2023 ACBSP Region 10 Annual Conference
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Item Industrial Transformation and Skill Needs: Implications for Future Skill Development(Feb-23) Naron Veung; Ly MonirithThe Royal Government of Cambodia aims to upgrade the country’s status to an upper-middle-income country by 2030; a high-income country by 2050 and human resource development is the key to this endeavor. Within this context, the study explores employers’ perspectives on the relationships between worker development skill and industrial transformation. Particularly, the research applied case study methodology to examine how companies in Cambodia manufacturing industries mobilize their workforce to respond to changes in products, technology, and work organization. Interviews were conducted with 36 human resource managers and production heads at 18 companies in the electrical & electronic, garment, and food processing industries. Transcripts were thematically coded on NVivo 12 software. The findings provide employers’ insights to facilitate training providers in designing skill training programs responsive to future labor market needs. Keywords: Industrial transformation, vocational skill development, TVETItem Outcome-Based Feedback: Collaborating with Students for Curriculum Review(Feb-23) Ly MonirithThe assessment of learning outcomes is vital in ensuring educational quality in the “fitness for purpose” model. The paper reports on the reliability and validity of the Outcome-Specific Questionnaire (OSQ) as a tool to improve learning outcomes. Survey data were collected from 1,210 undergraduate students and assessment data from three prominent institutions in Cambodia. Calibrated paired t-test results show significant increases of student learning from term start to end, and Cronbach’s alpha results confirm high levels of reliability of all OSQs. There is strong evidence that the post-OSQ data for almost half of the courses correlate positively with the faculty assessments although most were conducted online during the COVID-19 pandemic. Together with qualitative data, it can be concluded that the OSQs tend to be valid as long as the assessments by faculty are valid and that their validity cannot be established when the assessments, as benchmarks, are not evidently valid. The study contributes to the minimal literature on and understanding of the rare practice of outcome-based evaluation and improvement of courses collaboratively by students and faculty in an outcome-based education system. Keywords: Learning outcomes, self-ratings, curriculum development