Vol 2, No 1, January - June 2017

Permanent URI for this collectionhttps://cam-ed-oar.com/handle/cam-ed-oar/572

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Now showing 1 - 7 of 7

Analysis of the Percentage of Total Exams Passed by Third Year Students of CamEd Business School
(CamEd Business School, June 30, 2017) Cadungog-Uy, Juliet
CamEd Business School offers a four year Bachelor of Accounting & Finance (BA) that allows students to also earn the international CAT qualification. BA students start taking the CAT exams in their second year for the following papers: Recording Financial Transactions (FA1), Management Information (MA1), Maintaining Financial Records (FA2) and Maintaining Costs and Finances (MA2). Third year students take the exams on Foundations of Financial Accounting (FFA/F3), Management Accounting (FMA/F2), Accountant in Business (FAB/F1), Managing Finances (FFM) and CBL/F4. Fourth year BA students take Foundations in Audit (FAU) and Cambodian Tax/F6. Of these 11 exams, nine are computer- based while 2 are paper-based. The passing score for CAT exams is 50. The BA students’ CBE scores are usually used as basis for their final exam which is a component of their final grade for these papers.
CATs Revival of Formative Assessment
(CamEd Business School, June 30, 2017) Kathryn O. Ogden
The concept of how formative assessment has been pushed aside for generations is troubling in all areas of education, especially when students are learning solely in non-primary languages. The formative assessment process is a must for any truly significant learning to occur. Exploring the summative assessment, formative assessment, and Classroom Assessment will provide a better insight into lesson planning as well as see how easy it is to become trapped in old teaching styles. The newest teaching styles and theories embrace the formative assessment process and Classroom Assessment Techniques because they have helped teachers see the problems faced when only summative assessment occurs and CATs have also helped bring back the process of formative assessment which allow teachers and students to understand the importance of significant learning as well as achieve it.
IPOs in Cambodia - A Research on the First 5 IPOs In Cambodia
(CamEd Business School, June 30, 2017) Varabott Ho
The term initial public offering (IPO) that we study in the class of Foundations in Financial Management (FFM) is not a new thing. It is a common term used in the developed financial markets like New York, London or Paris, to indicate when firms sell their shares to the market for the first time. Nowadays it is more associated to new dotcom or FinTech entrepreneurs in Silicon Valley, who become billionaire on their latest IPO. In the report we will come back to understand what is an IPO? What is it for? How did it work in Cambodia? How did the shares perform? All these questions and more will be developed in this report.
Measuring the Performance of an Employee is an Essential Tool within Management Control
(CamEd Business School, June 30, 2017) Muhammad M. Ma’aji
Measuring the Performance of an Employee is an Essential Tool within Management Control
Mission – Characteristics, Benefits, Challenges and Financial Performance – A Look at Cambodian Listed Firms
(CamEd Business School, June 30, 2017) Parmindar Singh
This article explains the characteristics, benefits of having a mission statement and the challenges faced in developing such a mission statement. An analysis of public-listed companies’ mission statement on the Cambodian stock exchange was undertaken and compared with the recommendation of Campbell and Yeung. This was followed by a simple financial analysis of return on capital employed between a firm that has a better mission statement as compared to another public listed firm whose mission statement was not as effective. Controlling for other variables, there may be a positive correlation between a firm’s mission statement and its financial performance.
The Volatility of the CSX Index: GARCH(1,1) Model
(CamEd Business School, June 30, 2017) Siphat Lim
This study was conducted to predict the conditional variance as well as the volatility of the return of the CSX Index by employing the GARCH(1,1) model with daily data from 19 April 2012 to 12 June 2017. The estimated result of the GARCH(1,1) model which was derived by the maximum likelihood estimation method had revealed that the conditional variance was highly explained by the lagged of square residual as well as the lagged of forecast variance and no ARCH effect was found in this study. The explosive process did not exist, but a mean reverting variance process was detected since the persistence, 𝛼𝛼 + 𝛽𝛽 < 1. The long-run daily volatility was estimated to be 1.349403% per day or 21.42% per year. Keywords: CSX Index; GARCH(1,1); Conditional Variance; Volatility.
To what extent did the decolonisation of Malaysia inform or parallel the French withdrawal from Cambodia?
(CamEd Business School, June 30, 2017) Perter Bainbridge
This paper will focus specifically on two countries which were European colonists. The UK for Malaysia and France for Cambodia. It will analyze the extent to which the de-colonization processes can be compared and how they did not operate in isolation of each other. The French were well aware of the Malayan Emergency and the British were well aware of the French defeat at Dien Bien Phu and its implications for the region.