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Trinity College Dublin Strategic Plan 2009—2014 MID-TERM REVIEW
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Contents
Foreword 3
Introduction 5
Mission 6
Objectives and Update 8
01 — Trinity’s Strategy for the Future 11
02 — Education 21
03 — Knowledge Generation and Transfer 35
04 — Student Experience 47
05 — Engagement with Society 53
06 — Enabling the Strategy 61
Conclusion and Look to the Future 73
© 2012 Trinity College Dublin
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Back row, left to right:
Ms Darina Kneafsey Chief Operating Officer
Prof Vinny Cahill Dean of Research
Dr Gerard Lacey Bursar and Director of Strategic Innovation
Mr John Coman Secretary to the College
Mr Tony McMahon Director of Human Resources
Prof James Wickham Dean of Arts, Humanities and Social Sciences
Mr Ian Mathews Chief Financial Officer
Front row, left to right:
Prof Linda Hogan Vice-Provost/Chief Academic Officer
Dr Patrick Prendergast Provost and President
Prof Jane Ohlmeyer Vice-President for Global Relations
Prof Clive Williams Dean of Engineering, Maths and Science
Prof Mary McCarron Dean of Health Sciences
Prof Paul Browne Interim Head of School of Medicine
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Foreword
This mid-term review of the strategic plan shows that many of the
objectives set in 2009 are being achieved, while some others are proving
challenging given the changed economic climate since the plan was ap-
proved. Despite the severe financial situation in the country, the mid-term
review takes an optimistic tone. If you read this document I am sure you
will be impressed with what Trinity is achieving. We have a vision for
Trinity College Dublin as a university of global consequence, contributing
effectively to how Ireland makes its mark in the world.
To achieve this vision, Trinity must continue In this regard we are ever cognisant of
to excel in its core mission of delivering high the value of institutional autonomy and
quality research-based education. From now academic freedom in creating the educational
to the end of the strategic plan, this requires environment that makes this possible, but
that we both increase income and eliminate we also recognise how this must be balanced
unnecessary costs by implementing the with accountability for the stewardship of
following four programmes: the eStrategy our resources and reputation. I thank all my
projects to enable new ways of working colleagues who have performed this mid-
using IT; the Global Relations Strategy; the term review and set the course to achieve
Communications Strategy; and the START this strategy by end 2014. In particular
Programme for Renewal of Administrative and I wish to thank the Vice-Provost/Chief
Support Services. Academic Officer Professor Linda Hogan for
championing this mid-term review together
The purposes of a Trinity education are two- with the staff in her office.
fold: to give our students the opportunity for
a rewarding career and to give them the skills Patrick Prendergast Provost and President
to participate as active citizens in whatever
country they will live.
3 — Foreword
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014 4 — Introduction
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Introduction
This Mid-Term Review of the College’s Strategic Plan 2009-14 takes
place against the backdrop of a vastly changed external environment
than that which pertained when the plan was originally conceived.
The uncertainty surrounding the national economy, the decrease in state
funding and the constraints of the Employment Control Framework (ECF)
have required both strategic and pragmatic responses so as to safeguard
the College’s core mission of delivering high-quality, internationally-
competitive education and research. These responses, detailed throughout
this Mid-Term Review, combine a programme of income generation,
strategic investment and cost-reduction.
Such responses have been developed while Notwithstanding the challenges arising from
higher education provision in Ireland contin- financial instability and sectoral review, Trin-
ues to be reviewed and reformed under the ity is determined to strengthen its reputation
umbrella of the National Strategy for Higher as a university of global consequence. Indeed,
Education to 2030. In this context the College as the Mid-Term Review confirms, Trinity has
has made several submissions to high-level continued to excel in education and research,
consultation documents issued by the HEA, and in providing students with a dynamic
including on the future landscape of higher learning environment. Moreover under the
education 1 and on a new funding model for direction of Provost Prendergast major new
higher education institutions. The College strategies have been implemented to enable
is awaiting a response to its submissions. In Trinity to overcome the challenges posed by
addition, the national provision of third-level the environment.
education in key areas including initial teach-
1 Trinity’s response Towards a Future Higher Education Land-
er education, nursing and midwifery, and the scape: July 2012 is available on http://www.tcd.ie/provost/
creative arts is also under review, the implica- assets/pdf/news/Landscape_Response_toBoard.pdf
tions of which will only become clear over the
next number of years.
5 — Introduction
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Mission
As we reach the mid-point of the Strategic Plan 2009-14, it is important
to reiterate our Values, Mission and Vision as stated in 2009. The external
changes since these were articulated only serve to reinforce the signifi-
cance of their original intent.
It is important to recall that at Trinity
we value:
—— the university as an interactive, multidisci- —— our use of the most effective instruments to
plinary community with a passion for ideas apply our values, including:
and a love of learning,
•• autonomy in the management of
—— opportunities to achieve excellence in a resources, matched by clear and
challenging, yet nurturing environment, transparent accountability to society, and
—— the inclusivity of our community, which •• academic freedom to pursue all avenues
offers equality of access and opportunity of enquiry and to disseminate the results
to all, seeking out and recognizing talent of research and scholarship.
wherever it exists,
Through the implementation of new strate-
—— international recognition for our research gies, we are moving towards realising Trinity’s
and the building of academic strengths vision, as originally articulated, to further
through teamwork and collegiality, strengthen its reputation as a university of
—— the interdependence of teaching and re- global consequence. We are also proud to re-
search, and the diversity of our research state our Mission to which we are determined
and teaching methods, to remain true, namely that:
—— creativity and innovation, including the
development of an entrepreneurial spirit ‘Through our research and teaching,
among staff and students, to deliver the we engage students and society in the
widest benefit to society, quest for knowledge, seeking to achieve
excellence in all we do, and responding
—— national and international collaborations
with creativity and imagination to the
forged by students, staff, alumni
challenges and opportunities of a
and friends,
shared future.’
—— the engagement of staff and students in STRATEGIC PLAN 2009-14: MISSION
public discourse,
—— our role as a creative hub for Ireland in the
heart of Dublin city,
6 — Mission
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014 7 — Mission
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Strategic Plan 2009-14: Objectives & Update
1. Promote education, research, and in- 4. Transform graduate education to facili-
novation as mutually reinforcing parts of tate more creative, innovative and en-
an integrated community of scholars trepreneurial postgraduates, and launch
—— Advanced under new Provostship the TCD-UCD Innovation Academy
through a focus on research-led curricu- —— Graduate education strategy incorpo-
lum and new innovation strategy 2. rating innovation and entrepreneur-
ship being rolled out across College.
—— Progressed through TCD-UCD
Innovation Alliance. —— TCD-UCD Innovation Academy established with
joint Graduate Certificate in Innovation and
—— Ongoing through Creative Arts,
Entrepreneurship available to PhD students.
Technologies and Culture Initiative.
5. Continue the consolidation and growth of
2. Increase student numbers by 15% to
Trinity’s identified strengths in research
18,000 in strategic areas, while main-
and scholarship, and differentiate the major
taining the student:staff ratio through
programmes of scale and their convergence
a specially funded new blood scheme
towards the delivery of a sustainable society
—— On target to meet 15% increase in
—— Established and emerging research themes
student numbers by 2014/15.
being underpinned by enhanced research
—— Staff:Student ratio of 17:1 in 2010/11. infrastructure, led by Dean of Research.
—— 40 new-blood posts created through
Ussher initiative since 2009. 6. Introduce special initiatives to enhance the
overall student experience, and particularly
3. Reinvigorate undergraduate education the experience of international students and
through the newly launched undergra- students from non-traditional backgrounds
duate curriculum encompassing core and —— New initiatives in train led by Dean of Students
elective parts, maximising engagement and Vice-President for Global Relations.
of senior academic staff in research-led
—— Academic Registry opening May 2013.
teaching, broadening access to 22% of
admissions, achieving a 90% comple-
7. Implement an Open Innovation approach
tion rate, and introducing a College-wide
to intellectual property to stimulate
on-line teaching evaluation system
knowledge transfer and enterprise de-
—— Major new college-wide initiatives underway velopment, increase the rate of new
in the areas of admissions, curriculum campus company formation, and engage
renewal, modularisation and harmonisation more effectively with enterprise
of regulations.
—— Open Innovation Policy implemented 2009 /10.
—— On track to meet broadening access
—— Full review of IP policy underway in light
and completion targets.
of new IP framework for universities.
—— New focus on the 3-stage student
journey of transition / orientation, reten- 8. Develop flagship collaborations across
tion and preparation for employment. education, research and innovation to
achieve international scale and impact:
—— Major new collaborations with Dublin
Institute of Technology; Royal Irish
Academy of Music; Church of Ireland
8 — Strategic Plan 2009-14: Objectives & Update
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Obstacles:
Theological Institute; Economic and Social Decrease in state funding, risking reduced invest-
Research Institute; Carlow College. ment in educational provision, student services
and capital projects.
—— The Lir — National Academy of Dramatic
Art serves as cultural hub in the city.
Government-imposed restrictions on recruitment
—— Establishment of Trinity Health Ireland July 2011. and promotions through Employment Control
—— TCD-UCD Innovation Alliance launched in Framework.
November 2010 and expanded to incorporate
Queen’s University Belfast (QUB) in 2012. Uncertainty regarding the outcome of
HEA-led reviews under the Government’s
9. Deliver major capital development pro- National Strategy for Higher Education to 2030.
grammes to underpin objectives for interna-
tionally competitive research and education: Reduction in national research
funding sources.
—— Major capital projects facilitating multi-
disciplinary research have been completed
with the Trinity Long Room Hub, 2010 and the
Trinity Biomedical Sciences Institute, 2011.
Trinity’s Reponses:
—— New strategy underpinning the deliv-
ery of E3 — The Engineering, Energy and New strategies developed to safeguard and
Environment Institute’ developed by Schools enhance our position as Ireland’s university on
of Engineering and Natural Sciences. the world stage (e.g. Rankings, Global Relations,
—— New Business School under develop- Communications).
ment, underpinned by an Innovation
and Entrepreneurship strategy. Measures in place to increase College-generated
income to the university through internation-
—— Student Centre will not go ahead as envisaged alisation, commercialisation, philanthropy and
in Strategic Plan 2009-14 because funding research funding diversification.
model rejected by student plebiscite. However,
Academic Registry to open in May 2013. Increased efficiency and cost reductions will
—— Central Services Building to be developed. result from implementation of eStrategy and
START.
10. Streamline the College’s management
processes through the implementa- Initiatives in train for renewal and innovation
tion of new information systems in education.
—— eStrategy Programme commits €23m of invest-
ment in Student Administration, Finance, HR
Systems and Enterprise Architecture between
2011-2014. Implementation underway in GeneSIS,
(student administration), CoreHR budgeting
tool and Financial Information System (FIS).
2 See e.g. Provost’s Inaugural Address September 2011
http://www.tcd.ie/provost/addresses/2011-09-19-
inaugural-speech.php
9 — Strategic Plan 2009-14: Objectives & Update10 — Trinity’s Strategy for the Future
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
01
Trinity’s Strategy for
the Future
Trinity College Dublin is recognized internationally as Ireland’s premier
university. It is a multidisciplinary academic community where a passion
for learning and discovery drives the academic mission, and where excel-
lence is recognized and rewarded.
STRATEGIC PLAN 2009-14: TRINITY’S STRATEGY FOR THE FUTURE
Trinity’s ambition is to be recognised every- its interdisciplinary environment. It is intend-
where as a university of global consequence. ed that the new Global Relations Strategy will
Trinity continues to hold a distinctive posi- also enhance Trinity’s distinctive interna-
tion among Irish universities, and has an tional outlook, by recruiting high-calibre
already established record as a university international students from around the world,
with an international reputation for excel- establishing bilateral relationships with the
lence in teaching, research and innovation. highest-ranked universities, and engaging
We are recognised internationally as Ireland’s more effectively with the Trinity alumni dias-
leading university in all relevant rankings. pora. The distinctiveness of our regional focus
Trinity has top 50 rankings in four subjects is established by our engagements throughout
and top 100 rankings in a further 14 areas in the island, while also being embedded in the
the recently published QS Subject Rankings heart of Ireland’s capital as the University of
2012 3. In the area of teaching and learning, Dublin, serving the local community through
Trinity’s distinctiveness is shown through access initiatives and the city through civic
its research-led curriculum, through which engagement. Our strategy is to maintain and
it educates Ireland’s brightest minds to be enhance this position and to use it for the ben-
socially-engaged citizens, being receptive to efit of our students and the country as a whole.
new ideas and applying knowledge to new We will do so by building on our strengths and
contexts. Trinity’s distinctiveness in research by overcoming the obstacles presented by the
and innovation is also a key driver of its high current environment.
international standing. Excellence in research
3 http://www.topuniversities.com/university-rankings/world-
and innovation is underwritten by the quality university-rankings/2012/subject-rankings
of its staff, its infrastructural resources, and
11 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
The financial and operational constraints the staff:student ratio would show a marked
placed on the Irish university sector during increase, from 18:1 in 2007 / 08 to 22:1 in
the difficult budgets of recent years have the 2010 / 11, reflecting the decline in the level of
potential to stultify the achievement of our state funding [SEE FIGURE 1] . However, Trinity has
goals. For instance, exchequer funding for mitigated the effect of this decline significant-
the universities has decreased since 2007, ly by the application of new streams of non-
notwithstanding the very significant increase exchequer income to employ additional aca-
in student numbers. The decline in funding, demic staff, for example the forty new Ussher
combined with the constraints imposed by the Lecturers and new philanthropically-funded
Employment Control Framework, has added Professors. Even with this additional income,
to the workloads of staff, and has begun to Trinity’s institutional staff:student ratio of
impact on our staff:student ratio and on our 17:1 in 2010 / 11 (which is based on staff funded
ability to recruit and retain high-quality aca- from the exchequer plus other College-gener-
demic staff. If unaddressed, these constraints ated income) is already high when compared
will pose a threat to the quality of the educa- to its international peers [SEE FIGURE 2].
tional provision and to the student experience,
which in turn will impact on our reputation, A central focus of our strategy therefore has
reflected in the university rankings. been to ensure that we are funded at the level
required for international competitiveness
Trinity’s staff:student ratio has risen from 16:1 by generating new streams of income. Such
in 2007 / 08 to 17:1 in 2010 / 11. However if only additional income will allow Trinity to protect
state-funded staff were taken into account, its core mission of education and research and
Staff funded from Exchequer + Other College-Generated Income
STAFF/STUDENT RATIOS
Exchequer-funded Staff
25
20
15
10
05
0
2007-08 2008-09 2009-10 2010-11
FIGURE 1 — STAFF:STUDENT RATIOS: EXCHEQUER-FUNDED STAFF VS STAFF FUNDED FROM EXCHEQUER + OTHER
COLLEGE-GENERATED INCOME
12 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
TCD
STAFF/STUDENT RATIOS EDINBURGH
INTERNATIONAL COMPARATORS KING’S COLLEGE LONDON
20
15
10
05
0
2007-08 2008-09 2009-10 2010-11
FIGURE 2 — STAFF:STUDENT RATIOS: INTERNATIONAL COMPARATORS
STATE VS OTHER COLLEGE-GENERATED INCOME COLLEGE-GENERATED
STATE FUNDING
100
90
80 35% 38% 36% 43% 43%
70
60
50
40 65% 62% 64% 57% 57%
30
20
10
0
2007 2008 2009 2010 2011
FIGURE 3 — STATE VS OTHER COLLEGE-GENERATED INCOME 2007-2011
13 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
will supplement the declining funding the Col- The diversification of sources from which Col-
lege receives for government-funded students. lege receives research funding is also a prior-
Progress has already been made in increasing ity, particularly given its reliance on national
the level of income derived from non-exche- research funding which increased significant-
quer sources (from 35% of total income in 2007 ly in 2002. The strategy to diversify focuses on
to 43% in 2011) [SEE FIGURE 3] . maximising the College’s capacity to attract
research funding from three main non-exche-
This growth has counteracted the impact quer sources: the European Commission’s
of the decrease in exchequer funding (from (EC’s) Framework Programme (FP7 / Horizon
65% in 2007 to 57% in 2011). However, a 2020), from US research and other foundations
step-change in the proportion of our recur- and funding from industry.
rent funding that comes from non-exchequer
sources is still to be obtained. This will be While such strategies are invaluable in
achieved through the implementation of a enabling the College to achieve its core mis-
number of ambitious strategies related to sion, it is also imperative that the funding
internationalisation, philanthropy and com- model used by the HEA to allocate resources
mercialisation. for government-funded students be substan-
tially reformed. This model is currently under
The internationalisation agenda is being review by the HEA and the College is cur-
pursued through the implementation of the rently formulating its response. The response
Global Relations Strategy, adopted by Board in highlights the serious and growing divergence
December 2011 4. In 2012 the College invested between the escalating enrolments, the rising
€3m in the Global Relations Strategy and it per-student costs and the steady decline in
will deliver €11m in additional income over government funding through recurrent grants
4 years. The educational and reputational and capital investment. The College’s response
benefits of the Global Relations Strategy are will argue that the current model must be
tangible, and provide a major impetus for its significantly reformed, and not simply revised
implementation. As important however will since it currently does not address the issue
be its key role in enabling Trinity to achieve a of financial sustainability. The College will
measure of financial and political autonomy also need Government to allow a more dynam-
through the generation of income. This income ic human resource policy if it is to be success-
will be re-invested in Schools and student ful in implementing its strategy. Currently
services. the restrictive principles applied across the
public sector are applied to all universities,
Philanthropic funding has also acquired
notwithstanding the fact that 43% of Trinity’s
an increased significance in supporting our
funding comes from private and non-exche-
teaching and research and in developing our
quer sources.
infrastructure. The Trinity Foundation is the
primary vehicle for this. It has undergone a The Provost will continue to argue the case
re-organisation and expansion, supported by for a strong university sector based on bench-
an investment in order to support the achieve- marked academic excellence, financial
ment of the target of €87m in gifts to support sustainability and public accountability. The
College priorities for the 5-year period ending value of higher education will continue to be
September 2014. highlighted, not just in economic terms but in
terms of its value as a public good.
The development of a commercialisation strat-
egy will be finalised in early 2013. A Director 4 See: http://www.tcd.ie/globalrelations/assets/pdf/Strategy_
of Commercialisation will be recruited to suc- fullV7_web.pdf
cessfully implement the strategy.
14 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
It will be essential to establish in the public activities and the great progress achieved is
mind that universities like Trinity are vital largely due to the loyalty and commitment
for the wellbeing of society, not only through of Trinity’s staff and students, as individuals
their contribution to an innovative and and working in collaboration with colleagues.
dynamic economy but also in the role they Despite Ireland’s current difficulties, Trin-
play in the promotion of democratic values ity has continued to provide education and
through educating graduates to be reflective research that matches our international com-
and responsible citizens. The newly devel- petitors. The success in so doing derives from
oped Communications Strategy will be a key the ability and dedication of our academic
enabler of this. staff, with the support provided by our admin-
istration and support services.
Trinity’s mission is to provide high-quality
education and research and to maintain and We are confident that we are successfully
develop further strength in research across all implementing our current strategy and that
disciplines to underpin research–led teaching. significant progress has been made in meet-
Therefore attracting and retaining high-qual- ing the specific objectives and actions set out
ity staff remains a priority. In this context the in the Strategic Plan 2009-14. Moreover as a
College continues to work to identify funding result of a number of critical interventions
sources particularly to support the recruit- during this period, Trinity will be in a stronger
ment of Professors. In the current economic position to pursue its vision into the second
climate however, retaining high performing half of this decade and beyond.
academics has also become critical. In light
of the restrictions imposed on the promo- Overarching Goals of the
Strategic Plan 2009-14
tions process by the ECF and due to finan-
The three overarching goals of the Strategic
cial constraints, alternative mechanisms for
Plan 2009-14, namely, to build the Innovation
recognising and rewarding the contribution of
Alliance, to establish Trinity Health Ireland,
academic staff will be developed in 2012 / 13.
and to promote Dublin as an international city
The quality of the education and the attrac- of learning, culture and innovation continue
tiveness of our students to employers depend to form an important part of our strategy and
on Trinity maintaining existing standards in an update is provided below. These specific
the face of a declining grant and a growing goals are themselves expressions of Trinity’s
student population. In addition to funding commitment to developing and enhancing
issues, it is recognised that serious consider- its international and regional collaborations,
ation will need to be given to the nature of the thereby optimising its contribution to research
profile of the student body. This has emerged and teaching. Trinity has had long-standing
as a new issue in this Mid-Term Review and and highly-valued collaborations with edu-
will be a focus of our strategy for the remain- cational institutions with a complementary
der of this Plan. In the context of the Mid-Term mission and ethos. We have, for example, joint
Review it is also noted that new policies are degrees with the Dublin Institute of Technol-
being developed which aim to further improve ogy (DIT), the Royal Irish Academy of Music
retention rates and enhance the student expe- (RIAM) and UCD. Using the impetus of the
rience. In particular there is a renewed focus HEA’s consultation on the future of the higher
on admissions policy and on the transition education landscape 5 we have engaged in a
from second to third level. consultation process with our associated col-
leges, with a view to deepening and extending
The Mid-Term Review has highlighted that the relationships, where appropriate.
many of the actions of the Strategic Plan 2009-
5 Trinity College Dublin: Towards a Future Higher Education
14 form part of the College’s ongoing strategic Landscape (July 2012) — see http://www.tcd.ie/provost/
assets/pdf/news/Landscape_Response_toBoard.pdf
15 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
In this context a new relationship with the both. It is now timely to extend and enhance
Royal Irish Academy of Music has emerged, cooperation across the institutions and a
which has resulted in a decision in November process has been initiated to evaluate oppor-
2012 that it become an Associated College of tunities for collaboration in education. A
Trinity College Dublin. We also remain com- top-down / bottom-up process has commenced
mitted to the TCD / UCD Innovation Alliance with the goal of strengthening collaboration
which is the highest profile example of col- in teaching and learning between the institu-
laboration in the sector. tions. Furthermore, as part of the two institu-
tions’ response to the Government’s national
We will continue to bring value to Dublin city strategy, Trinity and UCD have jointly initiated
and its reputation as a centre for educational a process to evaluate opportunities for col-
excellence. As part of that commitment we laboration in de-duplication and the sharing
will now combine our resources with DIT of resources.
to create a Global City Innovation Initiative
which aims to create a flexible environment in Establish Trinity Health Ireland
which students, researchers and other stake- The original goal of creating a Trinity Aca-
holders (including the City of Dublin) come demic Medical Centre with affiliated teaching
together to respond to the pressing global hospitals has been achieved through Trinity
issues of our time by experiment, design and Health Ireland. In July 2011, a collaborative
the discovery of new solutions, products, ser- agreement in relation to the establishment
vices and interventions. of Trinity Health Ireland (THI) was signed by
the three participating institutions: Tallaght
Build the Innovation Alliance Hospital, St. James’s Hospital and Trinity Col-
Through the Innovation Alliance launched in lege Dublin. This allows for the incorporation
2009, Trinity and UCD formed a partnership of operational activities between the School
with the goal of producing a new kind of PhD of Medicine at Trinity and its major teaching
graduate, one who is expert in a particular hospitals, in a manner designed to maxi-
discipline but who is also more innovative, mise the capacity for delivering high-quality
entrepreneurial and business-aware than ever clinical care, providing excellence in medical
before. The centre-piece of the TCD-UCD Inno- education and training and delivering high-
vation Alliance is the Innovation Academy quality biomedical research and contributing
which builds on the respective strengths of to the economic and social development in an
the universities to create a robust and mutu- integrated way. In 2011 / 12, the THI Commit-
ally beneficial continuum between teach- tee, under the chairmanship of Professor Sir
ing, research and innovation. Through the Gordon Duff, worked on developing priorities
Innovation Academy, flagship joint structured and identifying areas to maximise opportuni-
PhD programmes have been developed. These ties from a clinical, educational and research,
programmes have established innovation and operational perspective to provide econo-
and entrepreneurship alongside excellence mies of scale, but also to develop a focus of
in research and education as an integral ele- real strength within medicine in Ireland.
ment of the PhD. The Innovation Academy was
expanded to incorporate Queen’s University Dublin as an International City of
Belfast (QUB) in 2012. Learning, Culture and Innovation
Trinity is proud of its historic association with
Under the auspices of the Alliance, the two the city of Dublin and is committed to promot-
institutions collaborated for Cycle 5 of the ing Dublin as a city of learning, culture and
HEA’s Programme for Research in Third Level innovation. Together with established cultural
Institutions (PRTLI) which cemented signifi- and performing arts institutions and with
cant graduate education platforms between the emerging creative industries, Trinity has
16 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
been involved in the development of a new Key Facts and Figures
era of partnerships, underpinned by its Cre-
ative Arts, Technologies and Culture (CATC) Total income 2011: €309m
Initiative, incorporating education, research,
Decrease in State income from 2007 to 2011:
creative practice and entrepreneurship. It now
€193m (65% of total) to €176m (57% of total)
plans to draw on existing links with RIAM and
DIT to enter into new strategic partnerships.
Increase in College-generated income (excluding
By harnessing specialisms and complemen- State income) from 2007 to 2011: €106m (35% of
tarities in the performing arts with RIAM and total) to €133m (43% of total)
in the digital arts and creative technologies
with DIT, Trinity seeks to consolidate Dublin’s Total Student/Staff ratio in 2011: 17/1
position as a centre of excellence for research-
led education and creative arts practice in the Trinity is ranked 67th position in the top 100 world
performing arts and creative technologies. universities (QS World University Rankings 2012)
The promotion of Dublin as a city of learn- Trinity is ranked 38th in Europe (Times Higher
ing, culture and innovation is also achieved World University Rankings 2012 / 13)
through the Science Gallery. An award-win-
ning college initiative, funded through both Trinity is ranked 22nd in the world in terms of
public monies and philanthropy, the Science ‘International Outlook’ (Times Higher Education
Gallery engages the public with critical issues World University Rankings 2012 / 13)
in science through interactive exhibitions,
events, discussion and debates. This initiative Trinity’s Top 50 Rankings:
has had a positive impact on the public per- (QS World University Rankings by Subject 2012)
ception of science and scientific research and
14th in the world in English Language
has contributed significantly to Trinity’s and
and Literature
Ireland’s science outreach programme, includ-
ing Dublin City of Science 2012. It serves as a
38th in the world in History
gateway between the university and the local
community, opening up the campus to the city 40th in the world in Geography
and country. Under the auspices of Science
Gallery International, the Science Gallery’s 45th in the world in Politics and International
successful format is being replicated in other Studies
cities such as London, Moscow, New York,
Bangalore and Singapore.
17 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Strategic Highlight
the lir theatre
The Lir was officially opened in October 2011 and is the National
Academy of Dramatic Art at Trinity College Dublin. Its aim is
to train young actors, designers, directors, playwrights, stage
managers and theatre technicians to the highest international
standards for careers in the theatre and allied professions.
The training offered by The Lir will be closely The Lir was conceived as a cultural hub in its
linked to the ever-changing needs and direc- own right, with a diverse range of students
tions of the theatre and related industries. The on a variety of courses linked to the distinct
staff of The Lir have extensive experience of professional disciplines. At night, it opens its
professional theatre and will continue to work doors to the public and will offer a developing
in and maintain close contacts with it. The programme of performances, films, play read-
Lir offers two undergraduate programmes, ings, talks and lectures.
namely a 3-year Bachelor in Acting (Hons)
and a 2-year Professional Diploma in Stage The Lir was developed by the partnership
Management and Technical Theatre, and a of the Cathal Ryan Trust and Trinity College
postgraduate Masters in Fine Art. It also offers Dublin and opened its doors to its first stu-
several short courses and workshops. dents in September 2011. It is formally associ-
ated with the world renowned Royal Academy
of Dramatic Art (RADA), in London.
18 — Trinity’s Strategy for the FutureTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014 19 — Trinity’s Strategy for the Future
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014 20 — Education
Trinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
02
Education
Education of future generations is the true purpose of a university, and
Trinity’s foundation documents attest to this… Our vision for 2014 is of a
university providing further leadership in education while being fully re-
sponsive to the changing needs of society… In the coming years the ethos
and quality of undergraduate education will be maintained and developed
through research-led teaching and curriculum renewal… Trinity College
Dublin is at the forefront of graduate education in Ireland
STRATEGIC PLAN 2009-14: EDUCATION
At the heart of Trinity’s core mission, educa- national context, one of Trinity’s distinct fea-
tion and research are seen as interdependent tures is its position as a centre of excellence
and mutually reinforce each other through for postgraduate provision. It is at the forefront
Trinity’s commitment to research-led teaching. of graduate education in Ireland and provides
Trinity is committed to providing its stu- a wide range of taught Masters’ courses and
dents with a first-class educational experi- doctoral research programmes. We envisage
ence, which will enable them to flourish in a extending our provision at the postgraduate
globalised world. This is achieved through a taught course level, for both full-time and
research-led curriculum which is challenging, part-time students, as we respond to the need
dynamic and innovative, both in terms of its for continuous professional development.
content and its delivery.
In the context of achieving our vision of a uni-
Trinity has a full-strength arts and sciences versity that provides high-quality, research-
programme of courses and remains commit- led education, this Mid-Term Review has high-
ted to the principle of a university that offers lighted the over-riding importance of two key
the full spectrum of subjects and facilitates objectives under whose heading much of the
the interdisciplinary synergies that develop. planned activity of the Strategic Plan 2009-14
Demand for our programmes, both our four- will continue to be prioritised. These are the
year undergraduate degrees and our post- objectives of reviewing the educational experi-
graduate courses, is high and we consistently ence and balancing the profile of the student
attract highly-qualified students. Within the body composition. The development of the
21 — EducationTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
activities of the Innovation Academy also con- chosen courses. The admissions scheme used
tinues to form a vital part of our strategy and for this feasibility study will adopt a holistic
the Academy is set to become synonymous approach, using a range of materials to make
with innovation and entrepreneurial training an assessment about the academic ability
across the College. and potential of each applicant, attempting to
match the right person to the right course, in
Review the Educational Experience a process underpinned by College’s commit-
During the lifetime of the Strategic Plan 2009- ment to diversity. The feasibility study is being
14, there have been major changes in the edu- conducted on behalf of the Irish universities,
cation policy landscape and Trinity has been and the procedures and results will be shared
actively involved in developing new policies with the Irish third-level sector at all stages.
in order to address emerging issues. Although
Trinity has long-since been committed to Transition
fostering continuous improvement in educa- Under the new Provostship there has been a
tion, and ensuring that quality teaching is renewed focus on easing the transition of
supported through curriculum renewal, more new students from second to third-level.
recently there has been a greater emphasis on Much of the work in this regard is being led
the undergraduate level. In particular critical by the Dean of Students (see chapter 4 for fur-
policy developments in key areas including ther details).
admissions, the research-led curriculum, the
harmonisation of academic regulations and Curriculum Renewal
modularisation are being implemented under Trinity is committed to maintaining and devel-
this heading. oping the quality of undergraduate education
through research-led teaching and curriculum
Admissions renewal. A key objective over the past decade
During 2011 / 12 Trinity addressed the chal- has been the promotion and development of
lenge of finding a fairer and better way of nine attributes in our graduates so that they
admitting students to university. An inter- are inquisitive, analytical, reflective, creative,
national conference on admissions was held adaptable, widely-read and ethically respon-
in College on 18 May 2012 to address these sible, with an independent mind and an
challenges (see www.tcd.ie / undergraduate- international outlook. The curriculum seeks
studies). Arising from that conference, Trinity to develop student leadership skills, and to
has developed a feasibility study to exam- inspire graduates to be reflective citizens and
ine whether it might be possible to assess active members of the wider community. It
applicants using a range of different criteria, is committed to providing an excellent teach-
including but not limited to their results in the ing and learning experience, informed by
Leaving Certificate and A-Levels (the terminal up-to-date research and facilitated by a high-
examinations at second-level in Ireland and quality learning environment. In 2012 / 13 the
UK). The University Council approved this Senior Lecturer / Dean of Undergraduate Stud-
feasibility study in October 2012, and follow- ies has embarked on a major new college-wide
ing a suitable lead-in period the first students initiative designed to strengthen curriculum
under this new admissions route will enter renewal, and to articulate the nature of a
Trinity in September 2014. The objective of Trinity education, the outcome of which will
the feasibility study is to discover whether it be presented to the University Council in Trin-
might be possible to develop a new admissions ity Term 2013.
system that can identify and admit applicants
who not only have demonstrated academic Harmonisation
excellence, but who are also passionate about Following a thorough assessment of existing
learning, motivated and suitable for their assessment and progression regulations, a
22 — EducationTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
proposal on the Harmonisation of Assessment Quality Assurance
and Progression Regulations was considered While progress has been made in the area of
during 2011 / 12 by the University Council. quality assurance, such as the introduction
The purpose of this is to provide greater trans- of mandatory student evaluation of modules
parency and equity of treatment of students. since 2010 / 11, significant new work is being
Regulations were devised which, within the undertaken in 2012 / 13 to thoroughly review
limits imposed by the diversity of the academ- the quality assurance of the educational provi-
ic programmes, are consistent, simple sion. A high-level working group chaired by
and practical. The University Council has the Vice-Provost / Chief Academic Officer has
adopted the recommendations of the Harmon- started work to progress this.
isation Working Group and new regulations
have been implemented for the academic Life-Long Learning
year 2012 / 13. Trinity recognises its responsibility to contrib-
ute to social and economic development by
Modularisation providing access to knowledge-based skills
The modularisation of courses at undergradu- and professional development. Trinity meets
ate level provides a framework to support this responsibility primarily through an exten-
the ‘core and elective curriculum’. The ‘core sive range of postgraduate taught courses in
and elective curriculum’ policy requires all all disciplines which, in 2011, attracted nearly
courses to provide structured opportunities for 6,000 applicants, 32% of whom ultimately reg-
all students to take elective modules outside istered 6. We are committed to extending our
their main disciplines. The implementation of provision at the postgraduate taught course
the new student administration system will level as a response to the need for continuous
strengthen the College’s capacity to achieve professional development and as we build
the benefits of enhanced modularisation. on advances in technology and professional
practice, for example, to the MSc in Neurosci-
Taught postgraduate courses are organised to ence, the Masters in European Business Law,
enable modules to be shared across cognate the MSc in Dementia, the MSc in Engineering
courses, where academically appropriate, and (Environmental / Structural / Transportation),
to achieve greater efficiencies in terms of staff the MSc in Business and Management and the
and physical resources. The Graduate Edu- PG Diploma in Sustainable Energy. To respond
cation Strategy, approved by the University to the requirements of the professional body,
Council in May 2010, and now being rolled Engineers Ireland, Computer Science and
out, seeks to enable the creation of innovative, Engineering will be offering integrated five-
flexible, and possibly inter-disciplinary cours- year programmes, consisting of a four-year
es from the wide range of modules offered undergraduate degree programme followed by
across the College. It also facilitates inter- an optional fifth year leading to a Masters.
institutional collaboration in graduate educa-
tion, in line with sectoral strategic objectives. Trinity recognises a growing need for part-
Modularisation throughout the postgraduate time and flexible learning options and consid-
curriculum has also underpinned the develop- ers that the College can best make its contri-
ment of the Structured PhD, whereby doctoral bution to national objectives at the level of
research students may avail of a broad range postgraduate taught courses. Flexible learning
of modules treating advanced research skills options have been introduced in courses such
and specialist topics offered within Trinity as the MSc in Nursing and the Masters in Edu-
and also in collaboration with other universi- cation and many of our postgraduate courses
ties in the region and further afield. are delivered on a part-time basis,
6 Dean of Graduate Studies Annual Report, 2010/2011,
Appendix 8b.
23 — EducationTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
for example the MSc in Health Informatics of our determination to maintain the quality
and the Masters in Theological Studies. The of a Trinity education.
provision of part-time postgraduate taught
courses will increase to accommodate the To give some context, in 2010 / 11 there were
growing number of students who combine 16,747 7 registered students in Trinity College
study and work. Dublin, of which 71% were undergraduate stu-
dents. Of the nearly 5,000 postgraduate stu-
The MSc in Pharmaceutical Manufacturing dents 46% were research students. Part-time
Technology is delivered online and we intend students accounted for 12% of the student pop-
to further develop online provision, bearing ulation, the majority of which were registered
in mind the significant investment required on postgraduate courses in professional areas
in technology and the reputational risk if such as engineering, education, pharmacy,
quality cannot be assured. Work is ongoing in medicine, and nursing and midwifery.
relation to the enhancement of the delivery of
the undergraduate curriculum, in areas such Our student population represents every
as limited investment in the Virtual Learning county in Ireland and more than 95 nationali-
Environment (VLE). In 2012 / 13 the Dean of ties. Among universities in the Republic of
Graduate Studies is undertaking a major study Ireland, Trinity has traditionally attracted
of the opportunities for Trinity in this field and the largest number of students from Northern
will prepare a report on the educational and Ireland and we are committed to increasing
other benefits of such opportunities. this proportion.
We remain committed to lifelong learning and Trinity has more postgraduate research stu-
offer a range of extra-mural evening courses dents than any other Irish university, with
in many different fields, from history of art to nearly 2,000 PhD students in 2010 / 2011 8.
social work, philosophy to psychology, Greek There were over 1,000 PhD applicants for
and Roman mythology and religion to neuro- admission in 2011 / 12, 542 (54%) of which reg-
science and a wide variety of languages. istered 9. Many of these students were attract-
ed to Trinity by the opportunity to work with
Balance the Profile of the internationally renowned researchers. Growth
Student Body Composition in postgraduate research is dependent on the
The Strategic Plan 2009-14 envisaged that ability of the state and the university to pro-
College would increase its student numbers vide funded studentships — a necessity when
to 18,000 students by 2014 and within that competing globally. However, 2010 / 11 figures
context also to increase the number and pro- show a decrease in the number of registered
portion of international students, of graduate PhD students [SEE FIGURE 4]. We are addressing
students and of students from non-traditional this though the Global Relations Strategy and
backgrounds. A review has shown that this philanthropic initiatives, for example the Grat-
target of increasing student numbers to 18,000 tan Scholarships 10. Increased diversification of
will be met by 2014. It also confirms that the sources of research income will also halt this
targets relating to graduate students and possible decline.
non-traditional entrants will also be met and
7 This includes one-year and one-term visiting students.
exceeded. However the targets in relation to 8 Based on 2010/11 student numbers returned to the HEA
international students have not yet been met, March 2011.
9 Dean of Graduate Studies Annual Report, 2010/2011,
although the recent adoption of a new Global
Appendix 7.
Relations Strategy will ensure that this will 10 The School of Social work and Social Policy has developed a
be prioritised in the coming years. In light of new Scholarship Programme —The Grattan Scholars — with
the aim of advancing cutting-edge social science research
these changes it is opportune to consider the and teaching. The first two scholars commenced Michael-
composition of our student body in the context mas Term 2012.
24 — EducationTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
TOTAL PG RESEARCH
POSTGRADUATE RESEARCH STUDENTS PG (FT)
PG (PT)
2500
2000
1500
1000
500
0
2006-07 2007-08 2008-09 2009-10 2010-11
FIGURE 4 —POSTGRADUATE RESEARCH STUDENT NUMBERS 2006 / 07 TO 2010 / 11 11
Area No. of students 2010 / 11 % Distribution 2010 / 11
Ireland 12
13,149 78.5%
Europe (EU) (excl. Ireland) 1,892 11.3%
North and Central America 731 4.4%
Asia 535 3.2%
Africa 241 1.4%
Europe (non EU) 152 0.9%
Australasia 28 0.2%
South America 19 0.1%
Total 16,747 100%
TABLE 1 —GEOGRAPHICAL DISTRIBUTION OF STUDENT BODY BY NATIONALITY 2010 / 11 13
Table 1 [ABOVE] illustrates the geographical dis- The pre-dominance of students of Irish
tribution of the student body based on nation- nationality dates from the late 1980s when
ality in 2010 / 11, with Irish nationals account- Trinity oriented itself to meet the demand for
ing for 79% of the student body in 2010 / 11. higher education nationally. However in the
last decade in particular Trinity has come to
11 Based on data from Dean of Graduate Studies Annual
Report 2010/2011, p. 10 appreciate the educational and other benefits
12 Includes 352 from Northern Ireland based on home that accrue from a greater international ori-
address details.
13 Based on Senior Lecturer’s Annual Report
entation. The quality of our education will be
2010/2011,Appendix B enhanced by attracting the best students and
25 — EducationTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
staff in the world and by having a more cultur- who come from socio-economic groups under-
ally diverse student body. The Global Rela- represented in higher education, to go to
tions Strategy incorporates a non-EU incen- university.
tivisation scheme to encourage an increase
in non-EU student numbers and envisages The National Institute for Intellectual Disabil-
an additional 922 non-EU students from the ity (NIID) was established at Trinity in 1998 to
Global Relations Strategy, 482 from Study promote the inclusion of people with intel-
Group International (SGI) and 80 from Singa- lectual disability and their families. The NIID
pore Institute of Technology (SIT), by 2016 / 17. promotes lifelong learning for people with
With the student body composition clearly set intellectual disability through:
to change, planning has begun to deal with —— The Certificate in Contemporary Living,
the resulting consequences for the College’s an inclusive education programme for
finances, quality and reputation. For instance, students with intellectual disabilities
the impact of increased student numbers on
our staff:student ratio could be a matter of —— Development and implementation of
concern, and if not properly managed, could inclusive research practice
have implications for the quality of our teach- —— Analysis and commentary on relevant
ing and the student experience, and in turn legislation and policy
could affect our reputational standing.
—— Parent / family education
In this context, until the complex issues of —— Consultancy and partnership with
funding higher education, outlined in the service and advocacy agencies
Review of Funding Model for Higher Education
Institutions Consultation Document July 2012, —— Public Education.
are resolved, it is not possible to commit to Develop the TCD-UCD
any significant increase in undergraduate Innovation Academy
EU student numbers. However, Trinity The Innovation Alliance between TCD and
remains open to considering targeted UCD was announced in 2009 as a partnership
increases as appropriate. to enable Ireland’s higher education sector to
contribute to a world-class environment for
Trinity has always attached great value to innovation and enterprise development in
having a diverse and inclusive student popula- Ireland. The TCD-UCD Innovation Academy is
tion and is an active participant in the DARE the educational centre-piece of the Innovation
and HEAR third-level access schemes, winners Alliance which aims to develop a new kind of
of a Public Service Excellence Award, 2012. doctoral candidate, one who is an expert in
We are committed and on target to achiev- the chosen discipline but also possessing the
ing a 22% entrance rate by under-represented skills, networks and confidence to translate
groups and a 13% entrance rate by under- research into a commercial, social, cultural
represented socio-economic groups by 2013. or policy innovation. The Innovation Acad-
Applications from mature students and those emy has developed a curriculum leading to
from backgrounds of social disadvantage or the new joint TCD-UCD Graduate Certificate in
with a disability are actively encouraged. In Innovation and Entrepreneurship, which can
2011, 18.8% of new undergraduate entrants be taken by PhD students. Since 2010, approxi-
were admitted using key access criteria (socio- mately 200 PhD students have participated in
economically disadvantaged, mature stu- the Innovation Academy to develop skills in
dents, students with a disability). The Trinity creative thinking, innovation and business
Access Programmes (TAP) have formed a cen- awareness. In 2012 Queen’s University Belfast
tral part of Trinity’s plan to encourage young (QUB) joined as a partner in the Innovation
adults, adults and ethnic minority students
26 — EducationTrinity College Dublin Strategic Plan [ Mid-Term Review] 2009—2014
Academy to foster cross-border student mobil- From a Trinity perspective, the Innovation
ity and inter-institutional sharing of mod- Academy will continue to be reliant on an
ules. This collaboration ensures that doctoral internal funding allocation until 2016. How-
candidates in Trinity, UCD and QUB benefit ever this will progressively decline as it gener-
from the expertise that is available within ates external income from its training activi-
each institution, as well interacting with an ties. The Executive Officer Group approved the
expanded network of contacts, entrepreneurs Innovation Academy’s business plan in 2012
and spin-out companies. Through the TCD- and also recommended that the Innovation
UCD-QUB Innovation Academy, the students Academy be incorporated within the School
interact across disciplinary boundaries, across structure so that it is fully aligned with the
institutions and across jurisdictions. philanthropic prioritisation process. Ultimate-
ly the aim is for the Academy to become syn-
The Innovation Academy is part-funded by onymous with innovation and entrepreneurial
PRTLI (cycle 5) to recruit staff to foster links training across the College.
with industry and to interact with students in
small group learning sessions. The universi-
ties also fund the Innovation Academy by pro-
viding academic staff expertise, administra-
tive support and teaching facilities. Staff from
two of the institutions are collaborating on
the academic management of the programme,
delivery of the course and the development
of the Innovation Academy. The institutions
are developing international links, engaging
in outreach events (such as ESOF 2012 and
Falling Walls Competition) and disseminating
their work at international conferences. Trin-
ity is committed to supporting and developing
this interaction.
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