Stakeholder involvement in the higher education sector in Cambodia

Sam, Chanphirun; Dahles, H.

doi:10.1080/03075079.2015.1124851

Cited by 31 publications

(12 citation statements)

References 24 publications

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“…Miller et al (2014) provide a broad description of the changing business models and emerging unit of analysis. The model consists of interdependent activities that can transcend boundaries and is often co-created by various actors (Sam and Dahles 2017) and transitions of the university business model from a traditional model (teaching and research and providing a skilled workforce) to transitional model and the evolving context (as illustrated in Table 1).…”

Section: Activity-based View Of the University Business Modelmentioning

confidence: 99%

Improving higher education standards through reengineering in West African universities – A case study of Nigeria

Igwe

Hack‐Polay

Mendy

et al. 2019

Studies in Higher Education

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This article examines the context of higher education (HE), policies and challenges in the West African context. A multi-level framework and analysis of reengineering, leading change in complexity, activity-based view of the University Business Model and Pedagogical Content Knowledge enable the development of deep connections between the macro-and meso-level and -micro challenges of Higher Education System (HES). These include elements of effective leadership, structures and curriculum and learning pedagogies. Drawing on the analyses of interviews from 25 overseas trained senior academics from Nigerian universities, a preliminary refinement of the philosophy of reengineering, re-thinking and revaluing the higher education system (HES) is offered. These have traditionally been addressed in a piecemeal perspective in HE policy and the academic literature; such a traditional approach has not been the systematic rethinking advocated in the philosophy of reengineering.

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Section: Activity-based View Of the University Business Modelmentioning

confidence: 99%

Improving higher education standards through reengineering in West African universities – A case study of Nigeria

Igwe

Hack‐Polay

Mendy

et al. 2019

Studies in Higher Education

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show abstract

“…The main challenge to implementing the Cambodian Qualifications Framework at the technical or professional level involves the fact that Cambodia's higher education institutions, both academic and technical and vocational, are severely underfunded. In general, Cambodia's higher education institutions are basically teaching-based institutions and support themselves through tuition fees (Ahrens & McNamara, 2013;MoEYS & World Bank, 2015;Peou, 2015;Sam & Dahles, 2017). Teaching itself is largely lecture-based and rarely informed by research (MoEYS & World Bank, 2015).…”

Section: Cambodiamentioning

confidence: 99%

“…Teaching itself is largely lecture-based and rarely informed by research (MoEYS & World Bank, 2015). While 80 per cent of the revenue for public higher education institutions is privately funded (Ahrens & McNamara, 2013), all private higher education institutions do not receive government funding and rely almost totally on tuition fees (Sam & Dahles, 2017;Sen & Ros, 2013). Government funding for public higher education institutions is mainly to cover the institutions' basic operational costs (Sen, forthcoming).…”

Section: Cambodiamentioning

confidence: 99%

Adult Education and Work Contexts: International Perspectives and Challenges

Egetenmeyer¹,

Fedeli²

2017

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“…Singh et al (2015) found collaborative engagement as the most important predictor of management competency, whereas both individual and collaborative engagements were found to be significant predictors of indirect learning outcomes. On the other hand, Sam and Dahles (2017) asserted that limited collaboration among stakeholders has the tendency to impede educational advancement. Accordingly, Adams et al (2009) advise that cooperative relationships between parents and schools are very vital and must not be left to exist by chance.…”

Section: Children's Education As a Shared Responsibilitymentioning

confidence: 99%

Enhancing pre-K-12 student learning outcomes: The need for synergies of policy-makers, school administrators and parents

Gbollie¹,

Gong²

2018

Educ. Res. Rev.

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Building strong synergy among policy-makers, school administrators, teachers and parents in the execution of their roles is very important to improve student learning outcomes. It helps to lay a firm educational foundation for children from Pre-K-12 and facilitates life-long learning in order to assist learners to acquire knowledge, skills, values and attitudes that empower them to contribute to sustainable development. As a remedy to deteriorating student learning outcomes (exemplified in Liberia), this paper examines and discusses synergic alignment of education stakeholders' roles towards the primary goal of better learning outcomes for students from pre-primary through high school, focusing on the need for combined efforts. It highlights why synergic alignment matters in spite of their traditionally ascribed roles and pinpoints some challenges and benefits of building synergy among stakeholders. Finally, this article offers suggestions aimed at improving student performance, particularly in developing countries through collaborative partnership. It sees synergy in group roles as one of the most effective solutions to cultivating better student learning outcomes and condemns children's education as the sole responsibility of school workers (administrators and teachers). It was concluded that the survivability of social institutions and continuity of human existence hinges on synergy built to support children's learning.

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Stakeholder involvement in the higher education sector in Cambodia

Cited by 31 publications

References 24 publications

Improving higher education standards through reengineering in West African universities – A case study of Nigeria

Improving higher education standards through reengineering in West African universities – A case study of Nigeria

Adult Education and Work Contexts: International Perspectives and Challenges

Enhancing pre-K-12 student learning outcomes: The need for synergies of policy-makers, school administrators and parents

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