{"id":33032,"date":"2025-02-17T22:52:16","date_gmt":"2025-02-17T15:52:16","guid":{"rendered":"https:\/\/cdri.org.kh\/new\/publications\/cambodian-academics-identities-and-roles\/"},"modified":"2025-02-17T22:52:19","modified_gmt":"2025-02-17T15:52:19","slug":"cambodian-academics-identities-and-roles","status":"publish","type":"publications","link":"https:\/\/cdri.org.kh\/new\/publications\/cambodian-academics-identities-and-roles\/","title":{"rendered":"Cambodian Academics: Identities and Roles"},"content":{"rendered":"

This qualitative study aims to explore how faculty members at Cambodian universities conceive their academic identities, engage in different types of scholarly roles and perceive the organisation of the academic career system. It offers the following highlights: i). Cambodian academics develop their identities in relation to three forms: disciplinary, functional and social; ii). With an obvious dominance of the roles of teacher, Cambodian academics, in general, are more of a disciplinary knowledge transmitter or conserver, rather than a knowledge producer. Such
\ntendency limits their capabilities to contribute to global academic and scientific
\ncommunities; iii). Evidence on the roles and identities of Cambodian academics in applying or integrating scholarly knowledge is not clear from the data. Certain practices (such as serving state ministries in a particular policy domain) can be considered a part of knowledge application; and iv). Two related aspects of the Cambodian academic career system \u2013 working environment and career path \u2013 complicate academic identities and roles to a certain extent.<\/p>\n","protected":false},"excerpt":{"rendered":"

This qualitative study aims to explore how faculty members at Cambodian universities conceive their academic identities, engage in different types of scholarly roles and perceive the organisation of the academic career system. It offers the following highlights: i). Cambodian academics develop their identities in relation to three forms: disciplinary, functional and social; ii). With an obvious dominance of the roles of teacher, Cambodian academics, in general, are more of a disciplinary knowledge transmitter or conserver, rather than a knowledge producer. 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