquire many industry-oriented skills while taking other courses.45

Sunway University

Sunway University (formerly known as Sunway College which was founded in

1987) was promoted into a university in 2004. This local private higher institution

believed in the principle that private higher education core business is to produce future

employees to contribute to local economic development. 46 In 2004, job opportunities for

its graduates increased when the institution started producing degree students. Like

17
other IPTS, Sunway University also offer academic programs which have high

commercial values. This is inclusive of courses offered in Business, Science, and

Technology, Art, Science Mathematics, Hospitality, Healthcare, and Medicinal Science

as well as interdisciplinary studies. Employability of its students was enhanced through

an introduction to twining programs which entailed a collaborative effort with Lancaster

University in 2006.47

Sunway University’s role in producing skilled graduates for local employment

to meet its demands could be traced through data involving graduates’ certification

among the public and their employment status from 2007 until early of 2010s. In 2007,

this private higher learning institution recorded 203 approval or 61.8% from 329

graduates. This was 38% from the actual number which was 532 (non-citizen consisted

of 203). Certification from more local graduates shows that private higher learning

institutions were able to produce skilled local graduates to spur the nation’s economy.

Sunway University performance in this mission could be traced to its success when 450

local graduates from 703 graduated in 2008.48 This was 64% from the local graduate

category.

By 2010, Sunway University has shown that most of its students were either

employed or pursued their studies to a higher level to improve their skills. In 2010, 60

graduates from 121 respondents who were involved in the survey for Graduate Tracing

Program stated that they were employed. 49 This number was a lot higher than those who

reported that they were still unable to get a job, which was 24 graduates. There was an

increase in the employment status of local graduates in 2011 and 2012. More than half

which was 55.3% or 126 graduates from 228 respondents succeeded in getting

employed while another 51 chose to pursue their studies to increase their own

marketability in 2011.50 50 graduates were unemployed but this number did not

undermine Sunway University’s potential in producing more employable graduates for

18
local job market. In 2012, 186 graduates from this private institution were recorded in

the category of employed while another 11 were waiting placement. 51 54 graduates were

still unemployed. Moreover, 42 graduates decided to continue their studies to enhance

52
their skills. Table 6.7 indicate Sunway University employment status from 2010 to

2013.

Table 6.7: Sunway University Graduate Employment Status according to

the Respondents, 2008-2010

Number of Pursued Waiting for

Year employed Unemployed
Respondents their Studies Job Placement
2010 121 60 31 2 24
2011 228 126 51 3 48
2012 296 187 42 11 54

Source: Laporan Kajian Pengesanan Graduan 2008, page. 22; Laporan Kajian Pengesanan Graduan 2010, page.
171 and; Laporan Kajian Pengesanan Graduan 2011, page. 238.

Based on this table, it could be concluded that the number of graduates from

Sunway University who were recorded as employed increased in line with the rise in the

number of respondents from 2010 to 2012. The growth in this aspect was more apparent

when presented in terms of percentages. From 2010 to 2011, the number of employed

graduates increased from 50% to 55%. Positive trend shown here continued until 2012

when the percentage recorded was 63% which was an 8% growth from the previous

year. In terms of percentages, it could be observed that the rate of unemployment after

graduation among Sunway College students was low as compared to the number of

those who were employed. Between 2010 and 2011, there was only 1% increase in the

number of those who were unemployed. In addition, in 2012, the percentage of those

who were unemployed after graduation from Sunway University decreased by 2.8%. It

was apparent that Sunway University has made a record in producing more graduates

who were employed as compared to those who were jobless.

One of the contributing factors of this university’s high level of graduate

marketability was its research and development of human capital and infrastructure. 53

For instance, RM23 million was allocated by 2014 to be distributed as scholarships to

19
qualified students.54 To increase investment in the educational and graduate

marketability aspects, Jeffrey Cheah Foundation was established in 2010 to function as

charity organisation that was non-profitable. 55 The fundamental of this organization was

to enable more funds to be collected to sponsor various academic and non-academic

programs to enhance the quality of their students. In the same year, Sunway University

collaborated with Le Cordon Bleu, a world-renowned company which specializes in the

field of culinary and hospitality. Results from the collaboration had paved the way for

Sunway University students to enrol in programs which were based on professional

skills. It was an opportunity for the students to increase the possibility of being recruited

in the industry.56

Sunway University also ventured into a collaboration with New Zealand East

Technology Institute after signing up for a memorandum of understanding in 2019 to

work together in educational program and job opportunities.57 Backed by the Malaysian

Ministry of Education Kementerian Pendidikan Malaysia, the MOU had generated a

program known as bachelors 2 + 1, and exchange programs between academicians and

students from both New Zealand and Malaysia. Even though Malaysia was not in the

ten main sources in New Zealand, a collaboration with Sunway University was believed

to have reached its outcome whereby more job opportunities were explored due to long

historical educational collaboration between the two countries. International

collaboration and academic flow between institutions of higher learning in New Zealand

and Malaysia as represented by Sunway University resulted in an increase in

employment opportunities while long term diplomatic ties and trade were strengthened58

UCSI University

UCSI University which was established in 1986 has progressed as one of the

local private higher learning institutions or IPTS : it recorded high employability rate in

the early 2000.59 In the 90s, this institution was known as Sedaya College and had

20
played a significant role in fulfilling academic needs of many students who could not

get a place in the public universities. 60 Having acquired the status of a college in the 90s

and university college in 2003 from the Ministry of Education, UCSI began to produce

professionals for national employment. Its success was due to the types of programs

offered which have high marketability at industrial level. Some of the courses offered

were medicine, pharmacy, engineering, IT, applied sciences, business, architecture,

music, social science, creative art and hospitality. 61 Students were also given the

opportunity to pursue their studies in specific fields at masters and post graduate

studies. It has to be highlighted here that the Institution of Music in this university was

listed as one of the 100 best institutions in the world for music. 62 With a collaboration

with more than 4200 companies, UCSI succeeded in forming a vast network of

industry-university which enables the students to attend industrial training, get the

opportunities for permanent jobs, transfer of knowledge and research collaborations.63

UCSI capability in catering for local employment could be gauged by analysing

the data obtained from higher learning institution tracing study on the university’s

graduate employment from 2008 to 2010. In 2008, 176 graduates were in the category

of employed from 222 respondents of UCSI. 64 Another, 12 graduates had chosen to

continue their studies to enhance their talents and marketability.65 It has to be noted here

that the number of graduates who were still unemployed was 33 and it was far lesser

than those who were employed. In the following year, 288 from 450 respondents who

were involved in the survey were employed while another 64 were waiting for job

placement; the remaining 23 respondents pursued their studies.66 Moreover, there were

73 graduates who were place in the category of not yet being employed and this number

was relatively smaller compared to those who were in the category of employed. 67 In

fact, there was a significant increase in the graduates from UCSI who reported that they

had join the employment sector in 2010. From 654 respondents who were involved in

21
the research, 459 or 70.2% was recorded as belonging to the employed category while

another 64 or 9.8% was waiting for job placements. 68 The number of graduates from

UCSI who had not joined the employment sector was only 77 which was only 11.8%

from the rest of the respondents. Table 6.8 presented the relevant data.

Table 6.8: UCSI Graduate Employment Status according to Respondents,

2008-2010

Pursued
Number of Waiting for Job
Year Employed their unemployed
respondents Placement
Studies
2008 222 176 12 1 33
2009 450 288 23 64 73
2010 654 459 49 64 77

Source: Cited and adapted from Laporan Kajian Pengesanan Graduan 2008, page. 66; Laporan Kajian
Pengesanan Graduan 2009, page. 174 and, Laporan Kajian Pengesanan Graduan 2010, page. 171.

As stated in table 6.8, the number of graduated from UCSI who managed to

secure a job was higher than those who were categorized as unemployed. The role of the

university in expanding Malaysian employment could be understood when the increase

in the number of employed graduates matched the increase in the number of

respondents who were involved in the survey. In terms of percentage, it could be

observed that there was an increase in the number of graduates in the category of

employed which was 67% each year. Average of increase in the number of unemployed

graduates was recorded at 14.3% only from 2008 to 2010. Distinctive gap between the

numbers indicated that UCSI was more advantaged as compared to other private higher

learning of institutions in terms of their roles in providing the nation with human

capitals, for the purpose for the country’s development. In all, the number of graduates

from UCSI who was employed was 70% out of 1,326 respondents who were part of the

survey and 129 graduates were waiting for job placement.

UCSI Student Affair Department had organized the largest Career Fair on

campus to introduce the students to sixty (60) renowned companies such as Glaxo

Smith Kline, Prudential, Parkson, Malaysian Accountant Institute, Great Eastern Life

22
Assurance dan Accenture. 1000 students and the public thronged the event to attend

talks by the industries as well as to sit for personality tests to identify jobs which were

suitable for them. More than 200 jobs were offered during the fair and about twelve (12)

interviews were held on the website. These were some of the new initiatives taken by

the Department of Student Affairs at the university to provide opportunities to the

students to take part in the interviews, while experiencing the actual process of

interviews conducted by staff from high profile companies.69

UCSI University acknowledges the ultimate significance of shaping personal

characteristics among its students which would give them potential and make them

more charismatic. Their efforts are indicative of the institution’s awareness that

knowledge and credentials are not enough for a graduate to seek for his or her dream

profession or to sustain a good career. A graduate must have certain personal

characteristics to stand out in career world. Below is the list of graduate attributes

(Table 6.9) prepared by the institution to exemplify talents and skills that students must

develop during their studies at UCSI University.

Table 6.9:
List of talents and skills emphasized at UCSI University

Skills Attributes
The ability to present information clearly in
different contexts:

 Communicate effectively
 Convey written communication
Effective Communication Skills
efficiently
 Use various information
technology skills
 Present accurate information


The ability to analyse, evaluate and utilize

different thinking skills to assess value of
Creative and Critical Thinking Ability information and idea:

 Use analytical thinking skills in

23
 different contexts
 Use problem solving skills
 Think creatively to produce new
ideas
 Use critical thinking skills to
formulate alternative approaches in
learning.

The ability to function as a responsible

individual who adheres to ethical values
and carries the responsibilities for the local,
national, and international communities:

 Prioritize fairness, unbiasedness

and, truthfulness as well as integrity
Ethical and Civic Responsibilities in all personal and professional
efforts
 Acknowledge and accept
responsibilities together, to protect
nature and its surroundings
 Contribute actively to the
development of the society

The ability to express good understanding
in the concept, theory, and skills with
applications in these:

 Possess vast knowledge of

discipline to make effective
Disciplinary Knowledge decisions
 Transfer skills in many disciplines
 Present important disciplinary
issues
 Generate new knowledge in various
fields

The ability to work effectively and be

productive as a group member:

 Interact and work together with

other individuals.
 Perform and focus on group tasks or
Interpersonal Talent decisions
 Uphold integrity and the will to for
individual and group work

 Acknowledge and evaluate others’
contribution

Life-long Learning Possess the attitude of high levels of

concentration and commitment on

24
 continuous learning:

 Actively seek for new opportunities

for new knowledge.
 Utilizes reflective thinking to
generate new learning.
 Continuous involvement in
acquiring new knowledge.
 Learn separately

The ability to function in international

context with recognition in diverse areas:

 Develop bigger recognition for

diverse culture and races
 Effectively communicate in the
Global Involvement context of culture
 Possess the ability to think
nationally and internationally.
 Function in global environment
 More knowledgeable about current
international issues

The ability to lead in different contexts to

form something new and make some
changes:

 To adopt responsibilities to create

changes for improvements.
Leadership
 To adapt changes to motivate
others.
 To start the development of new
ideas
 To set a high standard of ethics.

Entrepreneurship talent and The ability to create and reconstruct

contexts and organizations to innovate and
Management Skills generate business ideas:

 Evaluate context and performance

of an organization or business
 Optimize available resources from
the surroundings
 Consider risk and reality in making
decisions

 Find network through different

sources
 Generate new ideas to come out
with new business

25
  Negotiate effectively
 Evaluate current market

Source: Translated from “Graduate Attributes”, www.ucsiuniversity.edu.my. Diakses on 4th February

2019.

CONCLUSION

This research presents a discussion on the extent of IPTS success in producing

skilled, high potential graduates for the local employment sectors. Based on the

evaluation made on selected private higher learning institutions, it is apparent that IPTS

offer academic courses which have high commercial value. In terms of academic

programs, most IPTS do not offer local programs alone but they provide opportunities

for students to pursue part of their studies abroad. Most well-known as twinning

programs, the introduction of this scheme is backed by the government to encourage

students to obtain international recognition at an affordable cost. In order to prepare

students for this program, private higher learning institutions offer several pre-

university programs and preparatory courses which enable local students to exchange

their credits with foreign institutions. These twinning programs are well-accepted

among students at KDU University, Sunway University and UCSI University. Through

these programs, the employability of a graduate escalates to a higher level since his or

her certificate is internationally recognized.

Private learning institutions curriculums that are prepared based on the

industry’s needs focused on specific professional skills. One of the aspects that is given

a priority is the development of employability talent. Even though all IPTS involved in

this study emphasize on employability, MAHSA University stood out the most.

Academic programs offered at this institution are made of professional trainings.

MAHSA caters for the industry’s needs by producing private institution graduates with

specific skills and vast knowledge. Private higher learning institutions also provide

26
various professional trainings to fulfil certain job specifications. Suffice to say, the

higher learning institutions are facing the challenge in shaping human capital among the

students. Hence, all IPTS which are involved in this study provided practical learning

and structured work experience or industrial trainings. All these efforts are designed to

expose students to real-life work environment and to bring them closer to the industry.

In short, it can be concluded that private higher learning institutions play an important

role in producing graduates for Malaysian employment in various economic sectors.

27
1
Malaysian Statistical Department, Guna Tenaga/Employment (from 1982 to 2000), Kuala Lumpur: Kerajaan Malaysia.
Retrieved from https://www.dosm.gov.my/ on 29th January 2019. Data for 1991 and 1994 because collection was not made
those years.
2
H. Osman-Rani, Kin Woon Toh dan Anuwar Ali, Effective Mechanisms for the Enhancement of Technology and Skills in
Malaysia, Singapore: Institute of Southeast Asian Studies, 1986, pg. 3. Also refer to Wong Tai Chee, “Industrial
Development, the New Economic Policy in Malaysia, and the International Division of Labour”, ASEAN Economic Bulletin,
Jil. 7, No. 1, 1990, pg. 106-119.
3
Mark Beeson, “Mahathir and the Markets: Globalisation and the Pursuit of Economic Autonomy in Malaysia”, Pacific
Affairs, Jil. 73, No. 3, 2000, pg. 335-331.
4
H. Osman-Rani, Kin Woon Toh dan Anuwar Ali, Effective Mechanisms, pg. 3.
5
Molly N.N. Lee, “International Linkages in Malaysian Private Higher Education”, in Philip G. Altbach and Daniel C.
Levy, Private Higher Education: A Global Revolution, Roterdam: Sen Se Publishers, 2005, pg. 141.
6
Lee Hock Guan, “Growth and Change in Financing Malaysian Higher Education”, dalam Sanchita Basu Das dan Lee Poh
Onn, Malaysia's Socio-Economic Transformation: Ideas for the Next Decade, Singapore: Institute of Southeast Asian
Studies, 2014, pg. 355.
7
Malaysian Statistical Department, Guna Tenaga/Employment (from 1982 to 2000), Kuala Lumpur: Kerajaan Malaysia.
8
Ibid.
9
Lee Lai Fong, Gurnam Kaur Sidhu dan Chan Yuen Fook, “Exploring 21 st Century Skills among Postgraduates in
Malaysia”, Procedia – Social and Behavioral Sciences, Jil. 123, 2014, pg. 130-138.
10
R. Ismail, “The Role of the Private Sector in Malaysian Education”, dalam Z. Marchallsay, ed., Educational Challenges
in Malaysia: Advances and Prospects, Clayton: Monash Asia Institute, 1997, pg. 20-34.
11
Anantha Raj A. Arokiasamy, “The Impact of Globalization on Higher Education in Malaysia”, ERIC – Education
Resources Information Center, 2010, page. 6.
12
Laporan Kajian Pengesanan Graduan 2007, Putrajaya: Kementerian Pendidikan Malaysia, 2008, hlm. 160 and; Laporan
Kajian Pengesanan Graduan 2008, Putrajaya: Kementerian Pendidikan Malaysia, 2008, pg. 274.
13
Based on data retrieved from Laporan Kajian Pengesanan Graduan (2009-2013), Putrajaya: Kementerian Pendidikan
Malaysia.
14
Ministry of Education Malaysia, Nation Graduate Tracer Study, 2009-2013, Putrajaya: Government Printers.
15
Nooriah Yusof, Zakiah Jamaluddin dan Norain Mat Lazim, “Persepsi Pelajar Prasiswazah Terhadap Kebolehpasaran
Graduan dan Persaingan dalam Pasaran Pekerjaan”, Jurnal Personalia Pelajar, Vol, 16, 2013, pg. 84.
16
Dikira daripada data yang dibekalkan dalam Laporan Kajian Pengesanan Graduan (2009-2013).
17
Ministry of Education Malaysia, Malaysia Education Blueprint 2013-2015, Putrajaya; Government Printers, 2012.
18
Priority was given to research activities conducted in 2000s could be understood through the researcher’s involvement in
MAHSA. This could be found in detailed explanation at this IPTS entitled “Research@MAHSA”, Vol.1, No. 1, 2019,
www.mahsa.edu.my. Accessed on 2 February2019.
19
For other examples regarding the shaping of graduate employability from the aspect of spiritual development, refer to
Ishak Yussof, Rahmah Ismail and Robiah Sidin, “Graduan dan Alam Pekerjaan: Kes Siswazah UKM”, Akademika, Vol. 72,
2008, pg. 3-24.
20
“Quality Policy”, www.mahsa.edu.my. Diakses pada 2nd February 2019.
21
Laporan Kajian Pengesanan Graduan 2008, pg. 16.
22
Perangkaan Pengajian Tinggi Malaysia 2009, Putrajaya: Kementerian Pengajian Tinggi Malaysia, 2010, pg. 98.
23
Perangkaan Pengajian Tinggi Malaysia 2010, pg 140.
24
Laporan Kajian Pengesanan Graduan 2010, pg. 171.
25
Laporan Kajian Pengesanan Graduan 2011, pg. 264.
26
Laporan Kajian Pengesanan Graduan 2013, pg. 252.
27
The Borneo Post, 16th February 2011, www.theborneopost.com. Accessed on 3 February 2019.
28
Mohamed Azmi Hassali, Mohamed Izham Mohamed Ibrahim, Kah Hay Yuen dan Jiawoei Wong, “Malaysian
Pharmaceutical Industry: Opportunities and Challenges”, Journal of Generic Medicines, Vol. 6, No. 3, pg. 246-252. There
are other IPTA and IPTS other than MAHSA which provide courses in diploma of Pharmacy and Degree in Pharmacy in
Malaysia. For diploma, IPTS which offered this course was UCSI University, AIMST University, University Nottingham
Malaysia Campus (UNMC), Cyberjaya University College of Medical Sciences (CUCMS), Asia Metropolitan University
(AMU) (dahulu dikenali sebagai Masterskill University College of Health Sciences (MUCH), Management & Science
University (MSU), SEGI University College, Monash University Malaysia Campus, Taylor’s University dan lain-lain lagi
(“Senarai Universiti Tempatan Dibenarkan Menawarkan Kursus Farmasi”, Official website for Program Perkhidmatan
Farmasi, Kementerian Kesihatan Malaysia, www.pharmacy.gov.my. Accessed on 3rd February 2019.
29
“KDU Story”, www.staging2.kdu.my. Accessed on 2nd February 2019.
30
“Our Journey”, www.ouwmkdu.edu.my. Accessed on 2nd February 2019.
31
Chai Lee Goi dan Mei The Goi, “Rebranding of Higher Educational Institutions in Malaysia”, International Journal of
Business and Management, Jil. 4, No. 9, 2009, pg. 171.
32
“KDU Ensuring Higher Graduates Employability”, www.university2.kdu.edu.my. Accessed on 2nd February 2019.
33
Ibid.
34
Laporan Kajian Pengesanan Graduan 2008, pg. 67.
35
Laporan Kajian Pengesanan Graduan 2009, pg. 175.
36
Ibid
37
Ibid.
38
Laporan Kajian Pengesanan Graduan 2010, pg. 172.
39
“KDU Ensuring Higher Graduates Employability”.
40
Ibid.
41
“Malaysian Qualifications Register: Malaysian Qualifications Agency – KDU College”, wwwe.mqa.gov.my. Accessed on
nd
2 ebruariy2019.
42
“Equipping students with skills to meet industry needs”, www.thegadgetmarkets.com. Accessed on 2nd February 2019.
43
Ibid.
44
“KDU University College Host Roundtable on Graduate Employability”, www.university2.kdu.edu.my. Accessed on 3rd
February 2019.
45
The Star, 23rd January 2014.
46
Seng P. Yeoh, “Entrepreneurs in Private Higher Education: A Case Study of Education Entrepreneurs in a Middle
Income Economy”, dalam Alexander W. Wiseman, ed., International Educational Innovation and Public Sector
Entrepreneurship, Bingley: Emerald, 2014, pg. 237.
47
“Our History-Sunway University”, www.university.sunway.edu.my. Accessed on 2nd February 2019.
48
Laporan Kajian Pengesanan Graduan 2008, pg. 22.
49
Laporan Kajian Pengesanan Graduan 2010, pg. 171.
50
Laporan Kajian Pengesanan Graduan 2011, pg. 238.
51
Laporan Kajian Pengesanan Graduan 2012, pg. 263.
52
Ibid.
53
Norain Mat Lazim dan Nooriah Yusof, “Universiti, Pembangunan Modal Indan dan Penumpuan Ruang Komuniti
Berpendidikan Tinggi di Malaysia: Suatu Ulasan Kritis”, Journal of Social Sciences and Humanities, Vol 7, No. 2, 2012,
pg. 308-327.
54
Seng P. Yeoh, “Entrepreneurs in Private Higher Education: A Case Study of Education Entrepreneurs in a Middle
Income Economy”, pg. 237.
55
Ibid.
56
“Our History-Sunway University”.
57
The Pie News, 27 Jun 2019.
58
Ibid.
59
The Borneo Post, 13 September 2014.
60
An Introduction to Malaysia’s Best Private University, Kuala Lumpur: UCSI Education Sdn. Bhd, 2019, pg 4-6.
61
“Undergraduate”, www.ucsiuniversity.edu.my. Accessed on 4th February 2019.
62
The Star, 4th March 2018.
63
“International Degree Pathway”, www.apps.ucsiuniversity.edu.my. Accessed on 4th February 2019.
64
Laporan Kajian Pengesanan Graduan 2008, pg. 66.
65
Ibid.
66
Laporan Kajian Pengesanan Graduan 2009, pg. 174.
67
Ibid.
68
Laporan Kajian Pengesanan Graduan 2010, pg. 171.
69
The Career Fair which was held in 2019 was another opportunity for UCSI University to participate in the Co-Operative
Industrial Placement (Co-Op), for interviews and to train with the company that offers job vacancy (“60 Companies at UCSI
University’s Career Fair”, www.ucsiuniversity.edu.my. Accessed on 4th February 2019). This Co-Op program enable
students to use the service for 2 months each year beginning with the first year of their studies. Approximately, 200
curriculum vitae were distributed during the exhibition. According to Moses Ling Wei, UCSI Vice Chancellor, UCSI’s
network was enlarged to gain more companies in Co-Op Industrial Placement. Workers’ accommodation and Co-Op
prepare integrated services to all students at UCSI University to contribute to beneficial career path. Staff acts as the link
among students, employers and different faculties in UCSI University to ease the process of job hunting (“Employment and
Co-Op Placement Centre”, www.ucsiuniversity.edu.my. Accessed on 4th February 2019). Due to this initiative, a
collaborative effort was made with more than 800 industrial partners. Efforts are also made to produce publication to
showcase talent and UCSI University students’ specific courses in their industries. It is hoped that the publication become a
valuable guideline for students who are seeking for jobs.