By Suria Zainuddin
The student intake season for higher education institutions is currently underway, catering to school leavers from various academic backgrounds, including SPM, STPM, matriculation, diploma and equivalent qualifications. A significant portion of student placements in public universities is determined by the University Central Unit (UPU) results, which allocate placements based on the choices students make during their application process. Those who achieve excellent results and possess strong academic merit are typically granted their first-choice programmes. However, there are also instances where students and parents face confusion when multiple offers are received, making it difficult to determine the most suitable path to pursue. On the other hand, it is not uncommon to hear expressions of disappointment from students and parents alike when the chosen institution or course is not offered.
We witness an enthusiasm among parents in determining the educational direction of their children. They tirelessly seek information about institutions of higher learning, explore opportunities for scholarships and study loans, and make countless efforts to ensure that their children are well-equipped for the next phase of their academic journey. The aspirations and dreams of children to become professionals in their chosen fields fuel this parental commitment, making parents the most emotionally invested and concerned individuals throughout the placement process. This phenomenon is frequently observed and reflects the continuous sacrifices made by parents since the birth of their children.
Excitement among students intensifies during registration day and throughout orientation week, as they eagerly embark on a new chapter in their lives. However, the initial enthusiasm for learning and achieving academic excellence often diminishes as the semester progresses. Worryingly, it is not uncommon to find students placed on academic probation, with their Grade Point Average (GPA) falling below 2.0, even as early as their first semester. Numerous reasons are cited for this decline, such as difficulties adjusting to a new environment and language barriers. These challenges often lead to a lack of motivation and diminished effort in academic pursuits.
Students who come from boarding school environments, where study times and revision periods were structured by school authorities, sometimes struggle to adapt to the self-directed learning culture in universities. The absence of a fixed study schedule can lead to complacency and poor time management. This, coupled with a thoughtless attitude, results in students becoming disengaged and overwhelmed during the early stages of their tertiary education.
Furthermore, universities offer a wide range of extracurricular activities, events, clubs and societies. These initiatives are designed to encourage well-rounded individuals who excel not only academically but also in leadership, teamwork and social responsibility. Participation in such programmes allows students to showcase their talents, develop leadership skills and become competitive, mature and effective decision-makers. However, there are cases where students become overly involved in these non-academic activities. When extracurricular commitments overshadow academic responsibilities, students may begin to neglect their core duties. Skipping lectures and tutorials in favour of organising events or attending club meetings becomes a pattern. When questioned about their absence from academic sessions or incomplete tutorial assignments, students often attribute their shortcomings to their involvement in student activities.
The primary purpose of pursuing higher education — to gain knowledge and achieve academic success — can become diluted if students are unable to exercise self-control and manage their time wisely. Strong self-discipline and a sense of responsibility must be nurtured to succeed in academic life. Excellent time management skills are essential in balancing academic and non-academic commitments, while emotional intelligence is equally critical in navigating interpersonal relationships with peers and the broader university community.
It is important to note that these students were once high achievers, having secured places at prestigious institutions due to their excellent academic records. The spirit of academic competition and the drive to achieve top grades, as demonstrated during their school years, must be revived to sustain their motivation and commitment. Students must realign their goals, strengthen their sense of purpose and resilience to ensure that their university journey becomes a meaningful and successful chapter in their lives.
Gaining admission to an institution of higher learning is only the beginning of a much longer and more demanding journey. While academic excellence and co-curricular involvement are both essential for holistic development, students must strike a careful balance between the two. The path to success at the tertiary level requires more than intelligence. It demands discipline, self-awareness, emotional maturity and effective time management. Parents, educators and institutions all play critical roles in guiding and supporting students throughout this formative period. However, the ultimate responsibility rests with the students themselves to remain focused on their academic goals, stay true to their aspirations and make the most of the opportunities before them. By maintaining a clear sense of purpose and fostering resilience, students can ensure that their time at university becomes a solid foundation for personal growth, professional development and meaningful contributions to society.
Dr Suria Zainuddin is a senior lecturer at the Department of Accounting, Faculty of Business and Economics, Universiti Malaya