Benchmarking potential factors leading to education quality: A study of Cambodian higher education

Abstract

Purpose

To study the quality in higher education in Cambodia and explore the potential factors leading to quality in Cambodian higher education.

Design/methodology/approach

Five main factors that were deemed relevant in providing quality in Cambodian higher education were proposed: academic curriculum and extra‐curricular activities, teachers' qualification and methods, funding and tuition, school facilities, and interactive network. These five propositions were used to compare Shu‐Te University, Taiwan with the top five universities in Cambodia. The data came in the forms of questionnaire and desk research. Descriptive analytical approach is then carried out to describe these five factors.

Findings

Only 6 per cent of lecturers hold PhD degree and about 85 per cent never published any papers; some private universities charge as low as USD200 per academic year, there is almost no donation from international organizations, and annual government funding on higher education sector nationwide in 2005 was only about USD3.67 million; even though there is a library at each university, books, study materials etc. are not up‐to‐date and inadequate; 90 per cent of the lecturers never have technical discussion or meeting and about 60 per cent of students felt that their teachers did not have time for them to consult with.

Originality/value

A useful insight was gained into the perceived importance of quality in higher education that can stimulate debate and discussion on the role of government in building the standard quality in higher education. Also, the findings from this research can assist in the development of a framework of developing human resource.

Citation

Chen, C., Sok, P. and Sok, K. (2007), "Benchmarking potential factors leading to education quality: A study of Cambodian higher education", Quality Assurance in Education, Vol. 15 No. 2, pp. 128-148. https://doi.org/10.1108/09684880710748901