Business School,

Trinity College,
College Green,
Dublin 2,
Ireland.
Tel: 896 2688
Email: colm.kearney@tcd.ie

February 2011

Election of Provost

Dear Colleagues,

Trinity College is one of the great universities of the world. With over four
centuries of distinguished service, it has faced many challenges and made
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of our greatest achievements has been to grow from a small College of about
2,000 students in the 1960s to one of Europe’s leading universities with an
international reputation and over 16,000 students. This has been achieved by
the goodwill, hard work and loyalty of our staff.

The core principles of liberty, equality and justice go to the heart of what
makes a great university. To ensure that these values are protected, leading
universities commit uncompromisingly to academic freedom and tenure. It is
timely that College has recently placed academic tenure within its Statutes in a
way that was not there before. Taken together, academic freedom and tenure
provide assurance about the independence of every academic’s enquiries
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XQGHUVWDQGLQJDQGDSSUHFLDWLRQRIWKHFRPSOH[LWLHVRIOLIHDQGKHOSWRSURPRWH
and preserve free, democratic and enriching societies.

My vision for Trinity College is of a pluralist academic community in which

staff and students are encouraged, nurtured and supported in their pursuit of
knowledge and learning;; in which creativity and imagination are celebrated
and rewarded;; and in which the multiplicity of disciplines and diversity of
approaches are central to the promotion of vigorous debate. I am committed
to fostering a collegiate and inclusive community that recognises every
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dignity and respect, and to be valued for her or his unique talents and
perspectives.

The forthcoming election for Provost comes at a particularly challenging time.

The world is going through a period of economic and political rebalancing,
European cooperation and integration is being vigorously tested, and Ireland
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www.colmkearney.ie
 6WDWH&RQ´GHQFHKDVEHHQHURGHGLQRXUSROLWLFDOV\VWHPDQGLQVRPHRIWKH
most important institutions of state and civil society.

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education will remain severely constrained, and the policy environment will
remain uncertain. Clear and positive leadership will be required to help Trinity
College steer successfully through these challenging times. To succeed, we
must renew our commitment to our core principles and values, and act in
accordance with them to enable and reward academic achievement across all
disciplines.

This will require the front of College to focus on the work that the centre
should do – ensure that our academics have effective administrative and
support systems. It will also require that our academics in our schools,
departments, institutes and centres have the autonomy to pursue their
aspirations without undue interference from the centre of College. By
implementing the principle of subsidiarity, and by having transparent
decision-­making processes throughout the College, we can create a more
open, satisfying and productive work environment that enables and rewards
academic achievement.

The process of appointing the provost involves many people working in

teams to advance their visions for the future of College. My candidature is
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people throughout the College who have given so generously of their time to
contribute ideas that have informed and shaped this manifesto. As Provost, I
will work professionally, ethically and uncompromisingly in the interests of all
of College to:

‡ Protect our jobs and our autonomy – by steering our way through the
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in higher education and research policy;; and by commencing the process of
diversifying College’s funding base.
‡ Enable and reward academic achievement – by ending the administrative
overload on academic staff;; by implementing transparently fair academic
workloads in all schools;; by establishing a College-­wide system of
sabbatical leave;; and by making our promotions policies and procedures
more equitable, transparent and aligned with those in other leading
universities.
‡ Achieve greater equality in our community – in esteem across disciplines;; in
opportunity across genders;; and in access and disability.
‡ Reach out more – to our local community in Dublin city centre;; to other
sectors and groups throughout Ireland;; to internationally recognised
research-­intensive universities;; and to international agencies and
institutions of civil society with which we share common purpose and
values.

www.colmkearney.ie
 ,KRSH\RXZLOO´QGWLPHRYHUWKHFRPLQJZHHNVWRFRQVXOWP\ZHEVLWHDW
www.colmkearney.ie. This contains more detailed analysis of some issues
highlighted here, along with suggested policy actions on other topics that are
pivotal to a world-­renowned university like Trinity College.

Please feel free to contact me by landline (01 896 2688), mobile (087
0661016), or email at colm.kearney@tcd.ie.

Yours sincerely,

Colm Kearney,
Professor of International Business,
Trinity College Dublin.

www.colmkearney.ie
 1. My vision for college 5
CONTENTS
2. Protecting our jobs and our autonomy 7

3. Enabling and rewarding academic achievement 12

4. Achieving greater equality in our community 16

5. Reaching out more 19

6. Supporting teaching and research 22

7. Governance and leadership 26

8. My competencies for the Provostship 29

Curriculum vitae 33

Publications 40

www.colmkearney.ie
1. My vision for college

My vision for College is that it remain unquestionably Ireland’s premier

university, with uncompromising commitment to the highest quality of
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build upon its international reputation for creativity and leading-­edge research.
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enticing gifted undergraduate and postgraduate students to study here.
Unrelenting commitment to the highest quality teaching, research and the
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retaining its place amongst the world’s leading research-­intensive universities.

Principles and values

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to its recently restated Consolidated Statutes, 2010. They are based on over
four centuries of prior statutes and charters, and are described as informing
and underpinning the interpretation and application of the Statutes in
organising the College, protecting the welfare of its community, and advancing
its mission and objectives.

The following four principles and values from the preamble to the restated
Statutes are particularly pertinent to informing how College should engage
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‡ Embrace the principles of liberty, equality, equity and justice,

‡ Foster a collegial and pluralist environment in which all its members can
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‡ Endeavour to support its members to pursue with integrity the highest
standards in teaching and learning, and in research and scholarship, and
‡ Reward academic achievement.

These principles and values are at the heart of my philosophy of leadership,

and they form an important platform of my manifesto for Provostship. By re-­
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DQGFRQYLFWLRQWKHFKDOOHQJHVDQGRSSRUWXQLWLHVWKDWHPHUJHLQWKHQH[W
decade. To ensure that it operates in accordance with these core values,
subsidiarity and transparency in College’s governance and decision-­making
processes are critical.

Subsidiarity
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and resources on issues that should properly be decided by schools. As
Provost, I will ensure that schools, research centres and institutes are given
the autonomy to pursue their aspirations and plans in teaching and research,
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the centre of College will be to encourage and enable the work of the schools
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www.colmkearney.ie 5
 Transparency and communications
Transparency in College’s governance and decision-­making – at the centre
and in faculties and schools – is a pivotal part of my vision for College. It is
important that we promote a more open and engaging community in which
the perspectives, ideas and efforts of all staff and students are valued. College
should always promote the ‘wisdom of the crowd’ in order to avoid the folly of
‘groupthink’.

Actions
As provost, I will:

‡ Act in accordance with the core principles and values of Trinity College as
articulated in the preamble to the recently restated Statutes.
‡ Ensure transparency in decision-­making throughout the College – at the
centre, within faculties, schools, research centres and institutes, and across
administrative and support services.
‡ Apply the principle of subsidiarity with respect to the relation between the
centre and all academic units.
‡ Ensure that the centre of College focuses on providing the best alignment
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2I´FHU&22ZLWKFOHDUOLQHVRIUHSRUWLQJDQGUHVSRQVLELOLW\
‡ Provide strong support to the teams working on updating College’s student
administration system and IT supports initiatives, and ensure that the
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‡ Ensure that the guidelines for good governance within schools are
implemented.
‡ Improve communications throughout the College, and personally
communicate frequently with staff and students, including occasional
attendance at school, research centre and institute meetings.

6 www.colmkearney.ie
2. Protecting our jobs and our autonomy

Academic freedom
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JURZLQJDPELYDOHQFHLQVRPHTXDUWHUVDERXWWKHEHQH´WVRIDFDGHPLFIUHHGRP
and tenure, threaten the remarkable gains that Trinity College has achieved in
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XQTXHVWLRQHGUHYHUHQFHWRFHUWDLQLGHRORJLHVLQVWLWXWLRQVDQGRUWKRGR[LHV¨DOO
of which are anathema to the free thinking that leading universities promote –
that academic freedom and university autonomy are increasingly under threat.

Academic freedom underlies everything that we do as academics;; it is the sine

qua non of leading universities. The importance of academic freedom in free
societies is not always recognised, and nor is it politically popular. The higher
education sector in Ireland (and elsewhere) has been subject to intensifying
pressure over the past decade to operate in ways that are compliant with the
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policy. These threats to our autonomy and academic freedom are of great
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Autonomy
Trinity College’s independence is embodied in its statutes and in the
Universities Act, 1997. This putative autonomy, however, is circumscribed
by the College’s almost total dependence on the state for its funding, and
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governance systems and operations, and it comes from government agencies,
statutory authorities and professional bodies – Irish and European – in addition
to government.

Autonomy is a two-­way process based on trust. It is important to understand

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body. The government has both a right and a responsibility to ensure that the
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particularly pertinent in Ireland today, as government grapples with the failure
of oversight in many of its public institutions. At the same time, Trinity College
has a responsibility to ensure that public money is properly spent and that its
governance systems are open and transparent.

Proactively leading on important policy issues

Now, more than ever, Ireland needs a world-­leading university like Trinity
College that teaches its students how to think deeply and to critically evaluate
and debate prevailing ideologies. It is crucial for the future of Irish society
that the staff and students of Trinity College stand united to face the threats
to academic freedom and tenure, and to provide leadership across the sector

www.colmkearney.ie 7
 and throughout society to protect the essential hallmarks of a modern,
sophisticated democracy.

Under my Provostship, Trinity College will take the lead on policy issues such
as university autonomy and academic freedom. We will argue that regulators
and overseers must justify their demands by demonstrating how they serve the
public interest and how they align with the requirements of other regulators.
Government and regulators must also demonstrate that they have carefully
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systems of governance must be unimpeachable. To strongly and effectively
make the case for autonomy and academic freedom, we must show that we
manage our own affairs in an open and transparent manner.

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one of the oldest institutions in many societies, universities have unique
traditions and cultures. They have different strengths, and they often serve
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SRVWJUDGXDWHWHDFKLQJDQGUHVHDUFKIRFXV7KH¬RQHVL]H´WVDOO­DSSURDFKWR
higher education policy that has become popular amongst some governments
is highly questionable. Trinity College’s unique history, traditions, and modus
operandi should be respected.

Ireland’s future as a free and open democratic society needs an independent

Trinity College. More than this, Ireland needs a truly great university that is
recognised as such throughout the world. This will be of incalculable value to
Irish society and its economy. In short, Ireland needs a vibrant, autonomous
and well-­funded Trinity College.

As Provost, I will:

‡ Review College’s communications capabilities to provide support for a

policy-­oriented advocacy strategy to advance our interests amongst all
stakeholders, so that we can shape rather than simply react to higher
education debates, policy formation and implementation issues.
‡ Advocate reform of current practices and institutional blockages that
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throughout the bureaucracies of government and its authorities.
‡ Articulate the merits of institutional autonomy and diversity in Irish higher
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to current and future students.
‡ Document all College’s compliance costs and initiate a proactive campaign
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regulatory oversight that recognises the costs imposed on universities.
‡ Initiate a forum of university heads within the Irish Universities Association
(IUA) and recommend changes to create a stronger and more effective
representative advocacy agency for the interests of universities.

8 www.colmkearney.ie
6WHHULQJRXUZD\WKURXJKVKRUWWHUPIXQGLQJGLI´FXOWLHV
5HODWLYHWRRWKHUXQLYHUVLWLHVRIRXUVWDWXUHIRUH[DPSOHWKH8QLYHUVLWLHVRI
Bristol, Edinburgh and Kings College London), Trinity College educates 50
percent more students with only two thirds of the resources per student. This
has placed huge demands and pressures on all our staff as they grapple with
trying to compete on the world stage with vastly better-­funded universities.
Added to this, College is struggling to cope with a planned 15 percent growth
in student numbers – with our systems and supports already overstretched.

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EDQNLQJFROODSVHDQG´VFDOGHEDFOHLQ,UHODQGKDVSOXQJHGWKH&ROOHJH­V
SURMHFWHG´QDQFHVLQWRVL]HDEOHGH´FLW2XUPRVWUHFHQWLQIRUPDWLRQIURPWKH
minutes of Board’s November 2010 meeting is a 20 percent reduction in the
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for Trinity College of €80 to €100 million by 2015. This must be addressed
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The current restrictions on hiring and the promotions embargo add to the
workload and stress levels of our already stretched staff. In addition to these
stresses, we have had to deal with precipitous reductions in pay, increased
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0DQ\RIRXUVWXGHQWVDUHVXIIHULQJ´QDQFLDOKDUGVKLSDVDUHVXOWRIUHGXFHG
supports, steeply rising charges, and few opportunities to earn money in our
high unemployment economy. The availability of loans to students in need
LVVHYHUHO\FXUWDLOHGEHFDXVHRIH[WUHPHO\WLJKWOHQGLQJFRQGLWLRQVDPRQJVW
Irish banks. College’s schemes to assist students in need are overwhelmed.
Some students have been unable to complete their studies, and more
students will succumb unless College offers greater assistance. This applies to
undergraduate and graduate fee-­paying and non fee-­paying students. I believe
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KDUGVKLS2YHUWKHQH[WIHZ\HDUVWKRXVDQGVRIVWXGHQWVZLOOJUDGXDWHDQG
become alumni, and they will remember how College assisted students in
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students threatens the remarkable gains that have been achieved in recent
decades. Clear and positive leadership is required to help the college steer
decisively through this period of challenge and uncertainty.

We must take immediate action to preserve and build upon our status as a
leading international research-­intensive university with a reputation for quality
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HQVXUHWKDWZHDGMXVWRXUEXGJHWWRWKHQHZ´QDQFLDOUHDOLW\WRSUHVHUYHWKH
quality of our core activities across all our disciplines, and position ourselves
for future advancement.

While doing this, we must commit to preserving the jobs of all our academic,

www.colmkearney.ie 9
 administrative and support staff. When people have committed their time,
energy and careers so fully and generously, it is right and proper that College
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will bring to the Provostship. It also makes sense to do all we can to retain our
talented staff who have the tacit knowledge of how we operate.

As Provost, I will

‡ Review all non-­core activities, cease or pause as necessary, and use our
time and efforts to maintain our core activities.
‡ Review all our legal, regulatory and sectoral compliance activities and
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‡ /HDGDTXLFNDQGHI´FLHQWUHYLVLRQRI&ROOHJH­VVWUDWHJLFSODQWRUHµHFWWKH
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WKDWZHIDFHLQWKHQH[WIHZ\HDUV
‡ &ORVHO\PRQLWRU´QDQFLDOGHYHORSPHQWVE\UHTXLULQJPRQWKO\RYHUYLHZV
RI&ROOHJH­V´QDQFLDOVLWXDWLRQDQGFRPPXQLFDWHWKHSRVLWLRQIXOO\DQG
honestly to all staff, and seek their views and return.
‡ Meet monthly with staff representative bodies to ensure strong
communications, and consider the establishment of a joint industrial council
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jobs.
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GLI´FXOW´QDQFLDOFLUFXPVWDQFHVE\SURYLGLQJIRUH[DPSOHH[SDQGHG
hardship assistance, providing emergency loans, and by allowing more
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Diversifying the funding base

Although Trinity College operates on the world stage, it obtains almost 90
percent of its funding from the Irish state. This constitutes a fundamental
misalignment that must be corrected. The State has multiple demands on
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near term. Education budgets will increasingly be prioritised at primary and
secondary levels where inequality of access to higher education originates.
Government will be unable and unwilling to fund a quality higher education
system.

College has ambitions to continue advancing its already formidable

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teaching programmes, to improve and upgrade its administrative and support
systems, and to build a more supportive and inclusive community of leading
scholars and students. We have already seen that relative to other universities
such as Bristol, Edinburgh and Kings College London, Trinity College educates
50 percent more students with only two thirds of the resources per student. To
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base, and this has to be done by obtaining a greater proportion of funding

10 www.colmkearney.ie
IURPQRQH[FKHTXHUVRXUFHV:HPXVWGRWKLVZLWKIRFXVDQGGHWHUPLQDWLRQ¨
and with a carefully planned process to ensure that we succeed.

An important element of my plan to diversify the College’s funding

base involves further internationalisation of the student body. But
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key to our future as a world-­leading university. The best universities in the
world are highly international, and they see themselves as global rather than
as ‘American’ or ‘British’ universities. I further discuss internationalisation in
section 5.

As Provost, I will

‡ 8VHP\LQWHUQDWLRQDOH[SHULHQFHWROHDGIXUWKHULQWHUQDWLRQDOLVDWLRQRI
the undergraduate and postgraduate fee-­paying student body without
reducing the number of available places for Irish students.
‡ ,PSURYHKRZWKHUHVHDUFKRI´FHZRUNVZLWKDFDGHPLFVWKURXJKRXW&ROOHJH
to identify alternative international funding sources;; identify what supports
are required by academics in preparing applications;; and provide the
required administrative resources to assist academics in their efforts to
apply for and win competitive research grants from Europe and elsewhere.
‡ Review the commercialisation, intellectual property and patent application,
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LGHQWLI\UHVRXUFHGH´FLHQFLHV
‡ 5HYLHZWKHVWUXFWXUHVWUDWHJ\DQGRSHUDWLRQVRIWKH,QWHUQDWLRQDO2I´FH
to ensure that it is working to put in place the full set of supports and
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‡ Work tirelessly to increase philanthropic funding, and bring proposals to
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and other possible sources.
‡ Review the structure, strategy and operations of the Trinity Foundation
to ensure that it is aligned with the academic and funding aspirations of
College.

www.colmkearney.ie 11
 3. Enabling and rewarding academic achievement

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%XW´QDQFLDOUHVRXUFHVDORQHGRQRWPDNHDJUHDWXQLYHUVLW\IRFXVVLQJVROHO\
RQ´QDQFLQJLVVXHVZLOOQRWVXFFHHGLQPDLQWDLQLQJDQGEXLOGLQJ&ROOHJH­V
reputation. Many universities throughout the world are better resourced or
larger than Trinity College, but are not recognised as leading universities,
nor are they considered to be as prestigious. The commitment, dedication,
hard work and loyalty of our talented people are of paramount importance.
,I&ROOHJHVXFFHHGVLQDWWUDFWLQJDQGUHWDLQLQJWKHEHVWSHRSOH´QDQFLDODQG
other resources will follow. To do this, we must have the systems and practices
in place to enable, support and encourage academic staff to do their best work
at Trinity College.

Ending administrative overload on academic staff

College does not always treat its staff in a manner that is consistent with its
core principles and values. Where this occurs, academics correctly perceive
that their contributions are not being appreciated and recognised. This leads
to disillusionment and disaffection. These problems are not new;; they are in
fact long-­standing. This is clear from the minutes of the principal committees
of the College – Academic Council, Board and the committees that report
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discussions I have had with colleagues throughout College.

It is crystal clear from discussions I have had with staff throughout College
that academics – particularly junior academics – are chronically overburdened
with routine administrative duties. Their commitment and loyalty to College is
being severely tested.

The administrative load borne by many academic staff in College is much

greater than that in universities of equivalent prestige and ranking. This has
been repeatedly highlighted in School quality reviews. Together with the
perceived lack of transparency in allocating duties in some schools, this is
the main cause of poor morale amongst many academic staff in College. It
is critical that this burden is lifted so that academics’ time and energy can be
freed up to concentrate on their teaching and research activities. This problem
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legacy of my work as Provost.

Implementing fair and transparent workloads in all schools

The absence of fair and transparent distribution of work amongst academic
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teams. The staff in question are well aware that they are overburdened with
administrative, representative and other duties relative to their colleagues in
other universities. It is a common topic of conversation when they meet with

12 www.colmkearney.ie
 their peers from other universities, and it is also much discussed in College at
cross-­disciplinary events and other occasions.

A common concern is that junior academic staff are often asked to take on
the directorships of courses and programmes. This is particularly problematic
as these roles usually include much of the routine administrative work
associated with running programmes. The inevitable result is that teaching
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GLVDGYDQWDJHLQJRLQJIRUSURPRWLRQDVZHOODVPDNLQJLWPRUHGLI´FXOWIRU
them to obtain research and other grants.

College is already considering the issues around the introduction of work

allocation systems for academic staff. We must proceed quickly to complete
these discussions and agree on and implement a College-­wide policy on
workloads. The policy should respect variations in discipline norms;; it could,
IRUH[DPSOHEHLPSOHPHQWHGE\DVNLQJHDFKVFKRROWRDJUHHLWVRZQZRUNORDG
policy to submit to Academic Council and Board for approval.

The policy must be implemented without delay. It must be perceived to be

fair, and it must offer equality of opportunity for staff to pursue their chosen
academic activities in the spheres of research, teaching, committee work and
other college activities, and to align with equality of promotion opportunities.

Establishing a College-­wide system of sabbatical leave

Leading universities have clear and transparent policies and processes for
sabbatical leave. A proper sabbatical system facilitates academics’ creative
and research aspirations by allowing them to plan for regular periods of
intensive focus on research projects. Sabbaticals also allow academic staff to
H[SHULHQFHOLIHLQRWKHUXQLYHUVLWLHVDQGWKH\SURYLGHLQYDOXDEOHRSSRUWXQLWLHV
to build and maintain international networks at the level of the discipline,
the school and the university. International networks are important to
IXO´OOLQJPDQ\DFDGHPLFV­FDUHHUDVSLUDWLRQVDVLQWHUQDWLRQDOFROODERUDWLRQLV
increasingly essential to obtaining funding from competitive research funding
agencies and other sources.

College has a policy for the occasional taking of ‘annual leave’ by academics.
This policy is inadequate for a leading university. College should establish
a more formal system of automatic application for sabbatical leave. The
new sabbatical leave policy should include payment of salary and pension
FRQWULEXWLRQVZKHQVWDIIPHPEHUVDUHRQOHDYH,WVKRXOGDOVREHVXI´FLHQWO\
µH[LEOHWRHQVXUHHTXLW\RIDFFHVVWRDFDGHPLFVZLWK\RXQJIDPLOLHVDQGRWKHU
constraints.

$VDEEDWLFDOVFKHPHVKRXOGQRWEHVHHQDVDQ¬RSWLRQDOH[WUD­IRUDUHVHDUFK
led university like Trinity College. The systems that operate in leading
universities that I am familiar with allow one term of sabbatical leave every
three years, or a full year sabbatical every 6 years. All research-­active staff

www.colmkearney.ie 13
 should be eligible to apply, and staff should be required to submit brief reports
DIWHUWKHLUVDEEDWLFDOGHVFULELQJLWVRXWFRPHVDQGEHQH´WV6XFKDV\VWHP
would enable and support our academics to plan their teaching, research,
administrative and outreach activities while balancing work, life and career
aspirations.

Making our promotions policies and procedures more transparent and aligned
with other leading universities
Recognition of academic achievement by promotion is the most important
determinant of professional contentment amongst academics. Promotion
is key to institutional success in attracting and retaining the most talented
staff. Fair, transparent and supportive promotion policies and procedures are
therefore critical. An optimal promotions system is pivotal ensure that College
acts in accordance with its core principle of supporting and enabling academic
achievement.

In 2005, College’s promotions system was overhauled and a merit-­based

V\VWHPLQWURGXFHG7KLVZDVDVLJQL´FDQWVWHSIRUZDUG3URPRWLRQKRZHYHU
remains an issue of major concern for College and the vast majority of its
staff. As we all know, there is an embargo on promotions in the Irish higher
education sector at present, and as Provost I will do my utmost to have it
removed. The embargo is nothing short of disastrous for our staff, students
and the international reputation of Trinity College. In the meantime, we must
ZRUNWR´[RXUSURPRWLRQVV\VWHPVRWKDWLWZLOOEHWWHUVHUYHWKHFROOHJHDV
soon as the embargo is lifted.

College must now further improve its promotions policy, guidelines,

requirements and processes. In particular, there are important issues of
transparency of implementation that need to be addressed. There is also
widespread concern about equality of opportunity for women and equality
RIRXWFRPHVDFURVVGLVFLSOLQHV2QHFRQFHUQWKDWKDVEHHQUHSHDWHGO\
highlighted relates to the marks awarded in each of the ‘teaching’, ‘research’
and ‘service to College and the community’ categories. Many academic staff
ULJKWO\SHUFHLYHWKDWH[FHOOHQFHLQWHDFKLQJLVQRWSURSHUO\PHDVXUHGRUWDNHQ
into consideration during the promotions process. Another major concern
relates to differences between professional and non-­professional schools.
Academics in professional schools need to balance a larger set of demands
on their time than people in non-­professional schools. This includes the need
WRLQYHVWLQVSHFLDOWUDLQLQJWRIXO´OOHJLVODWLYHUHTXLUHPHQWVLQGHDOLQJZLWK
clients, and the necessity of engaging closely with government, regulatory
and professional societies. Further, it is standard for academic staff in many
professional schools to publish in practice-­based and professional journals, and
in journals related to the Irish scene, as well as ‘blue-­sky’ international research
journals.

Renewing College’s promotions system is a central plank of my candidature

for Provost. Fairness and equity are values I cherish deeply. We will need

14 www.colmkearney.ie
WRKDYHRXUFXUUHQWV\VWHPDQGSURFHVVHVH[WHUQDOO\UHYLHZHG:HFDQ
then proceed to implement the required changes to ensure that we have
a promotions system that stands the test of international comparisons for
transparency, fairness and equality.

As Provost, I will

‡ Relieve the administrative overload burden from academic staff as a matter

of urgency.
‡ Ensure that a fair allocation of academic workload relating to teaching,
research, administration, professional work, representation and outreach
activities is agreed in all schools and implemented from the beginning of
the 2012-­13 academic year.
‡ Require all schools to design a fair and transparent sabbatical leave policy
that complies with Council-­agreed guidelines, and implement it by the start
of academic year 2012-­13.
‡ &RQGXFWDQH[WHUQDOUHYLHZRI&ROOHJH­VDGYDQFHPHQWMXQLRUDQGVHQLRU
promotions policies and processes, incuding academic titles and put the
recommendations before the College community for implementation as
soon as possible after the embargo on promotions is lifted.

www.colmkearney.ie 15
 4. Achieving greater equality in our community

College is very well served by its dedicated, enthusiastic, hard-­working and

loyal staff. In return, College must become more nurturing and supportive
of its staff. An important issue in this regard is the equality of opportunity
that College offers its staff. College can better support and promote equality
RIRSSRUWXQLW\IRUZRPHQDQGSHRSOHZLWKGLVDELOLWLHV2QJHQGHUHTXDOLW\
VHYHUDOUHSRUWVSURGXFHGE\WKH(TXDOLW\2I´FHUDQGRWKHUVGHPRQVWUDWHWKH
widespread perception of inequality of opportunity for women academics,
IRUDYDULHW\RIFRPSOH[UHDVRQV$UHODWHGGLPHQVLRQRIHTXDOLW\LVSDULW\RI
esteem across schools and disciplines. These issues have been well understood
IRUVRPHWLPHEXW&ROOHJHKDVLQP\RSLQLRQIDLOHGWRWDNHWKHPVXI´FLHQWO\
seriously.

Equality of opportunity across gender

It is well-­understood that although increasing numbers of women are entering
the academic profession, there are still far too few in the higher academic
ranks and in senior management positions. In spite of some progress over
recent years, Trinity College remains a male-­dominated community in which
JHQGHULQHTXDOLW\SHUVLVWV0RUHZRPHQDFDGHPLFVSHUFHQWDUHRQ´[HG
term contracts than men (27 percent). Although women now comprise 37
percent of academic staff, they are concentrated in the lower academic ranks.
Gender distribution amongst the academic staff at Trinity follows the well-­
NQRZQ¬VFLVVRUV­SDWWHUQDVGHSLFWHGLQWKH´JXUHEHORZ:RPHQFRPSULVHWKH
majority of academic staff at Lecturer below bar level (60 percent), but from
Lecturer above bar and higher, representation of women diminishes.

$VWKH´JXUHEHORZVKRZVWKHPDMRUEDUULHUSRLQWVIRUZRPHQDSSHDUWR
be between the two Lecturer grades and between Associate Professor and
Professor. A mere 20 percent of Associate Professors and Professors are
women, and a similar proportion (21 percent) of Fellows are women. The
appointment of women to full Professorships is rare. During 2006-­2008, 14 out
RIH[WHUQDO&KDLUDSSRLQWHHVZHUHPHQDQGRIWKHSHRSOHSURPRWHGWR
Professor were men.

Percent male and female at academic grades in Trinity College (data

from page 18 of Annual Equality Monitoring Report 2009-­2010).

16 www.colmkearney.ie
 After years of investigations, policy documents and recommendations on
ways to improve the position of women academics in College, one of the main
´QGLQJVRIWKHUHFHQW*HQGHUDQG3URPRWLRQV5HSRUWLVWKDWWKHUH
is a ‘perception that previous reports have not been followed by action.’ I
understand that an action plan arising from the year’s work of the Equality
2I´FHUWKH(TXDOLW\&RPPLWWHHDQGRWKHUVZDVVXEPLWWHGWR([HFXWLYH
2I´FHUVLQ6HSWHPEHU,QNHHSLQJZLWKRWKHUSROLF\LVVXHVLQ&ROOHJH
follow-­through and implementation seems to be lacking.

2XUZRPHQDFDGHPLFVWDIINQRZIURPPHHWLQJFROOHDJXHVIURPXQLYHUVLWLHVLQ
other countries that gender issues do not get the attention, commitment and
action in Ireland that they do in other parts of the world. They also understand
that gender inequality is not easy to address, and that it must be tackled using
a wide range of approaches that get at the issue from different angles.

Equality in access, disability and sexual orientation

7ULQLW\&ROOHJHKDVDQH[FHOOHQWUHSXWDWLRQIRULWVZRUNLQSURPRWLQJHTXDOLW\
LQDFFHVVGLVDELOLW\DQGVH[XDORULHQWDWLRQ7KLVLVDFUHGLWWRWKHPDQ\SHRSOH
WKDWKDYHZRUNHGVHOµHVVO\RQWKHVHLVVXHVRYHUWKH\HDUV

The college should be well-­positioned to meeting its obligations under the

Disability Act 2005. Working with the IUA and HEA, we can work to ensure
compliance with the achievement of a 3 percent employment target across
DOO)DFXOWLHVDQG6FKRROV$FFRUGLQJWRWKHODWHVW´JXUHVIURPWKHVWDII
census, of 1,094 respondents (there was a 30 percent response rate) who
were employed in College in December 2008, 84 people (2.4 percent of staff)
GHFODUHGDGLVDELOLW\:KLOHWKHUHDUHGLI´FXOWLHVLQVRPHVFKRROVWKHVHFDQ
be surmounted with creativity and willingness to try different ways of doing
things. College should continue to progress with this, and ensure that staff
with disabilities are appropriately supported.

College should also support the continued development of the Trinity Access
Programme (TAP) and mainstream its location and activities with appropriate
reporting lines in the College’s administration. TAP is pivotal to the college’s
continued contribution to providing greater equality of access to students
from non-­traditional backgrounds. Its innovative policies are internationally
recognised as a model to be emulated.

&ROOHJHLVDOVRKLJKO\UHJDUGHGIRULWVVWURQJOHVELDQJD\ELVH[XDODQG
transgender (LGBT) community, which contributes enormously to the diverse
and inclusive academy that enriches the lives of so many of our staff and
students.

www.colmkearney.ie 17
 Equality of esteem across disciplines
$VRQHRIWKHODVWRIWKHPHGLHYDOXQLYHUVLWLHVDQGWKH´UVWRIWKHPRGHUQ
universities, Trinity College has a unique DNA – which makes it a special place
to work and study. Like other old universities, Trinity has a wide complement
of disciplines, all of which are fundamental to sustaining College’s uniqueness
and international prestige. We must ensure that every academic in every
discipline feels valued and appreciated. This manifests in many ways, including
the methods of allocating resources across schools.

Criteria for promotion and the outcomes of promotion rounds should also
UHµHFWHTXDOLW\RIHVWHHPDFURVVGLVFLSOLQHV)RUH[DPSOHLWLVQRWDSSURSULDWH
in my view to include research inputs as a criterion for promotion. Some
disciplines require large sums of money to purchase equipment and materials
IRUVFLHQWL´FRURWKHUH[SHULPHQWDWLRQ%XWLQRWKHUVVXFKDVPDQ\DUHDVLQ
the arts and in humanities, nothing more than uninterrupted time is required to
conduct research and engage in creative activity.
As Provost, I will:
‡ Establish a high-­level gender equality team chaired by the Vice Provost,
to bring recommendations to council and board for agreement on how to
promote gender equality of opportunity that equates with best practice
internationally.
‡ Establish and work in accordance with the principle of equality of esteem
across disciplines.
‡ 3URPRWHWKHUHFRJQLWLRQDQGUHZDUGRIH[FHOOHQFHLQWHDFKLQJDQGHQVXUHD
PRUHWUDQVSDUHQWDQGHTXLWDEOHDVVHVVPHQWRIWHDFKLQJH[FHOOHQFHLQMXQLRU
and senior promotions.
‡ (QVXUHWKDWH[FHSWLRQDOFRQWULEXWLRQVWR&ROOHJHLQDUHDVRWKHU
than teaching and research, such as in leadership, management and
contributions to local, national and international communities are
recognised and rewarded.
‡ Ensure that College does everything possible to encourage women
academics to apply for promotion at all levels, and that appropriate
supports are in place to facilitate this.
‡ Establish best practise for maternity and paternity leave, including funding
DWVFKRROOHYHOIRUDEVHQFHDQGUHGXFHGZRUNORDGLQWKH´UVW\HDUDIWHUVXFK
leave, and implement the necessary policies in College to match this.
‡ ,QVLVWWKDWWKHSURFHVVIRU´OOLQJ&KDLUVLQDOOGLVFLSOLQHVLQFOXGHVD
requirement by the relevant academic unit to satisfy Academic Council that
all efforts have been made to encourage women candidates.
‡ Provide support in the preparation of promotion applications in order to
establish proportionate gender equality in promotion applications at all
levels within all academic and administrative and support service areas.
‡ Ensure that the assessment criteria for junior promotions are sensitive to
the demands of teaching, working with professional clients, contributing to
College administration and building research careers.
‡ Support efforts to enhance the quantity and quality of crèche facilities in
College for staff and students.
18 www.colmkearney.ie
5. Reaching out more

As Ireland’s premier university, Trinity College should continue to reach

beyond its campus walls and engage more with city centre communities
and with other communities across Ireland. We should contribute all we can
and embrace our responsibility to lead in the ongoing debate about what
kind of society we want and how best to achieve it. The Irish people highly
internationally oriented, and our economy is one of the most open in the world.
Trinity College must also become more international.

Our local community in Dublin city centre

,WLVULJKWDQG´WWLQJWKDWDVDFLW\FHQWUHFDPSXV&ROOHJHVHHNVWRHQJDJHRQ
many levels with its local community. Committed staff from many disciplines,
schools and administrative and support areas, together with students
throughout the campus, give generously of their time and energy to engage
with our local community on hundreds of initiatives. I believe this is a vital part
of the work of a city centre campus, and College should encourage and reward
this engagement.

Other sectors and stakeholders throughout Ireland

In the coming decades, the College’s footprint will become more
JHRJUDSKLFDOO\GLYHUVL´HG:KLOHGRLQJWKLVZHFDQPRVWHIIHFWLYHO\JDUQHU
the resources, knowledge and networks to be in a position to provide
the best education, and research-­based policy advice to government and
RWKHUVWDNHKROGHUVLQ,UHODQG,QRWKHUZRUGV&ROOHJHVKRXOGUHPDLQ´UPO\
committed to being Ireland’s premier university while operating more
internationally.

International scholars, students and alumni

In order to consolidate its position as one of the world’s great universities,
Trinity College must become more international. We should become more
open and welcoming to students and staff from outside Ireland, whether
they are coming to study or work, and whether they spend a month, a
term, an academic year, or longer with us. We should do this with focus
and determination – and with a carefully planned process to ensure that we
succeed.

College’s international alumni are an important set of stakeholders. We

VKRXOG´QHWXQHWKHDOLJQPHQWEHWZHHQWKH7ULQLW\)RXQGDWLRQDQGWKH
strategic academic goals of the College. Much recent emphasis has been
placed on China, and much of our networking to date has been focused on
North America. College should diversify and engage with the best research-­
led universities in other regions such as Africa, Australasia, Eastern Europe,
India and Central and South America. College already has many staff with
connections to these regions and their universities.

www.colmkearney.ie 19
 2XUDWWUDFWLYHQHVVWRLQWHUQDWLRQDOIHHSD\LQJVWXGHQWVLVLQµXHQFHGE\RXU
rich history and tradition, and our reputation as a student-­centred university.
There are a great many students throughout the world who would embrace the
opportunity to spend at least some of their time as a student at Trinity College.
We must fully avail of the opportunities presented by our new curriculum
structure to allow this to happen.

Internationally recognised research-­intensive universities

The historical roots of any university are an essential part of its self-­image.
This is indeed the case with Trinity College, and it is shared by its co-­members
RIWKH&2,0%5$JURXSRI(XURSH­VROGXQLYHUVLWLHV&ROOHFWLYHO\WKHVH
universities share strong teaching and research traditions, and they promote
the importance of all aspects of culture in learning and science. They also
endorse the ancient meaning of the term Universitas – whereby scholars can
freely travel across jurisdictions to learn and spread knowledge.

College should aim to be more international in its outlook and reach, in

order to better position itself amongst the great universities of the world. It
ZLOOEHQH´W&ROOHJHHQRUPRXVO\LIPRUHWLPHDQGHQHUJ\LVLQYHVWHGQRZLQ
reaching out to other leading universities and seeking to join increasingly
LQµXHQWLDOQHWZRUNVDQGDOOLDQFHVVXFKDVWKH:RUOGZLGH8QLYHUVLW\1HWZRUN
(WUN) of research-­led universities and the International Alliance of Research
Universities (IARU). College should be more proactive in joining such
international alliances and networks.

International agencies and institutions of civil society

College is already reaching outward across the world on many fronts,
such as in climate change, global health and international development, and
PDQ\PRUH2XUDFDGHPLFVLQYROYHGLQWKHVHLQLWLDWLYHVDUHIRUJLQJYDOXDEOH
contacts and relationships with peoples, agencies and institutions around the
world. These provide a potent platform for College to increase its footprint of
valuable contributions to humanity everywhere. At the same time, the more
VXFFHVVIXOZHDUHLQFRQWULEXWLQJWRWKHVHLQLWLDWLYHVWKHPRUHZHZLOO´QG
WKDWRXUH[SHUWLVHLVVRXJKWDIWHU%\GHVLJQLQJDQGLPSOHPHQWLQJDVWUDWHJ\
of purposeful engagement with appropriate agencies throughout the world,
we will be able to use the college’s good name and reputation to garner
resources that we have not even begun to dream about. I believe College
needs to think bigger in this regard, and be more adventurous. This type of
internationalisation is a key part of my vision for the college. It provides the
most immediate and potent way in which we can diversify our funding base,
while continuing to do world-­leading research.

20 www.colmkearney.ie
As provost I will:

‡ Support measures to enhance College’s engagement with its neighbouring

communities in Dublin’s inner city.
‡ Build on College’s international contacts to promote staff and student
H[FKDQJHVUHVHDUFKFROODERUDWLRQVDQGVWXGHQWJURZWKIURPDOOUHJLRQVRI
the world.
‡ Seek and support all forms of meaningful and productive engagement with
prestigious international research intensive universities to advance College’s
positioning within the emerging group of the world’s leading universities.
‡ Initiate and lead a strategy to forge relationships with the important and
LQµXHQWLDOLQWHUQDWLRQDODJHQFLHVZLWKZKLFK&ROOHJHVKDUHVFRPPRQ
purpose and values.

www.colmkearney.ie 21
 6. Supporting teaching and research

By applying the principle of subsidiarity, teaching and research activities are

WKHUHVSRQVLELOLW\RIVFKRROV$FDGHPLFH[SHUWLVHLVFRQWDLQHGLQWKHVFKRROV
the decisions relating to academic activities should therefore reside in schools,
and in research centres and institutes.

Research
College’s performance in research in recent years has been outstanding.
We must continue to build on our reputation for world-­class research in all
disciplines – in the arts and humanities and social sciences, in engineering and
mathematical sciences, and throughout all the biological, physical, natural
and life sciences. With regard to its teaching and the supportive community
LWSURYLGHVIRULWVVWXGHQWV&ROOHJHDOVRKDVDUHSXWDWLRQRIH[FHOOHQFHWKDW
positions it amongst the leading universities of the world. A great university
needs to continually improve on all these fronts in order to stay still within the
pecking order.

A particularly pressing problem for College is common to other universities

around the world – a period of rapid growth in capital funding for buildings
RUVFLHQWL´FHTXLSPHQWLQIUDVWUXFWXUHIROORZHGE\UHGXFHGFXUUHQWIXQGLQJ
This puts enormous strains on the College to keep it buildings functioning and
properly maintained and its laboratories operating and stocked with equipment
and materials. Both of these must be accomplished together. In research-­
intensive universities, teaching and research at the undergraduate, taught
SRVWJUDGXDWHGRFWRUDODQGSRVWGRFWRUDOOHYHOVDUHLQH[WULFDEO\LQWHUWZLQHG

Groups, centres, institutes and schools

College’s research groups, centres and institutes provide for an effective
coalescing of the efforts of our research staff under various themes. As
Provost, I will support the activities and aspirations of our research centres, and
work to resolve any issues that arise about the relationships between them and
their participating schools, particularly in relation to staff and funding. I am
DZDUHWKDWGLVFXVVLRQVKDYHWDNHQSODFHRYHUDQH[WHQGHGSHULRGRQVRPHRI
these issues. My approach as Provost would be to seek immediate resolution
of these issues, so that everyone concerned can plan for the future with greater
clarity and certainty.

Grant applications, innovation and commercialisation

During my discussion with many academic staff in all faculties, two issues
have been repeatedly raised: support for grant applications, and innovation
and commercialisation policy.

22 www.colmkearney.ie
 $V3URYRVW,ZLOOVXSSRUWWKH'HDQRI5HVHDUFKLQSULRULWLVLQJWKHLGHQWL´FDWLRQ
of additional resources to provide administrative support for researchers in
making grant applications and administering their grants. I will also ensure that
the requisite supports are available to assist academics in their applications for
research grants from novel sources. This is particularly relevant to the need for
College to diversify its funding base.

The college will also need to review the support it provides to academics
in commercialising their innovations, applying for and maintaining patents,
and setting up campus companies. The latter will hopefully provide another
VLJQL´FDQWVRXUFHRIIXQGLQJGLYHUVL´FDWLRQLQFRPLQJGHFDGHV

The library
The library is one of Trinity College’s key strengths. It must be protected,
further developed and properly resources in order to make it as effective as
possible to users inside and outside the College. Just as the Long Room Hub
is proving to be a valuable resource, so will the Trinity College Library Dublin’s
other collections be increasingly valuable to researchers in due course. We
should look to the long term as well as the short term to recognise and harvest
WKHEHQH´WVRILQYHVWLQJLQWKHOLEUDU\

There will be increasing scope for the Library to help College diversify its
UHYHQXHEDVH,EHOLHYHWKH/LEUDU\VKRXOGEHFRPHFHQWUDOWR&ROOHJH­VQH[W
generation of information infrastructure on campus for teaching and research.
As Provost, I will fully support the Trinity College Library Dublin in every way I
can to ensure that it maintains and builds on its world-­renowned status while
providing essential learning and research infrastructure for all College and its
users elsewhere. This can be enhanced by reintroducing the Library Users
Group Committee to ensure open and transparent decision-­making about the
deployment of the library’s resources.

The new curriculum and semesterisation

Two or three decades ago, Irish universities tended to think of themselves
as successful if their best students went on to study at the world’s elite
universities. Nowadays, we rightly measure our success also on how many
students from the world’s very top universities come to do their postgraduate
study in Trinity College. We must build on these successes and cement our
position as one of the world’s leading universities.

Like other great universities, we should work to ensure that our

XQGHUJUDGXDWHSURJUDPPHVDQGWKHOHDUQLQJH[SHULHQFHVRIVWXGHQWVDW7ULQLW\
College are amongst the best in the world, and are recognised as such. As
Senior Lecturer from 2005 to 2008, I initiated and led the curriculum reform
agenda that culminated in the broader curriculum that we have today, together
with the move to semesterisation. For more details on this, see here. We
must embed this curriculum to facilitate the introduction of our much-­needed

www.colmkearney.ie 23
 student administration system. These initiatives will need to be implemented
in a way that protects Trinity’s student-­centred ethos and tradition, while at
the same time facilitating College in attracting more fee-­paying students from
around the world.

Facilities and the students centre

The Trinity College life and community has developed over centuries,
and our rich history, traditions and culture are increasingly important. We
should protect what is special about our College community, and we should
consolidate, strengthen and build upon it. This will contribute to our students’
H[SHULHQFHRI7ULQLW\&ROOHJHDQGLWZLOOKHOSXVWRH[SDQGRQHRIRXUNH\
resources – a positively-­disposed and loyal future alumni.
Plans have been in place for a new student centre for at least a decade. It is
time to prioritise this initiative. If College is to ensure the best possible student
H[SHULHQFHDVWXGHQWFHQWUHLVHVVHQWLDOWRSURYLGLQJWKHDPHQLWLHVOLYLQJDQG
OHDUQLQJUHVRXUFHVWKDWVWXGHQWVIURP,UHODQGDQGHOVHZKHUHULJKWO\H[SHFW

The tutorial service

7KHUHFHQWTXDOLW\UHYLHZRI&ROOHJH­VWXWRUVHUYLFHFRQ´UPVWKDWLWLVRQHRXU
NH\VWUHQJWKV7KHVL]HRIFKDPEHUVKDVJURZQIURPDQDYHUDJHRIVWXGHQWV
in 2005/06 to around 100 students now. Additional demands on the system
DOVRFRPHIURPWKHH[WUDVWUDLQVLPSRVHGRQ&ROOHJH­VRWKHUSURJUHVVLRQ
systems due to rising student numbers and longer times involved in resolving
student cases. With an annual turnover of tutors in the range of 15 – 20
percent, the system is creaking at the seams and needs further resources. It is
well understood that additional investment in the tutor system will save money
for the College. Successful resolution of student cases improves retention and
JUDGXDWLRQUDWHVZKLOHVLJQL´FDQWO\PLWLJDWLQJOHJDOULVN

The current system of rewarding tutors only in the promotions process is too
VLPSOLVWLF,WLVSHUFHLYHGDVD¬ER[WLFNLQJ­H[HUFLVHWKDWLQGXFHVDFDGHPLFVWR
do it for a time and then cease to do it as soon as they are promoted. Further
UHFRJQLWLRQIRUWXWRUVLQWKHSURPRWLRQSURFHVVIRUH[FHOOHQFHRULQQRYDWLRQ
in their tutoring roles will help. Further, the tutoring system should also be
H[WHQGHGWRSRVWJUDGXDWHVWXGHQWV

Scholarship and scholars

:HQHHGIXUWKHUUH´QHPHQWRIWKH7ULQLW\6FKRODUVKLSWRHQVXUHHTXDOLW\
DFURVVGLVFLSOLQHVDQGIDFXOWLHV$WSUHVHQWWKHUHLVH[FHVVLYHYRODWLOLW\LQ
the number of students who obtain scholarship from year to year. Rather
than being a positive for College, the scholarship system ends up infuriating
many students who have worked incredibly hard. The process remains non-­
transparent and seemingly inequitable;; it is not blind-­marked and is not
H[WHUQDOO\H[DPLQHG,EHOLHYHWKH6FKRODUVKLSLVRQHRIRXUNH\VWUHQJWKV,W
should be protected and nurtured, and its processes improved.

24 www.colmkearney.ie
 As Provost, I will
‡ 5HYLHZDOODVSHFWVRIWKHUHVHDUFKRI´FHWRHQVXUHWKDWLWRSHUDWHVPRVW
effectively to support the efforts of academic staff to apply for funding
IURPH[LVWLQJDQGQHZVRXUFHVWRDVVLVWHIIHFWLYHO\ZLWKDGPLQLVWHULQJ
JUDQWVWREHµH[LEOHLQDVVLVWLQJVWDIIWRDSSO\IRUQHZJUDQWVDQGWR
support commercialisation activities, including IP and patent applications
and management, and campus companies.
‡ Support the development and re-­launching of College’s library as an
internationally recognised centre for information technology for learning
and research.
‡ Reintroduce the Library Users Group Committee to ensure open and
transparent decision-­making about the deployment of the library’s
resources.
‡ Complete the implementation of semesterisation and modularisation, as
agreed by College in 2008.
‡ Deliver the student centre with appropriate coordination of amenities
and learning supports, including TAP, disabilities, and student counselling
services.
‡ Work with scholars and other stakeholders to ensure in the distribution of
scholarships across disciplines, schools and faculties.

www.colmkearney.ie 25
 7. Governance and leadership

I discussed earlier in this manifesto how College’s principles and values

are at the heart of my philosophy of leadership, how they will form and
important platform of my manifesto for Provostship, and how subsidiarity and
transparency in governance and decision-­making processes are central to this.

I agree with all of the recommendations of the mid-­term review of

restructuring that were recently agreed by Board. I further believe that in order
to apply the principle of subsidiarity along with transparency and effective
communications throughout the college, it is appropriate to move to a
structure that makes the schools the centre of academic decision-­making. The
current system of governance – with its departments, schools, and faculties in
ZKLFKGHDQVZLWKH[WHQVLYHSRZHUV¨UHVXOWVLQUHGXFHGVFKRRODXWRQRP\

I believe college should move back to the ‘faculty light’ structure, in which
GHDQVDUHVHHQDVVHQLRUDFDGHPLF´JXUHVZKRFDQUHSUHVHQWWKHGLVFLSOLQHV
IURPDQDFDGHPLFSHUVSHFWLYHFKDLUIDFXOW\ERDUGVRIH[DPLQHUVDQGUHSUHVHQW
WKHFROOHJHH[WHUQDOO\ZKHUHDSSURSULDWH8QGHUP\3URYRVWVKLSIDFXOW\GHDQV
ZLOOQRWKDYHUHVSRQVLELOLW\IRUEXGJHWDU\DOORFDWLRQRUVWDI´QJGHFLVLRQV
and they will not sit on central college committees, such as the management
committee. This will clarify that the authority for academic decisions resides
in the schools, and it will enable the college to resolve issues of administrative
overlay and duplication at school and faculty level. It will free deans to focus
on academic matters that are common to the schools in their faculties.

Academic resource allocation

7KHFROOHJHLVFXUUHQWO\JRLQJWKURXJKDSHULRGRIµX[ZLWKUHJDUGWRWKH
internal allocation of its resources. The so-­called ‘faculty heavy’ structure was
designed to facilitate implementation of the ARAM allocation system, which
KDVSURYHQWREHXQZRUNDEOH$VDQHFRQRPLVWDQG´QDQFLDOH[SHUWLWLVP\
considered view that the ARAM could never have worked in an academic
setting. Further, the current RPM version of this model, which as referred to
as the ‘forward planning model’, is also limited in its applicability to allocating
resources in College. As I understand it, the college is currently allocating
resources on the basis of historical allocations and current needs. But the
academic community remains unclear about what process is used in practice,
and how it actually works.

This situation, in my view, must be resolved immediately – to provide open,

transparent and effective decision-­making in accordance with College’s
principles and values, and to restore equality of esteem across disciplines.
College must move away from the current system that refers to disciplines
DQGVFKRROVDV¬RYHUIXQGHG­RU¬XQGHUIXQGHG­RUDV¬GH´FLWXQLWV­RU¬VXUSOXV
units’. I believe this is disrespectful to academics and their disciplines and
schools, and as Provost I will ensure that the practice of referring to schools
in this way will cease. All our academics and schools are operating under

26 www.colmkearney.ie
 H[WUHPHO\FRQVWUDLQHG´QDQFLDOFRQGLWLRQVDQGSHUIRUPLQJUHPDUNDEO\ZHOO
relative to much better-­funded peer universities. My approach to allocating
resources as Provost will be to communicate with each Head of School and
reach agreement on what resources are necessary, in order to ensure that all
GLVFLSOLQHVDQGVXEMHFWVDUHSURWHFWHGWKURXJKWKHVHGLI´FXOWWLPHV7KH$5$0
PRGHODQGLWVFXUUHQWLQFDUQDWLRQDUHIXQGDPHQWDOO\µDZHGLQDQDFDGHPLF
setting, and are inapplicable in an environment of diminishing resources.

Strategic planning
,QWKH´UVWVHFWLRQRIWKLVPDQLIHVWR,GLVFXVVHGKRZ&ROOHJH­VFRUHSULQFLSOHV
– based on over four centuries of prior statutes and charters – are described
as informing and underpinning the interpretation and application of the
Statutes in organising the College, protecting the welfare of its community,
and advancing its mission and objectives. Combining these with subsidiarity
in decision-­making that places autonomy at the level of the school has clear
implications for strategic planning.

Under my Provostship, College will move to a new phase in our approach

to strategic planning – one that recognises College as a leading university
rather than a corporate entity. The implications of this are that a centralised
‘command and control’ approach to strategic planning for a university like
Trinity College is not appropriate. Central determination of the numbers of
staff and students in each discipline or the range of disciplines and subjects
offered should not be attempted;; and neither should College try to determine
WKHPL[RIXQGHUJUDGXDWHYHUVXVSRVWJUDGXDWHWHDFKLQJIXQGDPHQWDOYHUVXV
applied research, or the precise research input or output metrics for every
discipline.

A more balanced, enabling and supportive approach to strategic planning

for a university like Trinity College is to agree on a set of general purposes
and objectives, and to support schools and disciplines as they strive to
achieve their aspirations. As Provost, I will ensure that every staff member in
College, including academic, administrative and support, has a real input into
forming the College’s direction and strategy so that he or she feels that they
are a valued member of the community. I will also ensure that the process is
streamlined, less time and resource intensive, and focuses on core issues.

Administrative and support services

It has been known for some time that College must reform its administrative
and support services to ensure that our capable and willing administrative
VWDIIDUHHQDEOHGWRJHWRQZLWKPRGHUQLVLQJWKHLUV\VWHPV2ISDUWLFXODUQRWH
here is the student administration geneSIS system and College’s IT systems. I
ORRNIRUZDUGWRZRUNLQJZLWKWKHQHZ&KLHI2SHUDWLQJ2I´FHUDQGRWKHUVHQLRU
administrative staff to implement College’s e-­strategy. This is vital to provide
our academics with state-­of-­the-­art support services.

www.colmkearney.ie 27
 As Provost, I will

‡ Embed the principle of subsidiarity in the governance structures of the

college, consistent with Board’s agreed response to the interim review of
College restructuring.
‡ Return to the ‘faculty light’ model in which autonomy and authority for
making academic decisions resides with the Heads of School. Deans revert
to their traditional roles prior to academic restructuring.
‡ Establish a new approach to strategic planning that articulates short,
HI´FLHQWO\SURGXFHGDQGFUHGLEOHVWUDWHJLFSODQVWKDWDUHLQFOXVLYHRIWKH
work of all academics in all schools, departments, research centres and
institutes.
‡ Secure appropriate representation of schools, faculties and genders in
FROOHJHRI´FHUVKLSSRVLWLRQVZLWKQRWZRRI´FHUVIURPWKHVDPHVFKRRO
‡ (QVXUHWKDWVHQLRUH[HFXWLYHPDQDJHPHQWPHHWLQJVWDNHSODFHDWIDPLO\
friendly times.

28 www.colmkearney.ie
8. My competencies for the Provostship

,EHOLHYH,KDYHWKHDFDGHPLFVWDQGLQJH[SHULHQFHVNLOOVDQGWHPSHUDPHQW
to lead the College effectively, to protect and promote its interests in Ireland
DQGIXUWKHUD´HOGDQGWRDGYDQFHLWVUHSXWDWLRQDVDOHDGLQJLQWHUQDWLRQDO
university.

,DPDFRPPLWWHGWHDFKHUDQGUHVHDUFKHUZLWKH[WHQVLYHLQWHUQDWLRQDO
H[SHULHQFHKDYLQJVSHQWP\FDUHHUVWXG\LQJDQGZRUNLQJLQXQLYHUVLWLHVLQ
Australia, Canada and the UK as well as in Ireland. Since joining College in
2001, and particularly in my roles as Dean of the Faculty of Business, Economic
and Social Studies and subsequently as Senior Lecturer, I have got to know
many academics, administrative and support staff, students and alumni from
all disciplines, faculties, schools and elsewhere. This has afforded me the
opportunity to gain a deep understanding of what makes Trinity College
unique amongst the universities of the world. I admire its achievements as a
leading research university, coupled with its pedagogical and philosophical
commitment to teaching and learning of the highest quality.

,DPQRZDWWKHVWDJHRIP\FDUHHUZKHUH,KDYHWKHQHFHVVDU\H[SHULHQFH
ZLVGRPDQGHQHUJ\WROHDGWKH&ROOHJHWKURXJKWKHGLI´FXOWLHVLQIXQGLQJDQG
ORZVWDIIPRUDOH0\DFDGHPLFWUDLQLQJDQGUHVHDUFKLQHFRQRPLFV´QDQFH
DQGLQWHUQDWLRQDOEXVLQHVVHTXLSVPHZLWKWKHNQRZOHGJHH[SHUWLVHDQG
LQWXLWLRQRIKRZUHVRXUFHVDUHFUHDWHGDQGDOORFDWHGIRUPD[LPXPHIIHFW
0\DGPLQLVWUDWLYHH[SHULHQFHLQVHQLRUDFDGHPLFUROHVKDVDIIRUGHGPHWKH
opportunity to learn how academics from different disciplines and cultures
view the world and pursue their ambitions in teaching, learning, creativity and
UHVHDUFK0\H[SHULHQFHDVVHQLRUHFRQRPLFDGYLVRUWRPLQLVWHUVLQ$XVWUDOLD­V
federal government has afforded me the opportunity to observe at close
hand how the power of ideas interacts with political acumen to obtain access
WR´QDQFLDOUHVRXUFHVLQSXUVXLWRILQVWLWXWLRQDODQGVRFLHWDOREMHFWLYHV,DP
FRQ´GHQWWKDWP\FRPELQDWLRQRIDFDGHPLFWUDLQLQJDQGUHVHDUFKFRXSOHG
ZLWKP\FRPPHUFLDODQGSROLWLFDOH[SHULHQFHZLOOHQDEOHPHWREHDQLQVLJKWIXO
resourceful and effective provost.

I am committed to doing this in a collegiate and inclusive way that

UHFRJQLVHVHYHU\VWDIIPHPEHU­VDQGVWXGHQW­VULJKWIXOH[SHFWDWLRQWREH
treated with dignity and respect, and to be valued for her or his unique talents
and perspectives. I am motivated to do all I can to help College maintain
and build on its achievements as a leading research-­led university that is
also uncompromisingly dedicated to a high-­quality teaching and learning
environment.

Research and research-­related activities

,KDYHEHHQH[WHUQDOO\DSSRLQWHGWR´YHFKDLUVLQWKHUHODWHGGLVFLSOLQHV
RIHFRQRPLFV´QDQFHDQGLQWHUQDWLRQDOEXVLQHVVDQG,KDYHWZRGHFDGHV
H[SHULHQFHDVDSURIHVVRULQDQXPEHURILQVWLWXWLRQVLQ,UHODQGDQG$XVWUDOLD

www.colmkearney.ie 29
 I have obtained competitive grants from bodies such as the Australian
Research Council, the Irish Research Council for the Humanities and Social
Sciences (IRCHSS), and Enterprise Ireland’s High-­Performance Start-­up fund
(HPSU). I have over 80 publications in the form of books, book chapters and
refereed journal articles. My curriculum vitae provides detail of my research
and research-­related activities, including journal editorships, conducting
institutional reviews, social science research panel membership, and running
large international conferences. I have consulted to governments, public
enterprises and private corporations. During almost four years (from 2004-­
2008) in senior academic leadership and management roles in College, I strived
to maintain my research activity including publishing in top journals, obtaining
research grants, and supervising PhD students.

Management and administrative experience

,KDYHH[WHQVLYHH[SHULHQFHLQXQLYHUVLW\PDQDJHPHQWDQGDGPLQLVWUDWLRQ
0\´UVWFKDLULQ(FRQRPLFVDWWKH8QLYHUVLW\RI:HVWHUQ6\GQH\
LQYROYHGVHUYLQJDV+HDGRIWKH'HSDUWPHQWRI(FRQRPLFVDQG)LQDQFHIRU´YH
years. My second chair at the University of Technology, Sydney (in Economics
and Finance) involved setting up the Centre for Quantitative Finance, and on
occasion serving as Associate Dean of Research in the College of Business. My
PRVWVLJQL´FDQWPDQDJHPHQWDQGDGPLQLVWUDWLRQH[SHULHQFHZDVJDLQHGDW
Trinity College, while serving as Dean of the Faculty of Business, Economic and
Social Studies, and subsequently as Senior Lecturer.

Leadership skills
My approach to leadership is based on an incisive, professional approach
to decision-­making with integrity, insight and empathy. I am committed
to inclusive and participative democratic decision-­making with open
DQGWUDQVSDUHQWSURFHVVHVIROORZHGE\LPSOHPHQWDWLRQDQGH[WHQVLYH
communication. During my time as Senior Lecturer, I led College’s academic
restructuring process to conclusion and assent by Academic Council, Board
and the Fellows. I also initiated and achieved agreement across College
to introduce a modular curriculum structure and semesterisation of the
academic year. Both of these issues were highly contentious. There was
widespread disagreement across College on the best way forward, and
opposing views were very strongly held. Accordingly, these initiatives required
H[WHQVLYHGLVFXVVLRQGHEDWHDQGFRPSURPLVHDQGWKHLUVXFFHVVIXOUHVROXWLRQ
necessitated leadership that was respectful of the College’s culture and
tradition of consensual and inclusive decision-­making.

Modularisation.
When I was appointed Senior Lecturer in July 2005, I became aware of the
shortcomings associated with the multitude of approaches to course structure
and term times throughout College. It was limiting student choice, impeding
the implementation of a College-­wide student administration system, curtailing
the development of cross-­disciplinary programmes, and stymieing the ability

30 www.colmkearney.ie
 of College to diversify its funding sources by attracting fee-­paying students.
This in turn was adversely affecting the College’s academic reputation and staff
morale. In previous attempts to introduce a modular course structure, College
had been unable to achieve a consensus. Recognising the importance of
obtaining college-­wide agreement on this pivotal issue, I led College to achieve
a long-­delayed consensus on modularisation and semesterisation.

I established a working group with wide representation, including Fellows,

scholars and student representatives, support staff, academics from all
faculties, staff representative groups, and members of Council and Board.
For almost two years, I participated in numerous meetings and consultations,
FRQWLQXDOO\UH´QLQJWKHSURSRVDOWRUHVSRQGWRWKHFRQFHUQVUDLVHGE\
individuals, groups, departments, schools and committees across the College.
I brought progressively developed drafts of the policy before the principal
committees and eventually had the policy agreed by Fellows, Council and
Board. This, to my mind, is what academic leadership means for a university
like Trinity College – it means having vision and conviction, and a willingness
to listen carefully and empathise with the ideas and concerns of all involved. It
means developing one’s position in light of those views, and moving towards
College-­wide decision followed by implementation.

Restructuring.
My leadership skills can also be demonstrated by how I handled academic
restructuring. The process of restructuring had begun during the 2003-­2004
academic year, and the original intention had been to combine 64 departments
into 15 schools. When I was appointed Senior Lecturer in July 2005, the
restructuring process had stalled. There was strong concern amongst the
newly-­formed schools that other parts of College were not engaging in the
restructuring process. This impasse saw many in the new schools begin to talk
of disintegrating and returning to the original departmental structures. As the
new Senior Lecturer, I quickly realised that the College was in a crisis situation,
ZLWKDSSUR[LPDWHO\KDOIRIWKHROGGHSDUWPHQWVKDYLQJPLJUDWHGWRWKHQHZ
structure, the other half refusing to migrate to the new structure, and nearly
everyone in a state of high stress. I began a series of intensive consultations
with all relevant departments, schools and faculties. After hundreds of
meetings over a period of 18 months I shepherded the College forward from
this precarious position. My proposals to complete restructuring were agreed
by the Heads of School Committee, Council, Board and the Fellows. In the
recent review of the restructuring process I was asked to provide input
and feedback, and I fully support the recent deliberations of Board on the
restructuring report.

Experience in representing the College externally

I have represented the College in engagements and negotiations about policy,
strategy and funding with the Higher Education Authority (HEA);; as a member
of the Irish Universities Association (IUA) Council;; and as a member and
RFFDVLRQDOFKDLURIWKH,8$5HJLVWUDUV­*URXS$SSHQGL[LQFOXGHVDOLVWRIP\
www.colmkearney.ie 31
 other representations within the Irish higher education sector. I established,
organised and jointly led the consortium of eight higher education institutions
that formed the Dublin Region Higher Education Alliance (DRHEA) to bid
successfully for €40 million of Strategic Innovation Funding (SIF) from the
HEA in 2008. In all my dealings, I have engaged positively and professionally,
showing respect for others while articulating and advancing the interests of
College and the sector.

0\&9GHWDLOVP\WUDFNUHFRUGLQDWWUDFWLQJSKLODQWKURSLFDQGH[WHUQDOIXQGLQJ
RIDSSUR[LPDWHO\€21 million across a range of activities and initiatives since I
joined the College in 2001. Almost all of these involved teamwork, and I have
LQGLFDWHGWKLVZKHUHUHOHYDQW,KDYHWKHQHFHVVDU\DWWULEXWHV¨H[SHULHQFH
skills and temperament – for the building and nurturing of relationships that are
essential for successful fundraising. I can bring these skills to the Provostship
during a time in which funding will be of paramount importance.

32 www.colmkearney.ie
 Curriculum vitae

Colm Kearney

Personal Details
Address: Blackrock, Co Dublin, Ireland
&LWL]HQVKLS  $XVWUDOLDQDQG,ULVK
Telephone: work: +353-­1-­8962688, home: +353-­1-­2882588
E-­mail: colm.kearney@tcd.ie

Education
1985 PhD, University of Warwick.
 0$(FRQRPLFV8QLYHUVLW\RI:HVWHUQ2QWDULR
 0$(FRQRPLFV8QLYHUVLW\RI(VVH[
1976 MA (Economics), University College Dublin.
1975 BA (Economics and Politics), University College Dublin.

Employment
2005 – 2008 Senior Lecturer, Trinity College Dublin.
2004 – 2005 Dean, Faculty of Business, Economic and Social Studies (BESS),
Trinity College Dublin.
2001 – Professor of International Business, Trinity College Dublin.
1999 -­ 2001 Professor of Finance, Dublin City University.
1998 -­ 1999 Research Professor of Economics, Economic and Social
Research Institute, Dublin.
1997 -­ 1998 Professor of Finance and Economics, University of Technology,
Sydney.
1991 -­ 1993 Senior Economic Advisor to the Federal Treasurer and the
Federal Finance Minister, Parliament House, Canberra.
1990 -­ 1997 Professor of Economics and Head of the Department of
Economics and Finance, University of Western Sydney.
1985 -­ 1990 Lecturer in Economics, University of New South Wales (Senior
Lecturer from 1988).
1982 -­ 1985 Lecturer in Monetary Economics, University of Loughborough.
1979 -­ 1982 Research Associate, University of Warwick.
 7HPSRUDU\/HFWXUHULQ(FRQRPLFV8QLYHUVLW\RI(VVH[

Competitive Research Grants

2009 Enterprise Ireland, €295,000 to research the impact of computational
OLQJXLVWLFDQDO\VLVRIVHQWLPHQWRQ´QDQFLDOPDUNHWVZLWK.$KPDG
2004 Government of Ireland Programme for Research in Third Level
Institutions (PRTLI), €243,000, to build a team of researchers in
LQWHUQDWLRQDO´QDQFLDOLQWHJUDWLRQZLWKLQWKH,QVWLWXWHIRU,QWHUQDWLRQDO
Integration Studies (IIIS) in Trinity College.
2001 Government of Ireland Senior Research Fellowship, €35,000, to
LQYHVWLJDWH´QDQFLDOYRODWLOLW\WUDQVPLVVLRQ

www.colmkearney.ie 33
 1997 Australian Research Council, $84,706, to investigate the causes of
stock market volatility and its international transmission.
 $XVWUDOLDQ5HVHDUFK&RXQFLOWRPRGHOWKHIRUZDUGH[FKDQJH
rate risk premium in a Markov state-­switching framework (with R.
Bahr).
 $XVWUDOLDQ5HVHDUFK&RXQFLOWRH[DPLQHWKHUHODWLRQ
EHWZHHQ´VFDO´QDQFLQJGHFLVLRQVDQG´QDQFLDODVVHWSULFHV
 (XURSHDQ&RPPLVVLRQW]WRPRGHOWKHFRQYHUJHQFHRI
H[FKDQJHUDWHVLQWKH(XURSHDQ0RQHWDU\6\VWHPZLWK5%HZOH\
1987 Reserve Bank of Australia Economic and Financial Research Fund,
WRH[DPLQHWKHUROHRIQHZVLQGHWHUPLQLQJ$XVWUDOLDQ
´QDQFLDODVVHWSULFHVZLWK5%HZOH\

Other Research Grants

2006: Private donor, €250,000, to model international merger and
acquisition activity using quantitative techniques from the natural and
OLIHVFLHQFHVZLWK(ODLQH+XWVRQ%ULDQ/XFH\DQG0D[6WHYHQVRQ
2004: Private donor, €500,000, to research novel solutions to the
international indebtedness of developing countries.
1998: University of Technology Sydney, $235,294, to establish the
Quantitative Finance Research Centre (with Carl Chiarella, Tony Hall
and Eckhardt Platen). For further details, see http://www.business.
XWVHGXDXTIUFLQGH[KWPODQGKWWSLGHDVUHSHFRUJVXWVUSDSHU
html.

Management and Administration Experience

Management positions
From 1990 until 1997, I served as Head of the Department of Economics and
Finance at the University of Western Sydney. This entailed the budgetary,
personnel and strategic management of the department, which had a full-­time
staff of 20 academics and a number of part-­time and casual teaching staff.

From 1993 until 1996, I was Director of the Centre for Innovation and
International Trade at the University of Western Sydney. This was a cross-­
disciplinary and cross-­campus Research Centre with over 30 academics
devoted to enhancing Australia’s innovation and international trading
performance.

From 1997 until 1998, while employed as Professor of Finance and Economics
at the University of Technology, Sydney, I sat on Faculty Board and I was a
member of the University’s Academic Committee. In 1998 I served as Acting
Associate Dean of Research in the Faculty of Business.

34 www.colmkearney.ie
 From 2002 to 2004, I was Director of Research in the Business School at
7ULQLW\&ROOHJHDQGDPHPEHURIWKHH[HFXWLYHFRPPLWWHHRIWKH%XVLQHVV
School.

From 2004 to 2005, I served as Dean of the Faculty of Business, Economic

DQG6RFLDO6WXGLHVRQHRIVL[IDFXOWLHVLQ7ULQLW\&ROOHJHDWWKHWLPH

From 2005 to 2008, I served as Senior Lecturer at Trinity College Dublin.

Administrative positions
I have performed the full range of course and programme administrative tasks
at both undergraduate and postgraduate levels in a number of universities. I
have served on Departmental, Faculty and University committees including,
IRUH[DPSOHDFDGHPLFDSSRLQWPHQWVSURPRWLRQVSRVWJUDGXDWHDQGUHVHDUFK
FRPPLWWHHV,IUHTXHQWO\DFWDVDQH[WHUQDOPHPEHURIDSSRLQWPHQWVDQG
SURPRWLRQVFRPPLWWHHVDWRWKHULQVWLWXWLRQV,KDYHVHUYHGRQH[WHUQDOUHYLHZ
committees for third-­level institutions in Ireland, and have chaired on of these.

I have travelled in India and Indonesia recruiting students for courses at the
University of Western Sydney, and seeking joint ventures for offshore delivery
of business programmes by the University of Technology, Sydney.

www.colmkearney.ie 35
 Committee Work At Trinity College
This list details my committee involvement at Trinity College. It is not
inclusive of every committee or working group that I have served on, and the
dates are accurate to the best of my available information and records.

Committee chairmanship
%(66)DFXOW\%RDUGRI([DPLQHUV
CAPSL Advisory Committee, 2005-­2008
Deans Committee, 2005-­2008
Director of Research, Business School, 2002-­2004
Heads of Schools Committee, 2006-­2008
Library Committee, 2005-­2008
Quality Committee, 2005-­2008
TAP Steering Committee, 2005-­2008
Undergraduate Teaching and Learning Committee, 2005-­2008

Committee membership
Academic Appeals Committee, 2005-­2008
Audit Committee, 2005-­2008
%RDUGH[RI´FLRPHPEHU
Board sub-­committee for Higher Degrees, 2005
Central Scholarship Committee, 2006
8QLYHUVLW\&RXQFLOH[RI´FLRVHFUHWDU\
Deans Committee, 2004-­2005
Equality Committee, 2005-­2008
([HFXWLYH&RPPLWWHHRI%XVLQHVV6FKRRO
([HFXWLYH2I´FHUV
Finance Committee, 2005-­2008
Investment Committee, 2003-­2006
Investment Committee sub-­committee on capitation grants, 2010
Junior Promotions Committee, 2005-­2008
Partnership Committee, 2005-­2008
Personnel and Appointments Committee, 2005-­2008
Research Committee, 2005-­2008
SAS Steering Committee, 2005-­2007
Search Committee for Chairs, 2005-­2008
Senior Promotions Committee, 2005-­2008
Standing Committee of Fellows, 2005-­2008
Student Services Committee, 2005-­2008

College working group membership

Access Audit Working Group, 2005
Access Evaluation Group, 2005
ARAM Task Force, 2005-­2008
Dublin City Regional Alliance, 2007
E-­Strategy Taskforce, 2007
Heads of School Forum, 2005-­2008

36 www.colmkearney.ie
 Modularisation and Semesterisation Working Group, chair 2006-­2007
Resource Management Working Group, 2005-­2008
Restructuring Advisory Group, 2006-­2008
5HVWUXFWXULQJ,PSOHPHQWDWLRQ2YHUVLJKW*URXS
Revised Committee Structure Working Group, 2007
Strategic Change Management Team, 2007
Strategic Innovation Fund working group, 2006-­2008
Strategic Planning Taskforce, 2005-­2008
Support Services Taskforce, 2005-­2006
TRSA Restructuring Working Group, 2006
Unit cost advisory group, 2002-­2003
Working Group on Restructuring, 2007

External representation
&$2%RDUG
Irish Universities Quality Board, 2005-­2008
IUA Council, member 2005-­2008
IUA Quality Committee, 2005-­2008
IUA Registrars Group, member 2005-­2007, chair 2008
IUMC, 2006

Abbreviations:
&$2¨ &HQWUDO$SSOLFDWLRQV2I´FH
CAPSL–Centre for Academic Practice and Student Learning
IUA – Irish Universities Association
IUMC – Irish Universities Medical Council
SAS – Student Administration System
TAP – Trinity Access Programme
TRSA – Trinity Research Staff Association

External Funding Since Joining Trinity College

:RUNLQJWRDWWUDFWH[WHUQDOIXQGLQJDOPRVWLQYDULDEO\LQYROYHVFROODERUDWLRQ
and teamwork. Most of the funding initiatives presented below are testament
to this. They sum to over €PLOOLRQLQH[WHUQDOIXQGLQJ$OWKRXJKLQVWUXPHQWDO
LQHDFKRIWKHVHDQGOHDGHULQVRPHWKH\UHµHFWWKHYLVLRQDQGGHGLFDWLRQRIDOO
team members.

2010 Corporate donors, €10,000 to host the Academy of International

Business (UK and Ireland) annual conference with 250 delegates from
35 countries.
2009 Enterprise Ireland, €295,000 to research the impact of computational
OLQJXLVWLFDQDO\VLVRIVHQWLPHQWRQ´QDQFLDOPDUNHWVZLWK.$KPDG
This project has established the campus company Treocht Ltd to
H[DPLQHFRPPHUFLDOLVDWLRQSRVVLELOLWLHVRIWKHWHFKQRORJ\,WHPSOR\V
three researchers and funds two PhD students.

www.colmkearney.ie 37
 2008 Higher Education Authority (HEA), €3.2 million from the Strategic
Innovation Fund (SIF) to contribute to the costs of academic
restructuring (€2.2 million) and to develop graduate education in
core research strength (€1 million). I led this application from Trinity
&ROOHJHZLWKH[WHQVLYHVXSSRUWIURPWKH6HQLRU/HFWXUHU­V$UHDDQG
input from academics across College.
2006 Private donor, €250,000, to model international merger and
acquisition activity using quantitative techniques from the natural and
life sciences (with E. Hutson, B. Lucey and M. Stevenson).
2005 Various corporate donors, €100,000 to host the Global Finance
Conference that attracted over 400 delegates from more than 40
countries to Trinity College.
2005 Private donor, €500,000, to contribute towards the establishment
of two chairs in international development -­ one in international
business and development located in the Business School, and one
LQLQWHUQDWLRQDO´QDQFHDQGGHYHORSPHQWORFDWHGLQWKH(FRQRPLFV
Department within the School of Social Sciences and Philosophy.
2004 Private donor, €100,000, to research novel solutions to the
international indebtedness of developing countries, and to establish
two chairs in international development.
2004 Government of Ireland Programme for Research in Third Level
Institutions (PRTLI), €243,000, to build a team of researchers in
LQWHUQDWLRQDO´QDQFLDOLQWHJUDWLRQZLWKLQWKH,QVWLWXWHIRU,QWHUQDWLRQDO
Integration Studies (IIIS) in Trinity College (with B. Lucey).
2001 Irish Research Council for the Humanities and Social Sciences
(IRCHSS), €WRLQYHVWLJDWH´QDQFLDOYRODWLOLW\WUDQVPLVVLRQ
under the Government of Ireland Senior Research Fellowship scheme.

38 www.colmkearney.ie
Research And Research Activities

Editorial work
Editor, Research in International Business and Finance (2006-­2010), Elsevier.
European editor, International Review of Financial Analysis (1995-­1998),
Elsevier.
Joint editor, Economic Papers (1996-­1998).
Editorial Board, Global Finance Journal (since 2006)
Editorial Board, The Financial Review (2004-­2009).
Editorial Board, Research in International Business and Finance (2004-­2006).

Professional society memberships

Academy of International Business, Academy of Management, American
Finance Association, European Financial Management Association, European
,QWHUQDWLRQDO%XVLQHVV$VVRFLDWLRQ,DPDQ([HFXWLYH%RDUGPHPEHURIWKH8.
and Ireland chapter of the Academy of International Business (AIB-­UKI).

Refereeing work
Accountability and Performance, Economica, Economic and Social
Review, Economic Journal, Economic Record, Empirical Economics, Global
Finance Journal, International Business Review, International Review of
Economics and Finance, International Review of Financial Analysis, Journal of
International Money and Finance, Journal of Applied Econometrics, Journal of
0DFURHFRQRPLFV-RXUQDORIWKH$VLD3DFL´F(FRQRP\-RXUQDORI0RQHWDU\
Economics, Journal of Money Credit and Banking, Journal of Financial
Research, Journal of Macroeconomics, Regional Science, The Financial Review,
Transnational Corporations.

Conference organisation
In addition to serving as programme committee member for many
international conferences and organising research colloquia in a number
of countries, I have co-­organised or chaired the following international
FRQIHUHQFHV*OREDO)LQDQFH&RQIHUHQFHDSSUR[GHOHJDWHVIURP
RYHUFRXQWULHV&KDLUWKH,1),1,7,FRQIHUHQFHVDSSUR[
delegates annually from 35 countries;; committee member), the Academy of
,QWHUQDWLRQDO%XVLQHVV8. ,UHODQGFRQIHUHQFHDSSUR[GHOHJDWHV
from 35 countries;; Chair).

Research panel membership

I was a member of the Social Science Research Panel for the United Arab
Emirates in 2009.

www.colmkearney.ie 39
 Publications

Books
Gurdgiev, C., S. Jackson and C. Kearney (eds) (2008) Perspectives on
International Debt, Liffey Press, Dublin, 197 pages, ISBN 978-­1-­905785-­24-­7.

Batten, J.A. and C. Kearney (eds) (2006) Emerging European Financial

Markets: Independence and Integration Post-­Enlargement, International Finance
Review Volume 6, Elsevier, 524 pages, ISBN 0762312645.

Dornbusch, R., S. Fischer and C. Kearney (1995) Macroeconomics, McGraw Hill,

Sydney. Reprinted 1996, 339 pages, ISBN 0074700350.

Kearney, C. and R. MacDonald (eds) (1991) Developments in Australian

Monetary Economics, Longman Cheshire Press, Melbourne. 251 pages, ISBN
0582712637.

Journal articles
Aggarwal, R., J. Berrill, E. Hutson and C. Kearney (2011) What is a multinational
FRUSRUDWLRQ"&ODVVLI\LQJWKHGHJUHHRI´UPOHYHOPXOWLQDWLRQDOLW\International
Business Review (forthcoming).

%HUULO-DQG&.HDUQH\,QWHUQDWLRQDOGLYHUVL´FDWLRQDQGWKHKRPHELDV

SX]]OHJournal of Economics and Business, 62(4), 235-­256.

Hutson, E., C. Kearney and M. Lynch (2008) Volume and skewness in

international equity markets, Journal of Banking and Finance, 32(7), 1255-­1268.

Kearney, C. and V. Poti (2007) Have European stocks become more volatile?
An empirical investigation of idiosyncratic and market risk in the Euro area,
European Financial Management 14 (3), 419-­444.

Kearney, C. and C. Muckley (2007) Is North and Southeast Asia becoming a

Yen block? International Journal of Finance and Economics 12(3), 337-­351.

Kearney, C. and C. Muckley (2007) Reassessing the evidence of an emerging

Yenblock in Southeast Asia, International Review of Economics and Finance 16,
255-­271.

Kearney, C. and C. Muckley (2007) Can the traditional Asian US dollar peg
H[FKDQJHUDWHUHJLPHEHH[WHQGHGWRLQFOXGHWKH-DSDQHVH\HQ"International
Review of Financial Analysis, 16, 1-­16.

Kearney, C. and M. Lynch (2007) Are international equity markets really

asymmetric? Applied Financial Economics 17(5), 399-­411.

40 www.colmkearney.ie
 Barry, F. and C. Kearney (2006) MNEs and industrial structure in host
countries: A portfolio analysis of Irish manufacturing, Journal of International
Business Studies 37(3), 392-­406.

Kearney, C. and V. Poti (2006) Correlation dynamics in European equity

markets, Research in International Business and Finance 20(3), 305-­321.

Brady, M. and C. Kearney (eds) (2005) Proceedings of the 2004 IAM

Conference, Irish Journal of Management, Special Issue, 26(1).

Hutson, E. and C. Kearney (2005) Merger arbitrage and the interaction

between target and bidder stocks during takeover bids, Research in
International Business and Finance 19, 1-­26.

Kearney, C. and B. Lucey (eds) (2004) International equity market integration,

Special Issue, International Review of Financial Analysis 13(5).

Kearney, C. and B. Lucey (2004) Equity market integration – an overview,

International Review of Financial Analysis 13(5), 571-­583.

Barry, F., A. Hannan, E. Hutson and C. Kearney (2003) Competitiveness

implications for Ireland of EU enlargement, Journal of the Statistical and Social
Inquiry Society of Ireland 32, 70-­97.

Hutson, E. and C. Kearney (2001) Volatility in stocks subject to takeover bids:

Australian evidence using daily data, Journal of Empirical Finance 8, 273-­296.

.HDUQH\&DQG$3DWWRQ0XOWLYDULDWH*$5&+PRGHOOLQJRIH[FKDQJH

rate volatility transmission in the EMS, The Financial Review 41, 29-­48.

Kearney, C. (2000), The determination and international transmission of stock

market volatility, Global Finance Journal 11, 1-­22.

+XWVRQ(DQG&.HDUQH\7KH$VLDQ)´QDQFLDOFULVLVDQGWKH,0)$

survey, -RXUQDORIWKH$VLD3DFL´F(FRQRP\ 4, 393-­412.

.HDUQH\&7KH$VLDQ´QDQFLDOFULVLVQuarterly Economic Commentary,

Economic and Social Research Institute, Dublin, February 29-­56.

.HDUQH\&7KHGDQJHUVRIGHµDWLRQThe Sydney Papers, 11(3), 104-­111.

Kearney, C. (1998) The causes of volatility in a small internationally integrated

stock market: Ireland July 1975 -­ June 1994, The Journal of Financial Research
21, 85-­104.

Kearney, C. and K. Daly (1998) The causes of stock market volatility in

Australia, Applied Financial Economics 8, 597-­605.

www.colmkearney.ie 41
 'DO\.DQG&.HDUQH\)LVFDO´QDQFLQJGHFLVLRQVDQGWKHH[FKDQJH
rate, Journal of Economic Studies 24(4), 309-­327.

%DWWHQ-DQG&.HDUQH\/HJLVODWLQJ´QDQFLDOUHIRUPWKH$XVWUDOLDQ

H[SHULHQFHAustralian Journal of Corporate Law 8, 300-­320.

Kearney, C. and I. Saleh (1998) Project evaluation by Australian government

agencies and business enterprises, Journal of Accounting, Accountability and
Performance 4(1), 101-­117.

Kearney, C. and K. Daly (1997) Monetary volatility and the volatility of money
output: an empirical model of the transmission mechanism;; Australia, January
1973 -­ July 1994, International Review of Financial Analysis 6(2), 77-­95.

Chowdhury, K., C. Kearney and S. Paul (1997) The relationship between

LQµDWLRQDQGHFRQRPLFJURZWK$PXOWLFRXQWU\HPSLULFDODQDO\VLVApplied
Economics 29, 1387-­1401.

Kearney, C. and M. Sadeghi (1997) The short term price performance of initial
public offerings of common stock: Australia 1991-­1994, International Journal of
Business Studies (5), 1-­10.

&O\PDQ'DQG&.HDUQH\9ROXPHDQGOLTXLGLW\LQ´QDQFLDOIXWXUHV

PDUNHWV7KH´QH[H[SHULHQFHLQ'XEOLQ­V,)6&Irish Banking Review, Winter,
41-­55.

.HDUQH\&7KH:DOOLV,QTXLU\DQGWKH$XVWUDOLDQ´QDQFLDOGHUHJXODWRU\

H[SHULHQFHEconomic and Labour Relations Review 8, 308-­317.

.HDUQH\&,QWHUQDWLRQDO´QDQFLDOLQWHJUDWLRQ'H´QLWLRQPHDVXUHPHQW

and policy implications, -RXUQDORIWKH$VLD3DFL´F(FRQRP\ 1, 347-­364.

.HDUQH\&:DJHEDUJDLQLQJDQGWKHHI´FLHQF\GLYLGHQGLQSXEOLF

enterprises, Economic and Labour Relations Review 7, 213-­223.

Kearney, C. (1996) Volatility and seasonality in the Irish stock market, Irish
Banking Review, June, 27-­44.

Favotto, I, P. Kriesler, C. Kearney and T. Stegman (1994) Network pricing

YHUVXVORFDWLRQVSHFL´FSULFLQJRIDHURQDXWLFDOVHUYLFHVLQWKH$XVWUDOLDQ
aviation industry, Economic Papers 13, 38-­52.

F. Favotto and C. Kearney (1994) Regulating natural monopoly: Are price caps
an alternative to rate of return targets?, Economic and Labour Relations Review
5, 1-­20.

.HDUQH\&.'DO\DQG)(YDQJLOLVWDV([SRUWLQJPDQXIDFWXUHVIURP

Western Sydney, Economic Papers 12, 3-­20.

42 www.colmkearney.ie
 .HDUQH\&DQG00RQDGMHPL7KHLQWHUHVWUDWHQHXWUDOLW\RI´VFDO
GH´FLWV7HVWLQJIRU5LFDUGLDQHTXLYDOHQFHDQGFDSLWDOLQµRZJournal of
International Money and Finance 10, 541-­551.
.HDUQH\&DQG50DF'RQDOG(I´FLHQF\QHZVDQGULVNLQWKHIRUZDUG
IRUHLJQH[FKDQJHPDUNHWZHHNO\WHVWVRIWKH$XVWUDOLDQ86GROODUH[FKDQJH
rate, January 1984 -­ March 1987, Economic Record 67, 237-­243.

Kearney, C. and M. Monadjemi (1990) Fiscal policy and current account

SHUIRUPDQFHLQWHUQDWLRQDOHYLGHQFHRQWKHWZLQGH´FLWVJournal of
Macroeconomics 12, 197-­219.

Kearney, C. and R. MacDonald (1990) Consumption, cointegration and rational

H[SHFWDWLRQVVRPH$XVWUDOLDQHYLGHQFHAustralian Economic Papers, June, 40-­
52.

.HDUQH\&DQG50DF'RQDOG5DWLRQDOH[SHFWDWLRQVDQGWKHPRQHWDU\

DSSURDFKWRH[FKDQJHUDWHGHWHUPLQDWLRQDPRQWKO\PRGHORIWKH$XVWUDOLDQ
86GROODUH[FKDQJHUDWHAustralian Economic Papers, June, 1-­20.

Kearney, C. and M. Monadjemi (1990) Deregulation and monetary policy,

Economic and Labour Relations Review 1, 18-­33.

.HDUQH\&DQG50DF'RQDOG7KHHI´FLHQF\RIWKHPDUNHWIRUEDQN

accepted bills, Economic Record 65, 225-­233.

Kearney, C. and Y. Tong (1989) Chinese foreign trade: A descriptive and

econometric analysis, Economic Papers 8, 58-­66.

Bewley, R. and C. Kearney (1989) A systems approach to modelling the EMS

H[FKDQJHUDWHPHFKDQLVPEconomic and Social Review (special issue on the
European Monetary System) 20, 111-­120.

Kearney, C. and R. MacDonald (1988) Asset markets, the current account

DQGH[FKDQJHUDWHGHWHUPLQDWLRQ$QHPSLULFDODQDO\VLVRIWKHVWHUOLQJGROODU
H[FKDQJHUDWHAustralian Economic Papers, December, 213-­232.

.HDUQH\&([FKDQJHUDWHG\QDPLFVDQGWKHWHUPVWUXFWXUHRILQWHUHVW

rates, Economic and Social Review 19, 48-­62.

.HDUQH\&DQG50DF'RQDOG7KHVSHFL´FDWLRQRI*UDQJHUFDXVDOLW\

tests using the cointegration methodology, Economics Letters 25, 149-­153.

Kearney, C. (1987) Fiscal policy and the balance of payments: A review,

Journal of Australian Political Economy 22, 27-­38.

Kearney, C. and L. Fallick (1987) Macroeconomic policy and the balance of

payments in Australia, Economic Analysis and Policy 17, 131-­148.

Kearney, C. and R. MacDonald (1986) Intervention and sterilisation under

www.colmkearney.ie 43
 µRDWLQJH[FKDQJHUDWHV7KH8.European Economic Review 30, 345-­
364.
Kearney, C. and R. MacDonald (1986) A structural portfolio balance model of
WKHVWHUOLQJGROODUH[FKDQJHUDWHWeltwirtschaftliches Archiv 122, 478-­496.

Kearney, C. and R. MacDonald (1985) Public sector borrowing, the money

supply and interest rates, Oxford Bulletin of Economics and Statistics 47, 249-­
273.

.HDUQH\&DQG50DF'RQDOG$VVHWPDUNHWVDQGWKHH[FKDQJHUDWH

a structural model of the sterling-­dollar rate 1972-­1982, Journal of Economic
Studies 12, 3-­10.

Kearney, C. (1985) The demand for money and the term structure of interest
rates: Ireland 1971-­81, Economic and Social Review 16, 157-­166.

.HDUQH\&DQG'7/OHZHOO\Q7KH%ULWLVKPRQHWDULVWH[SHULPHQW$

preliminary assessment, Economics 20, 15-­22.

.HDUQH\&0RQH\DQGPRQHWDULVP7KH%ULWLVKH[SHULHQFHIrish

Banking Review, December, 27-­35.

Book chapters
Berrill, J. and C. Kearney (2010). Investing in emerging and developing
markets, in H. Kent Baker and Leigh A. Riddick (editors), Survey of International
Finance2[IRUG8QLYHUVLW\3UHVVIRUWKFRPLQJ

Carroll, R. and C. Kearney (2009) GARCH modelling of equity market

volatility, in G. Gregariou (ed), Stock Market Volatility, Chapman Hall/Taylor
and Francis, London.

Batten, J.A. and C. Kearney (2006) Interdependence and integration in

Emerging European equity markets, Chapter 1 in Batten, J.A. and C. Kearney
(eds) Emerging European Financial Markets: Independence and Integration
Post-­Enlargement, International Finance Review, Volume 6, 1-­10, Elsevier.

Kearney, C. and C. Muckley (2005) The role of the Japanese Yen in Asian
H[FKDQJHUDWHGHWHUPLQDWLRQLQ7$)HWKHUVWRQDQG-$%DWWHQHGVAsia
3DFL´F)LQDQFLDO0DUNHWVLQ&RPSDUDWLYH3HUVSHFWLYH Issues and Implications
for the 21st Century, Contemporary Studies in Economics and Financial Analysis,
Volume 86, 29-­51, Elsevier.

+XWVRQ(DQG&.HDUQH\7KH,0)DQGWKHQHZLQWHUQDWLRQDO´QDQFLDO

architecture, in A. Chowdhury (ed), Beyond the East Asian Crisis, Edward Elgar.

44 www.colmkearney.ie
 +XWVRQ(DQG&.HDUQH\7KH$VLDQ´QDQFLDOFULVLVDQGWKHEDODQFHRI
payments, in P. Kriesler (ed), The Australian Economy, Allen and Unwin.
Batten, J. and C. Kearney (1999) A brave new world? Financial deregulation
in Australia, Chaper 8 in M. Carmen and I. Rogers (eds), Out of the Rut: Making
Labor a Genuine Alternative, Allen and Unwin, 209-­236.

.HDUQH\&,QWHUQDWLRQDO´QDQFHDQGH[FKDQJHUDWHSROLF\&KDSWHU

in P. Kriesler (ed), The Australian Economy, Allen and Unwin, 75-­95.

.HDUQH\&9RODWLOLW\DQGULVNLQLQWHJUDWHG´QDQFLDOV\VWHPV

'H´QLWLRQPHDVXUHPHQWDQGSROLF\LPSOLFDWLRQV&KDSWHULQ)%UXQL')DLU
DQG52%ULHQHGVRisk Management in Volatile Financial Markets, Kluwer
Academic Press.

.HDUQH\&7KHEDODQFHRISD\PHQWVDQG$XVWUDOLD­VH[WHUQDO

constraint, Chapter 5 in P. Kriesler (ed), The Australian Economy, Allen and
Unwin.

Kearney, C, K. Chowdhury and L. Fallick. (1994) Public infrastructure and

private investment in Australia, Chapter 8 in M. Johnson, P. Kriesler and T.
2ZHQHGVCurrent Issues in Australian Economics, Allen and Unwin.

.HDUQH\&$XVWUDOLD­VH[WHUQDOFRQVWUDLQW&KDSWHULQ*0DKRQ\HG

The Australian Economy under Labor, Allen and Unwin.

.HDUQH\&3DULW\FRQGLWLRQVDQGDVVHWPDUNHWPRGHOVRIH[FKDQJH

rate determination, Chapter 4 in J. Batten (ed), Finance Theory and Policy,
Butterworth Press.

Kearney, C, and K. Daly (1993) Water in Australia: Capital structure and

´QDQFLQJVWUDWHJLHV&KDSWHULQ0-RKQVRQDQG65L[HGVWater in
Australia, Pluto Press.

.HDUQH\&DQG50DF'RQDOG7KHHI´FLHQF\RIWKH$XVWUDOLDQIRUHLJQ

H[FKDQJHPDUNHW$´YHFXUUHQF\WHVWXVLQJGDLO\GDWDLQ&.HDUQH\DQG5
MacDonald (eds), Developments in Australian Monetary Economics, Longman
Cheshire Press.

Kearney, C. and R. MacDonald (1991) The success and failure of Australian

´QDQFLDOIXWXUHVPDUNHWVLQ&.HDUQH\DQG50DF'RQDOGHGVDevelopments
in Australian Monetary Economics, Longman Cheshire Press.

Kearney, C. (1991) Financing electricity infrastructure, Chapter 4 in M. Johnson

DQG65L[HGVPowering the Future, Pluto Press.

.HDUQH\&6WDELOLVDWLRQSROLF\ZLWKµH[LEOHH[FKDQJHUDWHV&KDSWHU

in D. T. Llewellyn and C.R. Milner (eds), Current Issues in International Monetary
Economics, Macmillan Press.

www.colmkearney.ie 45
 Kearney, C. (1985) Money and monetary control, Chapter 3 in B. Atkinson
(ed), Developments in Economics, Causeway Press.

Other publications
Kearney, C. (ed.) (1999), Budget Perspectives, Economic and Social Research
Institute, Dublin. 82 pages. ISBN 0707001838.

Kearney, C. (1991) Performance Measurement in the Australian Public Service.

In J. Niland, W. Brown and B. Hughes (eds), Breaking New Ground: Enterprise
Bargaining and Agency Agreements for the Australian Public Service, Australian
Government Publishing Service, Canberra.

Kearney, C. (1991) International Capital Flows and Macroeconomic Equilibrium

ZLWK)OH[LEOH([FKDQJH5DWHVLQ(FRQRPLF3ODQQLQJ$GYLVRU\&RXQFLOHG
International Capital Flows, Australian Government Publishing Service,
Canberra.

.HDUQH\&$XVWUDOLDV(FRQRPLF3UREOHP7RR)HZ([SRUWVFederal

Parliamentary Inquiry into Australias Trading Situation, Submissions and
Incorporated Documents, Vol 8, Australian Government Publishing Service,
Canberra.

Evatt Research Centre (1988) The Capital Funding of Public Enterprise in

Australia, (joint authored), Evatt Foundation, Sydney.

.HDUQH\&7KH%ULWLVK$QWL,QµDWLRQ6WUDWHJ\,PSOHPHQWLQJ

Monetarism or Turning to Radcliffe?, Societe Universitaire Europenne de
Recherches Financieres, SUERF Series 44A.

46 www.colmkearney.ie