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This study examines the influence of institutional factors (curriculum syllabus, teacher teaching, evaluation and examination, facilities, and student support services) and institutional integration factors which are academic (faculty concern for student development and institutional, and goal commitment) and social (faculty-student interaction and peer-group interaction) on the students' intellectual development and academic performance in selected public universities in Cambodia. This quantitative study adopted a cross-sectional survey design. A self-reported questionnaire was administered involving 381 third-year students, which were chosen equally from the top three Cambodian public universities using the stratified random sampling method. The partial least squares structural equation modeling (PLS-SEM) tools were employed to analyze the data. The results also suggested that Cambodian public universities are encouraged to improve their academics and academic related issues inorder to transform students to be integrated into the regional economic competition. Finally, this study also provides recommendations.