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This paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.

This paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.

Systematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.

Without comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.

There are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

The literature establishes complex relationships between entrepreneurial orientation (EO) and performance, with mixed findings suggesting the variability of the magnitude of the relationship between the two. Some studies report a positive relationship, some negative, while some report an insignificant relationship between EO and performance. These conflicting findings suggest that the EO-performance relationship is more complex than a simple main-effects-only relationship. The literature offers two distinct approaches – integrating moderating or mediation variables in advancing the EO-performance relationship. The purpose of this paper is to extend current knowledge by examining underlying processes through which EO contributes to performance and the specific conditions under which this process is facilitated.

To test the hypotheses the authors chose small service firms in Australia. Industry representation included: accommodation and food services; health care services; rental, hiring and real estate services; transport, postal and warehousing; arts and recreation services; retail trade; construction and training services; and professional, scientific and technical services. The services sector offers a unique opportunity to analyze variances in entrepreneurial engagement and organizational outcomes given the competitive intensity within the service sector which requires firms to engage in venturing, renewal and innovation. The proposed hypotheses were tested through a hierarchical regression analysis.

This study finds the support for the mediation effect of marketing capability on the EO-performance relationship. Critically, this study also finds that marketing resources moderates on the indirect effect of EO on performance via marketing capability. The findings supporting both the mediation and moderation effects of marketing capability and marketing resources on the EO-performance relationship (moderated mediation model) suggests that greater insight into how EO influences small service firm performance can be achieved through considering in combination with other firm-level constructs (marketing capability and marketing resources in this study).

It addresses the call by prior studies to link the EO construct to theory by embedding marketing resources and marketing capabilities in the EO-performance relationship. Importantly, by accounting for both mediation and moderation effects the authors provide a more complete picture of the EO-performance relationship that highlights the mediating role of marketing capability and the moderating role of marketing resources. This approach helps to reconcile the critical but separate directions proposed by prior studies in advancing the EO-performance relationship.

While extant research highlights the importance of both market orientation and brand orientation in brand success, it is still unclear how they actually combine to contribute to brand performance. Grounded in the theoretical perspectives of the resource-based view and dynamic capabilities, this study unpacks how, and when, brand orientation and market orientation link systematically to influence brand performance.

In testing the research hypotheses involving mediation and moderation effects, survey data were gathered from a sample of business firms in the manufacturing sector and analyzed through regression analysis.

The results suggest brand orientation manifests through market orientation to influence brand performance via the intervening mechanism of brand management capability. The results also suggest at high levels of competitive intensity, the systematic combination of market orientation and brand orientation is critical in facilitating brand management capability enhancement and subsequent brand performance.

This study extends current literature by providing a more detailed account of how brand orientation and market orientation systematically combine to yield superior brand performance via the mediating role of brand management capability. This study also provides further insights into how, in response to different levels of competitive intensity, the systematic combination of brand orientation and market orientation is managed to facilitate brand management capability enhancement and subsequent brand performance.

This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study.

A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations.

It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work.

There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs.

Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity.

Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and social capacity are better guided toward focusing on caring for others in the community and establishing peaceful and safe environments. An important implication of the developmental psychology of students within HEIs in Cambodia is the holistic nature of education integrating knowledge, skills, competencies and social responsibility. HEIs should take on the role of equipping students with both cognitive and intellectual capacities for employment; as well as the emotional and social capacities required to build a society based on mutual trust and harmony. Improving the psychological development of students at HEIs in Cambodia may also be significant in achieving the CSDG targets. In terms of policy, HEIs should integrate opportunities for this to be included in the curriculum to increase the opportunities for students to engage in practice-based learning and community engagement activities. This will require providing sufficient learning materials and equipment to enable students to self-learn, think, analyze and innovate, using theories obtained in class, at home. This should be coupled with community engagement programs that provide students with the opportunity to work in the field. All knowledge and skills accessed by students should be integrated with the development of both cognitive and intellectual capacities. Further, social activities organized by HEIs are required to assist in developing the emotional and social capacity of students to interact with communities.

The paper is solely conducted and prepared by SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika and NGUONPHAN Pheakdey. The findings of the research produce both quantitative and qualitative information on the implementation of Sustainable Development Goals at higher education in Cambodia. In particular, this research is one of the most pioneer academic research studies conducted by a local scholar from Cambodia.

Prior studies have mainly advanced the understanding of a linear relationship between leadership humility and employee work outcomes, mediated and/or moderated by various individual, team and organizational variables. This study attempts to advance prior knowledge by investigating a potential curvilinear relationship between leadership humility and frontline service employee (FSE) performance and the role of FSE's psychological capital (PsyCap) in attenuating this curvilinear relationship.

Survey data were drawn from a survey sample of 273 FSEs working in the hospitality industry of the United States of America. Hierarchical linear regression analysis was used to test the proposed hypotheses.

The results uncover the existence of a tipping point in the relationship between leader humility and FSE performance; that is, humble behaviors expressed by leaders positively influence FSE performance up to the tipping point beyond which FSE performance starts to diminish. However, this curvilinear effect is attenuated when FSE's PsyCap is high but not when it is low.

The findings provide service managers with insights into the importance of balancing their humble behaviors to yield optimal FSE performance. Furthermore, the paper points to the need for FSE's PsyCap cultivation within service firms so that FSEs are less dependent on their supervisors and can deliver highly satisfactory results.

This research is one of the very first to investigate the curvilinear relationship between leader humility and FSE performance and the moderating role of PsyCap in attenuating the curvilinear effect.

A strong brand is one that consumers know and perceive as differentiated from competing brands. Building brands with high levels of awareness and uniqueness is critical to ensuring brand strength and sustained competitiveness. To this end, the roles of brand management capability and brand orientation are highlighted. However, given the significance of consistency in branding, firms’ brand management capability and brand orientation alone may not be sufficient, and a mechanism that facilitates branding consistency is required. In the integrating marketing control theory with the resource-based view (RBV) and dynamic capabilities (DC) theory, this study aims to examine how a firm’s brand orientation, when supported by formalisation, contributes to building brands with high levels of awareness and uniqueness through the intervening role of brand management capability.

In testing the hypotheses proposed in this study, survey data were drawn from a sample of firms operating in the consumer goods sector and examined through hierarchical regression analysis.

This study finds that firms are more likely to build brands with high levels of awareness and uniqueness in the market when their brand orientation is supported by formalisation, because this combination (brand orientation and formalisation) facilitates branding consistency and brand management capability development.

In weaving together the theoretical perspectives of marketing control, RBV and DC, this study extends current knowledge by showing that brand management capability and brand orientation alone are insufficient for building brands with high levels of awareness and uniqueness. Instead, maximising their performance effects requires the support of formalisation.

The effects of environmental change are becoming more noticeable in the Lower Mekong Basin, where there is growing pressure on the agriculture-based livelihoods of communities living along the mainstream of the Mekong River. This chapter presents an investigation of temporal seasonal variability in four communities of Kratie Province, Cambodia, including identification of locally developed strategies to adapt to temporal changes in weather patterns. A mixed-methods approach was adopted, combining historical hydrometeorological data with participatory seasonal calendars and daily routine diaries. Seasonal calendars were compiled from nine workshops across four villages in Kratie Province, and daily diaries were collected from seven individuals across three villages. The results indicate that patterns in rainfall, flooding and drought have become more variable due to the impacts of environmental change; a phenomenon that will likely continue into the future. Without effective, locally appropriate adaptation measures, changing weather patterns will likely continue to have adverse impacts on communities in the region due to their reliance on reliable seasonal rainfall and flooding events for crop cultivation. Households and communities in the study region have already developed a number of approaches to mitigate the adverse impacts of environmental change. This research also reiterated the importance of incorporating both local knowledge and scientific data to gain the most accurate understanding of the impacts of environmental change in a given region.