“A new or false hope?” practice and policy on teaching–research linkage in contemporary Cambodia’s higher education

Purpose The teaching–research nexus (TRN) has assumed a prominent role in global higher education systems. However, the connection between the two domains has been subject to diverse interpretations within well-developed higher education systems. Little is known about translating TRN into policy and practice in diverse higher education spaces. In this regard, this article examines the recent trajectory and challenges associated with integrating research and teaching in Cambodia. Design/methodology/approach To analyse the current development of TRN and its associated challenges, this article consolidates two sets of data: recent research papers and government policy documents on TRN in the last 10 years or so. Findings The analysis shows that the connection between teaching and research appears to be patchy in practice, as evidenced in previous studies. The recent government policies and interventions, although potentially fostering progress in research activities, pose dilemmas regarding the orientation and feasibility of linking these two domains. Research limitations/implications This article focuses on enhancing TRN in Cambodia, one of the developing higher education contexts, thereby offering insights into the strategies and concerns within such environments. Policymakers in similar higher education contexts might benefit from considering the concerns and solutions highlighted in this article. Originality/value Research on policies and strategies for strengthening TRN in developing higher education contexts remains limited in the literature. This article contributes to our collective knowledge of TRN by looking at Cambodia's contemporary reality and strategies.