MAHIDOL UNIVERSITY

Faculty of Social Sciences and Humanities

Department of Education

Educational Management towards

Curriculum Reform in Higher Education of Cambodia

for ASEAN Community

SHED601: Advanced Research Methodology in Educational Management

Submitted to: Lect. Dr. Siwaporn Poopan

Prepared by: Mr. Chheang Sangvath

Student’s ID: 5638918 SHEM/D

Doctoral Degree in Educational Management (International Program)

May 16, 2014

Table of Content

No Content Pages

1. Research Title 1

2. Research Rationale 1

3. Research Questions 6

4. Research Objectives 6

5. Research Scope 6

6. Definitions of Terms 6

7. Expected Contributions 7

8. Outline of Literature Review 8

9. Conceptual Framework 16

10. Research Methodology 17

11. Population and Sample 19

12. Sampling Procedures 19

13. Instrumentation 19

14. Data Analysis 20

15. References 21

Mini Project Paper

1. Research Title

The research title “Educational Management towards curriculum reform in Higher Education

of Cambodia for ASEAN Community” to address the curriculum reform in Higher Education of

Cambodia educational management for ASEAN Community. This study conducts as both

qualitative and quantitative methods with experts in alternative studies and human resource

development in all fields. The purpose of this research title was to analyze the current status of

curriculum at higher education institutions in Cambodia and also preparation for ASEAN

community. The quantitative data were collected first, preliminarily analyzed, and used to inform

the selection of institutional sites for qualitative data collection. The results of the quantitative

and qualitative phases were then more fully integrated in the results and discussion sections.

2. Research Rationale

Globalization, new technology, and changing social patterns have significantly disrupted the

education sector over the past decade. National education systems have scrambled to respond to

these shifts, which are likely to increase in the future. In that context, transformation is the new

normal for education systems. Educational leaders must guide their schools through the

challenges posed by an increasingly complex environment. With a change of globalization,

quality of human resource in educational institution is needed. In order to serve the quality of

human resource for strengthening the need of labor in job market, the transformational leadership

would encourage employees to focus on the organizational goals and to consider these goals as

their own. This may induce a strong overarching organizational identity among employees and,

in turn, increase their willingness to go the extra mile for the organization. Principal plays very

important role in order to improve the quality of teaching and learning in school and school

effectiveness.

Avolio (2004) mentioned that the transformational leader encourages followers by acting

as a role model, motivating through inspiration, stimulating intellectually, and giving

individualized consideration to their needs and goals. The school principal is likely to be the key

change agent to ensure that such changes are introduced and sustained. Fullan (2001) described

the key role of school based administrators in such educational change. He suggested that the

school principal is responsible for identifying the expectations placed on the school, ensuring

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that ministry and school district guideline are being met, and for developing the overall teaching

skills of the staff.

Curriculum is what we taught to the students. Not enough time to cope with all that is

involved in curriculum implementation is the main issue. Time for implementation continues to

be an issue raised by schools as impeding their progress towards fully giving effect to

Cambodian Curriculum. Change in the curriculum within teacher preparation is fundamental to

development and not in only the skills and knowledge relative to the task of curriculum

leadership, but the perceptions of teachers that such a role is not only appropriate but one they

can successfully fulfill. Development of teacher leaders who can engage in meaningful

curriculum development and decision-making is essential to creating schools that offer all

students comprehensive academic preparation through authentic and engaging curricula. Current

models of teacher education need to be adjusted to provide pre-service educators adequate

knowledge of curriculum theory and critical pedagogy such that these teachers may understand

curriculum at the deeper level necessary to make decisions beyond the classroom level.

After Khmer Rouge Regime, all infrastructures were destroyed. The education system in

Cambodia was rebuilt by early 1979s, and developed gradually with very limited human

resources, teaching and learning materials. Many organizations and governmental offices have

been established to redevelop the country whether to improve the infrastructure, human

resources, and technology. The Ministry of Education as well as the Government decided to

rebuild the education system by “the first learner teaches late learner” and “the person has more

knowledge teaches the person has less knowledge”. Fortunately, the education in Cambodia has

been developing very well recently.

The fact of ASEAN integration in 2015 and the desire of Cambodia to be a middle

income country by 2030 require considerable investment in education. Both professional and

well qualified human resources and financial resources are required (highly successful ASEAN

countries have grown in part as a result of the high level of education investment often in excess

of 5% of gross domestic product GDP). The Ministry of Education, Youth and Sport (MoEYS)

has a strong vision to establish and develop human resources of the very highest quality and

ethics in order to develop a knowledge-based society within Cambodia. The MoEYS also

defined three main policies to achieve the vision: (1) ensuring equitable access for all to

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education services, (2) enhancing the quality and relevance of learning, and (3) ensuring

effective leadership and management of education staff at all levels.

Skill gap has been one the major concern for almost all countries in the ASEAN

countries. Specifically, it is one of the obstacles irritating and spoiling the investment

environment. In an investment climate survey (WB 2009), in some countries like Lao People’s

Democratic Republic and Cambodia skills are considered by 40% of private companies as the

moderate obstacles and 20% regard as the major obstacles for their business. This means that

these countries are unable to supply sufficient skilled workers for economic activities, both in

terms of quantity and quality, even though the wage can be appropriate. As far as the teaching

and training at the higher education institutions are concerned, the more number of enrollment

and the technical skills, generic skills and academic skills are the entire load to be born (WB

2009).

The process of higher education reform in the 1990s saw the emergence of some key

reports from major donors, such as UNESCO, the Asian Development Bank and the World

Bank. All of these reports highlighted similar issues and challenges, namely the need for reform

of academic programmes to meet social and market needs; the urgent need for faculty and

staff development matched with pay increases for high-quality lecturers and staff; and the

reform of financial and managerial structures in higher education institutions. The current pro-

poor policy of the Royal Government has created a more favorable environment for the

Cambodian labour force. Entrance into the World Trade Organization in 2004 has created

expanding market opportunities, while private participation in the higher education sector aims

to create skills and knowledge which will serve the changing labour market of the country.

However, there is a risk of the private sector focusing on the short-term and neglecting the long-

term needs of the country. There are many examples around the world where some professions

needed for social and national development are neglected in order to serve what are often short-

lived global market forces. Additionally, rapid expansion of higher education without sufficient

quality assurance systems in place can lead to the creation of institutions of dubious quality

weakening the whole system. Cambodia is currently exposed to both of these dangers.

Cambodia is one of ten countries in ASEAN countries. Cambodian higher education

system has undergone a profound structural transformation and has been improving significantly

in the last decades. Higher education is critical to build the human capital that in turn builds the

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very institutions that are regarded as an indispensable factor of development. The Royal

Government of Cambodia has designated some sectors as priority including economic, health,

agriculture, rural development, especially education in the national policies. In 2008, the Royal

Government of the fourth legislature of the National Assembly fine-tuned the Rectangular

Strategy to its Phase II and kept "Strengthening the quality of education" in the first angle of

the fourth rectangle of "Capacity Building and Human Resource Development". The long-

term vision of the Ministry of Education, Youth and Sport (MoEYS) is to “establish and develop

human resources of the very highest quality and ethics in order to develop a knowledge-based

society within Cambodia”.

The quality of education and the effectiveness/efficiency of a higher education institution

partly depend on its management mechanisms. An on-going argument concerning university

governance and management in Cambodia revolves around the degree of autonomy possessed by

each university. In recent years, a number of changes in university governance and management

have been observed in Cambodia, some for the better and others not so useful. An example of a

positive change is the decision by the Government to create public higher educational institutions

as public administrative institutions giving them higher levels of autonomy. An example of a less

positive change is the method of management and staff appointments–generally these

appointments are made by the Government without open application, evaluation of competencies

and input from the institution in question.

Educational development and reform in Cambodia have always been characterized by the

government’s efforts to adapt education to national development needs. The essence of

educational development and reformation, as in other developing countries, has always been (and

is) curriculum development, to provide education for human resource development to meet the

needs of the social, economic and political development of the country. Curriculum planning and

development was (and is) done at the federal level and the national education system is centrally

administered. Education was and is a federal matter. Curriculum changes mainly took the form

of adapting the curriculum to the changing needs of the nation, specifically adapting the syllabus

that is content of subjects to be taught, to fulfil the development needs of the country. The main

objective of education was still national unity, but changes during this time have also shifted the

emphasis from national unity to national unity and human resource development for a

developing nation.

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The researchers desire to study on current status of curriculum at higher education and

the need assessment of curriculum reform at Phnom Penh, Cambodia in order to identify the

current situation and find the ways to improve the educational management toward curriculum

reform in higher education institution in effectively to meet the rapid change in the globalization

and ASEAN integration by 2015. The needs for producing a flexible, productive and

knowledgeable workforce who can adapt to the new environment of modern technology really

need a great effort. This is not the only aspect of their roles in human resources development.

Having said that the issue is even bigger in terms of nurturing and standardization of workforce

to meet the demand of the fast-growing free trade in the region, the requirement for

strengthening the dynamic teaching and training by ensuring the appropriate quality is a great

work for those institutions.

With a change of globalization, quality of human resource in educational institution is

needed. In order to serve the quality of human resource for strengthening the need of labor in job

market, educational institutions must strengthen their educational curriculum for building a

quality culture with specific on quality framework from the boards of director as a top level of

institutions reach into quality of teaching in classroom as a bottom line for kept the moving of

institution with quality assurance and quality control by providing a high quality of student

learning achievement and outcome into society. The study is aimed to help the government and

the concerned agencies, devising strategies to motivate all high school principals in their

managing to staff, teacher and students.

The results will be useful for educational policy makers in making judgment and

reviewing educational policy and guidelines regarding curriculum reform at higher education

institution to bring effective implementation toward human resource development and efficiency

for student learning achievements. The higher education institution management committees can

use this finding as a tool for adjusting their institution’s curriculum and management to be

environment that encourages teachers’ commitments with fully participation for effective

teaching. Also the researcher expected that finding of this study would provide an overall idea to

the Ministry of Education Youth and Sport as well as Cambodian government to eliminate and

rectify the deficiencies in educational management to make it more successful and fruitful.

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3. Research Questions

3.1 What is the current status of curriculum at higher education institution in Phnom

Penh, Cambodia?

3.2 What is the need assessment of educational management in Phnom Penh, Cambodia?

3.3 What is an appropriate model of curriculum reform for educational management in

Phnom Penh, Cambodia?

3.4 How can a curriculum reform model strengthen educational management in

Cambodia for building an ASEAN community?

6.5 How effective of curriculum reform model to educational management in Phnom

Penh, Cambodia? (Assessment after six months=Kirkpatrick Model).

4. Research Objectives

4.1 To study the current status of curriculum at higher education institution in Phnom

Penh, Cambodia.

4.2 To study need assessment of educational management in Phnom Penh, Cambodia.

4.3 To develop a model of transformational leadership for educational personnel in

Phnom Penh, Cambodia.

4.4 To implement a model of curriculum reform of educational management in Cambodia

for building an ASEAN community.

4.5 To evaluate the model of curriculum reform of educational management in Phnom

Penh, Cambodia.

5. Research Scope

The study is focused on discovering the appreciate model of curriculum reform for

implementation at higher education institution of Cambodia and for ASEAN community. This

study included all higher education institution for both public and private universities where is

under Ministry of Education Youth and Sport (MoEYS) in Phnom Penh city, Cambodia.

6. Definitions of Terms

Curriculum reform: is the process of modifying learning and academic content taught in

a university or in a specific course to reshape the need of the society.

Educational management refers to various activities which are operated by many persons

in order to provide educational services to students and the community to meet the development

of knowledge, ability, attitude, norms, behaviors, and general values. As a direct result of this,

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students will become responsible, disciplined members of the nation.

Curriculum management refers to all the activities related to the students’ academic

achievement in the school.

Higher Education Institution: is an optional final stage of formal learning that occurs

after upper-secondary education.

Human Capital Development: to develop a knowledge and skillful for workforce and

knowledgeable community.

7. Expected Contributions

A model of curriculum reform will develop and then apply in Cambodian higher

education with a Cambodian way to meet ASEAN integration. It is to say that curriculum reform

model is a basis for the study and then the researcher moves away to propose a proper a model

that fits to a Cambodian and ASEAN context. The research believes that the study will provide a

good contribution to a body of scientific knowledge and research in educational domains more

importantly educational administration, educational policy, and for future research related to

education in general. Benefit of the project can be summarized as follows:

- The initiative ways for ASEAN network country through education fields between

Mahidol University and higher education institutions in Cambodia build the best

cooperation in educational sectors.

- This study can examine the issues and problem encounter in curriculum of hieger

education institution in Phnom Penh, Cambodia.

- The findings and recommendations will expand the knowledge of developing the

effective curriculum implementation through the model.

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8. Outline of Literature review

8.1 Definition of Educational Management

Bush (2006) defined educational management as a field of study and practice concerned with

the operation of educational organizations. Educational management as a field of study and

practice was derived from management principles first applied to industry and commerce, mainly

in the United States. Theory development largely involved the application of industrial models to

educational settings. As the subject become established as an academic field in its own right, its

theorists and practitioners began to develop alternative models based on their observation of and

experience in, schools and colleges. By the 21st century, the main theories, featured in

consideration, have either been developed in the educational context or have been adapted from

industrial models to meet the specific requirements of schools and colleges. Educational

management has progressed from being a new field dependent upon ideas developed in other

settings to become an established field with its own theories and research.

8.2 Concept of Leadership

There are almost as many definitions of leadership as there are commentators. Many associate

leadership with one person leading.

Owens (1995:116) has also made a similar conclusion that the many definitions of

leadership generally agree up on two things:

1. Leadership is a group function: it occurs only in the process of two or more people

interacting.

2. Leaders intentionally seek to influence the behavior of other people. Thus, any concept

of leadership deals with exercising influence on others through social interaction. The key

concept of leadership that has been repeatedly used in almost every definition is influencing

others of the group to effectively do their task. Influence here implies power.

Owens (1995:116) clearly explains this similar concept that in order to understand

leadership, we must examine the nature and quality of the social interactions involved. The heart

of the matter is power.

Liphan (1996) defined leadership as the initiation of a new structure of procedure for

accomplishing (or changing) an organization's goals or objectives.

Getzel (2001) argued that definitions describing the leader as one who initiates a new

structure in social systems, as many definitions do, are inadequate. He contended that the

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missing ingredient is the recognition that the missing ingredient is the recognition that leadership

depends upon followers, a function of cooperation with the leader rather than forcible

domination and coercion by the leader.

Covey (1989) notes, in his book Principle-Centered Leadership: "Leadership focuses

more on people than on things; on the long term rather than the short term; on values and

principles rather than activities; on mission, purpose and direction rather than on methods,

techniques and speed". Fri (2003) defined that "leadership means use of leading strategy to offer

inspiring motive and to enhance the staff's potential for growth and development."

Finally, as having seen in the above-mentioned, we can conclude that leadership is a

relationship between the leader and the subordinate in light of using influence by the leader to

convince the subordinate or group to work willingly with the leader in order to achieve the set

goal of the organization. The use of influence by a good leader will show in the leadership

behaviors, which can be measured.

8.3 Transformational leadership

Over the past two decades, transformational leaders’ behaviors have been the area of

interest and become the common commodity in the study of leadership theories by many

researchers. The shift in the paradigm of leadership study from a transactional to

transformational leadership in the field of organizational leadership was felt necessary in the face

of changing world. A study on leadership styles in particular the transformational leadership,

focuses on conceptualizing the transformational leadership as leadership targeted towards change

and innovation (Bass & Riggio, 2006; Burns, 1978).

Of late there is an increase in the interest for implementing transformational

leadership in organizations. In 1978, James McGregor Burns, who was the political philosopher

formulated the concept of transformational leadership. He then defined it as a leadership which

appears when two or more individual participate with each other and the associations create a

situations where the leaders and followers appraise each other to higher standards of motivation

and morality.

As defined by Bass (1996) transformational leadership is the ability of a leader to

inspire and motivate employees to generate their own individual aspirations and goals for the

greater good of the others in the social setting. Burns (1978) pointed out that the transformational

leader is one who has the capability to drive on the needs of individual by giving personal

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attention so as to lift from their pretty preoccupations and make them achieve or fulfill things

which never thought possible in a challenging way. Jogulu & Wood (2007) insinuated

“transformational leadership involves establishing oneself as a role model by gaining the trust

and confidence of employees and to develop their staff by sanctioning and guiding them to excel

beyond the organizational day-to-day obligations”.

According to Taylor (2009) the following fundamental attributes of transformational

leadership includes building a shared vision, endeavoring big success by dealing with

convoluted issues cautiously, possessing analytically thinking capability, encourage involvement

and motivation, strengthening trust through team work, recognizing achievements and celebrate

accomplishments. It further includes creating opportunities for incessant learning and support

people’s growth, including own; able to face up unexpected confrontations, guided by role model

through behaviors and goal setting, and maintain healthy social network effectively.

Transformational leadership also emphasis on role modeling, handling of personal relationship

with subordinates, allowing critical thinking, and so on.

However, Ejimofor (2007) viewed transformational leadership as an interaction

between leaders and followers, with an intention towards mending and fostering attitudes and

behavioral changes in the followers in order to strongly commit themselves into achieving the

organization’s visions. All in all, transformational leaders display behaviors that enable

subordinates to transcend their self-interests, cope with change, and perform beyond

expectations.

According to Bass and Avolio (1994), transformational leadership behaviors consist

of four components namely idealized influence, inspirational motivation, intellectual stimulation,

and individualized consideration. However, Bass (1998) and Bass & Riggio (2006) further sub-

divided idealized influence into attributes and behavior to form idealized attributes and idealized

influence (behavior) respectively.

1. Idealized Influence (II): Idealized influence is the charismatic element of

transformational leadership in which leaders become role models who are admired, respected,

and emulated by followers. Transformational leaders in idealized influence focuses on the

consciousness of followers by appealing to higher deals and moral values such as liberty, justice,

equality, peace, and humanitarianism, and not to baser emotions such as fear, greed, jealousy, or

hatred. Idealized influence refers to transformational leaders who have charismatic role modeling

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behavior, which is endowed with respect, trust, confidence, honored and admired by followers.

The followers emulate the leader so as to display higher moral reasoning, when leaders are

morally more matured.

2. Inspirational Motivation (IM): Inspirational motivation is the ability of leaders

who can provide inspiration and stimulation to followers by building self-confidence, elevating

enthusiasm and pronouncing evocative vision for the group in organization. Transformational

leader is one who translates a vision statement to inspire and motivate others; sets long-term

goals and emphasizes social and interpersonal skills. Moreover, the key ingredient of

inspirational motivation is how often vision statements are made simpler and translated to

everyone across their normal duty life. Hence, inspirational motivation refers to transformational

leaders who motivates and inspires followers, display enthusiasm and optimism. It also includes

communicating clear expectations about effectiveness, effort, and commitment to the goals and

shared vision.

3. Intellectual Stimulation (IS): Intellectual stimulation means that the leader

encourages followers to challenge existing status quo, questioning assumptions, motivating

problem reformulation, intellectual curiosity, and to approach old situations in new ways.

Because transformational leadership triggers followers’ to think critically and in a wider

perspective, in order to explore new approaches to solving problems that are unconventional

where creativity is given high priority. The main aim of intellectual stimulation is to pay more

attention towards generating the highest levels of creativity and innovation from the subordinates

(Avolio, 2005). The idea of intellectual stimulation is to encourage followers to approach

the problem with new ways, as a result stimulates innovation and creativity and never criticizes

individuals for their mistakes.

4. Individualized Consideration (IC): refers to leaders’ interest in professional and

individual development of their subordinates with individual attention to encourage them to

improve their ability and use them in their work to have the best performance. The dimension

which leader acknowledges followers, offers useful criticisms, provides them an opportunity for

learning and tries to help them towards realization and evolution of their internal power.

Transformational leader exhibit individualized consideration by listening attentively and paying

close attention to their followers’ needs for achievement and growth, while encouraging them to

take on increasingly more responsibilities in order to develop their full potential.

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Transformational leaders also focus on coaching and mentoring followers to prepare them for

more responsibility, which would be aimed to increase followers’ efficiency of psychological

meaningfulness. Transformational leaders also show concern for employees’ needs, feelings, and

development of new skills.

5. Idealized Attributes (IA): This particular dimension has been subdivided from

idealized influence – “charisma” and is considered leaders’ traits. Charismatic leaders should

have traits of self-confidence, self-respect, self-independence, transformation and ability to solve

internal conflicts. Transformational leadership also emphasizes collective interests and raises

followers’ maturity-level and ideals to transcend their own self-interest or actualization for the

well-being of the others, the organization and society. Transformational leaders are expected to

develop the moral maturity, values, and standards of his or her subordinates and strengthening

their commitment to serve the well-being of others, their organization, and society beyond self-

interest.

School leadership researches show that transformational leadership have a positive

effect on teachers’ effectiveness; can provide a collegial environment that allow teacher-student

relationships, teacher morale or teacher efficacy in the classroom. Hence creating challenging

environments that call for teachers’ professional development. A school environment of this

nature could form a strong supportive bond between teachers and their principals, and among

teachers themselves. “Satisfied teachers are likely to be more enthusiastic and to spend more

time and energy on educating students”. Transformational leadership can provide better place for

work engagement culture and productivity by appealing to higher ideals, by changing the mind

set of individual, and by establishing commitment to common goals and objectives.

Transformational leadership has a positive impact on teacher job satisfaction which, in turn, has

a strong impact on health of the school as an organization. Thus it could be concluded that

principal’s transformational leadership has quantifiable impacts on the health of school and

ultimately the student performance. In reality, transformational leadership is one in who enhance

the followers to higher deal of behavioral conduct and motivate by enduring moral values and

beliefs, communicating clear expectations, innovation and critical ability, personal level

attention, and sacrifice for the good of others in the school (Korkmaz, 2007; Friedman, 2004).

8.4 Curriculum Reform

Setting for Curriculum Development

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Individual Teacher: An Individual teacher can undertake curriculum development for his/her

own class/subject or for more classes.

Factors that Necessitate Change in Curriculum

Change is a commonly used word but in the context of curriculum development it implies

innovation or the introduction of new techniques in the teaching-learning process necessitated by

the following factors:

- A changing society in which old knowledge is being replaced by new knowledge.

- Schools that are part of society are also changing fast in respect to structure, attitudes

to disciplines, student, teacher relationship.

- New boundaries of subjects.

- Variety of teaching techniques.

- New techniques of examinations.

- Environmental change.

Adoption of Logical Process to Introduce Change

Change in curriculum should be planned and introduced on a rational and valid basis by adopting

a logical process. Students should be provided education relevant to the society in which they are

living now and the kind of society in which they will live as adults. The teacher requires

sufficient knowledge, skills and experience to impart this type of knowledge. Such knowledge

expertise and experience cannot be acquired overnight. The best way teachers can equip

themselves with this type of knowledge and experience is by taking part in curriculum

development, a setting in which theories are put to practice in a practical situation.

8.5 Kirkpatrick’s Four Levels

a) Level One: Reaction

Reaction measures customer satisfaction immediately after the training event and is geared

toward continuous improvement in the reaction to learning.

This is often measured using “smile sheets” whereby students are asked to evaluate the

training after completing the program by means of a survey or questionnaire, delivered online or

offline. It is important to evaluate the training itself (reaction to course, content, instructor,

relevancy to job).

b) Level Two: Learning

Learning occurs when attitudes are changed, knowledge is increased, or skill is improved.

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What the student has learned from the training?

This is often measured by a test administered at the completion of training. Level 1

learning objectives can be reworked into “performance” objective for level 2 evaluation and test

items or questions should be truly written to the learning objectives. If possible, do pre- and post-

testing or use a control group to evaluate before and after the training, although this is not

necessary if learning a new skill. By summarizing the scores of all students, trainers can

accurately see the impact that the training intervention had.

c) Level Three: Behavior

Ideally, this measurement is conducted 3 to 6 months after the training program to answer

whether or not student’s behaviors actually have changed as a result of new learning. By

allowing some time to pass, students have the opportunity to implement new skills and retention

rates can be checked.

Can the student apply their learning? What do you do differently now compared to before

the training?

This is often measured suing a survey and/or interview of students & their managers

some time after the training (i.e. 2-6 months), sometimes called behavioral scorecards, It attempt

to find answers to such things as if students are not applying the training, then why? Are

managers inhibiting the use of the training.

This is often the most difficult to measure and probably the most important. It is important

to determine whether behavior changes, and if not, understand the reasons why it has not

changed.

d) Level Four: Results

This is the final results that occurred because of the training. Level 4 evaluates the business

impact of the training program and usually happens 2 to 6 months after the training. Some

examples of training programs and the type of business impact data that can be measured

include:

a) Sales training- Measure change in sales volume, customer retention, length of

sales cycle, profitability on each sale after the training program has been

implemented.

a) Technical training – Measure reduction in calls to the help desk; reduced time to

complete reports, forms, or tasks; or improved use of software or systems.

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b) Quality training – Measure a reduction in number of defects.

c) Safety training – Measure reduction in number of severity of accidents.

d) Management training – Measure increase in engagement levels of direct –report.

There is some indication that evaluation should begin at level 4 to determine and

document the organizational consequences/outcomes for training – that training should be

closely linked to organizational goals and strategic objectives to add significant value to

company.

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9. Conceptual Framework

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Contribution towards ASEAN Integration

Society

Economic

Human Capital

Development

Student Learning Outcome

Instruction(Classroom)

School(Educational Management)

CurriculumReformHEIs

- Employment (soft skill and hard skill).

- Feedback from industry/enterprise.- People in society.

- Creative learning environment.- Model of Instruction.- Student’s assessment and grading.

- Strategic Management and Planning (Short; medium and long).

- Leadership (Transformational leadership).

- Finance (Budget management).- Human Resource Development

(Capacity building).

1.

2.

3.

4.

5.

6.

7.

8.

9.

10. Research Methodology

This research will employ both quantitative and qualitative methods in studying the model of

curriculum reform of higher education institutions in Cambodia.

Research Design:

Qualitative method: three qualitative methods were used in this study: trend identification was

used to explore the global trends; documentary research was used to explore the chronic

problems of Cambodian society which will affect Cambodian higher education institutions in the

year 2020 for studying the roles of alternative educators that can be a part in Cambodia

educational reform and focus group discussion was used to consider and confirm the “draft

desirable characteristics of alternative curriculum reform with quality assurance”.

Quantitative method: Both online and manual Delphi surveys were used to identify the desirable

characteristics of alternative educators in Cambodia educational reform. The Delphi survey also

conducted as qualitative method in asking the key informant’s opinions about additional

information of alternative educators and their development model.

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Procedural Diagram

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Quantitative

Data

Qualitative Data

Collection

Procedures: Institutional and course

identification Survey administration Registrar’s data collection

Products: Quantitative data on

innovation in 185 classrooms

Procedures: Developing qualitative

interview protocol Purposefully selecting

institutions based on innovation and participation

Products: Participation cases Faculty cases Institutional cases

1500 pages of transcription Participant background

questionnaires

Focus groups with 148 student participants

Demographic questionnaire

ConnectingQuantitative and

Qualitative phases

Quantitative

Analysis

Descriptive analyses Factor analysis Multivariate analyses

Factors Correlations Multivariate statistics

Integration of the quantitative and

qualitative results

QualitativeAnalysis

Coding and thematic analysis Qualitative software data sorting

Coding architecture Coded transcriptions Casebook linking demographic

data with interview data

Cross validation of finding by technique

Significant quantitative themes are nuanced by qualitative data and integrated

Conclusion Discussion Implications

11. Population and Sample

11.1 Population

All 74 educational personnel (Both school administrator and/or head of division) It

consists of 17 school administrator and/or head of division from public high schools and 20

school administrator and/or head of division from higher education institutions where is under

MoEYS in Phnom Penh city.

11.2 Sample

Purposive sampling will be used to select 20 lecturers from Private and Public university

in Phnom Penh who have experiences in curriculum development more than 5 years, and

curriculum reform expert to participate in the program.

12. Sampling procedure

This research had two groups of samples which were:

1. The group of twenty experts who answered Delphi survey. This group of experts was

selected by purposive sampling from experts in the fields related to driving forces in

Technology, economics, environments and politics, especially in curriculum, education and

alternative studies.

2. The group of seven experts who were key informants in focus group discussion about

“draft desirable characteristics of alternative curriculum reform with quality assurance”. This

group of experts was selected by purposive sampling from experts in the area of alternative

studies and higher education; who had answered the Delphi survey.

13. Instrumentation

Using trend identification for exploring the global trends: including technology, economics,

environment, politics, inclusively in social and education aspects. Documentary research was

utilized to explore chronic problems of Cambodia society; both in overall human capital

development and in education system. Then, researcher used the results of the global trends and

the chronic problems of Cambodia society which will affect Cambodia in the year 2020 as initial

informations in identifying the roles of alternative educators that can be a part in Cambodian

education reform.

Conducting Delphi survey: researcher used the result of analyzing the roles of alternative

educators that can be a part in Cambodian education reform to be initial informations for

developing the Delphi survey on desirable characteristics of alternative curriculum reform. There

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were both online Delphi survey and manual Delphi survey available for experts to answer (the

online Delphi survey was uploaded in attached file with using instructions in detail). The experts

who preferred to answer Delphi survey manually, the manual survey was sent by post or email.

Each of experts answered two rounds of Delphi survey. The first round was that all experts gave

their opinions in which they could not see the other experts’ answer. In the second round, all

experts could see all of other experts’ answer, but only as overall answers, not as individual.

Additionally, they could change their answers or gave their more opinions as qualitative data in

the second round. Researcher took two months in collecting data. Then, researcher closed the

data collection to evaluate and summarize the data.

Drawing up “on desirable characteristics of alternative curriculum reform”. Then researcher

arranged the round table session. Seven experts in the area of alternative studies and higher

education who had answered the Delphi Survey were invited to give their opinions on “on

desirable characteristics of alternative curriculum reform with quality assurance in Cambodia”.

Researcher brought the expert’s opinions to readjust and finalize the “on desirable characteristics

of alternative curriculum reform”, and suggested the recommendation to develop the alternative

educators.

14. Data Analysis

The content analysis was used to analyze the global trends and the chronic problems of

education in Cambodian society; which will affect Cambodia in the year 2020; for studying the

roles of alternative educators that can be a part in Cambodian curriculum reform.

The analysis of mean, minimum—maximum, standard deviation, median and interquartile

range (IQR) via SPSS for windows program were used to analyze the compatibility and the

range distribution of experts’ opinions from Delphi survey; for identifying the desirable

characteristics of alternative educators which can perform the roles of Cambodia education

reform.

The researcher assures that the research methodology used in this dissertation writing is

right and scientific. More importantly, the whole process of dissertation writing is systematically

constructed; therefore, it ensures that all findings are scientific and belongs to the researcher.

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