Here are the student demographics that some of you have been asking for. There are currently about 25,000 undergraduates at the NUS, of which over 5,000 are international students. (This post uses the terms international students and foreign students interchangeably. Figures are approximate and exact figures are available in the NUS Annual Report.) The graduate student population totals 8,000, of which more than half of the graduate students, or 5,000 of them are from overseas. Taken in total, we have about 33,000 students on campus; 10,000 are international students and the rest are citizens or permanent residents of Singapore. In addition, every year, we have 1,400 NUS students going away for at least a semester on exchange programs, and we correspondingly welcome a similar number of international students from our 180 partner universities for a semester exchange at the NUS.

Our international students

The topic of international students is a sensitive one to discuss, but I believe that as members of the university community, we are mature enough to broach this topic in a constructive and appropriate manner. Each year, the MOE stipulates the number of places to be given to Singaporeans and PRs, based on the Cohort Participation Ratio (CPR), i.e., the CPR is the percentage of locals, in a Primary One cohort, who matriculate into publicly-funded full-time undergraduate places at our local institutions. This year, the CPR was set at 26%. Local universities may admit international students; international students made up not more than 18% of the overall undergraduate intake at the 3 local universities in AY2011.

Why does the NUS admit international students? First, diversity creates a campus environment that mimics the global operating context. We thus value the diversity of cultures, perspectives and experiences that our foreign students bring. Second, many of our foreign students are talented individuals of high calibre; they are admitted on a more rigorous and stringent criteria. Foreign students set the bar high, and spur our local students to challenge themselves towards greater heights. And in the process, local students emerge stronger and better prepared to take on competition in the global workforce. Third, we hope to retain foreign students to contribute to Singapore’s economy. It is true that foreign students with service obligations may leave Singapore at the end of their term. Notwithstanding, they will  remain as friends, associations and vital links of the NUS community (and Singapore) whom we can tap on.

NUS is a microcosm of a globalised environment

With a diversity of nationalities and cultures right here on campus, the NUS is truly a microcosm of the global environment. At any one time, we have over 11,000 international students from a hundred countries around the world, studying in our campus. One of the key educational priorities at the NUS is to hone graduates who are effective at and ready for the broader global environment, i.e., graduates who are adaptable and able to communicate, engage and work in cross-cultural settings. 

Although we are physically present amidst a diverse campus environment; alas it is quite plausible that some of our students are completely oblivious to the rich opportunities for learning and discovery surrounding them. Take for example, Peter and Jane are enrolled in the same module. They sit next to each other twice a week, continuously over 15 weeks. Yet, at the end of the semester, they may be none the wiser about each other, and remain acquainted merely by name and face.

Here is a second conceivable scenario. Instead of being glued to their iPhones during class break, Peter and Jane may be having a casual conversation, on anything, perhaps where they’re currently residing and their experiences commuting with the internal shuttle buses. Jane is from Wuhan in China. Peter, a born and bred Singaporean who’s served NS, soon discovers how and why she came to Singapore, what sort of tests she had to take, how the educational system here differs from that in Wuhan and perhaps even how she views certain government policies in Singapore and how these compare with the Chinese government’s approach, and so on. Jane learns that Peter had served his NS as a combat medic, how he continues to be liable for reservist, drives a car that has a whopping COE price tag of $50,000 and so on.  What can emerge? How much can we learn from and through each other? The possibilities are endless.

Within the classroom

How then can we leverage more fully on this diversity in our university, to enrich our students and in so doing, better prepare and develop them for the globalised world? One way, is perhaps to create the time and space for us to talk to each other and to foster interactions, in our academic courses.

A professor once related this experience with me. He taught a class and assigned a term project. He requested students to form their own groups of 4 or 5 for the project. One group came to him, looking ostensibly unhappy. The group comprised two Singaporeans, two Chinese students from PRC, and a Vietnamese. The professor thought the composition of the group was great; it was a multinational team! He later realized students from the same nationality, had congregated to form their own teams: there were several Singaporean groups, some groups of students from India, some from China, and another from Vietnam. The multinational team was visibly unhappy, because it was made up of reluctant individuals who had described themselves as ‘leftovers’.

Henceforth, the professor never allowed his class to form their own groups. Instead, he thought through and allocated the group assignments, deliberately ensuring that each group was diverse. He explained that in our working lives, we often do not get to choose our colleagues and partners, and we should take the opportunity to learn to work with our assigned teammates. He also introduced peer appraisals, to obtain a sense of each student’s contribution to the group.

This got me thinking. If a professor does not take the active step to form diverse teams, what would the likely outcome be? Sometimes, some nudging does help to take us out of our comfort zone and to expose us to experience something different.

Living and learning together

Beyond academics, residential living also provides a wonderful platform for mutual learning and enrichment. At the NUS, we currently have 3 types of student accommodation, namely halls, residences and residential colleges. In our halls and residential colleges, two-thirds of the residents are Singaporeans and PRs, one-third are foreign students (including students on exchange).

By and large, the residing students do participate in the numerous social activities, and contribute to student life on campus and within their halls or residential colleges. This was especially so at the halls, when CCA points were the main criteria to secure hall places for the subsequent year. This year, we implemented a new scheme, the Residence Admission Scheme (RAS) to replace the Revised Hall Admission Points System. This was in response to students’ feedback, as students complained of being subject to excessive pressure to keep up the CCA-involvement within their halls. Some students had however raised the concern that students in the halls might become less active in social activities.  

The new residential colleges at UTown have academic program components, and I do hope that all students will participate actively to create a vibrant, memorable and exciting atmosphere. Ideally, students will engage with each other intellectually and socially, within and beyond the classrooms, in the corridors, dining halls, the lounges and wherever else.

Do take steps to explore, enjoy and embrace the rich diversity we have on campus.