Cooperative Postgraduate Training Perspectives from National University of

Cooperative Postgraduate Training Perspectives from National University of Singapore TAN Chorh Chuan President, National University of Singapore

Spectrum of cooperative postgraduate training • Joint or double degrees between universities • University with research institute or industry • Postgraduate student exchanges 2

NUS Concurrent and Joint Degree Programmes UK MSc (Construction Law and Dispute Resolution) with King’s College London Germany MSc (Intelligent Transport Systems) with Technical Uni of Munich MSc in Industrial Chemistry with Technical Uni of Munich USA MSc in Industrial and Financial Mathematics with Technical Uni of Munich Switzerland MSc in Infectious Diseases, Vaccinology and Drug Recovery (by research) with Uni of Basel Denmark India Joint Ph. D in Eng / Science / Comp with IIT Madras Joint Ph. D in Eng / Sci / Comp with IIT Bombay BComp(Communications and Media) from NUS & Master of Entertainment Tech from CMU LLB NUS & LLM NYU Law School Doctor of Medicine between Duke-NUS Medical School and Duke Uni Joint Ph. D NUS & Technical Uni of Denmark Netherlands Australia Joint Ph. D in Eng with Eindhoven University of Technology, M. Psych (Clinical) with Uni of Melbourne France Joint Ph. D in Eng with ANU Joint Ph. D in Eng and Ecole Supérieure d'Electricité (Supelec), Sweden Joint Ph. D in Molecular Medicine with KI MA (Southeast Asian Studies) with ANU Joint Ph. D in Physics with ANU Note: 3 These programmes are offered at Faculty-level

NUS Double Degree Programmes France China NUS LKYSPP-Sciences Po: MPP, MPA NUS Faculty of Arts-Peking Uni: MA in Chinese Language (by research) NUS with six premier French Grandes Écoles. Comprises: Bachelor/Master of Engineering or Bachelor/Master of Science or Bachelor/Master of Computing from NUS and Diplôme d’Ingénieur from French Grande École (the equivalent of Masters in France) NUS School of Business-Peking Uni: International MBA NUS-Université Pierre Et Marie Curie. Paris Vi, France and Université Paris Sud–Paris Xi, France. Comprises: BSc (Honours), Diplôme d’Etudes Approfondies, MSc USA NUS-NYU: LLM in Law and the Global Economy, LLM NUS Faculty of Eng-Tsinghua Uni: MSc (Transportation Systems and Management), MSc NUS LKYSPP-Columbia Uni: MPP, MPA China & Korea UCLA-NUS Executive MBA NUS School of Business-Fudan Uni -Korea Uni: Asia MBA NUS School of Business and Risk Management Institute. Columbia Uni: Double Professional Degree in Financial Eng NUS Logistics Institute-Asia Pacific-Georgia Inst of Tech: MSc (Logistics and Supply Chain Management), MSc in Industrial Engineering Singapore-MIT Alliance. Bachelor of Applied Science (Honours), Diplôme d’Etudes Supérieures Specialisées); UK NUS LKYSPP-LSE and Political Science: MPP, MPA, 4

WHY have joint- and double -degree postgraduate programmes? WHAT is the added academic value proposition? 5

“Global Education” • Nurture graduates who are well-equipped for a globalised world • “Mutually beneficial academic outsourcing” Create exceptional educational programmes on complementary strengths in 2 universities • Build unique graduate programmes around complementary research between universities 6

#1: To exploit unique research complementarities NUS-Karolinska Institutet joint Ph. D in genetic and molecular epidemiology 7

NUS-Karolinska Institutet joint Ph. D in genetic and molecular epidemiology • NUS & KI faculty find exciting differences in epidemiology & biology of breast cancer between Singapore and Swedish cohorts • Joint Ph. D students “bridge” joint projects in Singapore & Sweden using local data & materials • With joint Ph. D students, research extended to comparative studies on imaging & genetics 8

NUS-Karolinska Institutet joint Ph. D in genetic and molecular epidemiology • Coursework in 3 fulltime blocks: 2 x 6 -week blocks in Singapore 1 x 6 -week block in Stockholm • Students spend at least 6 months in partner university working on joint projects • 3 intakes – 18 students from Singapore 22 from KI 9

NUS-Karolinska Institutet joint Ph. D in genetic and molecular epidemiology Added academic value proposition of joint Ph. D • Facilitates high-impact research • Students get to work on unique set of data & materials from 2 countries • Students obtain - cross-cultural immersion - tailored coursework from 2 universities 10

#2: “Mutually beneficial academic outsourcing” NUS-Georgia Institute of Technology Dual MSc in logistics and supply chain management 11

NUS-Georgia Tech dual MSc in logistics and SCM • Singapore is a major logistics hub • NUS has broad expertise in SCM • In 1998, plan to train excellent personnel to serve and anchor industry in Singapore • Georgia Tech ranked #1 in Industrial Engineering in US, particular strengths in logistics 12

NUS-Georgia Tech dual MSc in logistics and SCM • 6 months NUS – build breadth in understanding SCM • 6 months GT – build depth in logistics operations • 6 months NUS – research or internship 13

NUS-Georgia Tech dual MSc in logistics and SCM Added academic value proposition of dual MSc • Capitalises on complementary educational strengths in 2 universities, rather than doing it yourself • Distinctive, high-quality programme; Average intake 16/year • Students obtain cross-cultural immersion, network 14

NUS-Georgia Tech dual MSc in logistics and SCM Added academic value proposition of dual MSc • For 6 years, winner of Asian Freight & Supply Chain awards for Best Educational Course Provider • Alumni salary survey – average USD 100, 000 pa (at 8. 5 years experience) 15

#2: “Mutually beneficial academic outsourcing” Concurrent degree arrangements NUS B Computing + Brown SM (Computational Bio) coordinated 5 year programme Bachelor’s + Masters Bachelor’s + Ph. D

#3: Attract high-quality students Duke-NUS Graduate Medical School joint NUS and Duke MD degree 17

Duke-NUS Graduate Medical School joint NUS and Duke MD degree • 2 intakes – excellent student quality • Useful differentiation as competition for best students intensifies 18

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Potential Pitfalls and Problems • Easy to become unfocused – ideally should be driven by a specific strategy • Sustainability beyond individual champions – needs both institutions’ strong commitment • Takes a lot of faculty time for few students – estimate per joint degree > 200 person-hours 20

Setting up a joint degree programme in NUS • Strategic plan – identify key academic areas • Ask “WHY a joint or double degree? – what is compelling academic value proposition” If proposal is from faculty, ask same question! • Identify suitable partner university • Identify teams of champions in both universities • Secure in-principle support of Provosts 21

Setting up a joint degree programme • Joint academic committee works out educational programme, harmonises requirements and admin issues (template) • Secure funding for scholarships & student travel • Clear academic committees & Senates of both universities Some public universities, need to clear legislature • Ready to go!! Don’t forget to monitor progress 22

What we have learnt: Key factors for higher chance of success • compelling academic/educational value proposition for faculty, students and institutions • strong champions in both universities • additional resources • institutional (top management) commitment Right institutional fit critical • It takes a long time to build relationships! 23

Total nos DD/JD programmes 168 graduates 35 Legend Total DD / JD Programmes 30 119 graduates DD / JD graduates 25 106 graduates 20 64 graduates 15 74 graduates 45 graduates 10 12 graduates 5 1 graduate 1999/ 2000/ 2001/ 2002/ 2003/ 2004/ 2005/ 2006/ 2007/ 2008

Conclusion: Joint and double-degree postgraduate training can give exceptional academic value-add • Exploit research complementarities • “Mutually beneficial academic outsourcing” • Attract high-quality students Pitfalls to watch out for • Easy to become unfocused • Sustainability beyond individual champions • Takes up a lot of faculty time for few students 25

Conclusion: Bottom line – Important to keep asking: • Does it significantly improve quality? • Create unique value proposition? • Strongly differentiate institution? For NUS, part of our vision of global education • Strategic plan for further development 26