The youngest in a family of small business entrepreneurs, Ong Chee Ming decided to start his accountancy studies with the CAT Scheme. ‘CAT provides a good foundation for a career in accountancy, and I wanted to take the qualification because it is such a good stepping stone to the Professional Scheme,’ says Ong Chee Ming. He chose ACCA because of its international reputation. ‘People respect the name of ACCA,’ he explains, ‘and as such, they respect anyone associated with it.’
During his Professional Scheme studies, Ong Chee Ming decided that he also wanted to pursue the Oxford Brookes degree. ‘I felt that it would be a good idea to get the degree because it would add something extra to the ACCA qualification and would make my CV stand out,’ he says.
After passing the CAT qualification and, as a result, gaining exemption from Part 1 of the Professional Scheme, Ong Chee Ming achieved excellent marks for his Part 2 papers. His average mark of 78, together with passing the Research and Analysis Report, gained him a first class honours degree. He doesn’t take all the credit though: ‘I couldn’t have done it without the support from family and friends, as well as my lecturers – especially Ms Menon – and my mentor Goh Hong Lim.’
Commenting on Ong Chee Ming’s achievement, Clare Minchington, ACCA’s managing director – education, learning and development, said: ‘This is a fabulous achievement and ACCA congratulates Ong Chee Ming on his hard work and commitment.’ John Woodley, undergraduate programme director at
Ong Chee Ming chose to focus his Research and Analysis Project (RAP) on an analysis of the financial situation of YTL Land & Development Bhd. ‘I’d really like to join this company after I finish my studies so I thought it would be useful to look at the strengths of its financial position,’ he says. ‘In addition, there is a lot of information about the company already in the public domain – I knew this would save me research time and still allow me to concentrate on my ACCA exams.’ The analysis aspects of the RAP also appealed to Ong Chee Ming because he wanted to practise applying ratio analysis techniques in a real-life context.
Ong Chee Ming attends
Prior to his first mentor meeting with SyUC lecturer Goh Hong Lim, Ong Chee Ming made sure he obtained annual reports and information about YTL Land & Development. He also reviewed his Paper 2.5 textbook and class notes to refresh his memory regarding ratio analysis. Finally, he looked at several books to find out more about the definition of ratios. ‘However, I remember that my first meeting with my mentor ended early because I didn’t have all the information that Goh Hong Lim wanted me to have,’ admits Ong Chee Ming, ‘especially on the issues that affect company performance.’
His second mentor meeting was much more successful. ‘Goh Hong Lim gave me some really good guidance and helped with my queries. He also provided some comments on the work I had already done, and how I could improve it,’ says Ong Chee Ming.
In addition to providing mentors for students, SyUC also organises PowerPoint classes and presentation workshops – both of which Ong Chee Ming attended. ‘The PowerPoint class enabled me to learn how to prepare an impressive slide show,’ explains Ong Chee Ming. ‘The presentation workshops allowed me to develop my presentation and communication skills, and, more importantly, taught me how to overcome nerves during presentations. It was a very hands-on course and we were all given several opportunities to present to the whole class.’
Ong Chee Ming’s third mentor meeting involved a 15-minute presentation of his RAP. Although he was nervous, he used the techniques learned from the presentation workshop to keep himself calm. ‘Even with these techniques I was still nervous,’ he confesses, ‘and I missed out a few points in the first part of my presentation. Luckily, I managed to finish the presentation and answered questions correctly during the question and answer session.’
Following his presentation, Ong Chee Ming made some minor amendments to his RAP before submitting it to OBU for assessment. The whole process took him four months from start to finish.
Ong Chee Ming speaks highly of the ACCA/OBU partnership. ‘I can already see many benefits from doing the degree. I have learned how to undertake ratio analysis in a practical way, have gained knowledge of PowerPoint as a presentation tool, and increased my confidence when giving presentations. I have also improved my communication and English language skills immensely.’
He believes that having the degree will help his career and his professional development. ‘The degree is an additional ‘quality mark’ for my ACCA studies,’ he says.
The ACCA/OBU degree programme continues to offer ACCA students the opportunity to gain a world-class degree combined with an internationally-recognised professional qualification. With the total number of graduates hitting the 5,000 mark, ACCA’s Clare Minchington is delighted: ‘Our unique collaboration with Oxford Brookes continues to go from strength to strength and so many of our students have taken the opportunity to study for the degree. ACCA is committed to providing its students with a range of opportunities throughout their studies and by continuing this partnership with
MEET THE
Ong Chee Ming’s project mentor, Goh Hong Lim, helped him deliver a coherent and informative Research and Analysis Project. But what is the role of the mentor in the RAP, and what is the best way to prepare for meetings with a project mentor? Goh Hong Lim offers some advice.
What is the role of the mentor?
‘The role of the mentor is to give direction to students doing their RAP and ensure that they stay focused on the RAP at all times. This is especially important when the student does not have experience of conducting research. We need to monitor the students too. The presence of the mentor acts as an ‘accountability partner’ to remind them to be professional in their research work, help them achieve clarity, and ensure they meet the deadline for submission.’
Why should students consider completing the BSc?
‘I think that all ACCA students should consider taking the BSc. The degree will help to enhance students’ report writing and presentation skills. It will also reduce the gap between the professional exams – which are known for their technical excellence – and the degree, which demands research and communication skills.’
How should students prepare for meetings with their project mentor?
‘Prior to any mentor meeting, students should read the OBU project guidelines and do some background research into the organisation and industry that they have chosen. Some students expect the mentor to teach them or even do their research for them. That is not the role of the mentor.’
What advice would you give to students thinking of completing the degree?
‘The presentation element of the project is an excellent opportunity for students to increase their confidence, and I would recommend that they focus on this aspect diligently. I also believe that students undertaking the RAP should have the opportunity to present to a group rather than just to their mentor.’
INTERESTED?
To complete the BSc (hons) in applied accounting you will need to:
• complete ACCA Parts 1 and 2*
• submit a business-related Research and Analysis Project
• participate in three meetings with your mentor
• reflect on the experience though a Key Skills Statement.
* From August 2008, in addition to passing the Fundamentals Papers (F1–F9), you will also need to complete the ACCA Professional Ethics module.
by student accountant
27 Apr 2007