Â鶹ÊÓƵ¹ÙÍø

From Goldsmith Graduate to An Academic

By Koh Wee Boon

Fig 1 the author is seated on the extreme right.

My academic journey has been shaped by a continuous pursuit of learning, reflection, and professional growth. One of the most formative experiences that influenced my thinking and professional direction was my time with Goldsmiths, University of London, pursing Bachelor of Computing and Information System (CIS) at Â鶹ÊÓƵ¹ÙÍø (Â鶹ÊÓƵ¹ÙÍø). The programme emphasised critical thinking, analytical skills, and the practical application of knowledge where lessons are conducted mostly in traditional lecture format. Such experience has encouraged me to look beyond traditional teaching approaches and consider how technology can further enhance learning experience. It also reinforced the importance of intellectual curiosity and lifelong learning; values that continue to guide me today in my work as an academic. 

My decision to embark on a PhD emerged from both personal motivation and professional aspiration. During my time at Â鶹ÊÓƵ¹ÙÍø, I had the opportunity to be mentored by the Head of Programme of the CIS back then, Dr Lim Kim Ying, who is currently the Dean of the Academic Division. Under her guidance, I was determined to purse a Master of Engineering and took on the role of lecturer with Â鶹ÊÓƵ¹ÙÍø. Subsequently, I took on the role of Head of Programme, managing various Â鶹ÊÓƵ¹ÙÍø programmes. After several years in academia, I realised that teaching has allowed me to contribute to student development and pursuing doctoral research would enable me to engage more deeply with scholarly inquiry and knowledge creation. At this stage of my career, a PhD represents an opportunity not only to strengthen my research capabilities but also to contribute meaningful insights to my field. It allows me to bridge theory and practice, and to address real-world challenges through rigorous research. Most importantly, the doctoral journey is an intellectual challenge that pushes me to grow as an educator and a thought leader. 

Fig 2 Wee Boon teaching a computer class

Institutional support has played a critical role in enabling this journey. The sponsorship and encouragement from Â鶹ÊÓƵ¹ÙÍø and my supervisor have provided both the resources and confidence needed to pursue doctoral studies while continuing my professional responsibilities. Beyond financial assistance, the organisation’s culture of professional development and continuous learning has been instrumental in shaping my growth. Knowing that the institution values academic advancement motivates me to strive for excellence not only in research but also in teaching and programme leadership.  

Fig.3 Wee Boon with his peers and lecturer

Throughout my professional journey, several milestones have reinforced my commitment to academia. Taking on leadership roles such as managing academic programmes has been particularly meaningful, as it allows me to influence curriculum development, mentor students, and collaborate meaningfully with like-minded academics to enhance educational outcomes. Achieving improvements in programme performance indicators and implementing initiatives that support student success are accomplishments that I take pride in. In 2025, I assisted in the marketing of the articulation from Â鶹ÊÓƵ¹ÙÍø graduate diploma and graduate certificate e-learning programmes into the Master programme from University of New South Wales. These experiences have taught me that academic leadership is not only about administrative oversight but also about creating an environment where students can thrive. 

Balancing academic pursuits with professional responsibilities is undoubtedly challenging, but it is also deeply rewarding. I have learned that effective time management and clear prioritisation are essential. More importantly, I view teaching, research, and leadership not as competing responsibilities but as complementary aspects of the same mission. Insights from research enrich my teaching, while interactions with students often inspire new research questions. Maintaining this synergy allows me to remain motivated and focused even when the workload becomes demanding. 

Throughout this journey, I am constantly reminded that growth in academia is rarely linear. It requires perseverance, determination, and the willingness to step outside one’s comfort zone. Embarking on a PhD later in one’s career may seem daunting, but it can also be an incredibly fulfilling experience. My hope is that this journey will not only advance my own development but also inspire fellow academic colleagues to pursue their aspirations, embrace lifelong learning, and continue to contribute meaningfully to the academic community. 

KAM 2025 Conference

by Dr Tan Khay Boon

Fig 1 Dr Tan outside KAM2025 Conference

I presented a research paper on course development and deployment at the KAM2025 Conference. The paper involved sharing my experiences on the development and delivery of an economics course, offered to working adults in the evening and undergraduates at a university in Singapore. The two main messages of my presentation include online content alone without human interaction is not sufficient to meet learning needs.  The second message is that fanciful features within online content is not as important as relevant content for learning. 

The factors that motivated me to present this paper came from my observations that many online courses have similar shortcomings. The course developers simply uploaded lots of content to their online courses, using too much technology and fanciful interactive features, and believe that these courses will be well received.  My own experience is that students tend to have phobia of online courses without any physical contact.  Learning concepts through online content tend to impose difficulty and is discouraging towards learning.  Students prefer online content that is also supported with physical contact in their learning process.  The availability of physical lessons provides opportunities for consultations with instant feedback.  It is also a confidence booster to the students as the presence of a lecturer can provide assurances to the students.    

In addition, students appreciate learning content that can help them to do well in this course.  It is not necessary to have eye-catching graphics or advanced interactive features.  Preparing content with increasing levels of difficulty, supported with illustrations will make it easier to understand.  Providing physical interactions and consultations with encouragement from the lecturers will be most helpful to student learning. 

The most rewarding part of participating in KAM2025 is realising that there is a heavy emphasis on the human element in teaching among the conference participants. The participants constantly explore ways to improve their teaching quality with students’ interactions and are not overtly relying on technology to achieve efficiency in their teaching.    

Through the conference, there is a realisation that human interaction is always important in learning, regardless of the state of technology.  In my future teaching, I will explore using technology to facilitate my teaching, but I will not neglect the human element. I will continue to emphasise on student interactions and learning assistance in my teaching. In terms of research planning, I will focus more on striking a good balance between technology and human interactions when imparting knowledge.