Advertisement

Negotiating Globalization: The Royal University of Phnom Penh, Cambodia

  • David HowesEmail author
  • David Ford
Chapter
Part of the Higher Education Dynamics book series (HEDY, volume 36)

Abstract

Closed to the outside world during the Pol Pot regime, restructured as a socialist state, then pushed towards democracy and a market economy as a result of foreign technical assistance provided through numerous multi- and bi-lateral aid and development programs, Cambodia is still one of the poorest countries in the Asia-Pacific region, albeit with a now rapidly growing economy. One consequence of the recent economic growth is that private higher education institutions are proliferating with little regulation. The Royal University of Phnom Penh (RUPP), like the handful of other government universities , remains under central government control but, like countless universities around the world, has been forced to make commercial decisions as a result of inadequate recurrent funding. This has engaged the RUPP with the processes of globalization in a way similar to that faced by higher education institutions in so-called ‘developed’ countries. However, one difference is the obliteration of an entire generation of academics that occurred as a result of the Khmer Rouge regime. In this chapter, the authors examine some of the ways in which the Royal University of Phnom Penh is negotiating the impact of globalization within this unique historical context.

Keywords

Foreign Direct Investment High Education Institution High Education Sector Khmer Rouge Private High Education Institution 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Altbach, P. G. (2001). Higher education and the WTO: Globalization run amok. International Higher Education, 23, pp. 2–4.Google Scholar
  2. Ayres, D. (2000). Anatomy of a crisis: Education, development, and the state in Cambodia, 1953–1998. Honolulu: University of Hawai’i Press.Google Scholar
  3. Biggs, J. (1996). Western misperceptions of the Confucian heritage learning culture. In A. W. David & J. B. Biggs (Eds.), The Chinese learner: Culture, psychological and contextual influences. Melbourne: CERC & ACER.Google Scholar
  4. Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology. Stanford: Stanford University Press.Google Scholar
  5. Bourdieu, P. (1998). On television. New York: New Press.Google Scholar
  6. Clayton, T. (2006). Language choice in a nation under transition: English language spread in Cambodia. USA: Springer.Google Scholar
  7. Dudley, J. (1998). Globalization and education policy in Australia. In J. Currie & J. Newson (Eds.), Universities and globalization: Critical perspectives (pp. 21–43). London: Sage Publications.Google Scholar
  8. Fisher-Nguyen, K. (1994). Khmer proverbs: Images and rules. In M. Ebihara, C. A. Mortland, & J. Ledgerwook (Eds.), Cambodian culture since 1975: Homeland and exile (pp. 91–104). Ithaca: Cornell University Press.Google Scholar
  9. Gale, T. (2001). Critical policy sociology: Historiography, archaeology and genealogy as methods of policy analysis Journal of Education Policy, 16(5), 379–393.CrossRefGoogle Scholar
  10. Hun Sen, Prime Minister of Royal Government of Cambodia. (2001). Speech at the opening ceremony of the Workshop on public awareness about information technology. Phnom Penh.Google Scholar
  11. Innes-Brown, M. (2006). Higher education, Cambodia. Australian Education International, National Office of Overseas Skills Recognition, Department of Education, Skills and Training. Canberra: DEST.Google Scholar
  12. ITU (International Telecommunications Union). (2007). Measuring the information society: ICT opportunity index and world telecommunication/ICT indicators. (1st ed.). Sweden: International Telecommunications Union.Google Scholar
  13. Lewin, K. (1990). Data collection and analysis in Malaysia and Sri Lanka. In G. Vulliamy, K. Lewin, & D. Stephen (Eds.), Doing educational research in developing countries, pp. 116–142. Basingstoke: The Falmer Press.Google Scholar
  14. Lingard, B., Rawolle, S., & Taylor, S.,(2005). Globalizing policy sociology in education: Working with Bourdieu. Journal of Education Policy, 20(6), 759–777.CrossRefGoogle Scholar
  15. Marginson, S. (1997). Markets in education (pp. 27–50). Sydney: Allen and Unwin.Google Scholar
  16. Ministry of Education, Youth and Sport, Cambodia (MoEYS). (2005). Education sector support program 2006–2010. http://www.moeys.gov.kh/DownLoads/Publications/essp06-10.pdf. Accessed 16 Mar 2009.
  17. Ministry of Tourism, Royal Government of Cambodia. (2008). http://www.mot.gov.kh/default.php. Accessed 1 Nov 2008.
  18. Mohamedbhai, G. (2002). Globalization and its implications for universities in developing Countries. http://www.bi.ulaval.ca/Globalisation-Universities/pages/actes/MohamedbhaiGoolam2.pdf. Accessed 16 Mar 2010.
  19. Niculescu, B. M. (1955). Under-developed, backward or low income. The Economic Journal, 65(259), 546–548.CrossRefGoogle Scholar
  20. Ochs, K., & Phillips, D. (2004). Processes of educational borrowing in historical context. In D. Phillips & K. Ochs (Eds.), Educational policy borrowing: Historical perspectives (pp.7–23). Oxford: Symposium.Google Scholar
  21. Popkewitz, T. (2001). The production of reason and power: Curriculum history and intellectual traditions. In T. S. Popkewitz, B. M. Franklin, & M. A. Pereyra (Eds.), Cultural history and education: Critical essays on knowledge and schooling (pp. 151–183). New York: RoutledgeFalmer.Google Scholar
  22. Prak Polla. (2002). Foreign language policy in Cambodia: What improvements to the English program should the MoEYS pursue? Unpublished manuscript. Singapore: National University of Singapore.Google Scholar
  23. RUPP Handbook 2007–2011. (2007). University Staff (p.10). Phnom Penh: Royal University of Phnom Penh.Google Scholar
  24. SEAMEO (South East Asian Ministers for Education Organisation)-INNOTECH. (2003). Resources, Country profile, Kingdom of Cambodia, Higher Education. http://www.seameo-innotech.org/resources/seameo_country/edu_data/cambodia/cambodia8.htm. Accessed 1 Nov 2008.
  25. Sloper, D. (1999). Higher education in Cambodia: An overview and key issues. In D. Sloper (Ed.), Higher education in Cambodia: The social and educational context for reconstruction (p. 7). Bangkok: UNESCO PROAP.Google Scholar
  26. Spreen, C. A. (2004). Appropriating borrowed policies: Outcomes-based education in South Africa. In G. Steiner-Khamsi (Ed.), The global politics of educational borrowing and lending New York: Teachers College Press.Google Scholar
  27. Spring, J. (2006). Pedagogies of globalization: The rise of the educational security state. New York: Routledge.Google Scholar
  28. Steiner-Khamsi, G. (2004). The global politics of educational borrowing and lending. Columbia University: Teachers College Press.Google Scholar
  29. Tabulawa, R. (2003). International aid agencies, learner centred pedagogy and political democratisation: A critique. Comparative Education, 39(1), 7–26CrossRefGoogle Scholar
  30. US Department of State. (2008). Background note: Cambodia. http://www.state.gov/r/pa/ei/bgn/2732.htm. Accessed 2 Nov 2008.
  31. Vulliamy, G., Lewin, K., & Stephen, D. (1990). Doing educational research in developing countries. Basingstoke: The Falmer Press.Google Scholar
  32. Yeo, M. (2008). 4 equity funds eyeing $ 450 M in investments. In E. Kinetz (Ed.), The Cambodia Daily, 39(61), 2.Google Scholar
  33. Yusuf, S. (2001). Globalization and the challenge for developing countries. Washington: World Bank.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Curriculum Division of the Victorian Curriculum and Assessment Authority (VCAA)MelbourneAustralia
  2. 2.Department of ChemistryRoyal University of Phnom Penh (RUPP)Phnom PenhCambodia

Personalised recommendations