BUSINESS EDUCATION IN CAMBODIA: DOES IT MATCH ECONOMIC NEEDS?

Lance M. Chase Business Professor Zaman University Phnom Penh, Cambodia Contact Email: lancemchase@gmail.com lchase@zamanuniversity.edu.kh

ABSTRACT According to the 2011 Economic Census of Cambodia, 97.2% of all enterprises in the country are considered small enterprises; they employ fewer than ten persons. Moreover, 36.1% of all current enterprises in the country were started between 1 January 2009 and 1 March 2011. This information demonstrates not only the important role that small enterprises currently play in the Cambodian economy, but also that these small enterprises continue to grow in number. Considering the importance of small enterprise to the economy, it is important to review the current situation of business education in the country to better understand if the programs and courses offered in Cambodian university business programs match the needs of students and their future employers. This paper will discuss the existing programs and curricula offered in business departments in five of Cambodias leading universities in an attempt to address this question. Finally, the paper will conclude with a number of recommendations of how to improve university business education for business students in order to better prepare them for competing in the countrys current economy. Keywords: Cambodia, small business, business education, student-centered instruction

INTRODUCTION By the end of the 1975-79 regime, Cambodias formal education system had ceased to exist. Virtually no trained teachers were left in the country; schools and educational administrations had been closed down; and books, teaching materials, and printing facilities had been destroyed (World Bank, 1994, p. 114 as cited in Duggan, 1997, p. 1). There is no doubt that Cambodia has experienced its share of hardships in the recent past. Moreover, even with the dramatic economic growth and an increased standard of living for a large number of Cambodias citizens, the scars of the Khmer Rouge remain even today. Of the many tragedies experienced under the ruling of the Khmer Rouge was the persecution of academics and intellectuals. A 1991 UNESCO review reported: Higher education is one of the areas which suffered most severely (under the Khmer Rouge) According to information forwarded by the University of Phnom Penh, out of 1000 academics and intellectuals in the university, only 87 survived The actual capacity of the higher education institutions to meet the demand for specialized personnel is far below the requirements (p. 18). Unfortunately, the consequences of this tragedy are likely playing a role in affecting the quality of education in Cambodian universities still to this day. According to the WEF (2009-2011), an inadequately educated workforce was the third most problematic factor for doing business in Cambodia in 2009 and 2010 (as cited in Hang, 2012, p. 19). Moreover, only 13 percent of employers surveyed in a 2010 World Bank report affirmed that graduates have all or most of the skills they need for work. The report continues on to suggest that, the skills mismatch is caused

in part by a poor match between what employers seek and curricula offered by education providers (World Bank, 2010, p. 52). In past research, attempts to match workforce skills and supply from the higher education sector were avoided (Duggan, 1997). Furthermore, while many reports cite the need for improving the skills of the Cambodian workforce at large, few (if any) offer any review of the curricula of Cambodian university business programs or any guidance of how to adapt the curricula to better meet current and future needs of employers and students. Therefore, with the background of, and prospects for economic growth in Cambodia, there is a new interest to review current university business education curricula to determine whether Cambodian universities match the needs of students and employers with the programs, courses and curricula they offer. THE CAMBODIAN ECONOMY While Cambodia remains behind its neighbors in many ways economically, the country is currently making economic progress on an annual basis. In table 1 (Economic and Financial Indicators, 2012, p.46), select economic indicators for the countrys balance of payments from 1960 to 2012 (projected) are shown.
Table 1:

Economic Indicators Balance of Payment 1960 Nominal GDP (million US$) Real GDP (% y-o-y) GDP per Capita (US$) GDP per Capita (% y-o-y) Population (million) 577 4.8% 83 6.9 1990 1,404 4.5% 136 9.5% 10.3 2000 3,649 8.8% 290 2.7% 12.6 2008 10,318 6.7% 737 17.9% 14.0 2009 10,351 0.1% 730 -1.0% 14.2 2010 11,355 6.0% 790 8.3% 14.4 2011e 12,722 7.8% 874 10.6% 14.6 2012p 14,080 6.2% 955 9.2% 14.7

("Economic and Financial Indicators," 2012, p.46)

It is clear from the table that the Cambodian economy is experiencing annual growth, particularly since the year 2000 despite the economic problems currently being experienced in the US and Europe, which are Cambodias main export partners (Cambodia EU Bilateral Trade, 2011). However, these global indicators of the countrys economy reflect very little on both the industries and establishments which make up the economy and account for the growth. As presented by the World Bank (2012), GDP by Sector for the years 2000 and 2009 are shown in table 2. For the Cambodian economy, agriculture includes products such as rice and rubber, among others; industry includes products such as garments, among others; and services include hotels, restaurants, and tourism among others.
Table 2 GDP by Sector 2000 2009 Agriculture, value added (% of GDP) 37.8% 35.3% Industry, value added (% of GDP) 23.0% 22.6% Services, value added (% of GDP) 39.1% 42.0% ("Cambodia EU Bilateral Trade," 2012)

From the information presented in this table it is clear that value added as % of GDP for both the agricultural and industrial sectors have marginally declined from 2000 to 2009, while the value added for services as % of GDP has marginally grown. Development of the Cambodian

economy is also discussed by Vutha, Sothy, Pide, Hang & Strange (2012). The authors state: Growth over the past decade has been driven by four sectors: garments and footwear, hotel and restaurant, construction, and agriculture. The garment and textile sub-sector, the countrys leading exporter, accounts for 12 percent of 2010 GDP and has been growing at an average of 30 percent per annum. The hotel and restaurant sub-sector accounts for 4.4 percent of 2010 GDP and has been growing at an average rate of 13 5

percent per annum, while construction has been growing at an average of 11 percent per annum (p. 1-2). Additionally, in 1995 agriculture employed 81.4 percent of the total labor force; by 2007, its share had declined to 55.9 percent (International Monetary Fund, 2009, as cited in Vutha et al., 2012, p. 2) From the information presented, it is clear that not only is the GDP by sector changing, but there is a shift in the industries that workers are participating in. While there are likely many causes for these shifts, one of the causes may be in the creation of new enterprises in the country, and the industries they operate in; the Cambodian economy appears to be slowly shifting from an agricultural based economy to an industrialized small business focused economy. SMALL BUSINESS IN CAMBODIA In 2011, the Cambodian Ministry of Planning conducted an economic census. A variety of information is included in the results of the census and the discussions included therein, but of particular interest is the information regarding the growth of establishments within the country. Presented in table 3 is selected data regarding current establishments in Cambodia, with relation to the number of persons engaged, as prepared by the Cambodian Ministry of Planning (2011).

From the table, it can be seen that the total number of small businesses, that is, enterprises with fewer than ten persons engaged, is 485,000, or 97.2% of all registered enterprises in the country. Moreover, 182,439 new enterprises started business between 1 January 2009 and 1 March 2011 (Cambodian Ministry of Planning, 2011). These new enterprises accounted for 36.1% of the total registered enterprises in the country, which is a very high ratio (Cambodian Ministry of 6

Planning, 2011). Considering that 97.2% of all businesses in Cambodia are small businesses, it is reasonable to conclude that a majority of these 182,439 new enterprises are likely to also be small businesses.

Table 3 2011 Economic Census of Cambodia (selected data) Total Number Total number of establishments in Cambodia 505,134 Number of persons engaged in these establishments 1,676,263 Total males engaged 650,179 Total females engaged 1,026,084 Total number of establishments with: One person engaged Two persons engaged Three or more persons engaged Five or more persons engaged Ten or more persons engaged One hundred or more persons engaged One thousand or more persons engaged Average number of persons engaged per establishment Percent

38.8% 61.2%

222,000 176,000 47,000 40,000 13,000 787 119 3.3

44.0% 34.9% 10.4% 7.8% 2.6% 0.2% -

(All information is accurate as of March 11, 2011).

(Cambodian Ministry of Planning, 2011)

Considering both the economic and census data presented, not only is GDP and GDP per capita currently growing year-over-year, but the total number of small businesses has grown dramatically in the last three years as well. In many economies small business is a driving force for economic growth, and it is likely a driving force for GDP growth in Cambodia as well. However, considering the purpose of this paper, the data also raises the question of whether

Cambodian universities match the needs of students and employers with the programs, courses and curricula they offer? BUSINESS STUDENTS AND SMALL BUSINESSES In response to viewing the data previously presented, I conducted a short survey with my Introduction to Business course students at Zaman University in April, 2012 regarding their desire to own and operate a small business. Students who participated in the survey are not only business majors, but also students majoring in international relations, civil engineering, computer science, English teaching, and graphic design & multimedia, among others. One of the questions asked to students was, Are you interested in starting your own small business in the next five years? The collected data is presented in table 4.
Table 4 Total number of respondents Male Female Total number of respondents who answered "I will" or "I would like to" start my own business in the next five years Male Female Number 64 38 26 53 33 20 Percent 59.4% 40.6% 82.8% 86.8% 76.9%

The data presented shows that nearly 83% of all respondents either will or would like to start their own small business in the next five years. Moreover, while these are first year university students, many added comments that they are currently working on starting, or putting together ideas for their own small business. Considering the current growth of small businesses in Cambodia, the high ratio of students interested in starting their own small business cannot be surprising. One conclusion that can be drawn from this information is, since many students are

interested in starting their own business and there are many new businesses being created in the countrys economy, there is likely a need among students to learn how to operate and manage a small business. TRADITIONAL vs. CAMBODIAN ECONOMY BUSINESS COURSES In preparation to answer the question of whether Cambodian universities match the needs of students and employers with the programs, courses and curricula they offer, information from the major programs and courses offered at five Cambodian universities will be presented. In this discussion, there is a need for a distinction to be drawn between traditional business courses, and Cambodian economy business focused courses. The distinctions between the two types of courses will be made as follows: A traditional business course will be considered as one that: Focuses on general business subjects such as management, marketing, accounting, economics, finance, operations, etc; Generally uses textbooks that have been written in Western countries for Western university students and have very few, if any accommodations for Cambodian students; Focuses on how the respective subject relates to the corporate business world, which is much more common in Western countries than in Cambodia. A Cambodian economy business course will be considered as one that: Focuses on small businesses, or; Focuses on Cambodian specific industries, such as tourism, hotels, restaurants, agriculture, garment and textile production, and construction. 9

Although some traditional courses may prepare students for production or construction management, or hotel and restaurant management, general subject courses such as these will be considered traditional courses in the discussion unless they specifically focus on a Cambodian specific industry as previously defined. UNIVERSITY MAJORS AND COURSE OFFERINGS To learn more about university business courses in Cambodia, information from five different Cambodian universities will be presented. 1 In the discussion, the distinction between traditional business courses and Cambodian economy focused business courses will be made in an attempt to ascertain the types of courses offered in university business education programs. University A University A is a private international university, and began offering university degree courses to students in 2011. University A is only nearing the end of its first year of study for undergraduate students and has not yet conducted courses for years 2-4; the universitys first graduating class is not expected until 2015. The major programs in the Faculty of Economics and Social Sciences offered at the university include Business Administration, and Banking and Finance. Table 5 shows the business major programs, along with the number and names of the Cambodian economy business courses offered.

The universities presented in this paper were chosen because of their accessible information, as well as their general reputations of providing high quality education in the country. The names of the universities discussed in this paper will remain anonymous. Furthermore, to proceed without bias for, and/or against each of the universities discussed or excluded from the discussion, the names of the universities presented will not be given. The purpose of discussing these five universities is simply to present insight into business university education in Cambodia. There are no political agendas behind the discussion of the five chosen universities in this paper.

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Table 5 University A Number of Total number of Cambodian major courses focused business offered courses offered 34 33 2 1

Major programs offered

Names of Cambodian economy focused business courses offered Small Business Management Internet Business Models Asian Markets

Business Administration Banking and Finance

Considering the data for University A, it could be concluded that while there are many courses offered for students, there are currently only three Cambodian economy business courses offered to prepare students for being competitive in the local economy, or operating a small business. However, considering the University is only beginning its second year of tertiary education in the 2012/2013 academic year, there is opportunity to bring more of these courses into the programs before students graduate. University B University B is a public university established in June, 2003 and has been producing graduates since 2005. In the College of Management, the University offers nine different undergraduate degree programs. Table 6 shows the undergraduate business major programs, along with the number of Cambodian economy business courses offered.

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Table 6 University B Number of Total number of Names of Cambodian economy Cambodian major courses focused business focused business courses offered offered courses offered 21 1 Internship Small Business Management 19 2 Internship Economics for Developing Areas Urban Economies 25 3 Internship 22 1 Internship E-commerce 22 2 Internship No information available No information available No information available No information available

Major programs offered Accounting Business Management Economics Fianance and Banking Marketing and Tourism Human Resource Management International Business Hospitality and Tourism Management Supply Chain Management

Considering the data for University B, it can be concluded once again that while there are many different courses and major programs offered for students including International Business and Hospitality, and Tourism Management, both of which may be especially useful to Cambodian students and their future employers, there are currently only five Cambodian economy focused business courses offered between all nine programs to prepare students for competing in the local economy and/or operating a small business. University C University C is a private university that offers six different business major programs. Table 7 shows the undergraduate business major programs, along with the number of Cambodian economy business courses offered.

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Table 7 University C Number of Total number of Cambodian major courses focused business offered courses offered 31 0 28

Major programs offered Accounting Business Administration

Names of Cambodian economy focused business courses offered

Finance and Banking

30

Marketing Economics Hospitality and Tourism Management

28

Introduction to Economics and Entrepreneurship 2 Fundamentals of Business & Entrepreneurship Introduction to Economics and Entrepreneurship 2 Fundamentals of Business & Entrepreneurship Introduction to Economics and Entrepreneurship 2 Fundamentals of Business & Entrepreneurship No information available No information available

Considering the data for University C, it can once again be concluded that while there are many different courses and major programs offered for students, notably Hospitality and Tourism Management, there are currently only two Cambodian economy focused business courses offered between all six programs, to prepare students for being competitive in the local economy and/or operating a small business. University D University D is a public university established in 1983 with eight different business major programs for students. Table 8 shows the undergraduate business major programs, along with the number of Cambodian economy business courses offered.

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Table 8 University D Number of Total number of Names of Cambodian economy Cambodian Major programs offered major courses focused business focused business courses offered offered courses offered Management 36 1 Entrepreneurship New Product Development and Marketing 36 1 Design Marketing for Services General Economics 36 2 Entrepreneurship Economics for Development 36 1 Entrepreneurship Accounting for Non-Profit Organizations Accounting 36 4 Cambodian Standards on Auditing Cambodian Accounting Standard I Cambodian Accounting Standard II Cambodian Standards on Auditing Banking 36 2 Cambodia Accounting Standard Hotel Management Sustainable Tourism Development Food and Beverage Management Tourism 36 5 Travel Agency Management Tourism Events Management Hospitality 36 1 Entrepreneurship

There are 36 courses offered in each of the eight major programs. While the Tourism program offers five of its 36 courses, and the Accounting program offers four of its 36 courses in subjects that may be considered Cambodian economy focused business courses, the other six programs do not offer many courses specifically focused on the local economy or operating small businesses. University E University E is a public university established in 1948. While the University has likely seen many changes in the countrys educational policies over its 64 year history, it currently offers three different major programs in the Economics department.

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Table 9 University E Number of Total number of Cambodian major courses focused business offered courses offered

Major programs offered

Names of Cambodian economy focused business courses offered Economic History of Cambodia Cambodia in ASEAN and World Econ. ASEAN Economy Rural and Agriculture Economics Internship Economic History of Cambodia Cambodia in ASEAN and World Econ. Economics of E-Business Designing Systems for Internet Commerce Econ. Development of Cambodia Computer Accounting: Quickbooks Small Business Management Cambodian Accounting Standards

Economics

39

Economic Informatics

22

Accounting

34

From reviewing the data for University E, it can be concluded that while there are 4-5 Cambodian economy or small business focused courses for each of their major programs, which compared to other universities is the most for each program, most of these courses overlap between programs. There is also likely room for more of these courses to be offered in order to better prepare students for competing in the local economy or operating a small business. From the information presented on the five Cambodian universities, it is reasonable to conclude that there are currently very few small business, or Cambodian focused business courses offered at local universities. This is more clearly demonstrated in table 10. In the table, the ratio of Cambodian economy focused business courses per program, and the ratio of Cambodian economy focused business courses compared to traditional courses for each of the five universities are presented. When considering these ratios, it can be seen that they are very small

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considering:

the important role of small business in the economy; the difference of the

Cambodian economy compared to Western economies; and, the interest in surveyed students in starting their own small businesses.
Table 10 Number of Cambodian focused business courses offered per program 1.5 1.0 1.0 2.1 4.3 Ratio of Cambodian focused business courses to traditional courses 4.5% 8.3% 5.1% 5.9% 13.7%

University A University B University C University D University E

Although these Cambodian economy focused business courses will be important to the local economy, employers, and students as future employees and business owners, it must be asserted that foundational and introductory courses will remain important to university business education as well. However, considering the high proportion of small businesses in Cambodia, the

differences between the Cambodian economy and Western economies, and the high percentage of surveyed students interested in starting their own business, it is also important to build skills students need to be successful, and employers competing in the economy need. Additionally, while more small business and Cambodian economy focused business courses would likely benefit students and employers alike, it is not reasonable to suggest that all local universities should immediately change their current programs and courses offered to small business or Cambodian focused courses. However, a solution may be in adjusting the curricula in the courses currently offered to better meet the needs of students and employers.

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CURRICULA ADJUSTMENT OPPORTUNITIES It has been shown that there is a strong interest among surveyed students to start their own small businesses. It has also been demonstrated that the existing programs, courses and curricula in Cambodian universities are not structured to prepare students to do so. However, it is not reasonable to expect an immediate change in all Cambodian university business programs in the short term; shifts in programs and course offerings will likely take time to gradually change. Nonetheless, there remain opportunities for adjusting existing business courses in the short term to better develop students skills to be successful in the local economy in order to better meet the needs of students and employers. Information and Communication Technology Among many opportunities for adjusting existing business courses, one option discussed by Hwarng (2001) is to employ activities in computer simulation technology (p. 67). In his business course at the National University of Singapore, Hwarng used spreadsheets to simulate the arrivals of customers or inventory items and the duration of service times or times in inventory (2001, p. 70). This allowed his students to study real-world problems, and allowed him to base the course objectives and the design of the course on the needs of the customers, namely the students, their prospective employers, and the business world (Hwarng, 2001, p. 73). Could information and communication technology (ICT) be an opportunity for shifting Cambodian university business courses to better meet the needs of students and employers? The World Economic Forum (composed of 133 nations) ranked Cambodia at number 117 on the Networked Readiness Index (2010). Furthermore, in Richardsons 2011 study on the use of

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technology in Cambodian schools, he found that, the lack of English and technical language skills often made use of ICT less advantageous (p. 20). While the availability of technology in Cambodia and its universities is increasing, many students may not yet have the necessary skills, both technical and/or English, to use the appropriate software in a business course. Considering this current situation in the country, using Hwarngs computer simulation technology may not be an effective option for Cambodian business university instructors to adjust their curricula in the short-term. BUSINESS CASES Another opportunity for business instructors in Cambodian universities to focus their courses on the needs of students and employers might be to employ the use of business cases in their courses. Cochran (2000) suggests that using business cases in a course can: [Provide] students at the introductory level with an opportunity to think critically and creatively, synthesize and integrate ideas, and apply previously learned concepts. Additionally, the methodology encourages students to further develop and enhance their modeling, communication, analytic and problem solving skills, all of which are now primary goals of these courses (p. 1385). These skills discussed by Cochran (2000) would certainly help prepare students for operating small businesses, and better enhance their skills for when they join the labor market; however, access to business cases in a Cambodian context may not be available. Cowton and Dunfee (1995), assert that there is a virtually unanimous view among university business faculty in the U.K., U.S., and Asian universities they surveyed that there simply are not enough current teaching materials on the international dimensions of business ethics (p. 334). While their study 18

was focused on business ethics, the same assertion could easily be applied to any discipline of business in a Cambodian context. There simply are not many (if any) business cases with respect to Cambodian businesses to be used in university business courses. Respondents of the Cowton and Dunfee study also noted that there is, [A] need to develop teaching cases that are not based upon U.S. corporations and/or U.S. incidents. Part of the problem is that the technical complexity of some of the case materials requires non-U.S. students to learn a disproportionate amount about U.S. law, economic institutions and business practices. (1995, p. 334). In addition to these criticisms, Cowton and Dunfee continue by describing that there is a strong desire for non-U.S. material among instructors in international business courses (1995, p. 335). While there may be many benefits to using case studies as described by Cochran (2000), there are likely insufficient and inappropriate materials currently available to be used in Cambodian university business courses. Therefore, although the benefits of using business cases in these courses would help meet the needs of employers and students alike, the lack of appropriate materials prevent the use of business cases in a curriculum, and may not be a reasonable adjustment in the short-term. STUDENT CENTERED INSTRUCTION While there are many different ways for an instructor to organize and carry out the activities in a course, one gaining international recognition is student-centered instruction, also known as student-centered learning. There have been a variety of phrases used to describe student-

centered instruction, and they give the impression of encompassing many learning environments such as knowledge-centered, learner-centered, assessment-centered, and community-centered 19

learning (Froyd & Simpson, 2010, p.1).

Some researchers assert that student-centered

instruction should be focused on seeing students as active participants in the classroom, as partners who contribute to reaching the required outcomes of a course or programme (Geven & Santa, 2010, p. 3). Others consider student-centered instruction as a more democratic learnercentered classroom environment, where the role of the instructor increasingly is viewed as that of a facilitator of learning rather than a transmitter of knowledge (Brookfield & Preskill, 1999, as cited in Vega & Taylor, 2005, p. 83). While all descriptions presented are likely encompassed in student-centered instruction in some way, for the purposes of this paper it is important to begin with a comprehensive definition of the term in order to set boundaries on what is deemed student-centered instruction: Student-centered instruction [SCI] is an instructional approach in which students influence the content, activities, materials, and pace of learning. This learning model places the student (learner) in the center of the learning process. The instructor provides students with opportunities to learn independently and from one another and coaches [the students] in the skills they need to do so effectively. The SCI approach includes such techniques as substituting active learning experiences for lectures, assigning open-ended problems and problems requiring critical or creative thinking that cannot be solved by following text examples, involving students in simulations and role plays, and using selfpaced and/or cooperative (team-based) learning. Properly implemented SCI can lead to increased motivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes towards the subject being taught (Collins & OBrien, 2003, as cited in Froyd & Simpson, 2010, p. 1)

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In other words, student-centered instruction enables instructors to play the role of facilitators as students journey through the learning process. One of the benefits of student-centered instruction is that it may assist Cambodian university business instructors in overcoming the shortcomings of textbooks created for Western students which are commonly used in their courses. This can be done by supplementing the textbooks with information about local and regional businesses which allow students to focus on topics that are interesting to them. Instructors can also adjust traditional business courses such as

accounting, economics, management, finance, operations, etc., to have more focus on the Cambodian business environment and small business applications. For example, provide

students with opportunities to learn on their own, and the instructor can act as a coach in the skills they need to be effective. The instructor can also assign open-ended problems requiring students to focus on local business information rather than examples discussed in a textbook. Practicing skills such as these with relation to the Cambodian business world will likely enhance a students level of preparation for operating a small business, and build more of the students skills that are needed by employers. Finally, through the use of student-centered instruction, students will likely become more motivated due to course information being more appropriate and better meeting their needs. Even though student-centered instruction may appear as a reasonable means to adjust current courses and better meet the needs of students in Cambodian university business programs, one limitation may be in the concept of student-centered itself. Traditionally, in many Cambodian schools and universities, courses are conducted in a teacher-centered learning environment where there is a lack of skilled trainers, facilities and up to date technology (World Bank, 2008, p. 18). These deficiencies compound the difficulties of creating student-centered learning 21

environments. In order for this student-centered instruction to be successful in Cambodian university business classrooms, it will be necessary for instructors to be creative with the facilities and technology available, open-minded to trying activities other than lecturing, and willing to give up their traditional position at the center of the classroom. It will be also be necessary for students to be open-minded and willing to assume the role at the center of the new learning environment. OPPORTUNITIES FOR FURTHER RESEARCH While this paper has its limitations, it nonetheless sheds light on university business education in Cambodia in relation to the needs of students and employers. However, there are certainly opportunities for further research on this topic. It will be useful in the future to acquire syllabi from business courses in Cambodian universities to give more specific details of subject matter covered in these business courses. Researchers would also likely find it useful to review the course textbooks used in business courses in order to further determine their focus, or lack thereof, on the Cambodian economy. Altbach and Kelly (1988, p. 3, as cited in Crossley and Murby, 1994) assert that, Textbooks stand at the heart of the educational enterprise. Teachers rely on them to set the parameters of instruction and to impart basic educational context. Students school work often begins (and in some schools ends) with the textbook. Texts constitute the base of school knowledge, particularly in Third World countries where there is a chronic shortage of qualified teachers (p. 102). Considering the mismatch of students skills with the needs of employers, it would be useful to learn more about the role of textbooks in Cambodian university business courses. Finally, 22

interviews should be conducted with instructors of university business courses regarding their feelings towards and experiences with using ICT, business cases, and student-centered instruction.2 CONCLUSION According to the International Monetary Fund, the private sector is considered the prime-mover of economic growth (2006, p. 54). Today, the economic growth in the Cambodian economy is mostly composed of the garments and footwear, hotel and restaurant, construction, and agricultural industries. However, 97.2% of all registered enterprises in Cambodia are also

considered small businesses, which are a driving force for GDP growth (Economic and Financial Indicators, 2012, p. 46). The findings of my survey at Zaman University also demonstrated a high interest among responding students, of which 82.8% said that they will or would like to start their own business in the next five years. All of these factors point to a continuation of growth for the Cambodian economy for the future. However, considering the review of the five sampled universities, there appears to be a lack of focus on developing students skills in the areas needed by employers, and preparing students to operate a small business in the local economy. As Ayres (2000) states, the universities appear to following an inherited Western education system that bears little relevance to the economic conditions and needs of Cambodia (p. 460-461). This is further highlighted by a review from the Economic Institute of Cambodia who add, although education levels are improving among Cambodias workers, they are still too low and must be advanced for Cambodia to attract new industry to the country (2008, p. 18). Altogether, this puts the country in a difficult position. The economy is growing and employers in the country
2

In preparations for writing this paper I attempted to contact the universities previously discussed and asked for information on each of the aforementioned topics. I received a response from only one of the universities contacted which stated that I would need to supply an official letter of request to the President of the University, and make a formal request for any of this information.

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have an unmet demand for university graduates with analytical, decision making, and technical skills (World Bank, 2010, p. 54). While this may partially be due the long-lasting effects of the Khmer Rouge, or to such low enrollment in tertiary education, Cambodia ranked 119th out of 131 countries (World Bank, 2008, p. 18), universities, the programs they offer, and the courses are more likely to be culpable. While it may not be reasonable to some to expect Cambodian universities to immediately change their programs and curricula to a more localized educational system focused on meeting the needs of employers and students alike, university instructors could implement the use of studentcentered instruction in their classrooms immediately. There are many benefits students can receive in student-centered learning environments, including improving their critical and creative thinking skills, teamwork skills, an ability to better retain knowledge, and more positive attitudes. These benefits are also deemed important by current employers, and many skilled workers currently lack or have underdeveloped skills in these areas. To conclude, the IMF shows the need for meeting the needs of students and employers alike, and improving the quality of education in Cambodia: [The] education sector has been one of the acknowledged success stories in the Cambodian socio-economic scenario, in terms of reforms and achievements. However, many challenges remain, among them the importance and urgency to vastly enhance the quality of education (IMF, 2006 p. 59).

Finally, based on the discussion, Cambodian university business programs have been slow to act, and have traditionally offered mismatched programs and courses considering the needs of employers and students. Given the current economic growth and these deficiencies by 24

universities to provide quality education to students, the country is at a crossroad, and only time will tell if the modifications implemented in Cambodian university business programs are effective.

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International Monetary Fund. (2006). Cambodia: Poverty Reduction Strategy Paper. Washington D.C. Major, C. H., & Palmer, B. (2006). Reshaping Teaching and Learning: The Transformation of Faculty Pedagogical Content Knowledge. Higher Education, 51(4), 619-647. Richardson, J. W. (2011). Challenges of Adopting the Use of Technology in Less Developed Countries: The Case of Cambodia. Comparative Education Review, 55(1), 008-029. UNESCO (1991). Intersectoral Basic Needs Assessment Mission to Cambodia. Bangkok: UNESCO. Vega, Q. C., & Tayler, M. R. (2005). Incorporating Course Content while Fostering a More Learner-Centered Environment. College Teaching, 53(2), 83-86. Vutha, H., Sothy, K., Pide, L., Chan, S., & Strange, L. (2012). Cambodia Outlook An Overview. Annual Development Review, 1-12. World Bank. 2010. Providing Skills for Equity and Growth: Preparing Cambodias youth for the labor market. Washington D.C.: The World Bank, East Asia and Pacific Region. World Economic Forum. (2010). The Global Information Technology Report [Data File]. Retrieved from https://members.weforum.org/pdf/GITR10/TheNetworkedReadinessIndexRankings.pdf

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