Harvard Case - Duke-NUS Graduate Medical School: Educational Transplant
"Duke-NUS Graduate Medical School: Educational Transplant" Harvard business case study is written by Audrey Chia, Hwee Sing Khoo. It deals with the challenges in the field of Organizational Behavior. The case study is 10 page(s) long and it was first published on : Jan 24, 2014
At Fern Fort University, we recommend a multi-pronged approach to address the challenges faced by Duke-NUS Graduate Medical School. This approach focuses on fostering a collaborative and inclusive organizational culture, implementing a robust talent management strategy, and leveraging technology to enhance the educational experience.
2. Background
This case study focuses on Duke-NUS Graduate Medical School, a joint venture between Duke University and the National University of Singapore. The school faced challenges in attracting and retaining top faculty, particularly in the face of competition from established institutions. The case study highlights the need for Duke-NUS to establish a distinct identity and culture, build a strong faculty team, and leverage technology to enhance its educational offerings.
The main protagonists are:
- Professor Lee Hsien Yang: The Dean of Duke-NUS Graduate Medical School, who is tasked with leading the school's growth and development.
- Dr. David Koh: A prominent Singaporean physician and researcher who is being considered for a faculty position at Duke-NUS.
- Faculty members: A diverse group of academics with varying backgrounds, experiences, and perspectives.
3. Analysis of the Case Study
The case study presents several key issues that require careful consideration:
- Organizational Culture: Duke-NUS struggles to establish a unique culture that attracts and retains top faculty. This is exacerbated by the inherent challenges of a joint venture between two distinct institutions.
- Talent Management: The school faces difficulty in attracting and retaining top faculty due to competition from established institutions. This highlights the need for a robust talent management strategy that emphasizes career development, mentorship, and recognition.
- Technology Integration: The case study suggests that Duke-NUS is not fully leveraging technology to enhance the educational experience. This presents an opportunity to utilize technology to personalize learning, improve communication, and enhance research capabilities.
Framework:
We will utilize the Organizational Change Management Framework to analyze the case study. This framework helps us understand the different stages of change, the factors that influence successful implementation, and the key stakeholders involved.
Key Considerations:
- Leadership Style: Professor Lee Hsien Yang's leadership style plays a crucial role in driving change and fostering a positive organizational culture.
- Communication Strategy: Clear and consistent communication is essential to engage faculty and staff in the change process.
- Employee Engagement: Actively involving faculty and staff in the change process is crucial to ensure buy-in and successful implementation.
- Performance Management: A robust performance management system is essential for monitoring progress, providing feedback, and recognizing achievements.
4. Recommendations
1. Cultivating a Collaborative and Inclusive Culture:
- Establish a clear vision and mission: Duke-NUS needs to articulate a compelling vision and mission statement that reflects its unique identity and values. This should be communicated clearly to all stakeholders, including faculty, staff, and students.
- Promote open communication and collaboration: Encourage open dialogue and collaboration between faculty, staff, and students. This can be achieved through regular meetings, workshops, and informal gatherings.
- Foster a culture of respect and inclusivity: Promote diversity and inclusion by creating a work environment where everyone feels valued and respected. This includes addressing issues of workplace discrimination and promoting equal opportunities.
2. Implementing a Robust Talent Management Strategy:
- Develop a comprehensive recruitment strategy: Target top faculty candidates by highlighting Duke-NUS's unique strengths, such as its innovative research environment, collaborative culture, and global reach.
- Offer competitive compensation and benefits: Provide attractive compensation and benefits packages to attract and retain top talent. This should include competitive salaries, generous benefits, and opportunities for professional development.
- Invest in faculty development and mentorship: Offer opportunities for faculty to advance their careers through professional development programs, mentorship initiatives, and research grants.
3. Leveraging Technology to Enhance the Educational Experience:
- Invest in cutting-edge technology: Implement digital learning platforms, virtual reality simulations, and other innovative technologies to enhance the educational experience.
- Develop personalized learning pathways: Utilize data analytics to identify individual student needs and provide personalized learning pathways.
- Promote online collaboration and communication: Utilize online platforms to facilitate collaboration and communication between faculty, staff, and students.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: The recommendations align with Duke-NUS's mission to be a leading medical school that fosters innovation, collaboration, and excellence in education and research.
- External customers and internal clients: The recommendations address the needs of external customers, such as students and potential faculty, as well as internal clients, such as faculty and staff.
- Competitors: The recommendations consider the competitive landscape and highlight the need for Duke-NUS to differentiate itself from other medical schools.
- Attractiveness: The recommendations are attractive to potential faculty and students by offering a unique and engaging educational experience, competitive compensation, and opportunities for career advancement.
6. Conclusion
Duke-NUS Graduate Medical School has the potential to become a leading medical school in Asia. However, it needs to address the challenges it faces in attracting and retaining top faculty, establishing a distinct culture, and leveraging technology. By implementing the recommendations outlined above, Duke-NUS can create a more collaborative and inclusive environment, attract and retain top talent, and enhance its educational offerings.
7. Discussion
Alternative Options:
- Merging with another institution: This could provide access to resources and expertise but may lead to loss of identity and control.
- Focusing solely on research: This could attract top researchers but may neglect the importance of teaching and clinical practice.
Risks and Key Assumptions:
- Resistance to change: Faculty and staff may resist change due to fear of the unknown or concerns about their roles and responsibilities.
- Financial constraints: Implementing the recommendations may require significant financial investment.
- Technology adoption: The successful implementation of technology relies on faculty and staff being willing and able to adopt new technologies.
8. Next Steps
- Develop a detailed implementation plan: Outline the specific steps required to implement each recommendation, including timelines, resources, and responsible parties.
- Communicate the plan to stakeholders: Clearly communicate the change process to faculty, staff, and students, addressing their concerns and seeking their input.
- Monitor progress and make adjustments: Regularly monitor the progress of the implementation plan and make adjustments as needed.
By taking these steps, Duke-NUS can successfully implement the recommendations and achieve its goal of becoming a leading medical school in Asia.
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Case Description
The Duke-NUS Graduate Medical School in Singapore was initially established with the intention of transplanting the Duke University School of Medicine curriculum to Singapore, where the British style of medical education had been dominant. A small team of pioneer faculty faced many challenges, including transplanting the U.S. model while trying to improve upon and adapt it to the local environment, facing skepticism from the local medical community, and securing support for an innovative educational approach both inside and outside the school. The public watched carefully as the first cohort of students prepared to graduate. How would these graduates perform? What would their performance say about the efforts of the Duke-NUS faculty and its supporters?
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