47

Colm Kearney Full Manifesto

Embed Size (px)

DESCRIPTION

Colm Kearney's for Provost 2011 Campaign Manifesto

Citation preview

www.colmkearney.ie

Business School,Trinity College,College Green,Dublin 2,Ireland.Tel: 896 2688Email: [email protected]

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 world-renowned contributions. The past fifty years have been a period of great flux, with the college expanding in size, influence and reputation. One 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 and expressions. They are critical to how leading universities advance our understanding and appreciation of the complexities of life, and help to promote 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 student’s and every staff member’s rightful expectation to be treated with 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 is experiencing the greatest economic and financial crisis in the history of the

www.colmkearney.ie

State. Confidence has been eroded in our political system and in some of the most important institutions of state and civil society.

College faces substantial external pressures. Government funding of higher 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 no exception. I would like to take this opportunity to thank the very many 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 short-term funding difficulties; by proactively leading on important issues 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.

I hope you will find time over the coming weeks to consult my website at www.colmkearney.ie. This contains more detailed analysis of some issues

www.colmkearney.ie

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 [email protected].

Yours sincerely,

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

www.colmkearney.ie

1. My vision for college 5

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

CO

NT

EN

TS

5www.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 education and student experience. It is also critical that College maintain and build upon its international reputation for creativity and leading-edge research. Only then will it continue to attract and retain pre-eminent academics while enticing gifted undergraduate and postgraduate students to study here. Unrelenting commitment to the highest quality teaching, research and the experience of students and staff is a fundamental prerequisite to College’s retaining its place amongst the world’s leading research-intensive universities.

Principles and values

College’s core principles and values are eloquently expressed in the preamble 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 with and support its staff and students. Specifically, the College should:

• Embrace the principles of liberty, equality, equity and justice,• Foster a collegial and pluralist environment in which all its members can

flourish to their full potential, • 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-committing ourselves to these values, we will be able to face with confidence and conviction the challenges and opportunities that emerge in the next 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

There are many recent examples of the centre of College spending its time 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, in alignment with College’s overall pursuit of academic excellence. The role of the centre of College will be to encourage and enable the work of the schools by providing effective and efficient systems and supports.

6 www.colmkearney.ie

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’.

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 of administrative and support services, all reporting to the Chief Operations Officer (COO), with clear lines of reporting and responsibility.

• Provide strong support to the teams working on updating College’s student administration system and IT supports initiatives, and ensure that the benefits flow quickly to academics.

• 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.

7www.colmkearney.ie

2. Protecting our jobs and our autonomy

Academic freedom

The external environment of economic and political uncertainty, together with growing ambivalence in some quarters about the benefits of academic freedom and tenure, threaten the remarkable gains that Trinity College has achieved in recent decades. It seems paradoxical that as Ireland seeks to free itself from unquestioned reverence to certain ideologies, institutions and orthodoxies – all 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 increasingly specific desires of the state and its organs of higher education policy. These threats to our autonomy and academic freedom are of great concern, and we must face them with confidence and conviction.

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 by myriad legal and regulatory requirements. Oversight touches all our 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 the relation between autonomy and the rightful expectations of the funding body. The government has both a right and a responsibility to ensure that the monies granted to universities are spent properly and efficiently. This issue is 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 and throughout society to protect the essential hallmarks of a modern, sophisticated democracy.

8 www.colmkearney.ie

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 evaluated benefits relative to costs. The quid pro quo is that College’s own 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.

The best higher education systems exhibit diversity across institutions. As one of the oldest institutions in many societies, universities have unique traditions and cultures. They have different strengths, and they often serve diverse constituencies, defined over location, discipline, undergraduate and postgraduate teaching, and research focus. The ‘one size fits all’ approach to 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 impede the activities and development of the College wherever they exist throughout the bureaucracies of government and its authorities.

• Articulate the merits of institutional autonomy and diversity in Irish higher education to provide a range of opportunities, experiences and specialities to current and future students.

• Document all College’s compliance costs and initiate a proactive campaign in the Irish higher education system to promote consistent and efficient 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.

9www.colmkearney.ie

Steering our way through short-term funding difficulties

Relative to other universities of our stature (for example the Universities of 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.

This is set to worsen as further expected cuts start to bite. The recession, banking collapse and fiscal debacle in Ireland has plunged the College’s projected finances into sizeable deficit. Our most recent information from the minutes of Board’s November 2010 meeting is a 20 percent reduction in the higher education budget over the next four years, and an accumulated deficit for Trinity College of €80 to €100 million by 2015. This must be addressed because universities in Ireland are not permitted to run deficits.

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 income tax, increases in other taxes, and steep rises in some living costs.

Many of our students are suffering financial hardship as a result of reduced supports, steeply rising charges, and few opportunities to earn money in our high unemployment economy. The availability of loans to students in need is severely curtailed because of extremely tight lending conditions amongst 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 it is important that College reaches out to students suffering extreme financial hardship. Over the next few years, thousands of students will graduate and become alumni, and they will remember how College assisted students in exceptional need.

Our grim financial position coupled with enormous pressures on staff and 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 teaching and the student experience. This will involve a series of steps to ensure that we adjust our budget to the new financial reality, to preserve the 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, administrative and support staff. When people have committed their time,

10 www.colmkearney.ie

energy and careers so fully and generously, it is right and proper that College stands by its people in times of difficulty. This is a core personal value that I 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 ensure that we are using our resources as efficiently as possible.

• Lead a quick and efficient revision of College’s strategic plan to reflect the current financial reality and the uncertain financial and policy environment that we face in the next few years.

• Closely monitor financial developments by requiring monthly overviews of College’s financial situation, and communicate the position fully and 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 to allow the College maximum flexibility to respond nimbly while preserving jobs.

• Investigate ways in which College can assist students in exceptionally difficult financial circumstances by providing, for example, expanded hardship assistance, providing emergency loans, and by allowing more flexibility on payment of charges and fees.

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 its limited fiscal resources, and this situation is unlikely to improve in the 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 achievements in creativity and research, to further refine the quality of its 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 achieve our ambitions, College must succeed in raising significantly its funding base, and this has to be done by obtaining a greater proportion of funding from non-exchequer sources. We must do this with focus and determination – and with a carefully planned process to ensure that we succeed.

11www.colmkearney.ie

An important element of my plan to diversify the College’s funding base involves further internationalisation of the student body. But internationalisation is not just about raising money. On the contrary, it is 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:

• Use my international experience to lead further internationalisation of the undergraduate and postgraduate fee-paying student body without reducing the number of available places for Irish students.

• Improve how the research office works with academics throughout College 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, and maintenance capabilities and operations of the research office to identify resource deficiencies.

• Review the structure, strategy and operations of the International Office to ensure that it is working to put in place the full set of supports and processes to cater for an expanding international student base.

• Work tirelessly to increase philanthropic funding, and bring proposals to Board for raising funds from sources such as naming rights, bond finance, 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.

12 www.colmkearney.ie

3. Enabling and rewarding academic achievement

To secure Trinity College’s pre-eminence, financial resources are essential. But financial resources alone do not make a great university - focussing solely on financing issues will not succeed in maintaining and building College’s 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. If College succeeds in attracting and retaining the best people, financial and 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 to them; from several recent external School reviews; and from numerous 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 must be rectified as a matter of urgency, and its resolution will be an enduring 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 staff in many schools has been repeatedly noted by external quality review 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 their peers from other universities, and it is also much discussed in College at cross-disciplinary events and other occasions.

13www.colmkearney.ie

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 and research activities are squeezed out, putting these staff members at a disadvantage in going for promotion as well as making it more difficult for 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, for example, be implemented by asking each school to agree its own workload 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 experience life in other universities, and they provide invaluable opportunities to build and maintain international networks at the level of the discipline, the school and the university. International networks are important to fulfilling many academics’ career aspirations as international collaboration is increasingly essential to obtaining funding from competitive research funding agencies and other sources.

College has a policy for the occasional taking of ‘leave of absence’ 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 contributions when staff members are on leave. It should also be sufficiently flexible to ensure equity of access to academics with young families and other constraints.

A sabbatical scheme should not be seen as an ‘optional extra’ for a research-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 should be eligible to apply, and staff should be required to submit brief reports after their sabbatical, describing its outcomes and benefits. Such a system would enable and support our academics to plan their teaching, research, administrative and outreach activities while balancing work, life and career aspirations.

14 www.colmkearney.ie

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 to ensuring 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 system introduced. This was a significant step forward. Promotion, however, 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 work to fix our promotions system so that it will better serve the college as 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 of outcomes across disciplines. One concern that has been repeatedly highlighted relates to the marks awarded in each of the ‘teaching’, ‘research’ and ‘service to College and the community’ categories. Many academic staff rightly perceive that excellence in teaching is not properly measured or taken 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 to invest in special training to fulfil legislative requirements in dealing with 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 to have our current system and processes externally reviewed. We can 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.

15www.colmkearney.ie

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.

• Conduct an external review of College’s advancement, junior and senior 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.

16 www.colmkearney.ie

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 equality of opportunity College can better support and promote equality of opportunity for women and people with disabilities. On gender equality, several reports produced by the Equality Officer and others demonstrate the widespread perception of inequality of opportunity for women academics, for a variety of complex reasons. A related dimension of equality is parity of esteem across schools and disciplines. These issues have been well understood for some time, but College has, in my opinion, failed to take them sufficiently 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 gender inequality persists. More women academics (42 percent) are on fixed-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-known ‘scissors’ pattern, as depicted in the figure below. Women comprise the majority of academic staff at Lecturer below bar level (60 percent), but from Lecturer above bar and higher, representation of women diminishes.

As the figure below shows, the major barrier points for women appear to 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 of 15 external Chair appointees were men, and 19 of the 20 people promoted to Professor were men.

Percent male and female at academic grades in Trinity College (data from page 18 of Annual Equality

Monitoring Report 2009-2010).

17www.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 findings of the recent Gender and Promotions Report (2009) is that there 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 Officer, the Equality Committee and others was submitted to Executive Officers in September 2010. In keeping with other policy issues in College, follow-through and implementation seems to be lacking.

Our women academic staff know from meeting colleagues from universities in 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

Trinity College has an excellent reputation for its work in promoting equality in access, disability and sexual orientation. This is a credit to the many people that have worked selflessly on these issues over the years.

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 all Faculties and Schools. According to the latest figures from the staff 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) declared a disability. While there are difficulties in some schools, these can 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.

College is also highly regarded for its strong lesbian, gay, bisexual and transgender (LGBT) community, which contributes enormously to the diverse and inclusive academy that enriches the lives of so many of our staff and students.

18 www.colmkearney.ie

Equality of esteem across disciplines

As one of the last of the medieval universities and the first of the modern 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 reflect equality of esteem across disciplines. For example, it is not appropriate in my view to include research inputs as a criterion for promotion. Some disciplines require large sums of money to purchase equipment and materials for scientific or other experimentation. But in others, such as many areas in 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.

• Promote the recognition and reward of excellence in teaching, and ensure a more transparent and equitable assessment of teaching excellence in junior and senior promotions.

• Ensure that exceptional contributions to College in areas other 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 practice for maternity and paternity leave, including funding at school level for absence and reduced workload in the first year after such leave, and implement the necessary policies in College to match this.

• Insist that the process for filling Chairs in all disciplines includes a 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.

19www.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 are 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

It is right and fitting that as a city centre campus, College seeks to engage on 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 geographically diversified. While doing this, we can most effectively garner the resources, knowledge and networks to be in a position to provide the best education, and research-based policy advice to government and other stakeholders in Ireland. In other words, College should remain firmly 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 should fine-tune the alignment between the Trinity Foundation and the 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.

Our attractiveness to international fee-paying students is influenced by our rich history and tradition, and our reputation as a student-centred university.

20 www.colmkearney.ie

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 of the COIMBRA group of Europe’s old universities. Collectively, these 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 will benefit College enormously if more time and energy is invested now in reaching out to other leading universities and seeking to join increasingly influential networks and alliances such as the Worldwide University Network (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 many more. Our academics involved in these initiatives are forging valuable 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 successful we are in contributing to these initiatives, the more we will find that our expertise is sought after. By designing and implementing a strategy 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.

21www.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 exchanges, research collaborations, and student growth from all regions of 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 influential international agencies with which College shares common purpose and values.

22 www.colmkearney.ie

6. Supporting teaching and research

By applying the principle of subsidiarity, teaching and research activities are the responsibility of schools. Academic expertise is contained in the schools; 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, health, and life sciences. With regard to its teaching and the supportive community it provides for its students, College also has a reputation of excellence that positions it amongst the leading universities of the world. A great university needs to improve continuously on all these fronts in order to maintain its position in 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 or scientific equipment infrastructure followed by reduced current funding. 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 postgraduate, doctoral and postdoctoral levels are inextricably intertwined.

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 aware that discussions have taken place over an extended period on some of 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.

23www.colmkearney.ie

As Provost, I will support the Dean of Research in prioritising the identification 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 significant source of funding diversification in coming decades.

The library

The library is one of Trinity College’s key strengths. It must be protected, further developed and properly resourced 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 the benefits of investing in the library.

There will be increasing scope for the Library to help College diversify its revenue base. I believe the Library should become central to College’s next 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 undergraduate programmes and the learning experiences of students at Trinity 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. We must embed this curriculum to facilitate the introduction of our much-needed student administration system. These initiatives will need

24 www.colmkearney.ie

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’ experience of Trinity College, and it will help us to expand one of our key 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 experience, a student centre is essential to providing the amenities, living and learning resources that students from Ireland and elsewhere rightly expect.

The tutorial service

The recent quality review of College’s tutor service confirms that it is one our key strengths. The size of chambers has grown from an average of 81 students in 2005/06 to around 100 students now. Additional demands on the system also come from the extra strains imposed on College’s other progression 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 graduation rates while significantly mitigating legal risk.

The current system of rewarding tutors only in the promotions process is too simplistic. It is perceived as a ‘box ticking’ exercise that induces academics to do it for a time and then cease to do it as soon as they are promoted. Further recognition for tutors in the promotion process for excellence or innovation in their tutoring roles will help. Further, the tutoring system should also be extended to postgraduate students.

Scholarship and scholars

We need further refinement of the Trinity Scholarship to ensure equality across disciplines and faculties. At present there is excessive volatility in 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 externally examined. I believe the Scholarship is one of our key strengths. It should be protected and nurtured, and its processes improved.

25www.colmkearney.ie

As Provost, I will:• Review all aspects of the research office to ensure that it operates most

effectively to support the efforts of academic staff to apply for funding from existing and new sources, to assist effectively with administering grants, to be flexible in assisting staff to apply for new grants, and to 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 equality in the distribution of scholarships across disciplines, schools and faculties.

26 www.colmkearney.ie

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 an 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 which deans have extensive powers – results in reduced school autonomy.

I believe college should move back to the ‘faculty light’ structure, in which deans are seen as senior academic figures who can represent the disciplines from an academic perspective, chair faculty boards of examiners, and represent the college externally where appropriate. Under my Provostship, faculty deans will not have responsibility for budgetary allocation or staffing decisions, 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

The college is currently going through a period of flux with regard to the internal allocation of its resources. The so-called ‘faculty heavy’ structure was designed to facilitate implementation of the ARAM allocation system, which has proven to be unworkable. As an economist and financial expert, it is my considered view that the ARAM could never have worked in an academic setting. Further, the current RPM version of this model, which is 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 and schools as ‘overfunded’ or ‘underfunded’, or as ‘deficit units’ or ‘surplus 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 extremely constrained financial conditions, and performing remarkably well relative to much better-funded

27www.colmkearney.ie

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 disciplines and subjects are protected through these difficult times. The ARAM model and its current incarnation are fundamentally flawed in an academic setting, and are inapplicable in an environment of diminishing resources.

Strategic planning

In the first section of this manifesto, I discussed how College’s core principles – 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 the mix of undergraduate versus postgraduate teaching, fundamental versus 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 staff are enabled to get on with modernising their systems. Of particular note here is the student administration geneSIS system and College’s IT systems. I look forward to working with the new Chief Operating Officer and other senior administrative staff to implement College’s e-strategy. This is vital to provide our academics with state-of-the-art support services.

28 www.colmkearney.ie

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.

• Establish a new approach to strategic planning that articulates short, efficiently produced and credible strategic plans that are inclusive of the work of all academics in all schools, departments, research centres and institutes.

• Secure appropriate representation of schools, faculties and genders in college officership positions, with no two officers from the same school.

• Ensure that senior executive management meetings take place at family-friendly times.

29www.colmkearney.ie

8. My competencies for the Provostship

I believe I have the academic standing, experience, skills and temperament to lead the College effectively, to protect and promote its interests in Ireland and further afield, and to advance its reputation as a leading international university.

I am a committed teacher and researcher with extensive international experience, having spent my career studying and working in universities in 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.

I am now at the stage of my career where I have the necessary experience, wisdom and energy to lead the College through the difficulties in funding and low staff morale. My academic training and research in economics, finance and international business equips me with the knowledge, expertise and intuition of how resources are created and allocated for maximum effect. My administrative experience in senior academic roles has afforded me the opportunity to learn how academics from different disciplines and cultures view the world and pursue their ambitions in teaching, learning, creativity and research. My experience as senior economic advisor to ministers in Australia’s federal government has afforded me the opportunity to observe at close hand how the power of ideas interacts with political acumen to obtain access to financial resources in pursuit of institutional and societal objectives. I am confident that my combination of academic training and research, coupled with my commercial and political experience, will enable me to be an insightful, resourceful and effective provost.

I am committed to doing this in a collegial and inclusive way that recognises every staff member’s and student’s rightful expectation to be 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

I have been externally appointed to five chairs in the related disciplines of economics, finance and international business, and I have two decades experience as a professor in a number of institutions in Ireland and Australia. 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

30 www.colmkearney.ie

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

I have extensive experience in university management and administration. My first chair (in Economics) at the University of Western Sydney (1990-1997) involved serving as Head of the Department of Economics and Finance for five 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 most significant management and administration experience was gained at 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 and transparent processes, followed by implementation and extensive 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 extensive discussion, debate and compromise, and their successful resolution 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 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

31www.colmkearney.ie

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, continually refining the proposal to respond to the concerns raised by 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, with approximately half of the old departments having migrated to the new 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 occasional chair of the IUA Registrars’ Group. My CV includes a list of my 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.

32 www.colmkearney.ie

My CV details my track record in attracting philanthropic and external funding of approximately €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 indicated this where relevant. I have the necessary attributes – experience, 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.

33www.colmkearney.ie

Curriculum vitae

Colm Kearney

Personal Details

Address: Blackrock, Co Dublin, IrelandCitizenship: Australian and IrishTelephone: work: +353-1-8962688, home: +353-1-2882588E-mail: [email protected]

Education

1985 PhD, University of Warwick.1979 MA (Economics), University of Western Ontario.1977 MA (Economics), University of Essex.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.1978 - 1979 Temporary Lecturer in Economics, University of Essex.

Competitive Research Grants

2009 Enterprise Ireland, €295,000 to research the impact of computational linguistic analysis of sentiment on financial markets (with K. Ahmad).

2004 Government of Ireland Programme for Research in Third Level Institutions (PRTLI), €243,000, to build a team of researchers in international financial integration within the Institute for International Integration Studies (IIIS) in Trinity College.

2001 Government of Ireland Senior Research Fellowship, €35,000, to investigate financial volatility transmission.

34 www.colmkearney.ie

1997 Australian Research Council, $84,706, to investigate the causes of stock market volatility and its international transmission.

1997 Australian Research Council, $6,176, to model the forward exchange rate risk premium in a Markov state-switching framework (with R. Bahr).

1989 Australian Research Council, $32,941, to examine the relation between fiscal financing decisions and financial asset prices.

1988 European Commission, £ 10,000, to model the convergence of exchange rates in the European Monetary System (with R. Bewley).

1987 Reserve Bank of Australia Economic and Financial Research Fund, $11,765, to examine the role of news in determining Australian financial asset prices (with R. Bewley).

Other Research Grants

2006 Private donor, €250,000, to model international merger and acquisition activity using quantitative techniques from the natural and life sciences (with Elaine Hutson, Brian Lucey and Max Stevenson).

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.uts.edu.au/qfrc/index.html and http://ideas.repec.org/s/uts/rpaper.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.

From 2002 to 2004, I was Director of Research in the Business School at Trinity College, and a member of the executive committee of the Business School.

35www.colmkearney.ie

From 2004 to 2005, I served as Dean of the Faculty of Business, Economic and Social Studies; one of six faculties in Trinity College at the time.

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

Administrative positionsI 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, for example, academic, appointments, promotions, postgraduate and research committees. I frequently act as an external member of appointments and promotions committees at other institutions. I have served on external review 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.

36 www.colmkearney.ie

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

BESS Faculty Board of Examiners, 2004CAPSL Advisory Committee, 2005-2008Deans Committee, 2005-2008Director of Research, Business School, 2002-2004 Heads of Schools Committee, 2006-2008Library Committee, 2005-2008Quality Committee, 2005-2008TAP Steering Committee, 2005-2008 Undergraduate Teaching and Learning Committee, 2005-2008

Committee membership

Academic Appeals Committee, 2005-2008Audit Committee, 2005-2008Board ex officio member, 2005-2008Board sub-committee for Higher Degrees, 2005 Central Scholarship Committee, 2006University Council, ex officio secretary, 2005-2008Deans Committee, 2004-2005Equality Committee, 2005-2008Executive Committee of Business School, 2002-2004Executive Officers, 2005-2008Finance Committee, 2005-2008Investment Committee, 2003-2006Investment Committee sub-committee on capitation grants, 2010 Junior Promotions Committee, 2005-2008Partnership Committee, 2005-2008Personnel and Appointments Committee, 2005-2008Research Committee, 2005-2008SAS Steering Committee, 2005-2007Search Committee for Chairs, 2005-2008Senior Promotions Committee, 2005-2008Standing Committee of Fellows, 2005-2008Student Services Committee, 2005-2008

College working group membership

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

37www.colmkearney.ie

Modularisation and Semesterisation Working Group, chair 2006-2007Resource Management Working Group, 2005-2008Restructuring Advisory Group, 2006-2008Restructuring Implementation Oversight Group, 2008Revised Committee Structure Working Group, 2007Strategic Change Management Team, 2007 Strategic Innovation Fund working group, 2006-2008Strategic Planning Taskforce, 2005-2008Support Services Taskforce, 2005-2006 TRSA Restructuring Working Group, 2006Unit cost advisory group, 2002-2003Working Group on Restructuring, 2007

External representation

CAO Board, 2005-2008Irish Universities Quality Board, 2005-2008IUA Council, member 2005-2008IUA Quality Committee, 2005-2008IUA Registrars Group, member 2005-2007, chair 2008IUMC, 2006

Abbreviations:

CAO – Central Applications OfficeCAPSL– Centre for Academic Practice and Student LearningIUA – Irish Universities AssociationIUMC – Irish Universities Medical CouncilSAS – Student Administration SystemTAP – Trinity Access ProgrammeTRSA – Trinity Research Staff Association

External Funding Since Joining Trinity College

Working to attract external funding almost invariably involves collaboration and teamwork. Most of the funding initiatives presented below are testament to this. They sum to over €21 million in external funding. Although instrumental in each of these, and leader in some, they reflect the vision and dedication of all 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 linguistic analysis of sentiment on financial markets (with K. Ahmad). This project has established the campus company Treocht Ltd to examine commercialisation possibilities of the technology. It employs three researchers and funds two PhD students.

38 www.colmkearney.ie

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 College, with extensive support from the Senior Lecturer’s Area, and input from academics across College.

2006 Higher Education Authority (HEA), €16.5 million from the Strategic Innovation Fund (SIF) to establish the Dublin Region Higher Education Alliance (DRHEA) and fund initiatives in the enhancement of learning, graduate education, widening participation, and internationalisation (€9million); to advance a number of initiatives in teaching and research in deaf studies (€1.3million); to develop a Certificate in Contemporary Living across third level institutions in Ireland for people with intellectual disabilities (€0.9 million); and funding for administrative support systems (€5.2 million). I led this application from Trinity College, with extensive support from the Senior Lecturer’s Area, and 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, €5 million, to contribute towards the establishment of two chairs in international development - one in international business and development located in the Business School, and one in international finance and development located in the Economics 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 international financial integration within the Institute for International Integration Studies (IIIS) in Trinity College (with B. Lucey).

2001 Irish Research Council for the Humanities and Social Sciences (IRCHSS), €35,000, to investigate financial volatility transmission under the Government of Ireland Senior Research Fellowship scheme.

39www.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 International Business Association. I am an Executive Board member of the UK 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 Macroeconomics, Journal of the Asia Pacific Economy, Journal of Monetary 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 conferences: Global Finance Conference 2005 (approx 400 delegates from over 40 countries; Chair), the INFINITI conferences, 2005-2010 (approx 300 delegates annually from 35 countries; committee member), the Academy of International Business (UK & Ireland) conference 2010 (approx 250 delegates from 35 countries; Chair).

Research panel membership

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

40 www.colmkearney.ie

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 corporation? Classifying the degree of firm-level multinationality, International Business Review (forthcoming).

Berril, J. and C. Kearney (2010) International diversification and the home bias puzzle, Journal 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 exchange rate regime be extended to include the Japanese yen? 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.

Barry, F. and C. Kearney (2006) MNEs and industrial structure in host countries:

41www.colmkearney.ie

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.

Kearney, C. and A. Patton (2000) Multivariate GARCH modelling of exchange 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.

Hutson, E. and C. Kearney (1999) The Asian Financial crisis and the IMF: A survey, Journal of the Asia Pacific Economy 4, 393-412.

Kearney, C. (1999) The Asian financial crisis, Quarterly Economic Commentary, Economic and Social Research Institute, Dublin, February 29-56.

Kearney, C. (1999) The dangers of deflation, The 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.

Daly, K. and C. Kearney (1998) Fiscal financing decisions and the exchange rate,

42 www.colmkearney.ie

Journal of Economic Studies 24(4), 309-327.

Batten, J. and C. Kearney (1998) Legislating financial reform: the Australian experience, Australian 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 inflation and economic growth: A multi-country empirical analysis, Applied 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.

Clyman, D. and C. Kearney (1997) Volume and liquidity in financial futures markets: The finex experience in Dublin’s IFSC, Irish Banking Review, Winter, 41-55.

Kearney, C. (1997) The Wallis Inquiry and the Australian financial deregulatory experience, Economic and Labour Relations Review 8, 308-317.

Kearney, C. (1996) International financial integration: Definition, measurement and policy implications, Journal of the Asia Pacific Economy 1, 347-364.

Kearney, C. (1996) Wage bargaining and the efficiency dividend in public 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 versus location specific pricing of aeronautical services in the Australian 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.

Kearney, C., K. Daly and F. Evangilistas (1993) Exporting manufactures from Western Sydney, Economic Papers 12, 3-20.

Kearney, C. and M. Monadjemi (1991) The interest rate neutrality of fiscal deficits:

43www.colmkearney.ie

Testing for Ricardian equivalence and capital inflow, Journal of International Money and Finance 10, 541-551.

Kearney, C. and R. MacDonald (1991) Efficiency, news and risk in the forward foreign exchange market: weekly tests of the Australian/US dollar exchange rate, January 1984 - March 1987, Economic Record 67, 237-243.

Kearney, C. and M. Monadjemi (1990) Fiscal policy and current account performance: international evidence on the twin deficits, Journal of Macroeconomics 12, 197-219.

Kearney, C. and R. MacDonald (1990) Consumption, cointegration and rational expectations: some Australian evidence, Australian Economic Papers, June, 40-52.

Kearney, C. and R. MacDonald (1990) Rational expectations and the monetary approach to exchange rate determination: a monthly model of the Australian/US dollar exchange rate, Australian Economic Papers, June, 1-20.

Kearney, C. and M. Monadjemi (1990) Deregulation and monetary policy, Economic and Labour Relations Review 1, 18-33.

Kearney, C. and R. MacDonald (1989) The efficiency of the market for bank 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 exchange rate mechanism, Economic and Social Review (special issue on the European Monetary System) 20, 111-120.

Kearney, C. and R. MacDonald (1988) Asset markets, the current account and exchange rate determination: An empirical analysis of the sterling/dollar exchange rate 1973-1983, Australian Economic Papers, December, 213-232.

Kearney, C. (1988) Exchange rate dynamics and the term structure of interest rates, Economic and Social Review 19, 48-62.

Kearney, C. and R. MacDonald (1987) The specification of Granger causality 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 floating exchange rates: The UK 1973-83, European Economic Review 30, 345-364.

44 www.colmkearney.ie

Kearney, C. and R. MacDonald (1986) A structural portfolio balance model of the sterling-dollar exchange rate, Weltwirtschaftliches 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.

Kearney, C. and R. MacDonald (1985) Asset markets and the exchange rate: 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.

Kearney, C. and D.T. Llewellyn (1984) The British monetarist experiment: A preliminary assessment, Economics 20, 15-22.

Kearney, C. (1983) Money and monetarism: The British experience, Irish 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 Finance, Oxford University Press, (forthcoming).

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 exchange rate determination, in T.A. Fetherston and J.A. Batten (eds), Asia Pacific Financial Markets in Comparative Perspective: Issues and Implications for the 21st Century, Contemporary Studies in Economics and Financial Analysis, Volume 86, 29-51, Elsevier.

Hutson, E. and C. Kearney (2001) The IMF and the new international financial architecture, in A. Chowdhury (ed), Beyond the East Asian Crisis, Edward Elgar.

Hutson, E. and C. Kearney (2000) The Asian financial crisis and the balance of 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

45www.colmkearney.ie

Labor a Genuine Alternative, Allen and Unwin, 209-236.

Kearney, C. (1997) International finance and exchange rate policy, Chapter 5 in P. Kriesler (ed), The Australian Economy, Allen and Unwin, 75-95.

Kearney, C. (1996) Volatility and risk in integrated financial systems: Definition, measurement and policy implications, Chapter 6 in F. Bruni, D. Fair and R. OBrien (eds), Risk Management in Volatile Financial Markets, Kluwer Academic Press.

Kearney, C. (1995) The balance of payments and Australia’s external 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. Owen (eds), Current Issues in Australian Economics, Allen and Unwin.

Kearney, C. (1993) Australia’s external constraint, Chapter 2 in G. Mahony (ed), The Australian Economy under Labor, Allen and Unwin.

Kearney, C. (1993) Parity conditions and asset market models of exchange 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 financing strategies, Chapter 4 in M. Johnson and S. Rix (eds), Water in Australia, Pluto Press.

Kearney, C. and R. MacDonald (1991) The efficiency of the Australian foreign exchange market: A five currency test using daily data, in C. Kearney and R. MacDonald (eds), Developments in Australian Monetary Economics, Longman Cheshire Press.

Kearney, C. and R. MacDonald (1991) The success and failure of Australian financial futures markets, in C. Kearney and R. MacDonald (eds), Developments in Australian Monetary Economics, Longman Cheshire Press.

Kearney, C. (1991) Financing electricity infrastructure, Chapter 4 in M. Johnson and S. Rix (eds), Powering the Future, Pluto Press.

Kearney, C. (1990) Stabilisation policy with flexible exchange rates, Chapter 5 in D. T. Llewellyn and C.R. Milner (eds), Current Issues in International Monetary Economics, Macmillan Press.

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

46 www.colmkearney.ie

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 with Flexible Exchange Rates, in Economic Planning Advisory Council (ed), International Capital Flows, Australian Government Publishing Service, Canberra.

Kearney, C. (1991) Australias Economic Problem: Too Few Exports, Federal 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.

Kearney, C. (1984) The British Anti-Inflation Strategy: Implementing Monetarism or Turning to Radcliffe?, Societe Universitaire Europenne de Recherches Financieres, SUERF Series 44A.