Establishment of Institutional Policies for Enhancing Education Quality in Cambodian Universities

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

doi:10.5430/ijhe.v1n1p112

Cited by 13 publications

(8 citation statements)

References 7 publications

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“…In line with what was stated by Hazril Jamil who stated that It has been widely acknowledged that teachers are among the pivotal agents of improving the educational quality, especially in the context of student learning outcome [3].…”

Section: Introductionsupporting

confidence: 83%

The Influence of Principal Leadership and Organizational Culture on the Teachers’ Performance

Yourneli¹

2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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Optimal teacher's performance is one of the main factors in the student's learning achievement. Therefore, the study of variables that are thought to have an influence on teacher's performance is very important. The purpose of this study is to analyze the influence of (1) principal's leadership on teachers' performance; (2) organizational culture on the teacher's performance. And (3) principals' leadership and organizational culture together on the teacher's performance. The method of the research, is correlational research. The population in this study were teachers of senior high schools in Kepahiang Regency, totally 258 people. Samples were taken by cluster random sampling. The research sample consisted of 72 respondents. Data collection use questionnaire techniques. Data analysis used is descriptive analysis and inferential analysis. Descriptive analysis presents data characteristics of each variable in the form of data presentation, central size, and data distribution. Inferential analysis by analyzing the percentages of normality, linearity test, and regression significance. The results of this study are: (1) there is a positive significant influence between the principal's leadership on teacher performance; (2) there is a positive significant influence between organizational culture on teacher performance, and (3) there is a positive significant influence between principal leadership and organizational culture together on teacher performance.

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Section: Introductionsupporting

confidence: 83%

The Influence of Principal Leadership and Organizational Culture on the Teachers’ Performance

Yourneli¹

2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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“…The higher-education curriculum is developed by each university with the orientation of the Indonesian National Qualification Framework and refers to the National Standards of Higher Education. Directorate General of Learning and Student Affairs in 2016, has designed a number of programs related with the development and application of curriculum in universities (Rany, Zain, & Jamil, 2012). The implementation of the curriculum is expected to produce qualified graduates that are relevant to national development, including the needs of highly skilled and skilled workers in the industrial world (Raybould & Wilkins, 2005).…”

Section: Implementation Of Kkni-based Curriculum Of In Islamic Highermentioning

confidence: 99%

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

Rusdiana

Nasihudin

2018

Jurn. Pend. Islam

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The implementation of KKNI (Kerangka Kualifikasi Nasional Indonesia/national standard-based curriculum), especially in PTKIS (Perguruan Tinggi Keagamaan Islam Swasta/Private Islamic Higher Education) demands the role of its study program leaders. The purpose of this study was to explore the implementation of KKNI curriculum on several perspectives: role, performance, teaching steps, understanding factors related to the distribution KKNI, and impact to education in Indonesia. This study used a descriptive qualitative method, including interview, observation, and documentation as technique for collecting data and triangulation technique for ensuring data validity. The results indicated that the performance of eight heads of PAI (Pendidikan Agama Islam/Islamic education) Study Program was not in optimum condition as a determinant of the direction, representative of spokesperson, communicator, mediator, and integrator. The implementation of the curriculum was also not effective yet. Then, the factors that influence the implementation are the lack of resources, time, campus ethics, knowledge support, professional interests and attitudes. To understand this condition, we also investigated the impact of knowledge, in which the result showed no information regarding what the policy/program offers, what the target group needs, and why the average student's score is still low. National accreditation, in the eight PAI Study Programs, did not reach the excellence category. Thus, the performance on the study program has not been accountable and will have implications for the weakness of social legitimacy.

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“…Additionally, there are critical problems, studied by various educational researchers, that can affect the students' academic experiences and success such as the Government's financial constraints, lack of admission requirements and academic support services, lack of human resources, teaching quality, and research capacity, academic relevance, and autonomy, and academic freedom within universities (DRFC, 2010;Sam & Jamil, 2012b). As mentioned by Pascarella and Terenzini (2005), students' academic success doesn't only refer to the attainment of a degree or graduation, but it concerns also career success, social and economic status, and quality of life.…”

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confidence: 99%

Conceptualizing Institutional Policies for Students’ Academic Success in Cambodian Universities: What Matters for Policy?

Sam¹,

Souriyavongsa²,

Zain³

et al. 2013

ASS

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The Cambodian government aims to promote students' academic success in the country's tertiary education. In order to reach this goal, it is important to explore possible potential factors that determine the educational attainment of Cambodian students. There has been no previous research on students' academic success in Cambodian higher learning institutions, while this topic has been widely researched in the United States and some developed countries since the 1970's. Accordingly, a number of research models have been developed by famous scholars to determine institutional factors which lead to the outcome of better academic performance in post secondary education. Therefore, this paper intends to conceptualize the academic experiences connected to existing institutional policies for contributing to the enhancement of students' academic success in the specific context of Cambodian higher education institutions. In this paper, Astin's theory (1984, 1993, 1999) and a Tinto's theory (1975, 1993) are employed to link the concept of institutional policies and Cambodian students' academic success because they model the relationship between institutional experiences of students, which are deemed to be relevant to the current status of Cambodian educational policies. Based on these concepts, this paper will propose ten variables as predicting factors that influence institutional policies toward students' academic success and will design a conceptual model to elaborate this influence within the Cambodian educational system. Thus, this model to predict students' academic success is proposed as a result of a literature review among the relationships of theoretical model of student input (pre-entry attributes), academic environment (institutional experiences and policies), and students' academic success. Based on these relationships, ten propositions are developed.

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Establishment of Institutional Policies for Enhancing Education Quality in Cambodian Universities

Cited by 13 publications

References 7 publications

The Influence of Principal Leadership and Organizational Culture on the Teachers’ Performance

The Influence of Principal Leadership and Organizational Culture on the Teachers’ Performance

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

Conceptualizing Institutional Policies for Students’ Academic Success in Cambodian Universities: What Matters for Policy?

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