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
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
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:
[email protected]. 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