This paper reports on the design and implement of a continuing professional development (CPD) program to assist in supporting curriculum reform based on CDIO Framework at a public university in Cambodia. As part of a wider national agenda for higher education reform to include Outcome-Based Education and International Quality Assurance, the Faculty of Engineering at the Royal University of Phnom Penh (RUPP) adopted the CDIO Framework as a central mechanism for transforming its engineering programs toward ASEAN University Network–Quality Assurance (AUN-QA) recognition. This paper outlines the multi-year partnership that RUPP has developed with Singapore Polytechnic to develop the capacity of faculty through a Train-the-Trainer program (SP-RUPP CDIO3T), to address both enhancement of faculty competence (CDIO Standard 9) and enhancement of faculty teaching competence (CDIO Standard 10). The CPD program combines the STiCC framework (School Culture, Time, Choice, and Connection to Practice) with the 70:20:10 learning model to facilitate effective transfer of learning during curriculum reform. Workshops, structured peer learning, and experiential applications are all deliberately aligned to provide coherence between training and workplace practice. Participation by senior leadership, strategic scheduling around academic cycles and mandatory application of learning to curriculum redesign will be critical to creating an organizational culture that supports CPD during periods of reform and mitigate common transfer issues associated with CPD during reform. This paper contributes to a contextualized case study of CPD in a developing higher education system, demonstrating how CDIO can be operationalized as both a curriculum framework and a quality assurance enabler aligned with AUN-QA requirements.
