Singapore has become the second-most popular destination for Chinese students, behind only the United Kingdom, according to a report by China’s Ministry of Education and Beijing-based think tank Centre for China and Globalisation.
In response to this trend, local universities are introducing more Mandarin-taught postgraduate programmes to meet the rising demand.
Institutions such as Nanyang Technological University (NTU), Singapore Management University (SMU), the Singapore University of Technology and Design (SUTD) and the Singapore University of Social Sciences (SUSS) are among those launching new courses.
Surge in Mandarin-Taught Programmes
NTU’s Nanyang Business School will launch a new Executive Master of Business Administration in Mandarin this October, said Professor Boh Wai Fong, NTU’s vice-president for lifelong learning and alumni engagement.
About 50 students graduate from the joint MBA programme between NTU and Shanghai Jiao Tong University each year, while enrolment in NTU’s three other existing Mandarin-medium programmes remains steady, with about 240 students admitted annually.
One of these is the Master of Science in Technopreneurship and Innovation, which averages 50 students per academic year.
SUSS introduced its first Mandarin-medium postgraduate course in 2024, which received strong interest.
This prompted the university to roll out additional Mandarin-taught programmes in fintech, data analytics and intellectual property from July this year.
Applications by international students rose by 30 per cent between the 2024 and 2025 academic years, with significant growth from China and ASEAN countries, a spokesperson said.
SUTD’s first Mandarin-taught Master of Science in Technology and Design will begin in September, with about 60 students enrolled so far, including students from China.
SMU will launch a Chinese Executive MBA in January 2026.
“While it is still early in the admissions cycle and we cannot confirm the final student profile, we have seen strong interest from Chinese-speaking applicants,” an SMU spokesperson said.
Why Students Choose Singapore
After nearly a decade in the workforce, Jin Qi decided in 2020 to pursue a master’s degree to advance her career.
Preparing for English-language tests required by many foreign universities proved difficult while juggling a full-time job, and the COVID-19 pandemic further delayed her plans.
When she resumed her search after the pandemic, she discovered that some Singapore universities offered postgraduate programmes taught in Mandarin.
The 35-year-old eventually enrolled in NTU’s Executive Master of Science in Managerial Economics in Mandarin and began her studies in March this year.
“When I graduated a decade ago, most of my peers wanted to study in the US or Europe,” said Jin, who completed her undergraduate degree at Chongqing University.
“Now, many prefer Singapore because the economy is strong, and it offers access to the Southeast Asian region, which is growing and full of opportunities.”
Chinese students who spoke to CNA cited several reasons for choosing Singapore, including strong global rankings, business networking opportunities, and relatively lower tuition fees.
In the latest QS World University Rankings published in June, the National University of Singapore (NUS) ranked eighth globally and first in Asia, while NTU climbed to 12th.
“For Chinese students, what they value most is the QS rank of the school,” said Wang Xuan, a former NTU master’s student. “Singapore actually has two schools among the top ranks, so it’s really a good option.”
She added that Mandarin-taught courses make it easier for students who are less fluent in English, as they do not require TOEFL or IELTS exams.
These programmes are particularly attractive to those looking to expand their business networks in Southeast Asia and integrate into the local community.
Cost Advantage
Xu Ren, who is pursuing a part-time MBA at NUS while working in banking, said a master’s degree is now “almost a must” for students in China.
“Another reason I chose Singapore is because I wanted the chance to gain permanent residency and maybe citizenship.”
Having considered Australia, Canada and Singapore, Xu picked Singapore for its relevance to his finance background and the strong global reputation of its universities.
“Now I can say I’m a graduate from one of the top 10 schools in the world,” he added.
Tuition fees in Singapore are significantly lower compared to the US or UK.
Jin estimated that studying in the US would have cost about 1 million yuan (US$140,000), whereas her one-year course in Singapore cost roughly half that amount.
“Singapore is still expensive, but the value is in the QS ranking you can bring back to China for job opportunities,” she said.
Online debate over integration and national identity
Many netizens questioned why Singapore universities should introduce Mandarin-taught programmes, given that English is the nation’s lingua franca and the primary language of business.
“Whom are our autonomous universities catering to? Singaporeans or PRCs? English is the language of business and commerce in Singapore. Why are we pandering to PRC students?” one user asked.
Another questioned the need for such programmes: “Shouldn’t the ability to communicate and write in English be more important?”
Some argued that it would be better for international students to adapt to English.
“Business language is still mainly English in Singapore. Postgraduates should have the capability to do so,” one user wrote.
Others expressed surprise at the move, noting that top universities in the US and UK typically do not create Mandarin-only programmes for Chinese students.
“I am surprised that our universities seem to be pandering to their needs,” one user said.
Another added that this trend raises concerns in a global context, as relying solely on Mandarin could undermine English, widely recognised as the lingua franca of academia and international business.
“Shouldn’t educational institutions aim for inclusivity and cross-border relevance in an increasingly interconnected world?” the user asked.
Questioning the Purpose of Overseas Study
Some questioned the point of studying abroad without learning the language.
“Isn’t that the point of going overseas, to interact and improve their English? They already have strong universities offering courses in Mandarin. Why travel so far?” one user asked.
Another remarked: “If you want to teach in Chinese, why not just go to China and provide this course? These programmes seem designed solely to cater to Chinese students.”
Concerns about social integration also surfaced. Some questioned whether these students aim to integrate or are primarily focused on academic or financial benefits.
While Mandarin-taught courses improve accessibility, a netizen suggested that they risk creating parallel student streams that hinder cultural integration.
Calls for Balance in Language Policy
One user noted that while offering Mandarin-taught postgraduate programmes can support regional talent, the importance of English in preparing students for global opportunities should not be overlooked.
“A balanced approach is key,” the user suggested.
The comment added that these programmes appear to be designed to attract students from China, which is understandable, but Singapore should not change its core education approach just to cater to one country.
“English should remain the primary medium to uphold international standards and prepare local students for global opportunities,” the user said.
NUS Master’s student questioned admission of PRC peers with weak English in earlier Reddit post
Previously on Reddit, a foreign Master’s student at the NUS questioned why Mainland Chinese students with poor English skills are admitted, expressing frustration over their lack of social interaction with other nationalities.
Some Redditors defended the admissions process, saying it only requires passing a written English test, strong grades, and full fee payment, while others shared experiences of Chinese student groups isolating themselves overseas.
The original poster (OP) stressed she was not being xenophobic but highlighted the challenges of collaborating in group projects and class discussions due to cultural and language barriers.
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