Kathleen Tang Yin Tong

Profile

Embracing the challenge of adapting to a new environment, Kathleen built a thriving new support network, taking on the role of class representative and participating in a range of student activities. On her graduation day, Kathleen is deeply grateful for her family and the supportive lecturers who made this journey possible. Her journey is a testament to resilience, ambition, and the transformative power of global education. Looking ahead, Kathleen is ready to apply her commitment to continuous learning to her lifelong ambition of contributing to innovative, sustainable engineering with global leaders.

What programme did you study and why did you choose it?

From an early age, I developed a deep curiosity about how the world works, particularly how engineering and technology shape our daily lives. My parents often encouraged this curiosity by taking me to science and engineering museums during our travels. These experiences were not only enjoyable but also formative. I vividly remember standing in front of historical machines and engineering marvels, asking endless questions about their purpose, their creators, and their impact on society.

One such moment that stands out was encountering a working model of a steam engine. Observing its moving parts and understanding how it transformed energy into motion sparked a profound interest in mechanical systems. It was in those moments that I began to understand the incredible potential of engineering to drive progress and solve real-world challenges.

This early fascination evolved into a strong academic interest, ultimately leading me to pursue a Master of Engineering in Mechanical Engineering. I chose this programme because it offered both the theoretical foundation and practical skills necessary to contribute meaningfully to innovation and technological advancement. My goal has always been to become an engineer who not only understands complex systems but also applies that knowledge to improve quality of life and make a tangible, positive impact on the world.

What unique opportunities have you had during your studies?

One of the most impactful experiences was my final-year dissertation project, where I ventured into the biomedical engineering field, an area with limited development and expertise in Malaysia. My project involved developing a displacement sensor using marker-based computer vision technology to improve the accuracy of anaesthesia procedures. The aim was to assist clinicians in performing these procedures more precisely and effectively, thereby enhancing patient safety and outcomes. This work culminated in a remarkable opportunity to travel to Ninewells Hospital in Dundee, where I tested the prototype with the guidance of my supervisor and a professional anaesthetic consultant. The direct collaboration with healthcare professionals offered invaluable insight into the real-world applications of engineering in medicine.

I also had the opportunity to delve into renewable energy. As part of a master’s group project, we collaborated to design and develop a wind accelerator, a device intended to enhance wind flow and increase power generation efficiency. This project provided comprehensive, hands-on experience, from the early stages of research, design, and optimisation, through to manufacturing, testing, and ultimately constructing a large-scale prototype in the mechanical engineering lab. What made this project particularly enriching was the interdisciplinary collaboration, where we worked closely not only within our mechanical engineering team but also with students and staff from the electrical engineering department. This broadened my technical perspective and improved my ability to communicate and collaborate across disciplines.

What extra-curricular activities have you gotten involved with?

I was actively involved in organisations such as Engineers Without Borders (EWB) and the Institution of Mechanical Engineers (IMechE). These platforms provided valuable opportunities to broaden my network and participate in meaningful engineering outreach activities, including conferences, technical visits, and competitions. These events not only kept me connected to real-world engineering applications and innovations but also allowed me to engage with professionals, learn from their experiences, and gain valuable advice. Collaborating with students from other universities further broadened my perspective and encouraged knowledge exchange beyond the classroom.

Beyond academics, I developed a strong passion for equestrianism, mountaineering, and skiing, disciplines that demand focus, perseverance, and strategic thinking. These activities strengthened my resilience and teamwork skills while helping me maintain a healthy balance between academic commitments and personal wellbeing.

Can you tell us more about your experience as a Class Representative?

Becoming a Class Representative marked a turning point in my academic journey. It happened around the time I began to fully immerse myself in the new learning environment, and I felt a strong desire to support others navigating the same experience. I saw it as a meaningful way to contribute, not just academically, but also by building a more connected and supportive class community.

Throughout this role, I’ve found great fulfilment in being a bridge between students and faculty. I regularly gathered feedback from my classmates, both positive and constructive, and communicated this to the relevant faculty members and departments. One instance that stands out was when five major assignments were scheduled within a tight timeframe. Many students felt overwhelmed, so I took the initiative to raise this concern with the lecturers. As a result, we were able to negotiate some deadline extensions, which greatly eased the pressure and improved our ability to perform well.

Additionally, I took part in class representative development programs organised by the Student Union. These workshops helped me hone essential soft skills like time management, and communication skills. I also had the opportunity to connect with other class representatives from diverse disciplines, such as psychology, marine science, and engineering, which broadened my perspective and gave me insight into how student leadership operates across different fields.

Can you tell us more about the support you received during your time at University?

When I first arrived in Edinburgh, adjusting to the environment was quite challenging. The cold, unfamiliar weather affected my health, and it took time for my body and mind to adapt. During that period, the support I received from various sources truly made all the difference in helping me settle in, persevere, and eventually thrive.

From my family, the support was both financial and emotional. They funded my studies, and I was also fortunate to receive a High Achiever’s Scholarship, which helped ease the financial burden on them. But more than that, it was their emotional encouragement that meant the most. I remember a particularly difficult time when I was overwhelmed and called home. My parent gently said, “Don’t worry if you can’t make it—just come back to my side. You can count on me for the rest of your life.” That simple sentence was a powerful reminder that, no matter what happened, I would always have a place of unconditional love and support. It refuelled my motivation and gave me the emotional strength to keep moving forward.

My sister was my first line of support. As a chemical engineering student, she often shared her knowledge with me, helping me understand technical concepts and develop useful skills. When I was swamped with assignments, she would cook lunch for me and make sure I was taking care of myself. She even bought me warm clothing to help me get through the harsh Scottish winters. Her care and presence were deeply comforting during challenging times.

Academically, I received tremendous support from my lecturers. They were approachable, patient, and genuinely invested in their students’ success. Whenever I struggled with theoretical or practical material, I could count on them to help. On several occasions, they even sacrificed their own lunch breaks to sit with me and explain difficult concepts until everything clicked. Their passion for teaching and the clarity with which they delivered course content had a lasting impact on my learning. I always felt encouraged to ask questions, knowing I was in a supportive and understanding environment.

Beyond academics, I joined the English Conversational Club, where I met people from diverse backgrounds, improved my communication skills, and developed greater cultural awareness. I also participated in entrepreneurship and female founder networking events, which exposed me to real-world challenges. These experiences enabled me to apply my problem-solving skills and theoretical knowledge to generate ideas and contribute meaningfully to discussions focused on addressing real issues.

In terms of career development, I received valuable support from the University’s Career Services. They offered free consultations to help tailor my CV and cover letter, provided guidance on building confidence, and taught effective techniques for answering interview questions. Their support played a key role in preparing me for professional opportunities and navigating the job market with greater assurance.

Looking back, these layers of support reminded me that I wasn't alone, even when I was far from home. My journey to earning a First-Class Honours Degree would not have been possible without them, and I will always be grateful for their guidance, kindness, and belief in me.

Can you describe your Go Global experience and some of your favourite memories from this experience?

My Go Global experience was truly unforgettable and deeply enriching. It gave me the incredible opportunity to immerse myself in new cultures and create lasting memories. One highlight was participating in a traditional Scottish ceilidh, where I learned the steps of lively Scottish dancing, a fun and engaging way to connect with the local culture and people.

I also embraced the local cuisine by trying iconic Scottish dishes like black pudding and haggis, which I found surprisingly delicious. Beyond cultural activities, I took advantage of the UK’s stunning landscapes by joining a hiking community. Together, we explored breathtaking trails across the country, which not only challenged me physically but also allowed me to bond with fellow outdoor enthusiasts.

At the same time, I was excited to share my own culture with others. Celebrating Chinese New Year with new friends, we enjoyed hotpot together, and I taught them how to use chopsticks, moments that brought us closer and sparked genuine cultural exchange.

Overall, my Go Global experience was a perfect blend of learning, sharing, and adventure. It broadened my horizons, strengthened my intercultural communication skills, and created memories I’ll cherish for a lifetime.

What are you planning to do after you graduate?

After graduation, my goal is to begin my career at world-leading companies like Rolls-Royce, McLauren or another international company in the UK where I can apply and further develop both the technical and interpersonal skills I’ve gained throughout my academic journey. I’m particularly interested in roles that allow me to work in diverse teams and on global projects, environments where cross-cultural collaboration, innovation, and real-world problem-solving are at the forefront.

In the long term, I aspire to build a career that blends technical expertise with leadership. I’m excited to take on challenges, contribute to meaningful work, where I can contribute to impactful solutions and continue learning in a fast-paced, international setting. Remaining in the UK would also allow me to stay connected with the academic and professional network I’ve built, while immersing myself in a highly innovative and competitive industry landscape.