From Classroom to Boardroom: A Best Practice Framework in Nurturing Young Talent at Universiti Teknologi Malaysia

Abstract

The transformation of higher education requires universities to prepare graduates who are not only academically competent but also adaptable, innovative, and industry-ready. This paper presents the Faculty of Management (FM) at Universiti Teknologi Malaysia’s (UTM) Young Talent Pathway (YTP), a structured initiative under the theme “From Classroom to Boardroom”, as a best practice model for holistic student development. The YTP is designed to bridge the gap between academic knowledge and professional expectations by embedding multiple experiential components throughout the student lifecycle. These include voluntary internships, CEO attachment programs, undergraduate research opportunities, industry-supervised final year projects, and extended industrial internships. Using a qualitative case study approach, the study draws on program documentation, observations, and student testimonials to analyze the design, implementation, and outcomes of the YTP. Findings reveal that the program aligns closely with UTM’s vision of developing holistic talents through knowledge and innovation. Key success factors include strong stakeholder engagement, systematic planning and coordination, performance-based evaluation, and sustainable practices such as student-led symposiums and research publications. The program enhances employability by equipping graduates with leadership, research, and problem-solving skills while also strengthening academia–industry–community linkages. The paper concludes that the YTP demonstrates a replicable framework for universities seeking to balance academic excellence with real-world relevance. It highlights how structured pathways, underpinned by strong institutional support and stakeholder collaboration, can transform students into future-ready leaders. The findings provide valuable insights for policymakers, educators, and institutions seeking to integrate sustainability and industry relevance into graduate development.