全英文授课课程在柬埔寨高校迅速发展，成为柬埔寨高等教育国际化和多元化的重要组成部分。然而就相关项目的发展现状及课程质量的研究仍非常有限。本研究以Knight（2004）国际化理论和 Harvey and Knight（1996）质量变革理论为理论框架，通过定性的文献分析和访谈法作为主要的数据来源，对三所柬埔寨高等教育的全英文授课课程的激励因素及课程质量进行分析。通过研究，笔者发现了推动柬埔寨高校教育的全英语授课课程的5个因素：（1）名牌国际化（2）创造收入（3）学生及老师发展（4）战略联盟（5）学习资源。这些结果不同于Knight（2004）的主张。此外，研究还发现，全英文授课课程在柬埔寨高等教育中并没有充分地显示出质量变革。该研究考察了柬埔寨机构的三个项目：BOPE，ME和BA-IR。除了BPOE和BA-IR反应了质量变革理论，ME则没有。数据还表明ME在选课过程中并没有生效。研究还发现，全英授课课程在公立大学里缺乏是公立大学缺乏内部一致的结果。因此，本研究建议公立大学调整政策，使得所有院系在同一个政策下工作，以便发展好全英语授课课程。此外，如果他们循质量变革理论来发展他们的授课课程，他们应该提供课程的选择并在执行的过程中保持稳定。

The EMI programs have been developing rapidly in Cambodia and have become an important part of internationalization and diversification of Cambodian HE. However, the research on the development and the quality of the programs is still limited. Applying the internationalization theory of Knight (2004) and quality as trantransformation of Harvey and Knight (1996) as the theoretical lens, this study analyzes the incentive factors and quality of the EMI programs in Cambodian HE. Based on a qualitative case study which relies the literature analysis and the interviews as the main source of data collection, it investigates three Cambodian HEIs. It finds out five factors driving the EMI programs in Cambodian HE: (1) international branding and profile, (2) income generation, (3) student and staff development, (4) strategic alliances, and (5) learning resources. These findings indicate a difference from the claim of Knight (2004). Moreover, the quality of the EMI programs in Cambodian HE has not fully demonstrated quality as transformation. The study examines three programs of the three Cambodian institutions: BPOE, ME and BA-IR. Only BPOE and BA-IR totally respond to the two dimensions of quality as transformation, while ME does not completely fulfill them. The data shows that ME is unstable in implementing a course selection. It also finds out that the public universities lack policies on the EMI programs, resulting from the internal inconsistent policies. Therefore, the study suggests that to develop the good EMI programs the public universities adjust their policies so that the whole faculties and departments work under the same polices. Furthermore, if they follow quality as transformation in the development of their programs, they should offer a course selection and be stable in implementing it.