Cambodia’s Higher Education Development in Historical Perspectives (1863-2012)

Sam, Rany; Zain, Ahmad Nurulazam Md; Jamil, Hazri

doi:10.5296/ijld.v2i2.1670

Cited by 35 publications

(29 citation statements)

References 15 publications

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“…However, there were no established official policies related to research capacity development within a 30-year (1979 to 2009) period since HEIs were re-established. Cambodian HEIs need to increase their human capital with highly qualified, experienced, and professionally skilled personnel to meet the minimum standards for quality education (Sam et al, 2012) as well as to develop its economy.…”

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confidence: 99%

Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities

Seng

Carlon

Cross

2020

RISE

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Self-efficacy is crucial for producing challenging research results, which in turn may lead to innovations and development that can accelerate a country's economy. Undergraduate research self-efficacy in Cambodia has been of particular interest because graduates form the future pipeline of research professionals, which is important for Cambodia since its economy is still at a developing stage. While several studies have been conducted on undergraduate research self-efficacy in Cambodia, most of the participants were from capital city-based universities. The research self-efficacy of province-based university students, whose numbers have increased in recent years, remains to be investigated. In this study, we address this gap by adapting the Research Self-Efficacy Survey by Phillips and Russell (1994) and administered it to 1,009 undergraduate students from different faculties at three public province-based universities in Cambodia in order to assess their research self-efficacy. Using independent t‑tests and ANOVA, the mean research self‑efficacy score was 2.13 (± .66) on a 5 point-scale and varies significantly with small effect size based upon gender, academic year, and working experience. There is a need to focus on interventions aimed at improving the research self-efficacy of the undergraduate students, which in turn will increase their ability to do research. These include measures such as curriculum reform, improving the quality of teaching, teacher training, creating new educational materials, and upgrading research facilities. These will allow more research activities that can give the students opportunities to do research and eventually increase their research self-efficacy which is likely to benefit Cambodian society in the provinces. Although the issues presented here may appear to be isolated to Cambodia, other developing nations should also consider these issues as they develop higher educational institutions in their provinces away from their capital city.

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confidence: 99%

Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities

Seng

Carlon

Cross

2020

RISE

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“…In the early 1990s, higher education reforms took place in the Central and Eastern European countries (CEEC), the post-Soviet countries and newer members of ASEAN in the context of major political and economic transformations in each country (Dakowska and Harmsen 2015;Rany et al 2012). Generally, these transformations entail the move from authoritarian regimes to democratic ones, and from a closed planned economy to an open market economy.…”

Section: The Transformation and Dysfunction Of Statementioning

confidence: 99%

“…The November 2015 election in Myanmar gave its mandate to a National League for Democracy which is committed to reengineering the higher education system. Similarly, Cambodia was estimated to have lost 75% of its higher education lecturers and nearly all (96%) of its students through genocide, persecution and escape from the Khmer Rouge regime between 1975 and 1979 (Rany et al 2012). Subsequently, the development of Cambodian higher education has faced many problems in providing educational services because of political instability and civil war until 1998.…”

Section: The Transformation and Dysfunction Of Statementioning

confidence: 99%

“…The newer ASEAN members also experienced an explosion of private higher education institutions. In Cambodia the number of higher education institutions grew from only 8 public institutions in 1997 to 105 in 2014, of which 66 were private, as a result of the soaring demand for higher education for the labour market after Cambodia became a member of ASEAN in 2009 and the WTO in 2004 (Rany et al 2012;Un and Sok 2014). Private institutions serve more than 60% of students (Feuer and Hornidge 2015).…”

Section: The Rise Of Private Higher Educationmentioning

confidence: 99%

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Unintended Outcomes of the EHEA and ASEAN: Peripheral Members and Their Façade Conformity

Dang

2018

European Higher Education Area: The Impact of Past and Future Policies

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The Bologna Process is a successful European political project aimed at establishing a European higher education model as a synonym for high quality in the competition for normative leadership and providing the basis for new regional higher education projects around the globe, especially in Asia (Enders and Westerheijden 2011; Robertson 2008). The European Higher Education Area (EHEA)-a major outcome of the Bologna Process, and the Association of SouthEast Asian Nations' (ASEAN) Common Space for Higher Education are widely recognised as outstanding examples of regional cooperation. Each project has its own trajectories of development and model of regional governance, but both have encountered unintended outcomes. The concept of unintended outcomes can be understood as being unanticipated, unforeseen or different from the actors' intentions or expectations. Unintended outcomes may be linked to positive, neutral or negative consequences of a policy or action. For example, the opportunistic effects of the Bologna Process which created legitimacy for some actors to introduce other changes (e.g. institutional autonomy) with positive impact on the national settings, or adverse effects of the Bologna Process in furthering neoliberal reform of higher education (Dobbins and Leišyte 2014; Musselin 2009; Telegina and Schwengel 2012). Unintended outcomes are not always framed as a failure, but in general as unwelcome or undesired effects for the majority (Burlyuk 2017). When investigating unintended outcomes, we need to establish the purposes for which a policy or decision was undertaken. Sometimes intentions are declared, other

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“…Some previous studies (Kwok et al, 2010;Sam, Zain, & Jamil, 2012;Chen, Sok, & Sok, 2007;Tan & Kuar, 2013) have raised a number of factors believed to explain the lack of engagement and interest in academic research activities of the country's university lecturers. Two seriously noted specific constructs among many found by those authors were the lack of research competence and low research motivation of the academic members.…”

Section: E L 202 Eam -Research Interestmentioning

confidence: 99%

Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory

Eam

2015

RISE

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<p>Social-Cognitive Theory has been used in a number of previous studies centered on research interest. A key angle of this theory seeks to test if faculty who believe they have ability and skills to accomplish research tasks effectively (i.e. having high research self-efficacy) and those who anticipate meaningful outputs from engaging in those research activities (i.e. having high research outcome expectation) are more likely to hold persistent interest in research works. Based on this theoretical framework and with the purpose to bring the current research practices in a developing context of higher education into discussion, this study set out to examine to what extent research self-efficacy and research outcome expectation predict research interest of Cambodian faculty. Participants in the study were 453 faculty members from ten major universities in the country. The main analyses were conducted using Hierarchical Multiple Linear Regression. The study detected that three blocks of independent variables (i.e. controlled personal and professional background variables, research self-efficacy, and research outcome expectation) explained about 37% of variances in research interest, with research self-efficacy accounting for the highest percentage of the total explained variances. Yet, the interaction effect of the research self-efficacy and research outcome expectation on research interest was not statistically significant. With terminal degree countries and disciplines as moderators, further moderation analyses indicated that the effect of research self-efficacy and research outcome expectation on research interest did not vary across disciplines and across places where participants obtained their terminal degree. Through these empirical analyses, this article offered some constructive thoughts on the current practices and policies of research culture building in the studied context. </p>

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Cambodia’s Higher Education Development in Historical Perspectives (1863-2012)

Cited by 35 publications

References 15 publications

Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities

Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities

Unintended Outcomes of the EHEA and ASEAN: Peripheral Members and Their Façade Conformity

Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory

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