Build Bright University

Graduate School of Management

Master of Business Administration

Performance Analysis of Accreditation Committee of Cambodia

A Project Paper Submitted in Partial Fulfillment for the Requirement of Master of Business Administration

Submitted by

CHUOP Theot Therith

February, 2011

Build Bright University

Graduate School of Management

Master of Business Administration

Performance Analysis of Accreditation Committee of Cambodia

A Project Paper Submitted in Partial Fulfillment for the Requirement of Master of Business Administration

Under the Guidance of

(Prof.) Dr. Tapas Ranjan Dash

Submitted by

CHUOP Theot Therith

February, 2011

i

Declaration

I do hereby declare that this project paper “Performance Analysis of

Accreditation Committee of Cambodia” is based on my original work and the same

has not been submitted either in part or in full for the award of any other degree of

any other universities.

I am entirely responsible for this writing.

CHUOP Theot Therith

ii

Certificate

iii

Acknowledgements

The completion of this project paper took a lot of effort and time. For this

successful achievement, I would like to express my profound thanks and deep

gratefulness to all the following individuals:

1. My beloved parents, brothers, sister who never lose hope and confidence on

me. I humbly pay my gratitude for their unfailing spiritual might.

2. My advisor, (Prof.) Dr. Tapas Ranjan Dash, vice president of Build Bright

University who offered valuable guidance and suggestions to me for

generating ideas, making plan, and writing the project paper. I strongly

appreciate his useful comments and strong enthusiasm even his working

schedules are very tight.

3. All professors who gave the various courses during the training. Their

academic lecturing skills have improved me to reach a better qualification in

the field of general management.

4. Directors, Deputy Directors, and colleagues at my current organization I

work for who always help and facilitate me in writing this project paper.

Especially, I would like to express my sincere thanks to all respondents who

spend their valuable time to complete and provide comments to my

questionnaire, and I also thank to my classmates for their generosity and

friendship within two years of study program.

CHUOP Theot Therith

iv

Table of Contents

Topics Pages

Declaration .................................................................................................................i

Certificate ...................................................................................................................ii

Acknowledgements ....................................................................................................iii

List of Table and Figures..................................................................................................... vii-viii

Abbreviations .............................................................................................................ix

CHAPTER 1 – GENERAL INTRODUCTION ........................................................1

1.1 Statement of the Problem .....................................................................................1

1.2 Objectives of the Study ........................................................................................2

1.3 Significance of the Study .....................................................................................2

1.4 Scope and Limitations of the Study .....................................................................3

1.5 Layout of the Study ..............................................................................................3

CHAPTER 2– REVIEW OF LITERATURE ............................................................4

2.1 Performance Analysis ..........................................................................................4

2.1.1 What is Performance Analysis? ...............................................................4

2.1.2 What does a performance analyst do? .....................................................4

2.1.3 Why to Conduct Performance Analysis? .................................................5

2.1.4 Improving Management Practices, Training,

and Design of Performance System ........................................................6

2.2 Performance Management ...................................................................................6

2.2.1 What is Performance Management? ........................................................6

2.2.2 Why Performance Management? .............................................................7

2.3 Definition of terms related to Education Quality and Accreditation ...................7

2.3.1 Accreditation ............................................................................................7

v

2.3.2 Higher Education .....................................................................................7

2.3.3 Quality......................................................................................................8

2.3.4 Quality Assurance ....................................................................................8

2.3.5 Academic Quality Assurance ...................................................................8

CHAPTER 3 – RESEARCH METHODOLOGY .....................................................9

3.1 Type of Analysis ..................................................................................................9

3.2 Type and Sources of Data ....................................................................................9

3.3 Sample Size ..........................................................................................................9

3.4 Sampling ..............................................................................................................9

3.5 Data Gathering Procedure ....................................................................................10

3.6 Statistical Tools ....................................................................................................10

3.7 Coverage of the Study ..........................................................................................10

3.8 Procedure of Analyzing Data ...............................................................................10

CHAPTER 4– DATA PRESENTATION AND ANALYSIS ...................................11

4.1 Background of ACC, Basic Aim, Philosophy and Management Structure. ................ 11

4.1.1 Background of ACC ................................................................................11

4.1.2 Basic Aim of ACC ...................................................................................11

4.1.3 Philosophy of ACC ..................................................................................12

4.1.4 Management Structure of ACC ...............................................................12

4.2 The Role of ACC in Ensuring Quality Education in Cambodia ..........................15

4.3 The Performance of ACC against its Objectives

and Functions within its Legal Framework .........................................................18

4.3.1 Functions ..................................................................................................18

4.3.2 Objectives ................................................................................................24

vi

CHAPTER 5– CONCLUSION AND RECOMMENDATIONS ..............................32

5.1 Conclusion ...........................................................................................................32

5.2 Recommendations ................................................................................................35

REFERENCES ..........................................................................................................38

APPENDIX ................................................................................................................39

a. Questionnaire .............................................................................................40

b. ACC’s Annual Report 2010 .......................................................................53

vii

List of Tables and Figures

Table 1: Summary of performance analysis.....................................................31

Figure 1: Management structure of ACC ..........................................................14

Figure 2: Defining of ACC's roles .....................................................................15

Figure 3: Sufficiency of ACC's roles ................................................................15

Figure 4: Roles of ACC and MoEYS ................................................................16

Figure 5: Roles of ACC and NTB .....................................................................16

Figure 6: Duties of departments in ACC ...........................................................17

Figure 7: Overall of ACC's roles .......................................................................17

Figure 8: Policy development ...........................................................................18

Figure 9: Formal decision of ACC ....................................................................18

Figure 10: Developing on classification of HEIs ................................................19

Figure 11: Conduction studies on HRD ..............................................................19

Figure 12: Publishing the finding identified by ACC .........................................20

Figure 13: Fulfilling other duties to realize the mission of ACC ........................20

Figure 14: Fulfilling the work of departments ....................................................20

Figure 15: Fulfilling and processing of all duties ................................................21

Figure 16: Ensuring proper integration ...............................................................21

Figure 17: Job description and specification .......................................................22

Figure 18: Planning .............................................................................................22

Figure 19: Organizing..........................................................................................22

Figure 20: Leadership ..........................................................................................23

Figure 21: Quality of work ..................................................................................23

Figure 22: Quantity of work ................................................................................23

Figure 23: Organizing internship program ..........................................................24

viii

Figure 24: Organizing a regional workshop ........................................................24

Figure 25: Strengthening ACC assessors ............................................................25

Figure 26: Training official of secretariat general of ACC .................................25

Figure 27: Organizing forum on QA and accreditation.......................................26

Figure 28: FYCP assessment tools ......................................................................26

Figure 29: FY assessment and review .................................................................26

Figure 30: Institutional assessment tools .............................................................27

Figure 31: Pilot study on institutional accreditation............................................27

Figure 32: Training to implement guideline on institutional

accreditation process ..........................................................................27

Figure 33: Delivering and publishing survey reports ..........................................28

Figure 34: Developing & increasing understanding of minimum standards .......28

Figure 35: Problem mapping workshop on QA & accreditation .........................29

Figure 36: Administrative support.......................................................................29

Figure 37: Development database .......................................................................29

Figure 38: Strategic plan & activities plan ..........................................................30

Figure 39: Evaluate ACC's strategy and activities plan ......................................30

ix

Abbreviations

ACC : Accreditation Committee of Cambodia

APQN : Asia-Pacific Quality Assurance Network

AQAN : ASEAN Quality Assurance Network

AUF : Agence Universitaire de la Francophonie

AUN : ASEAN University Network

FY : Foundation Year

FYC : Foundation Year Course

FYCP : Foundation Year Course Program

HE : Higher Education

HEIs : Higher Education Institutions

HRD : Human Resource Development

KPI : Key Performance Indicator

MoEYS : Ministry of Education Youth and Sport

MQA : Malaysian Qualifications Agency

PAASCU : Philippines Accrediting Association of Schools, Colleges and

Universities

PM : Performance Management

QA : Quality Assurance

1

CHAPTER 1

GENERAL INTRODUCTION

1.1 Statement of the Problem

Royal Government of Cambodia has set out the privatization policy in the mid-

1990s for higher education. It allowed public universities to offer fee-paying

programs and private universities to open. In just over ten years, Cambodian higher

education institutions have been mushrooming, reaching 94 to this point excluding

vocational training institutions. Among the 94 institutions, there are 65 HEIs as

private universities. The rapid growth of HEIs in Cambodia, in particular private

higher education, has generated a new concern to the quality of education. Whether

the educational quality at these universities is ensured or not need to be examined?

In this regard, the Accreditation Committee of Cambodia (ACC) was established

on 31 March 2003 with its main purpose, as stated in the Royal Decree, to establish a

legal mechanism for administering the accreditation of higher education for all HEIs

to ensure and promote academic quality for greater effectiveness and quality

consistent with international standards. The Royal Decree further mandated the

organizational structure, roles, functions and duties regarding the administration of the

accreditation process of higher education for all HEIs which grant degrees in

Cambodia.

The issue now is how the performance of ACC be achieved in ensuring and

promoting the quality of higher education in Cambodia? Actually, the performance of

an organization definitely depends on its institutional capacity including management

structure, roles, functions, objectives and resources. Therefore, ACC’s performance

needs to be examined critically.

2

1.2 Objectives of the Study

The main objective of this study is to analyze the performance of Accreditation

Committee of Cambodia (ACC). This study aims:

1. To explain the historical background of ACC, its basic aim, philosophy and

management structure.

2. To assess the role of ACC in ensuring quality of higher education in

Cambodia.

3. To analyze the performance of ACC against its objectives and functions

within its legal framework.

4. To provide measures for improving the performance of ACC in future.

1.3 Significance of the Study

This study is most important because it provides summary information

necessary to understand the performance of the Accreditation Committee of

Cambodia, the public institution missioning in ensuring and promoting the quality of

higher education in Cambodia.

The finding of this study is important as it would contribute to ACC for

improving its performance in future, clearly identifying and defining its role, and

changing its management status to ensure and effectively promote the quality of

higher education in Cambodia.

Besides this, the study would help the staff to participate more effectively at

work through current job’s responsibilities for improving the work performance of

ACC.

3

1.4 Scope and Limitations of the Study

This study is focused on the performance of ACC against its objectives in the

last 12 months (January-December, 2010) and its functions within the legal

framework.

It also has covered the historical background of ACC since it was established in

2003 up to present, its basic aim, philosophy and management structure.

1.5 Layout of the Study

The study consists of five chapters.

• Chapter one introduces the topic along with its objectives, significance,

scope and limitations.

• Chapter two reviews the relevant literatures.

• Chapter three highlights the methodology adopted in the study.

• Chapter four presents the data along with its analysis.

• Chapter five summarizes the findings, provides conclusion and

recommendations.

4

CHAPTER 2

REVIEW OF LITERATURE

2.1 Performance Analysis

2.1.1 What is Performance Analysis?

Performance analysis involves gathering formal and informal data to help

customers and sponsors define and achieve their goals. Performance analysis

uncovers several perspectives on a problem or opportunity, determining any and all

drivers towards or barriers to successful performance, and proposing a solution

system based on what is discovered.

Performance analysis is the front end of the front end. It's what we do to figure

out what to do. Some synonyms are planning, scoping, auditing, and diagnostics.

2.1.2 What does a performance analyst do?

Here's a list of some of the things maybe be a part of a performance analysis:

• Interviewing a sponsor

• Reading the annual report

• Chatting at lunch with a group of customer service representatives

• Reading the organization's policy on customer service, focusing particularly

on the recognition and incentive aspects

• Listening to audiotapes associates with customer service complaints

• Leading a focus group with supervisors

• Interviewing some randomly drawn representatives

• Reviewing the call log

• Reading an article in a professional journal on the subject of customer

service performance improvement

5

• Chatting at the supermarket with somebody who is a customer, who wants to

tell you about her experience with customer service

2.1.3 Why to Conduct Performance Analysis?

There are many reasons for conducting a performance analysis, as suggested by

the various names we use to describe it (Best Practices Study, Opportunity Analysis,

Needs Analysis, Front End Analysis, etc.) What is common to all of these efforts is

the precise description of performance explained in the previous section.

The general purpose of such analysis is to construct or improve a performance

system that supports desired accomplishments and milestones in a process that is

essential to a company’s success (e.g., sales, service). What differs among types of

analysis is how we use the findings.

Best Practices Studies generally codify and formalize processes used by

exemplary performers to produce desired business results. In sales, customer service,

and other organizational functions, such a study can lay the foundation for more

consistent and cost-effective management and training, while clarifying requirements

for optimizing the overall performance system.

Opportunity Analysis, Needs Analysis, and Front End Analysis are terms used

by different types of professionals. They describe performance analyses aimed at

identifying gaps in performance and addressing those gaps, or for designing systems

to support new performances that have not existed before (e.g., selling new products

into new markets, maintaining a new piece of equipment). Usually it is fairly

straightforward to take any one of these forms of analysis and adapt it to multiple

purposes, often by gathering additional information or analyzing the findings in a

different or more fine-grained way.

6

2.1.4 Improving Management Practices, Training, and Design of

Performance System

A thorough Performance Analysis:

• Identifies the elements of effective management for a given type of

performance

• Drives design for effective training and non-training performance

improvement programs, and

• Points to cost-effective interventions with significant potential for improving

performance.

When the findings of a performance analysis are used in these ways,

consistently across an organization, the result is generally a significant increase in

performance ramp-up and productivity and/or decreased costs for developing and

supporting desired performance.

2.2 Performance Management

2.2.1 What is Performance Management?

PM is a process that consolidates goal setting, performance appraisal, and

development into a single, common system, the aim of which is to ensure that the

employee’s performance is supporting the company’s strategic aims. PM includes the

practices through which the manager defines the employee’s goals and work,

develops the employee’s capabilities, and evaluates and rewards the person’s efforts

all within the framework of how the employee’s performance should be contributing

to achieving the company’s goals.

When properly designed, PM therefore never just entails meeting with a

subordinate once or twice a year to “review your performance.” It means setting

goals that make sense in terms of the company’s strategic needs. It means daily or

7

weekly interactions to ensure continuous improvement in the employee’s capacity and

performance. It involves continuously ensuring that the employee has the training and

development he/she needs to perform the job effectively.

2.2.2 Why Performance Management?

• PM emphasized on the integrated nature of goal setting, appraisal, and

development;

• Performance appraisal as a management tool are often not just useless but

counterproductive.

• PM as a process also explicitly recognizes that in today’s globally

competitive industrial environment, every employee’s efforts must focus on

helping the company to achieve its strategic goals.

2.3 Definition of terms related to Education Quality and

Accreditation

2.3.1 Accreditation

This refers to the formal approval of a higher education institution/provider or

program that has been found to have met predetermined and agreed standards by

recognized body or agency.

2.3.2 Higher Education

This refers to the formal education in Cambodia and training activities after the

completion of grade 12 leading to the awarding of a first or bachelor degree usually

with a minimum length of four years of full time study.

2.3.3 Quality

It refers to the total effect of the features of a process, product or service on its

performance, or on the customer’s or client’s perception of that performance. It is not

8

just a feature of a finished product or service but involves a focus on internal

processes and outputs and includes the reduction of waste and the improvement of

productivity. In post-secondary education one single definition is problematic. Quality

is related more to the relevance and value of each institution’s mission, purpose,

goals, objectives, and the achievement of identified outcomes.

2.3.4 Quality Assurance

This refers to the set of approaches and procedures regarding the measurement,

monitoring, guaranteeing, maintenance, or enhancement of the quality of higher

education institutions/providers and programs, standards, as established, professional

organizations, government and other standard-setting bodies, is measured.

2.3.5 Academic Quality Assurance

It is defined as a measure by which an institution is able to confirm that the

standards which it has set for itself are maintained and continuously improved.

Academic quality assurance in the Kingdom of Cambodia shall both internal and

external evaluation aspects.

9

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Type of Analysis

The study has used frequency analysis to describe the number and percentage of

ACC’s roles, functions and objectives which were used as Key Performance

Indicators (KPI) for this study, discussion points, etc. This study is considered as a

descriptive research.

3.2 Type and Sources of Data

Both secondary and primary data are used for this study. Secondary data was

collected from Secretariat General of ACC and its web site, such as annual reports,

activities plan, royal decrees, sub-decrees, decisions, guidelines and other legal

instruments.

Primary data was collected from respondents. The respondents for this research

were Director & Deputy Director of departments, head & deputy head of offices, and

staffs of secretariat general of ACC. They are the key persons of ACC in functioning

to ensure and promote the quality of higher education in Cambodia.

3.3 Sample Size

This study used a simple size of 30% of universe size of 42 persons (number of

staff at secretariat general of ACC). So, the sample size of this study is 14

respondents.

3.4 Sampling

Judgment sampling method (non-probability sampling) was used to select

respondents for this study. The reasons for choosing this method are:

• It is simple and easy to collect data

10

• It is less expensive and save the time

• The selected/judged respondents were most representative of population

because they are key persons involving in implementing ACC’s roles.

Therefore, data and information collected are likely to be accurate and

reliable.

3.5 Data Gathering Procedure

Secondary data was collected by reading and analyzing ACC’s policy, its legal

framework, its annual reports, its activities plan, and other related documents.

Primary data was collected by using a means of interview and questionnaire

with 14 respondents among 42 staffs of secretariat general of ACC.

3.6 Statistical Tools

Percentages and averages have been used in this study. The study has used

percentage as a statistics tools to describe the percent of perception/classification to

ACC’s performance. Average was used to present the average of rating score of sub

and overall key performance indicator (KPI) which used to analyze ACC’s

performance.

3.7 Coverage of the Study

Time coverage of the study is the year 2010, means the study analyzed on the

ACC’s performance against its objectives in the last twelve months in 2010.

Sample size coverage of the study covered only 30% of universe size, 14

respondents among 42 staffs.

3.8 Procedure of Analyzing Data

Both tabular and graphical analysis were carried out for analyzing data collected

for the study purposes.

11

CHAPTER 4

DATA PRESENTATION AND ANALYSIS

4.1 Background of ACC, Basic Aim, Philosophy and Management

Structure

4.1.1 Background of ACC

The Royal Government has set out a comprehensive strategy on education, as

expressed in detail in the Education Sector Support Program for 2001-2005. The

strategy aims to enhance the capacity of human resources with highly technical and

scientific skills that effectively respond to labor market demands in terms of

entrepreneurship, high creativity, responsibility, discipline, morality, virtue,

professional ethics, and honesty in an effort to promote development.

In-line with the commitment of the Royal Government in achieving the

"Rectangular Strategy" goal for Growth, Employment, Equity and Efficiency, the

Accreditation Committee of Cambodia (ACC) was established on the Will of Royal

Decree No. NS/RKT/0303/129 dated 31 March 2003 to assure and improve the

quality of Higher Education Institutions in Cambodia and meet international standards

through accreditation.

4.1.2 Basic Aim of ACC

The basic aim of ACC is to administer the accreditation of higher education for

all higher educational institutions (HEIs) to ensure and promote academic quality for

greater effectiveness and quality consistent with international standards and to

determine the organization of structures, roles, functions and duties regarding the

administration of the accreditation process of higher education for all HEIs which

grant degrees in the Kingdom of Cambodia.

12

4.1.3 Philosophy of ACC

Here, philosophy of ACC includes its vision, mission, values and goals.

ACC’s vision is to be the trusted and most competent National Institution

in administering accreditation of higher education institutions and to be recognized

internationally.

ACC’s mission is entitled to take responsibility in quality assessment for

accreditation of Higher Education Institutions in the Kingdom of Cambodia.

ACC’s values always upholds: Quality, Independence, Transparency,

Accountability, Fairness, and High Professionalism.

ACC’s goals: to administer accreditation for higher education in order for

insuring and promoting quality of higher education in the Kingdom of Cambodia based

on the National Education Standards and in consistence with International Standards.

4.1.4 Management Structure of ACC

The ACC shall consist of permanent and non-permanent members.

Permanent members consist of Minister in charge of the office the Council of

Ministers and Minister of Education, Youth and sport. The two persons have to be

appointed as a chairman and vice chairman of ACC. The persons who is higher

position ranking in Royal Government of Cambodia, being a chairman of ACC and

the lower position is a vice chairman of ACC. In case, the two persons have the

equivalent position in Royal government of Cambodia, the chairman of ACC has to be

elected by the election of the members among 5 persons by using the majority (50+1).

Non permanent members are five Cambodians holding higher education degrees

and having skill in management of higher education or skill in policy development of

higher education. ACC has two persons who have experience with accreditation and

quality Assurance of other countries as advisors.

13

The ACC has a general secretariat which is under council of Ministers and led by

a Secretary General having a position of Under Secretary of State and a number of

Deputy Secretary Generals as needed. Sub-decree determines the composition, arrangement

and operation of the general secretariat. ACC has its own internal rules, symbol and seal.

The mandate of the permanent members of ACC is 3 years and may be reappointed

additional 3 years by either the appointment or election based on its procedures

The nomination of the list of candidates for ACC membership is carried out

through an election by an absolute majority (50+1). After a final decision is made

regarding the list of the ACC membership, the nomination committee shall refer that

list which contains five Cambodian to the chairman of ACC, will submit the name of

the Cambodian member for appointment by Royal Decree. The nomination

Committee will also nominate members to fill vacancies as occur. Membership of the

Nomination Committee shall consist of the following persons:

• A representative of the Minister in charge of the office of the council of

Ministers Chair

• Minister of Education, Youth and sport Deputy

• All Rectors/Deans/Directors of HEIs recognized by the MoEYS Member

• Representative of parent ministries of each HEI Member

• A representative of the office of the Council of ministers Member

The committee has right to invite the following people to be participated in the

process of nominating ACC members.

• Three representatives from organizations providing foreign assistance for HE

• A representative from AUF

• A representative from ASEAN University Network (AUN)

• A representative from SEAMEO-RIHED

14

Structure of ACC and its Secretariat General

Secretary General

Department of Cooperation and

Information

Department of Standards and Accreditation

Department of Planning, Training

and Research

Department of General Affairs

Deputy Secretaries General

Office of administrative

Affairs and

Office of Accounting and

Finance

Office of Legislative

Affairs

Office of Planning

Office of Training and Consultation

Office of Research

Office of Standards

Office of Observation and

Assessment

Office of Accreditation

Office of Cooperation and

International relation

Office of Broadcasting and

Homepage

Office of Information

Chairman of ACC (Minister in Charge of Council of Ministers)

Deputy Chairman (Minister of Education, Youth and Sports)

Five ACC members

Advisor

Figure 1: Management structure of ACC

15

4.2 The Role of ACC in Ensuring Quality Education in Cambodia

There are 6 questions relating to the role of ACC in ensuring quality education

in Cambodia which were given to the respondents. Those are as following:

Based on figure 2, the majority (92.9%) of respondents said that the roles and

responsibilities of ACC are clearly defined. Only 7.1% of them answered it’s not

clearly defined in order for achieving the purpose of managing the accreditation and

highly promoting HE in Cambodia in line with international standards.

Related to the question “are the roles of ACC sufficient?” 64.3% of the

respondents indicated that ACC’s roles are sufficient and the rest of 35.7% replied as

insufficient (see figure 3).

Figure 2: Defining ACC's roles

7.1

92.9

020

4060

80100

Percent 7.1 92.9

Not Clearly Defined Clearly Defined

Figure3: Sufficiency of ACC's roles

35.7

64.3

0

20

40

60

80

Percent 35.7 64.3

Insufficient Sufficient

16

From the figure 4, only 14.3% of the respondents expressed that the roles and

responsibilities of ACC and MoEYS are not clearly identified, while 85.7% of them

expressed that those are clearly identified without any overlap of functions. As the

role of the MoEYS is to ensure internal quality while that of ACC is to ensure quality

through external assessment which is conducted periodically. However, MoEYS and

ACC should work in close cooperation.

As shown in the figure 5, all respondents expressed that the roles and

responsibilities of ACC and NTB are clearly distinguished because NTB focuses only

on vocational training and its role is to ensure continuous improvement of quality

through continuous and direct quality assurance mechanisms, whereas ACC visits

HEIs periodically to check whether HEIs have met the preset standards or not.

Figure4: Roles of ACC and MoEYS

14.3

85.7

0

50

100

Percent 14.3 85.7

Not Clearly Identified Clearly Identified

Figure5: Roles of ACC and NTB

100

0

50

100

150

Percent 100

Clearly Distinguished

17

Based on the figure 6 related to the question of "has ACC clearly identified

duties between various departments within its organization?" 85.7% viewed not

clearly defined and only 14.3% felt clearly defined. It means, there are overlap of

duties among departments, for instance, some duties of the department of standards

and accreditation overlap with those of the department of planning, training and

research. Some of those overlapping areas include selection of assessors, training for

assessors, and evaluation of assessors.

In general, 57.1% of respondents expressed that the current roles of ACC are

sufficient and clearly defined in ensuring quality of higher education in Cambodia and

the rest (42.9%) also said on those, are fairly defined (see figure 7).

Figure6: Duties of departments in ACC

14.3

85.7

020406080

100

Percent 85.7 14.3

Not Clearly Defined Clearly Defined

Figure7: Overall of ACC's roles

42.957.1

0

20

40

60

Percent 42.9 57.1

Fair Clearly Defined Good Clearly Defined

18

4.3 The Performance of ACC against its Objectives and Functions

within its Legal Framework

This part consists of 32 indicators to measure the level of performance which is

divided into two sub parts, first is functions and second is objectives in the past 12

months of the year 2010.

4.3.1 Functions

As shown in figure 8, among the respondents, 35.7% partly satisfied with

developing policy on accreditation and other necessary measures to ensure education

quality, and 64.3% are satisfied (this function is good performance).

Figure 9 indicates that the formal decision making of ACC fairly satisfied,

satisfied, and very satisfied with answers of 14.3%, 78.6%, and 7.1% of respondents

respectively. Officially, the formal decision must be made in writing and approved by

and absolute majority (50+1). Sometime, in practice, final decisions are made by the

person in charge.

Figure8: Policy development

35.7

64.3

0

20

40

60

80

Percent 35.7 64.3

Fair/Some Satisfied Good/Satisfied

Figure 9: Formal decision of ACC

14.3

78.6

7.10

50

100

Percent 14.3 78.6 7.1

Some Satisfied/Fair Satisfied/Good Very Satisfied/Excellent

19

Figure 10 shows that ACC's performance on classifying development of HEIs is

poor, fair, and good through giving 7.1%, 85.7%, and 7.1% of respondents

respectively. Means, with this point, most of respondents (85.7%) are satisfied to

some extent.

Related to the performance on conducting studies on HRD process and needs for

improvement of the basic minimum quality standards to be accredited in the higher

educational institutions in Cambodia, 7.1% and 64.3% of respondents expressed that

very poor and poor respectively. Only 28.6% of them just said that it is fair. The

reason is being no scientific research has been conducted. (See figure 11)

From figure 12 related to the performance on publishing the finding identified

by ACC in its performance of accreditation, 7.1%, 35.7%, and 57.1% of respondents

answered that poor, fair, and good respectively. It has been done through many means

such as internet, hard copies, etc.

Figure 10: Developing on classification of HEIs

7.1

85.7

7.10

20

4060

80100

Percent 7.1 85.7 7.1

Not Satisfied/Poor Some Satisfied/Fair Satisfied/Good

Figure 11: Conduction studies on HRD

7.1

64.3

28.6

0

20

40

60

80

Percent 7.1 64.3 28.6

Not very satisfied/Very Poor Not satisfied/Poor Some Satisfied/Fair

20

See the figure 13, the performance in fulfilling other duties to realize the

mission of ACC stipulated in the Royal Decree no SN/RKT/0303/129 dated 31 march

2003 on accreditation of higher education, is fair and good with answers of 35.7% and

64.3% respectively.

Based on figure 14, among respondents, 35.7% said that fulfilling the work of

each department of secretariat general of ACC is in accordance with its legal duties as

poor and 64.3% is fair.

Figure 12: Publishing the finding identified by ACC

7.1

35.7 57.1

0

20

40

60

Percent 7.1 35.7 57.1

Not Satisfied/Poor Some Satisfied/Fair Satisfied/Good

Figure 13: Fulfilling other duties to realize the mission of ACC

35.7

64.3

0

20

40

60

80

Percent 35.7 64.3

Some Satisfied/Fair Satisfied/Good

Figure 14: Fulfilling the work of departments

35.7

64.3

0

20

40

60

80

Percent 35.7 64.3

Not Satisfied/Poor Some Satisfied/Fair

21

Related to the fulfilling and processing of all duties of each department of

secretariat general of ACC as determined by sub decree no 53/ANK/BK on the

amendment of sub decree on the organization and functioning of general secretariat of

ACC (see the attachment on annex pages), 14.3% of respondents expressed that it is

poor performance and 85.7% of them said that it is fair performance (see figure 15).

Related to leadership in ensuring proper integration of various activities of its

departments toward organizational goals, most of respondents (71.4%) said not

satisfied or poor and only 28.6% of them just said that some satisfied/fair. (see figure 16)

The figure 17 shows that job description and job specification for each staff is

very poor and poor with answers of 64.3% and 28.6% respectively. Only the rest of

7.1% is fair.

Figure 15: Fulfilling and processing of all duties

14.3

85.7

0

50

100

Percent 14.3 85.7

Not Satisfied/Poor Some Satisfied/Fair

Figure 16: Ensuring proper integration

71.4

28.6

0

20

40

60

80

Percent 71.4 28.6

Not Satisfied/Poor Some Satisfied/Fair

22

Figure 18 shows that ACC's ability to plan its work in a sound logical manner

to meet its goals/objectives is poor, fair, and good with answers of 14.3%, 78.6%, and

7.1% of respondents respectively.

Figure 19 shows that ACC's ability to organize, arrange, allocate, and delegate

the resource is poor, fair, and good with answers of 7.1%, 85.7%, and 7.1%

respectively.

Figure 17: Job description and specification

64.3

7.128.6

0

20

40

60

80

Percent 64.3 28.6 7.1

Not Very Satisfied/Very Poor Not Satisfied/Poor Some Satisfied/Fair

Figure 18: Planning

14.3

78.6

7.10

50

100

Percent 14.3 78.6 7.1

Not Satisfied/Poor Some Satisfied/Fair Satisfied/Good

Figure 19: Organizing

7.1 7.1

85.7

020

4060

80100

Percent 7.1 85.7 7.1

Not Satisfied/Poor Some Satisfied/Fair Satisfied/Good

23

Figure 20 shows that ACC's ability in using methods/technique/lead, guide,

train, and motivate staff to perform as desired is poor with answers of 64.3%, and is

fair with answers of 35.7% of all respondents.

Figure 21 shows that the accuracy, precision, neatness completeness of its plan,

duties, mission is poor and fair with answers of 14.3% and 85.7% of respondents

respectively.

Figure 22 shows that the volume of work achieved is fair with answer of all

respondents.

Figure 20: Leadership64.3

35.7

0

20

40

60

80

Percent 64.3 35.7

Not Satisfied/Poor Some Satisfied/Fair

Figure 21: Quality of work

14.3

85.7

020406080

100

Percent 14.3 85.7

Not Satisfied/Poor Some Satisfied/Fair

Figure 22: Quantity of work

100

0

50

100

150

Percent 100

Some Satisfied/Fair

24

4.3.2 Objectives

The study selected 17 main indicators to analyze the performance of ACC

against its objectives within the last 12 months of the year 2010. Analyses of each

indicator are presented as following:

As shown in figure 23, among the respondents, 85.7% expressed that ACC

meets some of its objective in organizing internship programs with experienced QA

agencies in Southeast Asia, and 14.3% meets and exceeds most of that.

As shown in figure 24, ACC does not meet, meets a few, and meets some of its

objective in organizing a regional workshop on QA and accreditation for ASEAN QA

staff with answers of 7.1%, 42.9%, and 50% of respondents respectively.

Figure 24: Organizing a regional workshop on QA...

7.1

42.950

0

20

40

60

Percent 7.1 42.9 50

Does not Meet Objectives Meets a Few Objectives Meets Some Objectives

Figure 23: Organizing internship program

14.3

85.7

0

50

100

Percent 85.7 14.3

Meets Some Objectives Meets & Exceeds most Objectives

25

As shown in figure 25, ACC does not meet, meets a few, and meets some of its

objective in strengthening assessors and assessment team leaders capacity through a

series of international exchange and training program with answers of 7.1%, 35.7%,

and 57.1% of respondents respectively.

As shown in figure 26, ACC meets a few, and meets some of its objectives in

training offcials of its secretariat general on IT, English, research related to QA with

answers of 64.3%, and 35.7% of respondents respectively.

As shown in figure 27, ACC does not meet, and meets a few of its objectives in

organizing forum on QA and accreditation with answers of 64.3%, and 35.7% of

respondents respectively.

Figure 25: Strengthening ACC assessors

7.1

35.757.1

0

20

40

60

Percent 7.1 35.7 57.1

Does not Meet Objectives Meets a Few Objectives Meets Some Objectives

Figure 26: Training official of secretariat general of ACC

35.764.3

0

20

40

60

80

Percent 64.3 35.7

Meets a Few Objectives Meets Some Objectives

26

As shown in figure 28, ACC meets some, meets and exceeds most, and meets

and exceeds all objectives in revising, printing, contributing, and implementing FYCP

assessment tools and guidelines with answers of 7.1%, 71.4%, and 21.4% of

respondents respectively.

As shown in figure 29, ACC meets some, meets and exceeds most, and meets

and exceeds all objectives in assessing and reviewing foundation year program with

answers of 14.3%, 64.3.4%, and 21.4% of respondents respectively.

Figure 27: Organizing forum on QA & accreditation71.4

28.6

0

20

40

60

80

Percent 71.4 28.6

Does not Meet Objectives Meets a Few Objectives

Figure 28: FYCP assessment tools

7.1

21.4

71.4

0

20

40

60

80

Percent 7.1 71.4 21.4

Meets Some Objectives Meets & Exceeds most Meets & Exceeds all Objectives

Figure 29: FY assessment and review

14.321.4

64.3

0

20

40

60

80

Percent 14.3 64.3 21.4

Meets Some Objectives Meets & Exceeds most Meets & Exceeds all Objectives

27

As shown in figure 30, almost all respondents (85.7%) said that ACC meets and

exceeds most of its objectives in drafting and consulting the institutional assessment

tools. The rest of 14.3% of them also expressed ACC meets some of that.

Figure 31 indicates that pilot study on institutional accreditation for HEIs has

not been done. All of respondents expressed that ACC does not meet its objective.

As shown in figure 32, ACC meets a few, meets some, and meets and exceeds

most objectives in training assessors and HEIs in implementing guidelines on

institutional accreditation process with answers of 7.1%, 57.1%, and 35.7% respectively.

Figure 30: Institutional assessment tools

14.3

85.7

0

20

40

60

80

100

Percent 14.3 85.7

Meets Some Objectives Meets & Exceeds most Objectives

Figure 31: Pilot study on institutional accreditation

100

0

50

100

150

Percent 100

Does not Meet Objectives

Figure 32: Training to implement guideline on institutional accreditation process

7.1

35.757.1

0

20

40

60

Percent 7.1 57.1 35.7

Meets a Few Objectives Meets Some Objectives Meets & Exceeds most

28

Based on the figure 33, almost all respondents (85.7%) said that ACC meets

some of its objective in delivering and publishing two survey reports on FY

assessment impacts and bachelor degree academic program. They equally ranked

7.1% for "meets a few objectives" and "meets and exceeds most objectives".

As shown in figure 34, ACC meets a few, meets some, and meets and exceeds

most of its objectives in developing and increasing understanding of minimum

standards and stakeholders participation with answers of 7.1%, 35.7%, and 57.1%

respectively.

As shown in figure 35, ACC meets a few, and meets some of its objective in

doing a problem mapping workshop on HE accreditation and QA with answers of

57.1%, and 42.9% of respondents respectively.

Figure 33: Delivering and publishing survey reports

7.1 7.1

85.7

0

50

100

Percent 7.1 85.7 7.1

Meets a Few Objectives Meets Some Objectives Meets & Exceeds most Objectives

Figure 34: Developing & increasing understanding of minimum standards

7.1

35.757.1

0

20

40

60

Percent 7.1 35.7 57.1

Meets a Few Objectives Meets Some Objectives Meets & Exceeds most

29

As shown in figure 36, ACC meets a few, meets some, and meets and exceeds

most of its objectives in ensuring administrative support for the implementation of

technical activities with answers of 42.9%, 42.9%, and 14.3% of respondents

respectively.

As shown in figure 37, ACC does not meet, meets a few, and meets some of its

objectives in developing database for FYCP management with answers of 57.1%,

35.7%, and 7.1% of respondents respectively.

Figure 35: Problem mapping workshop on QA & accreditation

42.957.1

0

20

40

60

Percent 57.1 42.9

Meets a Few Objectives Meets Some Objectives

Figure 36: Administrative support42.9 42.9

14.3

0

10

20

30

40

50

Percent 42.9 42.9 14.3

Meets a Few Objectives Meets Some Objectives Meets & Exceeds most

Figure 37: Development database

35.7

7.1

57.1

0

20

40

60

Percent 57.1 35.7 7.1

Does not Meet Objectives Meets a Few Objectives Meets Some Objectives

30

Figure 38 indicates that all respondents (100%) expressed that ACC meets some

its objectives in developing and implementing its strategic and activities plan.

As shown in figure 39, ACC does not meet, and meets a few objectives in

evaluating its strategy and activities plan with answers of 57.1%, and 42.9% of

respondents respectively.

According to the table 1, the overall performance of ACC against its functions

and objectives is at rating score of 2.79 (around 3) as total average. This means that

ACC's performance is fair against its functions within its legal framework or it meets

some of its objectives in the last 12 months of the year 2010.

Figure 38: Strategic plan & activites plan

100

0

50

100

150

Percent 100

Meets Some Objectives/Fair/Some Satisfied

Figure 39: Evaluate ACC's strategy and activities plan

28.6

71.4

0

20

40

60

80

Percent 28.6 71.4

Does not Meet Objectives Meets a Few Objectives

31

Table 1: Summary of performance analysis

Res

pond

ent1

Res

pond

ent2

Res

pond

ent3

Res

pond

ent4

Res

pond

ent5

Res

pond

ent6

Res

pond

ent7

Res

pond

ent8

Res

pond

ent9

Res

pond

ent1

0

Res

pond

ent1

1

Res

pond

ent1

2

Res

pond

ent1

3

Res

pond

ent1

4

Ave

rage

A. Functions KPI1 4 4 3 3 4 4 3 4 3 4 4 4 3 4 3.64 KPI2 4 5 4 3 3 4 4 4 4 4 4 4 4 4 3.93 KPI3 3 3 3 4 3 2 3 3 3 3 3 3 3 3 3.00 KPI4 3 3 3 2 2 1 2 2 2 3 2 2 2 2 2.21 KPI5 4 3 2 4 4 3 4 4 3 3 3 4 4 4 3.50 KPI6 3 4 3 4 4 3 3 4 3 4 4 4 4 4 3.64 KPI7 3 3 2 3 2 3 3 3 2 3 3 3 2 2 2.64 KPI8 3 3 2 3 3 3 3 3 2 3 3 3 3 3 2.86 KPI9 3 2 2 3 2 3 2 2 2 2 3 2 2 2 2.29 KPI10 2 3 2 1 1 1 1 1 1 2 2 1 1 1 1.43 KPI11 3 3 3 2 3 2 3 3 3 3 4 3 3 3 2.93 KPI12 3 3 2 4 3 3 3 3 3 3 3 3 3 3 3.00 KPI13 2 2 2 3 2 3 2 3 2 2 3 2 2 3 2.36 KPI14 3 3 2 3 3 3 2 3 3 3 3 3 3 3 2.86 KPI15 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3.00 Sub Average 2.89 B. Objectives KPI1 3 4 3 3 3 3 3 3 3 3 3 3 3 4 3.14 KPI2 3 3 3 1 2 2 2 2 3 3 3 2 2 3 2.43 KPI3 3 3 3 1 2 2 2 3 3 3 3 2 2 3 2.50 KPI4 3 3 2 3 2 2 2 2 2 2 3 2 2 3 2.36 KPI5 1 2 1 1 1 1 1 1 1 1 2 2 1 2 1.29 KPI6 4 5 3 4 4 4 4 5 4 5 4 4 4 4 4.14 KPI7 4 4 3 3 4 4 5 5 4 4 4 4 4 5 4.07 KPI8 4 4 4 3 4 4 3 4 4 4 4 4 4 4 3.86 KPI9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1.00 KPI10 2 4 3 3 3 3 4 3 3 4 4 3 3 4 3.29 KPI11 3 3 3 3 3 3 2 3 3 3 3 3 3 4 3.00 KPI12 3 4 2 4 4 3 3 4 3 4 3 4 4 4 3.50 KPI13 3 2 3 3 2 2 3 2 2 2 3 2 2 3 2.43 KPI14 2 4 2 4 2 3 3 3 2 3 3 2 2 3 2.71 KPI15 1 2 1 3 2 1 1 2 1 1 2 1 1 2 1.50 KPI16 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3.00 KPI17 2 2 1 2 2 1 2 2 1 1 2 2 2 2 1.71 Sub Average 2.70 Total Average 2.79

32

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

In summary, based on the data and interpretation above, ACC is a legal

mechanism which is of crucial importance to implement and promote its basic aim,

"to administer the accreditation of higher education for all higher educational

institutions (HEIs) to ensure and promote academic quality for greater effectiveness

and quality consistent with international standards". It has accurate philosophy and

clear management structure in order for administering the accreditation of higher

education for all HEIs in Cambodia.

a. ACC's Roles

The role of ACC is clearly defined, with answers of 42.9% "fair", 57.1%

"good", in ensuring quality of higher education in Cambodia, and it is clearly

identified and distinguished without any overlap of functions with MoEYS as well as

NTB because the role of ACC is to ensure quality through external assessment which

is conducted periodically while that of MoEYS is to ensure internal quality, and that

of NTB focuses only on vocational training.

However, ACC and MoEYS still have limited cooperation in higher education

work. And ACC doesn't involve very actively in training staff, assessors and HEIs

representatives. Again, ACC has role and power to assess the quality of HEIs but it

doesn't have power to punish them. Moreover, duties of departments in ACC are not

clearly defined, means, there are overlapping of duties among its departments, such as

selection of assessors, training for assessors, evaluation of assessors, international

cooperation, etc.

33

b. The performance of ACC

Again based on the result of analysis and table1-summary of performance

analysis, ACC has performed its functions in accordance with its legal framework,

and achieved its objectives within the last 12 months of the year 2010 at overall

average score of 2.79. This indicates that ACC met some objectives and did in

average performance.

The areas of its functions and objectives that ACC has performed and achieved

well are as following:

• Policy development on accreditation and other necessary measures to ensure

education quality, with answer of 64.3% "satisfied" and average score of 3.64.

• Publication of the findings identified by ACC in its performance of

accreditation which has been done through many means, such as internet,

and hard copies, with answer of 92.8% "satisfied & some satisfied" and

average score of 3.5.

• Building linkages with international communities, with answer of 64.3%

"satisfied" and average score of 3.64.

• Revision, printing, contribution, and implementation FYCP assessment tools

and guideline which has been done frequently through the consultation

workshops, with answer of 71.4% "meets and exceed most objectives",

21.4% "meets and exceed all objectives" and average score of 4.14.

• Assessment and review foundation year, with answer of 64.3% "meets and

exceed most objectives", 21.4% "meets and exceed all objectives" and

average score of 4.07.

• Drafting and consulting the institutional assessment tools, with answer of

85.7% "meets and exceed most objectives", and average score of 3.86.

34

With together, ACC has also not fully performed its objectives and functions as

determined in its legal framework. Those in-completion areas are such following:

• Studies conduction on HRD process and needs for improvement of the basic

minimum quality standards (no scientific research has been conducted), with

answer of 7.1% "very poor", 64.3% "poor" and average score of 2.21.

• Leadership to ensure proper integration of various activities of its

departments toward organizational goals, with answer of 71.4% "poor" and

average score of 2.29.

• Job description and job specification for each staff, with answer of 64.3%

"very poor", 28.6% "poor" and average score of 1.43.

• Leadership or the ability of ACC in using methods, guide, train, and

motivate staff to perform as desired, with answer of 64.3% "poor" and

average score of 2.36.

• Training staff on IT, English, research related to QA, with answer of 64.3%

"meets a few objective/poor" and average score of 2.36.

• Organizing forum on QA and accreditation, with answer of 71.4% "does not

meet objective/very poor" and average score of 1.29.

• Pilot study on institutional accreditation for HEIs, with answer of 100%

"does not meet objective/very poor" and average score of 1.00.

• Problem mapping workshop on HE accreditation and QA, with answer of

57.4% "meet a few objective/poor" and average score of 2.43.

• Evaluation ACC's strategy and activities plan implementation, with answer

of 28.6% " very poor", 71.4% "poor" and average score of 1.71.

35

In conclusion, on overall and to a certain extent, accreditation is still facing a lot

of challenges. The challenges may range from limited capacity of assessors and HEIs

in the accreditation process to shortage of resources. Some personnel do not have

relevant qualification and experience, such as in QA and accreditation. Lack of

initiatives from the top management, transparency in financial allocation,

commitment, conflict of interest, poor motivation and leadership, and unfair incentive

would be other concern for ACC. Generally, ACC is moving forward despite the

aforementioned drawbacks. Restructuring, training, and research can lessen this

burden. ACC has strong support from the top management/leadership and the

government, and it has been supported by international communities, such as World

Bank (WB).

5.2 Recommendations

According to the study, to be well in administering the accreditation of higher

education for all HEIs in Cambodia and to improve the performance of ACC in future

as well as to solve the challenges that ACC facing, this study would like to make the

following recommendations for ACC to consider and apply if appropriate.

a. ACC's Roles

• ACC should be given more power and additional roles to punish the HEIs

whenever those of HEIs do not fulfill their mandatory duties as decided by

ACC.

• For future development, ACC should involve more actively in training staff,

assessors and HEIs representatives, and in research and publication.

b. The Performance of ACC

• ACC should develop and conduct a scientific research on HRD process and

needs for improvement of the basic minimum quality standards.

36

• Some monitoring and revising activities should be redefined because they

could be handled by MoEYS.

• The mission, vision, and goals should be more effectively articulated to all

stakeholders and core values should be well shared.

• ACC should set clearly job specification and job description for each staff.

• Leaders should have better knowledge and skill in the field – accreditation.

They should also be visioning. Top management of ACC should feel the

need for leadership training, in order to provide effective leadership for this

young government institution through several training organizations in

Cambodia that offer effective leadership training courses of two week

duration.

• More qualified personnel should be needed to improve the quality of work.

Performance evaluation could lead to better quality of work.

• As a national mechanism to administer accreditation, ACC needs to ensure

that it has to move itself from limited capacity to a more competent capacity

in developing and implementing accreditation policies. In response to the

challenge, ACC should further strengthen its institutional capacity to

develop and implement the required institutional framework for

accreditation through a number of ways such as professional and technical

trainings, integration and cooperation with international quality assurance

agencies and accrediting bodies like APQN, PAASCI, MQA, and AQAN.

• ACC staff should be upgraded in English language skills, in computing

skills, and in financial management through general courses offered by local

English language schools, computer training schools, and accounting

37

schools. Courses should normally be given evenings or on weekends, in

order to minimize the disruption to the ACC work of the participants

• For problem mapping workshop on higher accreditation and QA, experts

should be involved, with all key practitioners from HEIs.

• ACC should develop and conduct a scientific evaluation on strategy and

activities plan implementation.

• Financial allocation should be ensured to be transparency; motivation and

incentive should be done fairly and regularly based on staffs' performance

without parties or relativism.

• ACC should take action to improve its performance, such as set and

communicate core values, provide more relevant training to all staff and

share the learned knowledge and skills widely, redefine roles of

departments, implement performance evaluation, conduct research and build

better linkages with international communication.

38

REFERENCES

Books:

• Accreditation Committee of Cambodia (ACC), Annual Report, 2010.

• Behera, Business Statistics (Handouts), BBU, 2009.

• Elenida L. MAIZO, Methods of Research, Phnom Penh, BBU, 2007.

• Kenneth Kee, Total Quality Management (Handouts), BBU, 05th

November, 2008.

• Kenneth Kee, Human Resource Management (Handouts), BBU, 06th

November, 2008.

Web sites:

• http://www.acc.gov.kh

• http://www.Binder-Riha.com to obtain publications and more

• http://www.josseybass.com/legacy/rossett/rossett/what_is_pa.htm

39

APPENDIX

40

QUESTIONNAIRE

Dear respondents,

My name is CHUOP Theot Therith, an MBA student at Build Bright University

(BBU) conducting a study on “Performance Analysis of Accreditation Committee of

Cambodia” in writing project paper to complete my master degree.

The purposes of the study are: (1) to explain the historical background of ACC,

its basic aim, philosophy and management structure, (2) to assess the role of ACC in

ensuring quality of higher education in Cambodia, (3) to analyze the performance of

ACC against its objectives and functions within its legal framework, and (4) to

provide measures for improving the performance of ACC in future.

You are selected by judgment sampling (non-probability sampling) since you

are the key person involving educational quality assurance, accreditation and

management affair at higher education. This enables me to get accurate and

meaningful information to make a good and reliable conclusion for this study.

Therefore, would you please take some minutes of your valuable time to

complete the attached questionnaire? Please you kindly spend your time to complete it

and do not hesitate to contact me via mobile phone: 012 915 394 or email:

theottherith@yahoo.com. Thanks in advance!

41

This questionnaire is divided into 3 parts:

Part I: it is descriptive questions to gain information and assess the roles and

responsibilities of ACC. Please you kindly provide the comment.

Part II: using the key performance indicators (KPI) to analyze the performance

of ACC against its functions and objectives in the past 12 months (in 2010). Please

indicate the level of performance/achievement of ACC by scoring the appreciate

rating which are as follows: (you can also comment to each performance point)

Rating Score Performance/achievement Classification Perception

5 Meets & exceeds all objectives Excellent Very satisfied

4 Meets & exceeds most objectives Good Satisfied

3 Meets some objectives as average Fair/average Some satisfied

2 Meets a few objectives Poor Not satisfied

1 Does not meet objectives Very poor Not very satisfied

Part III: it is discussion points to provide measures for improving the

performance of ACC in future. Please you kindly complete to those questions by

descripting as much as possible.

Part I. The roles of ACC in ensuring quality of higher education in Cambodia

According to royal decree no. NS/RKT/0303/129 on accreditation of higher

education, the roles and responsibilities of the ACC are as the followings: develop

policy on accreditation and other necessary measures to ensure education quality in all

higher education institutions in the Kingdom of Cambodia; determine accreditation

status of higher education institutions; endorse the first year foundation curriculum for

higher education institutions; keep records on the evaluation of higher education

institutions and curriculums and the activities to ensure education quality in each

42

higher education institution; evaluate higher education institutions based on the

institution-based observations; communicate with national and international

institutions working on accreditation and academic quality assurance; ensure proper

involvements of relevant stakeholders concerning the achievements of each higher

education institution applying for accreditation; e.g. concerned ministries,

professional associations, etc.; and publicize dissemination of the findings from the

processes of accreditation by the ACC.

1. Through your experiences and your own view, are the roles and

responsibilities of ACC as mentioned above clearly defined in order for achieving

its purpose of managing the accreditation and highly promoting higher education

in Cambodia in line with international standards?

a. clearly defined

b. not clearly defined

Please give your comments: ___________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________________________________________________

2. Are the roles of ACC sufficient? Should ACC be given more power and

additional roles to its existing roles in ensuring quality of higher education? If any,

what are possible roles?

a. sufficient

b. insufficient

43

Please give your comments and the possible roles for addition:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________________________________________________

3. Based on sub decree no 84 ANK.BK on organizing and functioning of

ministry of education, youth and sport, the ministry has department of inspectorate of

education in functioning to do research, analyze and assess quality of education; to

review, monitor and assess the implementation or performance of criteria of national

education standard. The ministry has also department of higher education in

functioning to develop policy and development plan on higher education.

As information above and real practice so far, do you think the roles and

responsibilities of ACC and MoEYS are clearly identified without any overlap of

functions?

a. clearly identified without overlap

b. not clearly identified/overlap

Please give your comments and write down those overlap duties:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________________________________________________

44

4. How about the roles and responsibilities of ACC and NTB (National

Training Board)? Is it clearly distinguished?

Information: NTB has roles: to develop policy and national plan project for

technical & vocational training, to coordinate and orient technical & vocational training

work to response the current and future need for national economic development, and to

propose for reforming and developing education system & vocational training.

a. clearly distinguished

b. not clearly distinguished

Please give your comments: _____________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

5. Has ACC clearly identified duties between various departments within its

organization (without overlap of functions)?

a. clearly defined and no overlap duties among departments

b. not clearly defined and there are overlap duties among departments

Please give your comments: _____________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________________________________________________

45

6. Generally, are the current roles of ACC sufficient and clearly defined in

ensuring quality of higher education in Cambodia? Please check one of them.

Part II: The performance of ACC against its objectives and functions within its

legal framework.

Please indicate the level of performance/achievement of ACC by scoring the

appreciate rating from 5 to 1: (5-excellent, 4-good, 3-fair, 2- poor and 1-very poor)

Nº Key Performance Indicators (KPI) Score Comments

A. FUNCTIONS AND MANAGEMENT

01

Developing policy on accreditation and

other necessary measures to ensure

education quality

02

Every ACC formal decision is made in

writing and approved by an absolute

majority (50+1). Such as decision on FY

assessment result, decision on revising of

management structure, and so on.

03

Developing proposal on classification of

higher educational institutions and submit it

to ACC for procedural approval;

Excellent clearly defined

Good clearly defined

Fair clearly defined

Poor defined

Very poor defined

46

04

Conducting studies on human resource

development process and needs for

improvement of the basic minimum quality

standards to be accredited in the higher

educational institutions in Cambodia

05 Publicizing the finding identified by ACC in

its performance of accreditation

06

Fulfilling other duties to realize the mission

of ACC stipulated in the Royal Decree No.

SN/RKT/0303/129, dated 31 March, 2003

on Accreditation of Higher Education

07

Each department of secretariat general of

ACC perform/fulfill the work in accordance

with its legal duties (without any abuse of

functions)

08

Each department of secretariat general of

ACC fulfilled and processed all its duties

and responsibilities (as determined by sub

decree no 53/ANK/BK on the Amendment

of Sub-Decree on the Organization and

Functioning of General Secretariat of ACC

09

Leadership to ensure proper integration of

various activities of its departments toward

organizational goals

47

10 Job description and job specification for

each staff (is it exists? Is it good/clearly?)

11

Planning: consider ACC’s ability to plan its

work in a sound logical manner to meet its

goals/objectives. (Does ACC have good

plan to reach its goals/objectives?)

12

Organizing: consider the ability to organize,

arrange, allocate, and delegate the resource

(finance, human resource, material) to the

right place. (Does ACC perform its work in

a smooth, well organized manner, delegate

responsibility whenever appropriate?)

13

Leadership: consider ACC’s ability in

using methods/technique/lead, guide, train,

and motivate staff/employee to perform as

desired. (Is ACC able to secure the

cooperation of personnel, departments

within its organization?)

14

Quality of Work: consider accuracy,

precision, neatness completeness of its plan,

duties, mission

48

15

Quantity of work: consider the volume of

work achieved. (Is productivity or

achievement of ACC acceptable? Such as

policy development and implementation on

accreditation and necessary measures to

ensure education quality of all HEIs)

Sub-Average Score

B. OBJECTIVES/ACTIVITIES PLAN/EXPECTED OUTPUTS

IN THE PAST 12 MONTHS (IN 2010).

Strengthening and developing institutional capacity in administering accreditation

01 Organizing internship programs with

experienced QA agencies in Southeast Asia

02 Organizing a regional workshop on QA and

accreditation for ASEAN QA staff

03

Strengthening ACC assessors and

assessment team leaders capacity through a

series of international exchange and training

program

04 Training officials of secretariat general of

ACC on IT, English, Research related to QA

05 Forum organization on QA and accreditation

Development policies and standards relating to QA and accreditation at HE

06

Revision, printing, contribution, and

implementation FYCP assessment tools and

guideline

49

07 Foundation year assessment and review

08 Drafting and consulting the institutional

assessment tools

09 Pilot study on institutional accreditation for

higher education institution

10

Training assessors and HEIs in

implementing guideline on institutional

accreditation process

11

Delivering and publishing two survey

reports on FY assessment impacts and

bachelor degree academic programs

12

Developing and increasing understanding of

minimum standards and stakeholders

participation

13 A problem mapping workshop on HE

accreditation and QA

14 Ensuring administrative support for the

implementation of technical activities

15 Development database for FYCP management

16 Development and implementation ACC’s

strategy plan and its activities plan

17 Evaluation ACC’s strategy and activities

plan implementation

Sub-Average Score

AVERAGE SCORE

50

Part III: Measures for improving the performance of ACC in future

1. Has the past year been good/bad/satisfactory or otherwise for you, and why?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

2. What do you consider to be your most important achievements of the past

year?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

3. What do you like and dislike about working for this organization?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

4. What elements of your job do you find most difficult?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

5. What elements of your job interest you the most, and least?

_____________________________________________________________

_____________________________________________________________

51

_____________________________________________________________

__________________________________________________________

6. What do you consider to be your most important aims and tasks in the next

year?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

7. What action could be taken to improve ACC’s performance/your

performance in your current organization & position by you, and your boss?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

8. What kind of work or job would you like to be doing in one/two/five years

time?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

9. What sort of training/experiences would benefit you & ACC in the next year?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

__________________________________________________________

52

GENERAL COMMENTS:

1. Strengths:_____________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________________________________________________

2. Weaknesses:___________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Other comment:______________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Thanks!

53

Accreditation Committee of Cambodia

Report April 01 to August 2010

Name of Component: Higher Education Component Name of sub component: Accreditation Committee of Cambodia (ACC) Coordination Department Responsible: General Secretariat of ACC Objectives of the sub-component: To strengthen ACC technical capability in accreditation Activities planned and accomplished during the reporting period: April 01 to August 31, 2010 Date of submission: 13 August 2010

1. Background

As a national mechanism to administer accreditation, ACC needs to ensure that

it has to move itself from limited capacity to a more competent capacity in

developing and implementing accreditation frameworks and policies. In

response to the challenge, ACC needs to strengthen its institutional capacity to

develop and implement the required institutional framework for accreditation,

thus contributing to building a culture of quality improvement in higher

education in Cambodia.

2. Achievements

2.1 ACC approach to capacity building

As sharing and learning new knowledge and approaches to accreditation and

quality assurance in the region of Southeast Asia is critical, ACC sent three

senior staff and facilitated the participation of 5 representatives of Cambodian

higher education institutions in AQAN Seminars from 28 to 30 July 2010 in

Jakarta, Indonesia. During this event, one of the five representatives of

Cambodian higher education institutions was invited to do a presentation on the

interfacing of internal quality assurance and external quality assurance in the

54

seminar. This presentation informs the region of accreditation process and of

how higher education institutions prepare themselves for accreditation.

The results from this participation will be shared in a knowledge-sharing

workshop in October 2010. This workshop will be presented by not only ACC

senior officials, but all representatives of higher education institutions. ACC

planned to invite relevant stakeholders, especially representatives of higher

education institutions and assessors, to participate in this knowledge sharing

workshop.

In response to the World Bank project mission in February 2010, ACC

Secretariat developed a matrix on internships, workshops and seminars in May

2010. This matrix identifies the critical issues related to future capacity

development activities.

2.2 Assessor management and capacity development

As assessors play very important role in accreditation process, ACC recruited

160 new assessor trainees in February 2010. ACC organized a three-day

training workshop for the new assessors from 29-31 March 2010. The training

was well-received by all assessors. The workshop aimed to develop

understanding of new approaches and techniques in foundation year

accreditation and equip them with specific skills in quality assessment,

especially research skills, critical and analytical thinking and communication

skills. The training was a hand-on approach by allowing assessors conduct

mock assessors in real situation in 4 higher education institutions. It should be

noted that the recipient higher education institutions expressed their welcome

and cooperation with ACC in order to contribute to assessor capacity building.

The opening of the training workshop was presided over by HE. Pith Chamnan,

Secretary of State of MoEYS and was observed by three members of ACC Board

and DHE/MoEYS representatives as well as representatives of higher education

institutions.

55

2.3 Accreditation

2.3.1 Foundation Year Accreditation

For the academic years 2009-2010, 55 higher education institutions are

subject to foundation year accreditation, but one failed to submit its

applications and self-assessment report to ACC. So this year, 54 higher

education institutions submitted their applications and self-assessment

reports for foundation year accreditation from ACC from April to July

2010. However, the results of the assessment are being awaited the ACC

Board Meeting to be organized in late August 2010.

In the FY accreditation, review is a crucial process which aims to ensure

that the recommendations from the assessment team are effectively and

efficiently implemented by HEIs which received full accreditation status

from ACC in the earlier years. The academic year 2009-2010, 24 higher

education institutions submitted their applications and self-assessment

reports for foundation year review. The review started from February

2010. The preliminary results of the review are that all higher education

institutions have maintained their quality and implemented most of the

recommendations provided in ACC 2008-2009 accreditation reports.

2.3.2 Institutional Accreditation

As institutional accreditation in Cambodia is compulsory defined in the

Royal Decree on the establishment of ACC, all HEIs which grant Bachelor,

Master and PhD Degrees are subject to the accreditation. ACC secretariat

is commissioned to develop framework and tools for this purpose. In late

2009, ACC Secretariat drafted two guidelines for higher education

institutions and assessors for their implementing the minimum standards

of accreditation of higher education institutions. The guideline for higher

education institutions was brought into a consultation with representatives

of higher education institutions and stakeholders in November 2009.

ACC Secretariat finalized the incorporation of the comments from the

consultative workshop and verified the contents and indicators in May

2010. In order to finalize the guidelines, ACC is required to conduct a pilot

56

implementation in some higher education institutions. However, in June

2010, ACC could not undertake the pilot test of the guidelines due to

certain reasons. One of the challenging reasons is related to assessor

capacity. ACC Secretariat organized only training for foundation year

assessment, but not institutional assessment. The characteristics of the

two assessments are different in that it requires a different approach.

2.3.3 Public awareness

ACC has strengthened public awareness through various means to raise

overall social understanding of accreditation and quality assurance in

higher education and its significance to social development.

The second newsletter was printed and distributed in April 2010. The

newsletter focuses on credit transfer. ACC is developing the third

newsletter which focuses on student learning outcomes. This number will

be finalized in October 2010.

ACC website was updated, in terms of its interface, in May 2010.

However, the website is limited in information. ACC needs to develop

more informative contents. The limitation causes by low capacity in

writing informative contents and English language.

In order to ensure full participation by higher education institutions and

effective implementation of the minimum standards by higher education

institutions, ACC has organized a series of 14 awareness training

programs in 14 higher education institutions with the participation of

about 160 participants. From this experience, this series of activities is

very welcomed by visited higher education institutions. ACC training team

planned to conduct further presentations to remaining higher education

institutions from in late 2010.

3. Planned Activities

• In March 2010, ACC could not manage to organize a higher level seminar

on the dissemination of the Minimum Standards for institutional

accreditation. This activity is planned in November 2010 in combination of

the launching of the guidelines for institutional accreditation.

57

• ACC planned to invite relevant stakeholders, especially representatives of

higher education institutions and assessors, to participate in this

knowledge sharing workshop in October 2010.

• ACC planned to organize a training workshop on assessment methods for

institutional accreditation to selected assessors in November 2010.

• ACC planned to send four staff to attend short courses in newsletter

writing and English language.

• ACC is developing the third newsletter which focuses on student learning

outcomes. This number will be finalized in October 2010.

• ACC training team planned to conduct further presentations to remaining

higher education institutions from in late 2010.

4. Conclusion

To a certain extent, accreditation is still facing a lot of challenges. The

challenges may range from limited capacity of assessors and higher education

institutions in the accreditation process to ACC management capacity in

accreditation process. It is therefore that accreditation process requires

strategic moves from all levels and across the board. This may require a

balanced approach in which the capacity of internal quality assurance unit of

higher education institutions needs to be developed and the capacity of external

assessors need to be strengthened and matured. In addition to this, ACC

institutional capacity needs to be further strengthened in administering

accreditation process, especially to ensure transparent decision on

accreditation.

Date: 13 August 2010

Secretary General Accreditation Committee of Cambodia

Dr. Sci. Tech Samnang