Back
Dr Tay Wan Ying
IAL Staff
Senior Lecturer and Head of Programme, Master in Boundary-Crossing Learning and Leadership, Research Division
Areas of Expertise: Learning Practice, Assessment, Evaluation & Quality, Workforce and Skills Development, Research & Data Analytics, Policy & Systems Thinking
+65 9876 0703
https://www.linkedin.com/in/wan-ying-tay
Wan Ying is a senior practitioner-scholar with over 20 years of experience in higher education, workforce transformation, leadership development, and organisational capability building across Singapore and Asia Pacific. She is currently Head of Programme for the Master in Boundary-Crossing Learning and Leadership at the Institute for Adult Learning, Singapore University of Social Sciences. Her expertise includes Learning Practice, Assessment and Quality, Workforce and Skills Development, Research and Data Analytics, and Policy and Systems Thinking. She has led large-scale reskilling, leadership, and capability-building initiatives across government, financial services, and industry sectors through roles at UOB, Human Capital Leadership Institute (Temasek), SMU, and MOE HQ. Dr Tay has directed over S$1.1 million in commissioned research and worked with organisations including MOM, EDB, Civil Service College, MINDEF, and Singapore Academy of Law. Her work focuses on adult learning, systems leadership, AI-enabled learning, and future-oriented workforce development.
Azhar, N., Pan, G., Seow, P. S., Koh, A., & Tay, W. Y. (2019). Text Analytics Approach to Examining Corporate Social Responsibility, Asian Journal of Accounting and Governance, 11, pp. 85-96.
Straughan, P., Tay, W. Y., Song, E. K. E., and Koh, L. B. A. (2018). Assessing student learning in sport event management through reflective practice: Measure of success in co-curricular learning in higher education. (2018). Research and Development in Higher Education: (Re)Valuing Higher Education, pp. 123-142. Research Collection Lee Kong Chian School of Business.
Lee, D., H. L., Hong, H., Tay, W. Y., & Lee, W. O. (2014). Professional Learning Communities in Singapore Schools. Journal of Co-operative Studies, Special Issue: Transformative Power of Co-operation in Education, 46(2), pp. 53-56.
Ng, Z. Y., Tay, W. Y., & Cho, Y. H. (2014). Usefulness of peer comments for English language writing through web-based peer assessment. In Chen, G., Kumar, V., Kinshuk, Huang, R., & Kong, S. C. (Eds.), Emerging issues in smart learning. New York, NY: Springer Berlin Heidelberg, pp. 385-392.
Tay, W. Y. & Ng, Z. Y. (2014). Paradoxical tensions of online peer assessment: A case study of a secondary school in Singapore. In Chen, G., Kumar, V., Kinshuk, Huang, R., & Kong, S. C. (Eds.), Emerging issues in smart learning. New York, NY: Springer Berlin Heidelberg, pp. 259-266.
Lee, J., Tay, W. Y., Dang, Q. A. (2021). Singapore Report on Human Resource Development and Readiness. Published by ASEAN: Link
Tay, W. Y., Chai, B. Y., Khamis, N. A., Tan, S., & Teo, C. L. (2016). Towards a Framework of Pedagogical Paradoxes: A Phenomenographic Study of Teachers Designing Learning Experiences and Environments in Singapore Classrooms. 12th International Conference of the Learning Sciences 2016, 20-24 June. Singapore, SG: National Institute of Singapore.
Straughan, P., Tay, W. Y., Song, E. K. E., and Koh, L. B. A. (2018). Assessing student learning in sport event management through reflective practice: Measure of success in co-curricular learning in higher education. (2018). Research and Development in Higher Education: (Re)Valuing Higher Education, pp. 123-142. Research Collection Lee Kong Chian School of Business.
Lee, D., H. L., Hong, H., Tay, W. Y., & Lee, W. O. (2014). Professional Learning Communities in Singapore Schools. Journal of Co-operative Studies, Special Issue: Transformative Power of Co-operation in Education, 46(2), pp. 53-56.
Ng, Z. Y., Tay, W. Y., & Cho, Y. H. (2014). Usefulness of peer comments for English language writing through web-based peer assessment. In Chen, G., Kumar, V., Kinshuk, Huang, R., & Kong, S. C. (Eds.), Emerging issues in smart learning. New York, NY: Springer Berlin Heidelberg, pp. 385-392.
Tay, W. Y. & Ng, Z. Y. (2014). Paradoxical tensions of online peer assessment: A case study of a secondary school in Singapore. In Chen, G., Kumar, V., Kinshuk, Huang, R., & Kong, S. C. (Eds.), Emerging issues in smart learning. New York, NY: Springer Berlin Heidelberg, pp. 259-266.
Lee, J., Tay, W. Y., Dang, Q. A. (2021). Singapore Report on Human Resource Development and Readiness. Published by ASEAN: Link
Tay, W. Y., Chai, B. Y., Khamis, N. A., Tan, S., & Teo, C. L. (2016). Towards a Framework of Pedagogical Paradoxes: A Phenomenographic Study of Teachers Designing Learning Experiences and Environments in Singapore Classrooms. 12th International Conference of the Learning Sciences 2016, 20-24 June. Singapore, SG: National Institute of Singapore.