This document discusses conceptualizing institutional policies to promote students' academic success in Cambodian universities. It begins by providing context on Cambodian higher education and issues impacting students' academic performance. It then reviews theories by Astin and Tinto that link institutional experiences and academic success. Based on these theories, the document proposes ten variables that may influence how institutional policies impact academic success in Cambodia. Finally, it designs a conceptual model to illustrate the relationships between student characteristics, academic environment, policies, and academic success within the Cambodian education system.
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-based enrollment. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. Key institutions that support quality enhancement are the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education. The strategies and policies examined aim to improve quality, increase access to education, and meet regional integration goals.
This document summarizes a research paper on establishing institutional policies to enhance education quality in Cambodian universities. It provides background on higher education development in Cambodia since the late 1990s. It then discusses Cambodia's national policies and legal frameworks aimed at improving education quality, including the Education Strategic Plan (2006-2013), the Master Plan for Research (2011-2015), and the Education Law (2007). Finally, it outlines three key institutions that support quality enhancement efforts: the Accreditation Committee of Cambodia, the Supreme National Council of Education, and the Directorate Department of Higher Education.
Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
This study aims to determine: the implementation of the new admissions system at schools in the city of Medan, to determine the level of preparedness of students in national exams and examine the relationship of learning achievement in Junior High School (SMP/MTsN) with student achievement in Senior High School (SMA/MA). The research data collected by the survey directly to schools selected as sample through observation, documentation and depth interview. Collecting data using a set of questionnaire. Research data analysis using SPSS. The results of this study are: new admissions system at the level of SMA/MAin the city of Medan done through the national exam results and a test track. Readiness of students in national exams conducted by the students tend to choose a tutoring to prepare for the National Exam. Apart from that, tutoring is also the place for high school students to learn in preparation for the National Examination, and there is a strong relationship between the results of national examinations in SMP/MTs with academic achievement in SMA/ MA. This indicates that the national exam results can be an indicator for the success of students in further education.
This document summarizes a study on student satisfaction and service quality at private universities in Bosnia and Herzegovina. The study surveyed 300 students from 4 private universities. Descriptive statistics were used to analyze student perceptions of service quality. Overall, students had a slightly positive opinion of service quality, with average ratings around 5 on a 7-point scale. Students were most satisfied with caring academic staff and least satisfied with the education/experience levels of academic staff. The study provides statistics on student ratings of various university services including academic staff, administrative staff, facilities, and programs. The results suggest private universities need to improve quality standards to better meet student needs and expectations.
This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.
The study aims to determine differences in the achievement of students who pass the National Selection of State Universities (SNMPTN), the Selection of Joint Entrance State University (SBMPTN), and the Joint Entrance examination (UMB) at the Faculty of Teachers Training and Education (FKIP) at the University of Syiah Kuala. The study used descriptive method with a quantitative approach. The population in this study were all FKIP Unsyiah students entering university in 2013 that passed the SNMPTN, SBMPTN, and UMB. The population pool was as many as 1,038 students, with 289 students selected for the sample using the Proportionate Stratified Random Sampling technique. The One Way Anova Test was used for data analysis followed by a Least Significance Difference (LSD) test. Hypothesis in this research is there are differences in the achievement of FKIP Unsyiah students passed through SNMPTN, SBMPTN, and UMB. The results showed that the achievement of FKIP Unsyiah students who passed through the SBMPTN had average GPAs of 3.46, 3.32 for the SNMPTN and 3.36 for the UMB. Based on the results, it can be concluded that students who pass the SBMPTN had greater achievement than student who pass the SNMPTN and UMB.
Academic students’ satisfaction and learning outcomes in a HyFlex course: do ...Sawsen Lakhal
The Hybrid-Flexible (HyFlex) design model is a course design model that combines Hybrid learning in a Flexible way, such that students can either attend face-to-face class sessions, participate online or do both (i.e. alternate between face-to-face mode and online mode), according to their needs and availability, without learning deficits. Student satisfaction and learning outcomes (i.e. academic performance) should be the same regardless of the mode they choose. The aim of this study is to address these issues. A total of 376 students enrolled in a HyFlex information systems course responded to an online questionnaire. One-way ANOVA tests results revealed that no significant differences were found between students who chose different delivery modes on satisfaction, multiple choice test, and written exam scores. However, significant differences were observed on continuous assessment scores. The discussion relates to the importance of conducting other studies on this particular design model.
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-based enrollment. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. Key institutions that support quality enhancement are the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education. The strategies and policies examined aim to improve quality, increase access to education, and meet regional integration goals.
This document summarizes a research paper on establishing institutional policies to enhance education quality in Cambodian universities. It provides background on higher education development in Cambodia since the late 1990s. It then discusses Cambodia's national policies and legal frameworks aimed at improving education quality, including the Education Strategic Plan (2006-2013), the Master Plan for Research (2011-2015), and the Education Law (2007). Finally, it outlines three key institutions that support quality enhancement efforts: the Accreditation Committee of Cambodia, the Supreme National Council of Education, and the Directorate Department of Higher Education.
Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
This study aims to determine: the implementation of the new admissions system at schools in the city of Medan, to determine the level of preparedness of students in national exams and examine the relationship of learning achievement in Junior High School (SMP/MTsN) with student achievement in Senior High School (SMA/MA). The research data collected by the survey directly to schools selected as sample through observation, documentation and depth interview. Collecting data using a set of questionnaire. Research data analysis using SPSS. The results of this study are: new admissions system at the level of SMA/MAin the city of Medan done through the national exam results and a test track. Readiness of students in national exams conducted by the students tend to choose a tutoring to prepare for the National Exam. Apart from that, tutoring is also the place for high school students to learn in preparation for the National Examination, and there is a strong relationship between the results of national examinations in SMP/MTs with academic achievement in SMA/ MA. This indicates that the national exam results can be an indicator for the success of students in further education.
This document summarizes a study on student satisfaction and service quality at private universities in Bosnia and Herzegovina. The study surveyed 300 students from 4 private universities. Descriptive statistics were used to analyze student perceptions of service quality. Overall, students had a slightly positive opinion of service quality, with average ratings around 5 on a 7-point scale. Students were most satisfied with caring academic staff and least satisfied with the education/experience levels of academic staff. The study provides statistics on student ratings of various university services including academic staff, administrative staff, facilities, and programs. The results suggest private universities need to improve quality standards to better meet student needs and expectations.
This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.
The study aims to determine differences in the achievement of students who pass the National Selection of State Universities (SNMPTN), the Selection of Joint Entrance State University (SBMPTN), and the Joint Entrance examination (UMB) at the Faculty of Teachers Training and Education (FKIP) at the University of Syiah Kuala. The study used descriptive method with a quantitative approach. The population in this study were all FKIP Unsyiah students entering university in 2013 that passed the SNMPTN, SBMPTN, and UMB. The population pool was as many as 1,038 students, with 289 students selected for the sample using the Proportionate Stratified Random Sampling technique. The One Way Anova Test was used for data analysis followed by a Least Significance Difference (LSD) test. Hypothesis in this research is there are differences in the achievement of FKIP Unsyiah students passed through SNMPTN, SBMPTN, and UMB. The results showed that the achievement of FKIP Unsyiah students who passed through the SBMPTN had average GPAs of 3.46, 3.32 for the SNMPTN and 3.36 for the UMB. Based on the results, it can be concluded that students who pass the SBMPTN had greater achievement than student who pass the SNMPTN and UMB.
Academic students’ satisfaction and learning outcomes in a HyFlex course: do ...Sawsen Lakhal
The Hybrid-Flexible (HyFlex) design model is a course design model that combines Hybrid learning in a Flexible way, such that students can either attend face-to-face class sessions, participate online or do both (i.e. alternate between face-to-face mode and online mode), according to their needs and availability, without learning deficits. Student satisfaction and learning outcomes (i.e. academic performance) should be the same regardless of the mode they choose. The aim of this study is to address these issues. A total of 376 students enrolled in a HyFlex information systems course responded to an online questionnaire. One-way ANOVA tests results revealed that no significant differences were found between students who chose different delivery modes on satisfaction, multiple choice test, and written exam scores. However, significant differences were observed on continuous assessment scores. The discussion relates to the importance of conducting other studies on this particular design model.
Study Satisfaction for Students in UniversitiesVira Lyubchenko
The document discusses a study on student satisfaction at universities. It examines different factors that can motivate students, including holding high expectations, helping students set goals, and being enthusiastic about the subject. It also describes an experiment using a basic human capital model to analyze students' choices between effective and ineffective learning based on expected future wages. A questionnaire was administered asking students about incentives, and the results showed high alignment with teaching incentives but lower alignment for monetary and research incentives.
Perception and Expectation of Students Towards Service QualityAsma Muhamad
Current study of service quality from perspective of students at one of Malaysian research university.
The article is also available here
http://mojem.um.edu.my/current
This document provides an overview of Pakistan's education system from pre-primary to university level education. Some key points:
- Education is overseen by the federal and provincial governments. It is provided in 6 main levels from pre-primary to university.
- Primary education enrolls over 17 million students in grades 1-5, with 66% in public schools. Middle school is grades 6-8 and secondary is grades 9-10.
- Higher secondary school is grades 11-12 when students prepare for board exams. University education includes bachelor's and advanced degrees.
- Vocational education and teacher training institutions also play a role. Issues in the system include lack of quality teachers, funding gaps,
Scenarios of rajamangala university of technology isan asAlexander Decker
This document discusses scenarios for Rajamangala University of Technology Isan (RMUTI) becoming a professional and technological university. It provides background on RMUTI and discusses research conducted using the Ethnographic Delphi Futures Research Technique with 71 specialists and instructors from RMUTI campuses. The results showed RMUTI should focus on hands-on training, English, IT, ethics and personality development. It should also pursue external research funding and regional networking. Maintaining local culture and providing IT support to communities were also seen as important. Overall, the experts agreed RMUTI should use these results to progress toward becoming a professional and technological university.
Coping strategies used by students with disabilities in higher education inst...Ambati Nageswara Rao
This document summarizes a study that explored the coping strategies used by students with disabilities in managing their social and higher educational experiences in India. 100 students with disabilities from 3 universities in Andhra Pradesh were interviewed. The study found that students were motivated to pursue higher education for reasons like independence, better employment opportunities, and proving their self-worth. It also examined the social relationships and friendships of these students. Students developed coping strategies like self-advocacy and appropriate disclosure to manage their disabilities. However, the study noted that these students still face challenges in higher education due to lack of support services and accessible infrastructure.
The educational system in Bangladesh is three-tiered and highly subsidized. Bangladesh Govt. operates primary, secondary & higher secondary, and tertiary level education system. In the tertiary system (e.g. College and University), the infrastructure is insufficient which eventually can’t accommodate higher education at maximum coverage and hampers the growth of the economy. To solve this problem, E-Learning model is proposed. One prototype solution, eVarsity, is illustrated in this work.
This document examines factors that influence high school students in Thailand when choosing a cram school. It surveyed 198 junior high students and 198 senior high students about the importance of various factors. The results showed that the teaching-learning factor and location factor were most important to both groups. The document recommends that cram schools gather student feedback to improve teaching quality and services, and provide online communication channels to better meet student and parent needs.
This presentation examines the structure of higher education in India and the mechanisms of its regulation. It also captures future trends of Indian higher education.
Staff retention strategies in Zimbabwe’s public and private universities: Ret...Premier Publishers
The multiple-case study compared staff retention strategies in Zimbabwe’s public and private universities from the point of view of criterion sampled four public and three private universities’ Returnee Lecturers, respectively. In terms of similarities, the study found out that public and private universities had monetary and non-monetary staff retention strategies. It also observed that both public and private universities were found to have some conditions of service which served as part of retention strategies in those universities. With respect to differences, the study observed that public universities tended to offer better conditions of service in terms of salaries and bonuses, even though both conditions of service lag behind what international universities offer. The study concluded that staff retention strategies in public and private universities tended to differ on paper and implementation approach, but in practice they tended to yield similar results. Also, public universities tended to offer more allowances than private universities because of the support they receive from the government. Private and public universities need to have knowledge of what other local, regional and international competitors offer in terms of staff retention strategies through salary surveys and benchmark to effectively retain their staff.
The issues and challenges in Higher Education Sector in IndiaDhanuraj D
The paper discusses the role of HRD ministry, UGC and other state legislations influencing Higher Education Scenario in India. The paper also discusses the role of Private Universities in India
India’s Higher Education System - May 2016Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrolments as well as institutions in the coming decades.
As good institutes are in short supply, the scope for
higher education services providers will only grow in
the coming years. The report presents an overview of
the status of education in the country, number and type
of institutions and their growth, aggregate enrolments
and growth, nature of research conducted in Indian
institutions, opportunities for joint degrees/sandwich
programmes and research collaborations.
This document summarizes a study on premarital sex awareness among students at the Faculty of Surveying and Spatial Sciences, Universiti Teknologi MARA (UiTM). The study was conducted from January to April 2011 using a cross-sectional descriptive design. Stratified random sampling was used to survey AP220 students. Key findings included pie charts and bar graphs showing students' responses about premarital sex categorized by gender, main causes, who is most to blame, effects, ways to prevent it, and actions that could be taken by school authorities. The summary provides an overview of the document's content in 3 sentences.
Investigation and Identification interaction of Islamic Azad Universities (IA...Sports Journal
The sport industry is a part of society and it is being more important gradually. It is as a one of important
economical concepts in the society. The relation of sport product industry with universities is the main
way to develop the economic aspects of sport industry. The goal of this research was to evaluate the
participation and interaction of Islamic Azad University with Iran production sector of the sport industry
in geographical area of Iran. This research is practical and form the descriptive – analyzing method in
order to data collection we used Esham (2008) industry questionnaire that its final coefficient was on the
basis of cronbach Alpha (α=0.86) method, and it is justified by 5 experts in the field of relation of
industry and university and 5 sophisticated professors of sports management. the statistical universe of
this research consists the all Islamic Azad University Iran of sports product in Iran (N=302) that
according to Morgan’s table the 169 universe were the random patterns of this research to analyze the
data we used descriptive method (distribution, average, standard deviation, depicting of diagram) and
deductive method (Freidman test). The result of this analysis showed: the more important relationship
between Islamic Azad Universities included Contract research and consulting. Factors academic
problems, Cooperation and finally of research were the main obstacles of relationship between these two
subjects. According to Academics, the main policy to improve the relationship Islamic Azad Universities
with industry in part of sports productive industry is the government tax reduction for companies which
cooperate with universities visiting of industry. In *, the relationship between Islamic Azad Universities
with industry in part of sports productive industry is not appropriate and there are many obstacles
between the relationship of these to subjects.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
Problems such as impracticability and ineffectiveness are encountered in practice in-service training for teachers in Turkey.Although several suggestions have been proposed, the problems still remain. This study illustrates a new way for the development of in-service training, with high school teachers’ opinions, which is in-service trainings enhanced with adult learning characteristics. The participants were determined randomly and administered a 25-item Likert type survey. Results of the survey evaluated statistically by applying t-test and ANOVA. It is found that there is statistically significant difference between teachers in terms of gender, age, seniority and subject field variables. On the basis of the whole paper, teachers are enthusiastic to take part in in-service trainings enhanced with adult learning features rather than traditional ones. At the end of the paper, it is recommended that while preparing in-service training, demographic differences among teachers should be taken into account.
National strategies and policies for promoting educational quality in Cambodi...Sam Rany
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-paying students. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. It also examines the roles of institutions like the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education in strengthening quality and implementing policies.
Investigating the institutional policies that contribute toward the students’...Sam Rany
The purpose of the study is to investigate the institutional policies that contributed to the enhancement of students’ academic success and educational quality in a Cambodian university. In a context of knowledge-based economy, higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to enhance the economic, social, political and cultural values of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various strategies and policies to advance educational quality for Cambodia students’ academic success. This paper will investigate and discuss the status of institutional policies that can facilitate in reforming the educational system in Cambodian tertiary education. Astin’s theory (1984, 1993, 1999) is adopted to link the idea of institutional policies and Cambodian student’s academic success; the documents and data of governmental ministries, development partners, and higher education institutions will be employed in the study of such policies.
This document summarizes a research paper investigating institutional policies that contribute to student academic success at a Cambodian university. It begins by providing background on higher education in Cambodia and discusses Astin's theory of how student inputs, environmental factors, and outcomes are linked. It then examines Cambodia's national education strategies and policies, legal frameworks, and institutions that aim to strengthen education quality. These include the Accreditation Committee of Cambodia, Supreme National Council of Education, and the Directorate Department of Higher Education. The document concludes by discussing how Astin's theory can help explain the relationship between institutional policies, environmental factors, and student academic success in Cambodian universities.
Study Satisfaction for Students in UniversitiesVira Lyubchenko
The document discusses a study on student satisfaction at universities. It examines different factors that can motivate students, including holding high expectations, helping students set goals, and being enthusiastic about the subject. It also describes an experiment using a basic human capital model to analyze students' choices between effective and ineffective learning based on expected future wages. A questionnaire was administered asking students about incentives, and the results showed high alignment with teaching incentives but lower alignment for monetary and research incentives.
Perception and Expectation of Students Towards Service QualityAsma Muhamad
Current study of service quality from perspective of students at one of Malaysian research university.
The article is also available here
http://mojem.um.edu.my/current
This document provides an overview of Pakistan's education system from pre-primary to university level education. Some key points:
- Education is overseen by the federal and provincial governments. It is provided in 6 main levels from pre-primary to university.
- Primary education enrolls over 17 million students in grades 1-5, with 66% in public schools. Middle school is grades 6-8 and secondary is grades 9-10.
- Higher secondary school is grades 11-12 when students prepare for board exams. University education includes bachelor's and advanced degrees.
- Vocational education and teacher training institutions also play a role. Issues in the system include lack of quality teachers, funding gaps,
Scenarios of rajamangala university of technology isan asAlexander Decker
This document discusses scenarios for Rajamangala University of Technology Isan (RMUTI) becoming a professional and technological university. It provides background on RMUTI and discusses research conducted using the Ethnographic Delphi Futures Research Technique with 71 specialists and instructors from RMUTI campuses. The results showed RMUTI should focus on hands-on training, English, IT, ethics and personality development. It should also pursue external research funding and regional networking. Maintaining local culture and providing IT support to communities were also seen as important. Overall, the experts agreed RMUTI should use these results to progress toward becoming a professional and technological university.
Coping strategies used by students with disabilities in higher education inst...Ambati Nageswara Rao
This document summarizes a study that explored the coping strategies used by students with disabilities in managing their social and higher educational experiences in India. 100 students with disabilities from 3 universities in Andhra Pradesh were interviewed. The study found that students were motivated to pursue higher education for reasons like independence, better employment opportunities, and proving their self-worth. It also examined the social relationships and friendships of these students. Students developed coping strategies like self-advocacy and appropriate disclosure to manage their disabilities. However, the study noted that these students still face challenges in higher education due to lack of support services and accessible infrastructure.
The educational system in Bangladesh is three-tiered and highly subsidized. Bangladesh Govt. operates primary, secondary & higher secondary, and tertiary level education system. In the tertiary system (e.g. College and University), the infrastructure is insufficient which eventually can’t accommodate higher education at maximum coverage and hampers the growth of the economy. To solve this problem, E-Learning model is proposed. One prototype solution, eVarsity, is illustrated in this work.
This document examines factors that influence high school students in Thailand when choosing a cram school. It surveyed 198 junior high students and 198 senior high students about the importance of various factors. The results showed that the teaching-learning factor and location factor were most important to both groups. The document recommends that cram schools gather student feedback to improve teaching quality and services, and provide online communication channels to better meet student and parent needs.
This presentation examines the structure of higher education in India and the mechanisms of its regulation. It also captures future trends of Indian higher education.
Staff retention strategies in Zimbabwe’s public and private universities: Ret...Premier Publishers
The multiple-case study compared staff retention strategies in Zimbabwe’s public and private universities from the point of view of criterion sampled four public and three private universities’ Returnee Lecturers, respectively. In terms of similarities, the study found out that public and private universities had monetary and non-monetary staff retention strategies. It also observed that both public and private universities were found to have some conditions of service which served as part of retention strategies in those universities. With respect to differences, the study observed that public universities tended to offer better conditions of service in terms of salaries and bonuses, even though both conditions of service lag behind what international universities offer. The study concluded that staff retention strategies in public and private universities tended to differ on paper and implementation approach, but in practice they tended to yield similar results. Also, public universities tended to offer more allowances than private universities because of the support they receive from the government. Private and public universities need to have knowledge of what other local, regional and international competitors offer in terms of staff retention strategies through salary surveys and benchmark to effectively retain their staff.
The issues and challenges in Higher Education Sector in IndiaDhanuraj D
The paper discusses the role of HRD ministry, UGC and other state legislations influencing Higher Education Scenario in India. The paper also discusses the role of Private Universities in India
India’s Higher Education System - May 2016Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrolments as well as institutions in the coming decades.
As good institutes are in short supply, the scope for
higher education services providers will only grow in
the coming years. The report presents an overview of
the status of education in the country, number and type
of institutions and their growth, aggregate enrolments
and growth, nature of research conducted in Indian
institutions, opportunities for joint degrees/sandwich
programmes and research collaborations.
This document summarizes a study on premarital sex awareness among students at the Faculty of Surveying and Spatial Sciences, Universiti Teknologi MARA (UiTM). The study was conducted from January to April 2011 using a cross-sectional descriptive design. Stratified random sampling was used to survey AP220 students. Key findings included pie charts and bar graphs showing students' responses about premarital sex categorized by gender, main causes, who is most to blame, effects, ways to prevent it, and actions that could be taken by school authorities. The summary provides an overview of the document's content in 3 sentences.
Investigation and Identification interaction of Islamic Azad Universities (IA...Sports Journal
The sport industry is a part of society and it is being more important gradually. It is as a one of important
economical concepts in the society. The relation of sport product industry with universities is the main
way to develop the economic aspects of sport industry. The goal of this research was to evaluate the
participation and interaction of Islamic Azad University with Iran production sector of the sport industry
in geographical area of Iran. This research is practical and form the descriptive – analyzing method in
order to data collection we used Esham (2008) industry questionnaire that its final coefficient was on the
basis of cronbach Alpha (α=0.86) method, and it is justified by 5 experts in the field of relation of
industry and university and 5 sophisticated professors of sports management. the statistical universe of
this research consists the all Islamic Azad University Iran of sports product in Iran (N=302) that
according to Morgan’s table the 169 universe were the random patterns of this research to analyze the
data we used descriptive method (distribution, average, standard deviation, depicting of diagram) and
deductive method (Freidman test). The result of this analysis showed: the more important relationship
between Islamic Azad Universities included Contract research and consulting. Factors academic
problems, Cooperation and finally of research were the main obstacles of relationship between these two
subjects. According to Academics, the main policy to improve the relationship Islamic Azad Universities
with industry in part of sports productive industry is the government tax reduction for companies which
cooperate with universities visiting of industry. In *, the relationship between Islamic Azad Universities
with industry in part of sports productive industry is not appropriate and there are many obstacles
between the relationship of these to subjects.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
Problems such as impracticability and ineffectiveness are encountered in practice in-service training for teachers in Turkey.Although several suggestions have been proposed, the problems still remain. This study illustrates a new way for the development of in-service training, with high school teachers’ opinions, which is in-service trainings enhanced with adult learning characteristics. The participants were determined randomly and administered a 25-item Likert type survey. Results of the survey evaluated statistically by applying t-test and ANOVA. It is found that there is statistically significant difference between teachers in terms of gender, age, seniority and subject field variables. On the basis of the whole paper, teachers are enthusiastic to take part in in-service trainings enhanced with adult learning features rather than traditional ones. At the end of the paper, it is recommended that while preparing in-service training, demographic differences among teachers should be taken into account.
National strategies and policies for promoting educational quality in Cambodi...Sam Rany
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-paying students. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. It also examines the roles of institutions like the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education in strengthening quality and implementing policies.
Investigating the institutional policies that contribute toward the students’...Sam Rany
The purpose of the study is to investigate the institutional policies that contributed to the enhancement of students’ academic success and educational quality in a Cambodian university. In a context of knowledge-based economy, higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to enhance the economic, social, political and cultural values of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various strategies and policies to advance educational quality for Cambodia students’ academic success. This paper will investigate and discuss the status of institutional policies that can facilitate in reforming the educational system in Cambodian tertiary education. Astin’s theory (1984, 1993, 1999) is adopted to link the idea of institutional policies and Cambodian student’s academic success; the documents and data of governmental ministries, development partners, and higher education institutions will be employed in the study of such policies.
This document summarizes a research paper investigating institutional policies that contribute to student academic success at a Cambodian university. It begins by providing background on higher education in Cambodia and discusses Astin's theory of how student inputs, environmental factors, and outcomes are linked. It then examines Cambodia's national education strategies and policies, legal frameworks, and institutions that aim to strengthen education quality. These include the Accreditation Committee of Cambodia, Supreme National Council of Education, and the Directorate Department of Higher Education. The document concludes by discussing how Astin's theory can help explain the relationship between institutional policies, environmental factors, and student academic success in Cambodian universities.
Establishment of institutional policies for enhancing education quality in ca...Sam Rany
This document summarizes a research article about establishing institutional policies to enhance education quality in Cambodian universities. It discusses Cambodia's national policies and legal frameworks supporting tertiary education, as well as institutions involved in quality assurance. Key points include:
1) Cambodia has implemented numerous strategies and policies since 1998 to promote higher education quality and integrate into ASEAN.
2) National policies include the Education Strategic Plan (2006-2013) and the Master Plan for Research (2011-2015).
3) Legal frameworks establish rules for university operations, quality assurance, and PhD programs.
4) The Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate of Higher Education help implement policies and
This presentation summarizes an entire paper on;
1) Strategies to attain effective HRM in education
2) Comparison of educational stories in different countries.
3) Importance of building strong research department
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The document discusses content standards and representations in mathematics education in Indonesia and South Korea. It provides examples of content standards for elementary school in both countries, covering topics like numbers, operations, geometry, measurements, statistics, and problem solving. It also discusses the importance of representations in organizing thinking, solving problems, and modeling concepts, and provides examples of using representations like diagrams and circles to solve fraction comparison problems.
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This document discusses requirements for teacher licensure in Massachusetts, ways to foster teacher professional development, teacher employment statistics, teacher demographics, and the roles of universities versus state credentialing agencies. For initial licensure in MA one needs a bachelor's degree, passing scores on licensure exams, and completion of an approved educator program. Professional licensure requires 3 years of teaching experience, completion of an induction program, and a master's degree. The document also provides statistics on projected teacher employment levels and pupil/teacher ratios in public and private schools.
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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The complex relationship between human activities and the environment has been the focus
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
4. conceptualizing institutional policies for students’ academic success in cambodian university what matters for policy
1. Asian Social Science; Vol. 9, No. 10; 2013
ISSN 1911-2017 E-ISSN 1911-2025
Published by Canadian Center of Science and Education
283
Conceptualizing Institutional Policies for Students’ Academic Success
in Cambodian Universities: What Matters for Policy?
Rany Sam1
, Thongma Souriyavongsa1
, Ahmad Nurulazam Md Zain2
, Hazri Jamil1
, Xiaojuan Wu1
& Seng
Sovath3
1
School of Educational Studies, Universiti Sains Malaysia, Malaysia
2
School of Educational Studies and National Higher Education Research Institute, Universiti Sains Malaysia,
Penang, Malaysia
3
Department of Legislation, Cambodian Ministry of Education, Youth, and Sports, Cambodia
Correspondence: Rany Sam, School of Educational Studies, Universiti Sains Malaysia, 11800, Penang, Malaysia.
Tel: 60-17-506-3234. E-mail: sr11_edu045@student.usm.my
Received: February 10, 2013 Accepted: May 23, 2013 Online Published: August 1, 2013
doi:10.5539/ass.v9n10p283 URL: http://dx.doi.org/10.5539/ass.v9n10p283
Abstract
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.
Keywords: conceptualizing, institutional policies, academic success, Cambodian universities
1. Introduction
After 28 turbulent years of civil war (1970-1998), the Royal Government of Cambodia initiated policies to restore
its tertiary education system in order to be integrated and competitive at the regional and international levels,
especially, in the Association of South East Asian Nations (ASEAN). Cambodian post secondary education has
experienced tremendous change as a result of the privatization policies implemented by the Government with the
goal to increase access by increasing the number of higher learning institutions throughout the country in 1997
(Chamnan & Ford, 2004). Consequently, there are 97 higher education institutions in which 38 are public
universities and 59 are private universities located in 18 provinces and in the capital. The top ten universities,
which include the Royal University of Phnom Penh, the Royal University of Law and Economics, the National
University of Management, the University of Health Science, the Cambodian Institute of Technology, the Royal
University of Agriculture, the Paññāsāstra University of Cambodia, the University of Cambodia, the Norton
University, and the Cambodian Mekong University, are located in the capital of Phnom Penh. This expansion is a
positive response to the increasing number of students who graduated from secondary education every year; for
example, 114,414 high students have finished their studies in the academic year 2011-2012. The total of tertiary
student enrollment is 14 percent (WB, 2011). There are 246,069 undergraduate students currently studying in
Cambodian universities (MoEYS, 2012; Sam & Jamil, 2012a). Nevertheless, the rapid development of higher
2. www.ccsenet.org/ass Asian Social Science Vol. 9, No. 10; 2013
284
learning institutions and enrolments have impacted on the students’ academic success, student perseverance, and
employment opportunities because of the limited institutional support service policies and other necessary
academic resources. According to UNESCO (2010), the dropout rate of undergraduate students was approximately
26% during the first year. About 80 % of students, who come from poor families in rural and remote areas, enrolled
in the universities in the capital city so that they have to overcome adjustment problems in order to succeed in their
tertiary education. Approximately 80.50 % of the Cambodian population live in rural areas, 55% of them live on
the agricultural sector, and 35% live in poverty (NIS, 2008; WB, 2011).
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. Not surprisingly, most Cambodian public and private universities are more likely to provide the same
academic disciplines in Business Administration, Economics, Law, and Foreign Languages, even though job
opportunities in these areas are very limited. In spite of that, Cambodian job markets mostly demand skilled
workers who come from the disciplines of Science, Engineering, Information Technology, Mathematics,
Agriculture, and Health, which are the country’s social needs and development. As a result, graduates’
professional skills are less likely to match with market demands and career prospects (Chen, Sok, & Sok, 2007;
Chet, 2009; Noch, 2009; DRFC, 2010).
To resolve such challenges, the Cambodian government is constantly reforming its educational system for the
enhancement of students’ academic success, and the Government has established many national policies, legal
frameworks, and institutions: such as the educational strategic plan 2006-2013, the master plan for research in
the education sector 2011-2015, the Accreditation Committee of Cambodia, and Supreme National Council of
Cambodia. Moreover, Cambodia has continuously strengthened its institutional policies to sustain their academic
supported services for students’ retention (Sam et al., 2013). As highlighted by the Cambodian prime minister,
governmental policies pay more attention to promoting the quality of education and students’ academic success
through assuring a balance of educational quality and quantity (Sen, 2011). He further suggested that higher
education institutions should establish their institutional policies to strengthen the quality of teaching and
learning, curricula and extra-curricular activities, and examination procedures in order to meet the regional and
international standards. In order to ensure that the Cambodian institutional policies are operating in conformity
with the international academic experiences, the combination of Tinto’s student retention model (1975, 1993),
Astin’s Input-Environment-Output model (1984, 1988, 1999) will be employed as conceptual models to explore
potential factors that can contribute to students’ academic success. Therefore, the goals of this article are to
identify ten variables involved in these factors and to develop the general framework for them. This paper
introduces the above mentioned concepts to investigate the relationship between student input and academic
success, and to examine the association between campus environment and academic success.
2. Literature Review and Conceptual Foundation
This paper focuses on investigating the relationship between educational experiences and students’ outcomes in
the Cambodian context. Astin’s theory (1984, 1993, 1999) and Tinto’s theory (1975, 1993) are used to illustrate
the institutional and educational experiences of Cambodian students because these theories involve the
institutional stakeholders in terms of student engagement in the institutional support services as well as academic
development, retention, and graduation rates. Astin’s theory of Input-Environment- Output/Outcome (I-E-O)
model as captured in Figure 1 is adopted to guide the proposed conceptual model of this study because it reflects
a theoretical framework to illustrate the cause and effect between the students’ input and the students’ outcomes
of their educational experiences.
According to Astin’s theory of Input-Environment- Output/Outcome (I-E-O) model , input referred to personal
characteristics of the student at the time before enrolling in the institutions (Astin, 1993). The highlighted
characteristics of input may be family background, marital status, age, gender, race, parental education, housing,
high school grades, goal commitment and academic self -concept, social experiences, achievement expectancies,
and past experiences. Environment in this context is defined as institutional resources to facilitate the learning
atmosphere of the student including various programs, policies, faculties, peers and educational experiences (Astin,
1993, p. 7). The outcome is identified as the students’ resultant characteristics such as knowledge, skills, critical
thinking, attitudes, values, beliefs, and behaviour after being involved in the academic environment and the
student’s level of academic success (Astin, 1993, 1999).
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In the same vein, Astin’s theory correlates to Tinto’s (1975) theoretical model of student’s attributes and
perseverance which comprises four main elements. The first element refers to pre-entry attributes such as family
background (socioeconomic status, parental educational level, and expectation), individual attributes (academic
ability, race, and gender), and prior schooling (characteristics of the student’s secondary school, and high school
academic grades, and social attainments). The second and third elements are considered as the institutional
environment which includes both the student’s aspirations and the institutional goals, institutional commitments
(academicians and faculty interaction, peer group interaction, and curricular involvement), and academic and
social integration. The last element is the outcome.
Based on the studies by (Tinto, 1993), a student’s perseverance or departure is measured by the degree of academic
integration and social integration of the student. Academic integration reflects satisfaction with academic
achievements such as earning passing grades and academic progress. Social integration refers to the component of
peer to peer interaction, faculty- student interaction, and extracurricular activities. It also refers to how the
institution’s social environment fits into the student’s background, values, and aspirations. Tinto asserted that there
are two dimensions of commitment which directly influence persistence or departure behaviour: institutional
commitment and personal goal commitment. Institutional commitment is the degree of motivation and academic
support services of the university or college that are provided to students. Goal commitment is the degree of a
student’s commitment or motivation that the student has to persist in their studies to graduation. Tinto proposed
that increased levels of academic and social integration and institutional and goal commitments directly influence
a student’s commitment and the outcome which is the departure decision: graduate, transfer, or drop out. Tinto’s
(1993) theoretical model of student integration relates to the following components which indicate student
persistence in college or university. Thus, the Tinto’s theoretical model (1975, 1993) illustrates the need to provide
academic and social support services in order to promote student retention and academic success in education
institutions so that students achieve academic success.
Therefore, this paper adopts the above models, first experienced in the United States context, because they allow
us to concentrate on the institutional and educational experiences regarded as academic and non-academic support
services which are provided by Cambodian universities. Furthermore, these academic support services relate to the
nine-minimum quality assurance standards of the Accreditation Committee of Cambodia that contribute to
students’ academic success such as (1) mission statement, (2) governing structure , (3) management and planning ,
(4) curricula and extra-curricular activities, (5) academic staff development, (6) student and student services , (7)
learning services, (8) physical plant, (9) information dissemination. Based on the literature review above, the
following conceptual model can be used to guide research on institutional policies that contribute to Cambodian
students’ academic success as shown in Figure 1.
Figure 1. Astin’s input-environment- output model (1984, 1993, 1999) and Tinto’s student retention model (1975,
1993)
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2.1 The Relationship between Student Input and Students’Academic Success
In this study, student input refers to students’ personal characteristics before enrolling in the institutions. It relates
to (1) demographic factors, (2) prior schooling, (3) English proficiency, and (4) goal commitment. Hence, the
paper will examine the association between the student input and students’ academic success as follows:
2.1.1 Linking Demographic Factor and Stduents’ Academic Success
In this study, demographic factors refers to students’ characteristic background, parental educational background,
and their social economic status. Parental education and employment background are one of the significant
factors that is positively related to students’ academic success (McKenzie & Schweitzer, 2001; Bruinsma &
Jansen, 2007). According to Melby and Conger (1996), family income, parental education, parental involvement
and hostility have an influence on the academic experience of students in their secondary and post secondary
education. Henry et al. (1993) identified that parental involvement in support, reasoning, punishment, monitoring,
and autonomy granting encourage students to successfully navigate their campus life; students who regularly
received psychological counselling from their parents, tend to obtain significant skills for their academic success
in university.
A study carried out by Jeynes (2002), demonstrated that parents’ educational level, occupational status, and
income level, which constitute their social economic status, are associated with academic performance. Based on
the cultural capital theory students who come from well educated families will obtain success (McMillan &
Western, 2000). It is undeniable that low social economic status negatively impact on academic success because
students cannot access much necessary resources for their academic development. In addition, social economic
background is one of the major components of educational quality; academic success strongly depends on the
social economic status of parents who economically foster their children to get academic achievement (Graetz,
1995; Considine & Zappala, 2002; Eamon 2005; Jeynes, 2002). Based on the literature above, the authors
propose the first proposition.
Proposition 1: Demographic factors will be related to academic success.
2.1.2 Linking Prior Schooling and Students’Academic Success
Prior schooling is defined as the characteristics of the student’s high school, his or her academic grades, and
social attainments prior to attendance at the college or university. One factor that appears to affect academic
success is prior schooling results. Based on the studies of validity of high school grades in predicting student
success beyond the first year by Geiser and Santelices (2007), it is found that grade point average (GPA) of high
school results is invariably the best predictor of college grades. For instance, one research has investigated how
high school grades affect college grades. Researchers have selected 80,000 students as research samples who
were admitted to the University of California and observed their four- year college outcomes such as cumulative
grade point average (CGPA) and graduation rates in order to find out the linkage of high school record in
forecasting a long- term college performance. Based on the findings of this research, high school grades were a
strong prediction for a four year college outcomes for all academic disciplines (Geiser & Studley, 2003).
Findings similar to those made by Geiser and Santelics (2007) were confirmed by Anderson, Benjamin and Fuss
(1994) whose study on the determinants of academic success and post secondary education found that students
who have good academic performance in high school also have better academic performance in college. As
highlighted by Geiser and Santelics (2007); Anderson, Benjamin and Fuss (1994), it was undeniable that high
school grades are the best predictors of academic performance in the United States.
In addition, prospective college students who have actively engaged in high school activities have an affirmative
predictor of a student’s predisposition to participate in college; successful involvement in high school activities is
associated with the predisposition to academic success in college (Borus, 1993; Hossler & Gallangher, 1987;
Manski & Wise, 1983). The quality of the high school curriculum and its academic experience impact on
students’ academic success in post secondary education. That is, students who with quality academic experiences
in high school will perform well academically will do in college even though they come from different
demographic social economic background (Florida Department of Education 2005; Gladieux & Swail 1998,
Horn & Kojaku 2001; Martinez & Klopott 2003; Warburton, Bugarin, & Nunez 2001). Thus, prior schooling
characteristics can be useful predictors of student retention, and the results of these studies could be employed
for college admission (Paul, Leslie, & Jill, 1999). However, it cannot explain all of the various attrition rates of
students; yet students prefer to stay in school when they are actively involved in campus programs and feel a
sense of community at the institution (Astin, 1993; Tinto, 1993; Naretto, 1995). From the literature above, the
authors propose the second proposition.
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Proposition 2: Prior schooling will be related to academic success.
2.1.3 Linking English Proficiency and Students’ Academic Success
English proficiency and students’ academic success appear to be positively correlated. Most Cambodian
universities set English language as an admission requirement for students to enrol in their program. For example,
University of Cambodia and Paññāsāstra University of Cambodia required TOEFL scores of at least 500 or
IELTS 5.5 for their undergraduate program. Prospective students need to prove their English proficiency prior to
entering the university (PUC, 2013; UC, 2013). A number of researchers have investigated how students’
language proficiency in English affect their academic achievement in the United States and the United Kingdom
(Polyrazli et al. 2002; Swami et al. 2009). According to Polyrazli et al. (2002), English proficiency enables
foreign students to succeed in cultural adjustment, social relationships, and in the academic environment at US
university. Simarlily, Swimi et al. (2009) found that Malaysian students who have higher English ability easily
adjusted in a British university. To succeed in their higher education, Cambodian students need to have higher
English proficiency because nearly all the textbooks are written in English. Students who cannot use English,
apparently cannot engage well in higher education (Clayton, 2006). Therefore, Cambodian students who want to
further their postgraduate degrees in the region and in English speaking countries must have English proficiency
because it is the language of international education in the world. That is why all Cambodian Higher Education
Institutions are required to provide English courses with qualified teachers and modern language learning
facilities (ACC, 2009). From the literature above, the authors propose the third proposition.
Proposition 3: English proficiency will be related to the academic success.
2.1.4 Linking Goal Commitment and Students’ Academic Success
Goal commitment is the degree of a student’s commitment or motivation to attend college; students’ motivation
is positively related to college attendance and academic success. Prospective student’s personal aspirations have
a significant impact on the decision to attend college. Furthermore, students’ aspirations and career plans are the
most important factors affecting college attendance (Carpenter and Fleishman, 1987; Ariffin, Ahmad, & Ibrahim,
2008; Jackson, 1987). As a relative research approach, self esteem, goal orientation, self-efficacy and
self-regulation, and learning styles of students are also associated with academic success (Feick & Rhodewalt,
1997; Zhang & RiCharde, 1997; Niemczyk & Savenye, 2001). According to Molton, Brown and Lent (1991);
Bandura (1997), self-efficacy performs a specific task, and academic self-concept, confidence, assertiveness and
positive risk-taking, correlate with academic performance. Students’ academic talents can carry them far, but in
order to become scholars who can manage their own learning, students need to be self-motivated, engaged and
disciplined. In a study carried out by ACT (2008), the strongest predictor of academic success is an academic
discipline, which the researcher defines as the “skill component of motivation”, reflecting the levels and quality
of students’ effort in dedicating to schoolwork and the engagement with the new learning environment. Based on
the studies by Choy (2002), adults and peers who value academic success can motivate their friends to enhance
an academic achievement. A result of this research shows that students are more likely to enrol in college if their
peers or friends intend to enrol in college, too. It is four time times more important than their parental
encouragement and support (Choy, 2002). From the literature above, the authors propose the fourth proposition.
Proposition 4: Goal commitment will be related to the academic success.
2.2 The Relationship between Campus Environment and Students’Academic Success
In this study, campus environment relates to institutional policies that shape student experiences and outcomes
during their studies at university. It is divided into two main support services: academic support services and non
academic support services. Academic support services are defined as any service that relates to (1) academic
curricular and extracurricular activities, (2) academic staff, (3) physical facilities, and (4) faculty interaction.
Non-academic support services are considered as services that related to (5) financial support and scholarship
and (6) accommodation and other support services. Therefore, this paper will investigate the linkage between the
campus environment and students’ academic success.
2.2.1 Linking Curricular and Extracurricular Activities and Students’Academic Success
Engagement in curricular and extra-curricular activities correlate with students’ academic success; it can be
considered as one of the most significant factors to transform students to be successful persons with professional
skills and knowledge. In a practical sense, a curricular or study program can vary from one institution to another,
but it identifies the different levels of students’ academic success. In Cambodian context, the academic program
is the third standard that can contribute to students’ academic success (ACC, 2009). Curricula should be precise,
valuable, and useful for students’ job opportunities. Teachers have to explain clearly about course goals and
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objectives to the students in the first session of the course, for instance through a course outline (Mood, 1995).
According to Lacke and Neill (2011), the standardized curricula should be designed by universities, and it shall
be evaluated by students and teachers to assure that it adapts to students’ needs and experiences. Additionally,
teachers are required to follow up such curricular so that it benefits the students; the curricula and its contents
should encourage and engage students to be actively involved in order to acquire knowledge and skills. Similarly,
institutions should regularly update their curricular provision in order to respond to the special needs of students.
For example, they should develop new approaches to students relating to workshops and other activities
targeting particular aspects of needs including study skills, special courses, etc. (Mantz & Bernard, 2004). Beside
that, extra-curricular activities should be introduced to the students so that they have a chance to put their
theories into real practice outside and inside the campus. Students can learn through these experiences how to be
self-reliant and mature (Seymour, 1992; Wilde, 2002). From literature above, the authors propose the fifth
proposition.
Proposition 5: The academic curriculum and extra-curricular activities enable academic success.
2.2.2 Linking Academic Staff and Students’Academic Success
Lecturers’ quality and their experience have a positive association with student achievement (Greenwald et al.,
1996; Hanushek, 1996). As mentioned by Mood (1995) and Parr (2005), a good teacher has a principal role to be
a facilitator, assessor, participant, and motivator in order to inspire students to be actively involved in the course.
The academic staff is listed as in fourth standard among other eight minimum standards for accreditation of
higher education (ACC, 2009). Medway and Penny (1994), and Massy (2003) pointed out that good teaching
methodology could draw students to be interested in lectures. In a study carried out by Mclnerney (2000), there
are nine core stages for teachers in promoting students’ academic success as follows: (1) start the lesson with a
quick review of previous learning and outline goals, (2) present material in small steps and allow application
after each step, (3) Provide clear and detailed instructions and explanations, (4) ask a large number of questions
and check for student understanding, (5) guide students in initial phases of learning and application, (6) provide
systematic feedback that is task-based, (7) Monitor students as they work, (8) Provide ample time for completing
tasks, identify in advance what material/concept might be difficult.
Research on student learning highlights key essentials regarding educational outcomes. These essentials include:
(1) importance of intellectual challenge, (2) clear goals, (3) creating a classroom environment where students
take responsibility for their own learning, (4) encouraging cooperation between students, (5) concern and respect
for students as learners and people, (6) understanding of what students have learnt and what they still need to
learn, (7) quality of instruction, (8) quality and quantity of feedback on learning; viewing teaching as a dialogue
rather than a transmission process, and (9) understanding of teaching as a process of enabling learners, rather
than a set of recipes (Ramsden, 2005; Walberg, 1981; Walberg, 1984). From the literature above, the authors
propose the sixth proposition.
Proposition 6: The quality of academic staff enables students’ academic success.
2.2.3 Linking Physical Facilities and Students’Academic Success
The sufficient physical facilities, which include libraries, textbooks, learning and teaching materials, are critical
factors to facilitate students toward academic success (Harmon & Wales, 1999; Mavondo et al., 2000). Library
services and resources are considered as one of the minimum standards (seventh standard) needed to ensure
educational quality and to facilitate students’ learning process to help them succeed (ACC, 2009). Moreover,
library services have a positive impact on students’ academic success including learning, persistence, retention,
faculty research productivity, and student job success. For instance, libraries must equipped with new teaching
technologies and new electronic information sources including databases, up-to-date textbooks, periodicals,
journals, advanced multimedia resources, high-speed Internet access, liquid crystal display projectors (LCD
projectors), computer labs, visual and audio equipment to facilitate student learning (Heyneman, 2001, p. 348).
According to Belanger and Jordan (2000), reliable facilities and equipments must accessible to students,
otherwise it can affect their learning environment. From the literature above, the authors propose the seventh
proposition.
Proposition 7: Sufficient modern facilities enable students’ academic success.
2.2.4 Linking Effective Faculty Interaction and Students’Academic Success
One of the most significant factors that helps students to achieve academic success is the student faculty
interaction. There are three popular theories about the interaction between students and the faculty in promoting
student success in college. These three theories are Alexander Astin’s Theory of Student Involvement, Vincent
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Tinto’s Theory of Student’s Persistence or Departure, and Robert Pace’s College Impress Model. Astin’ s theory
of student involvement is based on his longitudinal study of college student persistence (Astin, 1984). This study
has shown that student involvement contributed to their persistence in college. Conversely, a lack of involvement
leads to students’ departure from college. Astin pointed out that, “ Quite simply, student involvement refers to the
amount of physical and psychological energy that the student devotes to the academic experience” (Astin, 1984,
p. 297). Similarly, student’s persistence is evaluated by the degree of academic integration and social integration
of the student. Academic integration regards to academic satisfaction or achievements consists of earning passing
grades and academic progress. Most importantly, social integration refers to peer-to-peer interaction,
faculty-student interaction, and extracurricular activities (Tinto, 1993). In other words, Pace (1984) asserts that
academic success in college is the result of the college environment and the students’ effort themselves; he
suggests that colleges are responsible for establishing a satisfactory environment for student learning and
development, but students themselves have to dedicate their effort and time in college activities.
In addition, according to the World Declaration on Higher Education (1998), teachers and students must
implement a workable interactive network involving each other in order to enhance their academic performance,
in particular students with their college either local or international levels. Students should be encouraged to
learn some social skills such as how to communicate, socialize, and imitate to others; good relationships between
the lecturers and their students are a significant factor to help them in academic achievement within the campus
environment (Brophy, 1987; Aldridge & Rowley, 1998). Teachers will develop a better understanding of student
learning, knowledge, competence, and willingness in the classroom if they have effectively communicated with
their students (Chickering & Gamson, 1987; Daniels & Arapostathis, 2005; Konidari & Abernot, 2006;
McGregor, 2007). Based on the Principles of Good Practice in Undergraduate Education, Chickering and
Gamson (1987) presented seven effective educational practices, which include student-faculty contact,
cooperation among students, active learning, prompt feedback, time on task, high expectations, and respect for
diverse talents and ways of learning, which all directly impact on student learning and the quality of their
academic performance. From the literature above the authors propose the eighth proposition.
Proposition 8: Effective faculty interaction enables students’ academic success
2.2.5 Linking Financial Services and Scholarship and Students’Academic Success
Another significant dimension of academic success is financial support or scholarship. Financial difficulty is a
major stress factor affecting many of the students. Chickering and Gamson (1987) suggested that the university
must have sufficient funds to offer financial aid to students in order to support their educational and research
activities. Based on a report of the Norwegian Ministry of Foreign Affairs (2002), a budget should be allocated
to students in strengthening their academic commitment and motivation within studying and researching
activities. The funds also should be granted to faculty members and staff, building renovation, and modernized
facilities. The sources of funds mainly come from government funding, tuition fees, public donations, and
research fees. For instance, France, the UK, Malaysia and Singapore used 18 percent, 22 per cent, 32 per cent
and 35 per cent respectively of their government budgets for higher education (Heyneman, 2001). In Cambodia,
financial services and scholarships are part of student and student service stipulated in the fifth standard for
accreditation of higher education institution that can contribute to students’ academic success (ACC, 2009). The
provisions of scholarships and financial supports are based on the following criteria: (1) for outstanding or
talented students, (2) for deserving students who are not able to afford paying fees for their higher education, (3)
for students who are studying in prioritized fields or specializations for society’s needs as determined by the
Royal Government of Cambodia, and (5) scholarships in response to the policies of the country’s leaders. These
scholarship awards are based on the proportion of gender, geographic location, and ethnic groups in Cambodia
(ACC, 2009; RGC, 2003). From the literature above, the authors propose the ninth proposition.
Proposition 9: Financial service and scholarship enable students’ academic success
2.2.6 Linking Accommodation Services and Students’Academic Success
Providing student accommodation or housing in the university campus is considered as a vital support service to
facilitate students’ academic and non-academic activities. In a practical sense, good universities have an
obligation to provide their students a comfortable and safe residence. Accommodation service, which is a part of
student and student services, is stipulated in the minimum standard for the Accreditation of Higher Education
Institutions in Cambodia. It states that higher learning institutions have to provide good services to their students
including accommodation, food services, first aid, security, and other necessary services (ACC, 2009; RGC,
2003). In other words, staying in university campuses is one of the most significant factors to retain students,
particularly first year students in college or university. Students who live on campus can persist and move more
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easily to second year when compared with students who live outside the campus. (Jenniefer, 2004; Kenty, 1997).
Furthermore, students who stay in university accommodation or residential halls actively participate in university
activities and experiences because they have sufficient times to interact with their friends, administrators, and
faculty members (Astin, 1999). From the literature above, the authors propose the tenth proposition.
Proposition 10: accommodation services enable students’ academic success.
3. Proposed Research Model
With the above literature review, a research model is proposed as shown in Figure 2 for this study.
Figure 2. The conceptual model of research
4. Conclusion
The goal of this review paper is to explore the potential variables to develop a framework of institutional policies
to support the needs of students for the enhancement of their academic success and educational quality as well.
This paper also provides a review of previous studies and theories that can be applied to students’ academic
success in the Cambodian context. Based on the result of a literature review, ten potential factors are correlated
with students’ academic success including demographic factor, prior schooling factor, English proficiency, goal
commitment, academic curriculum and extra-curricular activities, quality of academic staff, sufficient modern
facilities, effective faculty interaction, financial services and scholarship, and accommodation services. In other
words, this conceptual framework only focuses particularly on institutional policies which are concerned with
academic support services that can increase students’ retention and academic achievement in Cambodia.
However, it seems possible that the academic success concept will differ from one country to another country
because of various educational, economic and cultural backgrounds. Ultimately, the proposed research model
will guide the researcher to look at the experiences of other countries and add some variables for future empirical
investigations.
Acknowledgements
An earlier version of this paper was presented at the 2012 National Colloquium of Postgraduate Research in
Education at the School of Educational Studies of the Universiti Sains Malaysia (USM), during June 6-7, 2012.
The main author gratefully acknowledges the support for this study provided by the USM PhD Fellowship
Scheme of the Institute of Postgraduate Studies (IPS) at the Universiti Sains Malaysia (USM), Malaysia. The
authors would like to thank Professor Dr. Roshada Hashim, Dean of the Institute of Postgraduate Studies and
Professor Dr. Abdul Rashid Mohamed, Dean of School of Educational Studies of the Universiti Sains Malaysia
for their generous support and kind motivation. Last but not the least, the authors would like to thank Fr. Ashley
Evans and Sr. Margaret for their English proofreading and editing.
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