<TABLE border=0 cellSpacing=0 cellPadding=0 width="100%"><TBODY><TR>NUS sheds light on rankings and excellence
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<!-- START OF : div id="storytext"--><!-- more than 4 paragraphs -->I WOULD like to share our perspectives on the report, 'NUS is 10th in Asia varsity rankings' (May13), regarding the Quacquarelli Symonds Ltd (QS) Asian University Rankings.
The QS Asian University Rankings is new and covers five individual subject areas. Within these subject areas, the National University of Singapore (NUS) was placed third in engineering and information technology, third in social sciences, fourth in arts and humanities, fourth in life sciences and biomedicine, and sixth in the natural sciences.
We are still in the process of understanding the methodology and criteria for the overall rank placements, but note that NUS' subject rankings are consistent with a number of other surveys. For example, the 2008 rankings by the University of Texas at Dallas based on publications in the top research journals in business, placed NUS at second in Asia.
It is also in line with the Times Higher Education-QS World University Rankings, where NUS was ranked fourth in Asia and 33rd in the world in 2007; and fourth in Asia and 30th in the world last year.
Beyond rankings, however, what is critical is our commitment to excellent education and research, and the impact these are achieving. The high quality of NUS' students and education is widely recognised as reflected, for example, by the 66 joint- or double-degree programmes between NUS and top universities overseas and the widespread interest in NUS' distinctive global education programmes.
This year, we are phasing in an exciting new design-centric engineering curriculum in which our students learn to identify and solve complex problems while developing a better understanding of engineering concepts through research and self-learning. The recent student-designed NUS eco-car, which won fifth place among 66 participating teams from 37 countries, is an example of this.
Similarly, NUS research has high and increasing impact. While numeric parameters, such as NUS' publications in top journals, citations per faculty and citations per paper, are all moving robustly in the right direction, our focus is on ensuring that our research opens up important new insights and creates real breakthroughs which significantly advance scholarship and application.
NUS continues to pursue its aspiration of being a leading global university centred in Asia, so that it can do even more for the students with whose education we are entrusted, and contribute to Singapore's development through the creation and application of important new knowledge. Professor Lily Kong
Vice-president (University & Global Relations)
National University of Singapore
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<!-- START OF : div id="storytext"--><!-- more than 4 paragraphs -->I WOULD like to share our perspectives on the report, 'NUS is 10th in Asia varsity rankings' (May13), regarding the Quacquarelli Symonds Ltd (QS) Asian University Rankings.
The QS Asian University Rankings is new and covers five individual subject areas. Within these subject areas, the National University of Singapore (NUS) was placed third in engineering and information technology, third in social sciences, fourth in arts and humanities, fourth in life sciences and biomedicine, and sixth in the natural sciences.
We are still in the process of understanding the methodology and criteria for the overall rank placements, but note that NUS' subject rankings are consistent with a number of other surveys. For example, the 2008 rankings by the University of Texas at Dallas based on publications in the top research journals in business, placed NUS at second in Asia.
It is also in line with the Times Higher Education-QS World University Rankings, where NUS was ranked fourth in Asia and 33rd in the world in 2007; and fourth in Asia and 30th in the world last year.
Beyond rankings, however, what is critical is our commitment to excellent education and research, and the impact these are achieving. The high quality of NUS' students and education is widely recognised as reflected, for example, by the 66 joint- or double-degree programmes between NUS and top universities overseas and the widespread interest in NUS' distinctive global education programmes.
This year, we are phasing in an exciting new design-centric engineering curriculum in which our students learn to identify and solve complex problems while developing a better understanding of engineering concepts through research and self-learning. The recent student-designed NUS eco-car, which won fifth place among 66 participating teams from 37 countries, is an example of this.
Similarly, NUS research has high and increasing impact. While numeric parameters, such as NUS' publications in top journals, citations per faculty and citations per paper, are all moving robustly in the right direction, our focus is on ensuring that our research opens up important new insights and creates real breakthroughs which significantly advance scholarship and application.
NUS continues to pursue its aspiration of being a leading global university centred in Asia, so that it can do even more for the students with whose education we are entrusted, and contribute to Singapore's development through the creation and application of important new knowledge. Professor Lily Kong
Vice-president (University & Global Relations)
National University of Singapore
