2. Contents
Letter from the Provost......................................................... 2
Review of TGGF Event.......................................................... 3
Chapter 1: TGGF Plenary Sessions...................................... 6
Chapter 2: TGGF Breakout Sessions................................... 12
Chapter 3: TGGF Attendee Offers...................................... 24
Chapter 4: TGGF Next Steps............................................... 30
Appendix: Trinity College Dublin Rankings....................... 33
1
3. Review of the TGGF Event
On November 8th and 9th, more than a hundred
graduates, from fourteen countries, representing
twenty-one professions attended the first Trinity Global
Graduate Forum (TGGF), which had as its theme: ‘Trinity
Growing Globally’.
The TGGF engaged, as never before, existing and
emerging leaders among the University's graduate
diaspora, leveraging their advice, experience, expertise
and networks to generate innovative ideas that will
stimulate another phase of growth for Trinity as a
university on the world stage.
All graduates attended pro bono. Over the two days
they made invaluable contributions in five key areas:
reputation, growth, technology, education, and
finance. ‘Reputation’ touched on identity and how
Trinity is perceived around the world; ‘Growth’
concerned physical expansion, student numbers and
extending the campus; ‘Technology’ looked at online
education and the delivery of MOOCs; ‘Education’ was
about how to safeguard and improve the unique Trinity
Education; while ‘Finance’ dealt with non-exchequer
revenue streams and the role of the public sector.
Each area was discussed in breakout sessions led by
internal and external facilitators. The closing ceremony
was chaired by RTÉ’s Bryan Dobson. Overall there were
three plenary sessions and five breakout sessions.
The forum also provided an opportunity for Trinity to
showcase some of the leading research ongoing in the
university, as well as some of the spin-out companies
started by Trinity staff. Trinity students played an integral
part in the event throughout.
Based on attendee
experience at the
Trinity Global
Graduate Forum, of
attendees surveyed,
88.4% responded
they were highly
likely or very likely
to attend future
Fora.
Letter from the Provost
Dear friends,
It’s been a momentous Michelmas term, and Trinity is now well
launched on the consultation phase of the new Strategic Plan, which
is to be published and implemented from September next. This plan
will set Trinity on a path of development and transformation into the
next decade.
We recognise the benefits of reaching out to our global graduates
and inviting them to help set Trinity’s future direction. As a participant
to the Trinity Global Graduate Forum (TGGF) you have kicked off a
new planning phase and, thanks to the high-level attendance and
the enthusiasm, talent, and commitment of delegates and staff, it
kicked it off in style.
TGGF was a cri de coeur for finding a new narrative for Trinity, a
narrative which respects and celebrates Trinity’s core traditional
strengths - independence of thought and action; an education
based on original research and co-curricular activities - as well
embracing the opportunities for change occasioned by global
developments in higher education.
This new phase of development for Trinity needs the advice and
support of our alumni as key players in the Trinity community. We thank
you for answering our call and attending the forum. I had high
expectations for this event – and expectations were exceeded. I was
struck, as I believe were all participants, by the energy, dedication
and inspirational ideas. Delegates were generous with insights and
expertise; you have imbued us all with an ambition to set even higher
expectations for Trinity’s future.
I’m delighted by how many graduates have proved eager to build
on the event and deepen their relationship with the College. This is
something close to our hearts, and it’s particularly important during
this consultation phase for the new Strategic Plan. We want to keep
graduates in the loop as we develop Trinity to meet future challenges.
I hope you find this TGGF output document useful, both as a reminder
of the forum’s key findings and as a trigger to further thinking, and
further action. We look forward to staying in contact with you -
through my office and/or the Trinity Foundation and Global Relations.
Wishing you a merry Christmas and a happy New Year.
Dr Patrick Prendergast
PROVOST
2
4. Review of the TGGF Event
On November 8th and 9th, more than a hundred
graduates, from fourteen countries, representing
twenty-one professions attended the first Trinity Global
Graduate Forum (TGGF), which had as its theme: ‘Trinity
Growing Globally’.
The TGGF engaged, as never before, existing and
emerging leaders among the University's graduate
diaspora, leveraging their advice, experience, expertise
and networks to generate innovative ideas that will
stimulate another phase of growth for Trinity as a
university on the world stage.
All graduates attended pro bono. Over the two days
they made invaluable contributions in five key areas:
reputation, growth, technology, education, and
finance. ‘Reputation’ touched on identity and how
Trinity is perceived around the world; ‘Growth’
concerned physical expansion, student numbers and
extending the campus; ‘Technology’ looked at online
education and the delivery of MOOCs; ‘Education’ was
about how to safeguard and improve the unique Trinity
Education; while ‘Finance’ dealt with non-exchequer
revenue streams and the role of the public sector.
Each area was discussed in breakout sessions led by
internal and external facilitators. The closing ceremony
was chaired by RTÉ’s Bryan Dobson. Overall there were
three plenary sessions and five breakout sessions.
The forum also provided an opportunity for Trinity to
showcase some of the leading research ongoing in the
university, as well as some of the spin-out companies
started by Trinity staff. Trinity students played an integral
part in the event throughout.
Based on attendee
experience at the
Trinity Global
Graduate Forum, of
attendees surveyed,
88.4% responded
they were highly
likely or very likely
to attend future
Fora.
3
5. Based on attendee
experience at the
Trinity Global
Graduate Forum, of
attendees surveyed,
97.5% responded
they were extremely
likely or very likely to
talk about Trinity in a
positive way.
Feedback on the forum has been greatly positive to
date. Typical comments include: “It has been an oppor-
tunity to connect again with Trinity and with a group of
highly passionate and committed alumni” and: “High
information content, some great surprises (positive)
about how College is doing and an opportunity to have
input.”
The main purpose of the forum was to obtain the gradu-
ates’ perspectives on the five areas, and to learn from
their expertise. Their recommendations are now being
collated for further action, and critically, some recom-
mendations will be included in the next Strategic Plan
2014-19.
The new Plan is currently in consultation phase. All
Trinity’s major stakeholders – i.e. students, staff, alumni
and friends – are part of this process. The TGGF initiated
the consultation phase, which will continue until Septem-
ber 2014, when the Plan will be launched and imple-
mentation will begin.
Trinity is grateful to all the delegates who gave of their
time and expertise so generously. As the Provost empha-
sized in his opening address, these graduates are con-
tributing not only to the development of their alma
mater as a leading university nationally and globally, but
also to the social and economic development of
Ireland.
4
6. What did you like most about the Forum?
1.“Connection again with Trinity-and with a group of highly passionate and committed Alumni.”
2.“That the forum happened. That it was open and honest. That it highlighted issues & problems that few
Alumni were aware of.”
3.“Quality of participants and thoughtfulness of staff impressive”.
Trinity Global Graduate Forum Attendee Feedback and Evaluation - Sample TGGF Attendee Responses
5
8. Plenary Session 1:
Provost’s Opening Address
The Provost, Dr Patrick Prendergast, opened proceedings by emphasizing that higher education is changing
round the world, due to ever more international campuses and research projects, and a new emphasis on
creativity, entrepreneurship, innovation and the commercialising of research. Universities are now key
players in their regions’ innovation ecosystems. This means that: “the choices we make now in Irish higher
education will help define the pace and pattern of the country’s economic, social, and cultural
development for generations to come.”
The Provost asked delegates to consider whether the interests of all the university’s stakeholders were best
served by the current governance model. He went on to position Trinity in the global higher education
landscape, setting out the key challenges and opportunities facing the university in the years ahead:
- To enhance its worldwide reputation, Trinity is investing in marketing and communications and is
implementing a Global Relations Strategy which seeks to command a greater share of the international
higher education market. Is the message about Trinity’s exciting research and education being heard
around the world?
- The Trinity education has never been about preparing students for a first job but always about preparing
them for life. It’s about giving students the communication, leadership and teamwork skills to think
independently, creatively, and entrepreneurially. How can Trinity continue investing in its core values in
order to deliver a transformative education?
- Technology is a game-changer and potentially revolutionary in its implications. Trinity has created a
Deanship in Online Education and in 2014 is launching its first online course. How can technology further
enhance the Trinity Education?
- Trinity’s student body has doubled in the past two decades and to make room for growth the college has
now ‘burst the campus’, and is expanding up Pearse St and beyond to St James’s Hospital. Next year,
building will start on campus on the new Trinity School of Business, co-located with an Innovation and
Entrepreneurship Hub. How much should Trinity grow by? When should it consolidate?
- Finance is a horizontal issue, affecting all others. In Europe and North America, public sector funding to
higher education is reducing, and in Ireland raising tuition fees is a political hot potato. However
universities now have new revenue streams. Almost half of Trinity’s revenue comes from private sources.
What new streams can be brought on board?
The Provost concluded by saying that Trinity had been a remarkable success story over 400 years, and that
he looked forward to the contributions from delegates to enable its continued future success.
7
9. Plenary Session 2:
Address by Vice-President of Global Relations
The Vice-President for Global Relations, Professor Jane Ohlmeyer, stressed the important role of alumni as
allies in developing Trinity’s global network and in raising its profile abroad. Trinity’s vision is to be Ireland’s
university on the world stage and a university of global consequence, and the Global Relations Strategy is a
key initiative towards achieving this vision.
The Strategy’s objectives are to:
- raise Trinity’s profile and visibility internationally;
- develop research collaborations;
- recruit students through direct engagement;
- connect with policy makers;
- engage people of influence and harness the commitment and passion of Trinity’s global alumni,
who are key ambassadors and enablers of the Global Relations Strategy.
In support of the Strategy, the college has recruited key personnel, opened new international offices in India
and the US, and led strategic Trinity delegations overseas.
Professor Ohlmeyer discussed the importance of branding Trinity internationally and ensuring the college’s
global reach. She cited various successful profile-raising international initiatives such as the Science
Gallery International, the Innovation Academy, and the Bollywood film, Ek Tha Tiger, filmed in Trinity, which
has helped raise awareness among high school students in India. But she stressed that it was Trinity’s
excellence in research, education and innovation that were the university’s key drivers in terms of
reputation.
On the thorny question of rankings, she noted that universities’ global reputation is based on the rankings
and that in many countries governments are unwilling to fund scholarships to low-ranked universities. So the
focus must remain on maintaining Trinity’s position in the rankings.
Alumni could help in many ways including:
- building Trinity’s reputation by sharing their own Trinity story;
- promoting Trinity as an educational destination;
- providing insight and wisdom about Trinity’s future direction;
- philanthropy;
- acting as global citizens, and most importantly
- by staying in touch.
Professor Ohlmeyer concluded by saying that this was the beginning of a conversation that would be
continued. Trinity was at a crossroads and what was at stake was Ireland’s future, not just Trinity’s.
8
10. Plenary Session 3:
Closing Ceremony
For the closing ceremony, the Provost, Dr Patrick Prendergast, said that the Forum had been a unique
event, and the outputs would contribute to the development of the university’s new Strategic Plan. He
thanked graduates for sharing their vision for Trinity, and giving their time, experience, and energy to make
the forum a transformational event for the university.
The Provost then summarised his impressions of the outputs from the breakout sessions:
“On reputation, graduates said that Trinity should continue to build on our record for excellence in
education and research, telling a stronger story about the transformative impact of scholarship and
innovation. Tradition is important - but only if it gives us the confidence to do new things in innovative ways.
The contemporary perception of a university depends, at least in part, on the university’s success in
identifying key differentiators. Graduates said that Trinity’s story must be authentic, fusing institutional
tradition with the student experience.
“On education, graduates looked to the development of courageous, even radical, students who can think
independently and take risks. Social entrepreneurship modules should be available to all schools. The
Trinity-shaped, or T-shaped education aims to develop a cross-section of skills, including specialist and
generic aptitudes.
“On technology, graduates urged Trinity to fully embrace the information age, and embed technology in
the curriculum. Graduates observed that technology is revolutionising education, and massive open online
courses could help build Trinity’s reputation, especially in specialist areas.
“On growth, graduates called for clarity on the university’s strategic mission which would inform
developmental considerations such as size, specialisation, diversity and capital projects.
“On finance, graduates saw the evident link with growth but wanted us to first establish our roadmap and
then resource it. We must find our voice with Government and better align ourselves with the national
narrative to strengthen our pitch for public investment. Finance would follow excellence, and the aim
should be to grow in quality, not necessarily in scale.
In conclusion, the Provost urged graduates to continue to act as advocates for Trinity across the world, thus
helping us build on our reputation for research and scholarship. He looked forward to potentially holding
another forum to gauge progress on Trinity’s strategic mission and our delivery on graduates’
recommendations.
9
13. Professor Veronica Campbell,
Professor in Physiology and Dean of Graduate Studies from 2010-13
“Trinity faces so many challenges currently as we
embark on the next stage of development. The
forum provided an excellent opportunity to
concentrate on some of those issues, together
with participants who were interested and
focused, but also who have the advantage of
knowing what is unique to Trinity.”
“The attendees’ commitment and engagement
throughout the two days was very impressive as
they gave so generously of their insights and ex-
pertise in relation to the University’s future plans.”
Dr Juliette Hussey,
Associate Vice - President for Global Relations
12
14. Breakout Topic 1: Reputation
Discussions in the reputation sessions focused around a number of issues:
• The essence of the ‘Trinity Identity’
• The international perception of Trinity
• Trinity’s mission – focusing and prioritising
• Message-crafting and public support (tying in with the Trinity ‘Identity Initiative’- which is
underway as part of the consultation phase for the new Strategic Plan).
Overall, there was a general consensus that reputation is among the College’s most valuable as-
sets and should be protected and enhanced. Reputation is seen as fundamental to the College’s
success, and synonymous with quality. However it was agreed that there is nothing more damaging
than overpromising and under-delivering, and some delegates raised concerns that Trinity is trading
on its reputation.
The Trinity Identity
For most of the graduates, the essence of the Trinity identity is rooted in tradition, culture, heritage,
and collegiality. The campus layout, the intimate, collegial atmosphere, and 400 years of history,
tradition and heritage help define the identity. Things that differentiate Trinity from other universities
include the tutorial system and location in the heart of a vibrant capital city.
Many graduates were unaware of Trinity’s research excellence and strong record in innovation and
entrepreneurship. There was a clear feeling that Trinity should be capitalising more on these good
news stories. As against this, there were concerns about quality falling, as evidenced by slippage
in the rankings. There were also concerns that while the College had raised its research profile in
recent years, less attention has perhaps been paid to developing the undergraduate experience,
which is also an essential part of the identity.
The international perception of Trinity
It was generally recognised that Trinity is a strong local brand rather than a global brand. Outside
Ireland and the UK, and to a lesser extent Europe and the US, Trinity is little recognised. The market
for universities globally has changed significantly, and Trinity will have to learn how to be competi-
tive in a global market.
In an increasingly rankings-sensitive global higher education environment, Trinity’s acknowledged
research excellence is seen as a strong foundation on which to build a reputation.
13
15. Breakout Topic 1: Reputation
Focusing and prioritising
Graduates asked the fundamental question: where does Trinity want to be positioned in the
future? It was felt that the current mission statement is very broad, and that the onus should
be on the College to look at where it stands now, and where it wants to stand in five, ten and
twenty years. What are the goals and actions needed to build reputation? There was a clear
sense that focus is needed, and that this might involve hard decisions about de-prioritising cer-
tain activities.
Questions included: should Trinity focus on building a fantastic undergraduate experience or
research excellence – or can it do both? What is Trinity’s unique selling point? What are the
research areas in which Trinity can excel?
Message-crafting and public support
In terms of message-crafting and marketing, it was recognised that these need to be tailored
to different audiences and different markets. Audiences should first be defined and then
matched to message.
Given the public service remit of the College, it was seen as important to build public support
for higher level education generally. This can be achieved with a coherent set of arguments
setting out the case for higher education’s societal and economic impact and value.
14
16. Topic 2: Growth
Discussions in the Growth sessions focused around:
• student numbers, including international student numbers and the ratio of undergraduates to
postgraduates;
• the physical infrastructure;
• maintaining quality;
• online provision and overseas campuses;
• growing alumni relations
Student numbers
The situation regarding student numbers was explained to delegates: currently Trinity has about
17,000 students. The Irish government target is for 72% of school-leavers to go on to third-level. If
Trinity maintains its portion of the national share, this means student numbers would increase to
25,000 by 2030. If Trinity also maintained its own targets for postgraduates and non-EU students,
then the student body could grow to 30,000. This situation – students numbers almost doubling in 16
years – has clear implications for staffing, infrastructure, funding, and quality maintenance.
Delegates discussed Trinity’s dual mandate of needing to fulfil the national agenda and
competing as a global player. Trinity’s duty to Ireland was emphasized and that if an expansion of
university places is required, the University should respond positively. However Trinity should be
involved in the national debate on targets for third level education and whether or not they are
realistic.
Growth in non-EU students is seen as crucial, not only in relation to income but to ensure an inter-
national campus, and to create new ambassadors for Trinity and Ireland when the international
students returned to their home countries. However growth in non-EU student numbers should cer-
tainly not come at the expense of reducing Irish students.
Physical infrastructure
Delegates were concerned about maintaining the green areas on campus – existing buildings
must be used to capacity. More student accommodation located near the main campus is desir-
able both in terms of building the college community and recruiting overseas students. The Col-
lege should enter discussions with NAMA regarding buying apartment blocks that could be used as
student residences.
15
17. Topic 2: Growth
Maintaining quality
If an increase in student numbers is occurring, then Trinity needs to look at ways of
maintaining academic quality and the student experience. Trinity was urged to prioritise and
focus on specific goals, since it cannot become a world leader in all areas. There should be
growth within “winning areas” and not just growth in overall student numbers.
Adequate funding must accompany any growth, and staff/student ratios should be protected.
Maintaining quality means attracting talented academic staff. Enhancing reputation and
academic standards and protecting the “Trinity Experience” were all seen as essential to
whatever growth decisions are decided on.
Online provision and overseas campuses
A large part of the “Trinity Experience”, for undergraduates at least, is physically bound to the
campus, and this should be taken into consideration when it comes to developing online or
overseas programmes. The “Trinity Experience” was regarded as less important for postgraduate
students, so there is more potential here for online delivery.
Developing overseas campuses might potentially compromise standards and autonomy of
choice of programme delivery, particularly if they are mass-market operations. However the
model used with Singapore Institute of Technology was seen as an excellent, low risk model
which could be explored with other partners on a selective basis. In that way Trinity could grow
globally recognising Trinity’s undergraduate education model.
Alumni
Finally, it was agreed that there should be a much greater emphasis on engaging alumni for
internships, scholarships and philanthropy to allow investment in talented students. This has major
potential for growth as only a small proportion of the alumni network had been tapped.
16
18. Topic 3: Technology
The breakout sessions on technology centred around:
•enabling global reach;
•technology and student recruitment;
•new modes for delivery of postgraduate degrees;
•embedding technology in Trinity.
A ‘technology conversation’ was seen as timely as Trinity has just embarked on a pilot online edu-
cation project to (i) develop new postgraduate courses with an associated revenue stream; (ii)
offer one or two massive open online courses (MOOCs); and (iii) enhance the use of technology
within existing on-campus teaching and learning.
Delegates pointed out that Trinity was currently lagging behind comparator universities in tech-
nology-enhanced education but they were optimistic about Trinity’s ambitions in this area and
supportive of the objectives of the pilot online education project.
Enabling Global Reach
Delegates pointed out that MOOCs have marketing and outreach benefits, but are an unproven
business model. In pursuit of delivering unique MOOCs with global appeal, Trinity should leverage
its archival materials, famous alumni, bespoke expertise and the ‘Irish factor’. Beckett on Neuro-
science was one suggestion. Raising corporate sponsorship to develop MOOCs is perhaps prefer-
able to using core funds, but caution is needed in selecting such sponsors.
Trinity’s work in launching the Digital Collections - a free online resource of the College’s library
and archival holdings – was recognized. Delegates felt there was more potential for Trinity to be-
come an ‘online curator’ of its unique assets that private collectors could patronage.
Technology and Student Recruitment
Potentially MOOCs, by giving a taster of the Trinity Education, could help target prospective Irish
and international students while they are still in secondary school. Trinity could also look at devel-
oping an online English language course through a blended learning approach. Students would
pay to follow the short online course but it could be counted towards a degree credit if the stu-
dent subsequently attended Trinity as an undergraduate.
17
19. Topic 3: Technology
New Modes for Delivery of Postgraduate Degrees
It was noted that the companies turning a profit in online education are those which employ a
blended approach – a combination of on-line and on-campus provision. Trinity should provide
the best blended learning experience with high value content in its online postgrad courses.
Professional areas - business, executive education, computer science - were suggested as viable
for online delivery, as were Trinity’s areas of repute, such as the humanities. This area should be
informed by market analysis.
Embedding Technology in Trinity
A technology-enhanced education is not yet fully embedded in Trinity. To achieve this, the Col-
lege should develop an integrated technology roadmap and should consider creating ‘digital
department’. Incorporating technology into all courses will help with the translation to online
offerings. Buy-in from faculty members is essential. Change management processes are required
and ‘technology champions’ should be identified. Ability with technology should be included in
all academic job specifications.
18
20. Breakout Topic 4: Education
The education sessions focused on a number of questions:
• Is there such thing as a Trinity education?
• How can we facilitate learning outside the classroom and encourage students to be
engaged and active citizens?
• What might a transformative Trinity education for the 21st
century look like?
Is there such thing as a Trinity Education?
This question was at the heart of the discussions. Is it possible to have a single, shared educational
philosophy across every curriculum, no matter what is studied? Does it mean something different
to study at Trinity rather than at another university? There was considerable support for the idea
of the T-shaped, or Trinity-shaped education, with students developing specialist skills in their cho-
sen course as part of the vertical line of the T, and a range of general skills as part of the horizon-
tal line.
A ‘T-shaped’ person is an independent, critical thinker, who has been encouraged to reach their
full potential by engagement both inside and outside the classroom. A Trinity Education is not
about preparing graduates for their first job; it’s about educating active, global citizens, who had
the transferable skills that would prepare them for the challenges of the twenty-first century, and
indeed for life.
Facilitating learning outside the classroom and encouraging active citizenship
Clubs and societies create an interactive life within the College community and form part of
human development and a widening of a person’s experience. These should continue to be
encouraged. Key suggestions were for
(i) a ‘Trinity Wednesday’, with no classes in the afternoon to encourage various student activities;
(ii) a parallel transcript listing other achievements to go alongside the academic transcript; and
(iii) lecturers being encouraged to build relationships with student clubs and societies.
On the issue of encouraging active citizenship, it was suggested that (i) college leadership take a
more active role in this and (ii) experiential learning be embedded in the curriculum with students
then contributing to the community and society by presenting group projects to schools and
other interested areas.
19
21. Breakout Topic 4: Education
A transformative Trinity Education for the 21st
century
Certain skills were seen as essential in the 21st
century. In order to successfully compete in the
global economy, all students, regardless of discipline, should:
• learn to work in groups and present their ideas clearly and articulately;
• be able to not only solve problems, but anticipate them;
• have completed an independent project or dissertation in their final year(s);
• have teamwork and presentation skills;
• have innovation, creative and entrepreneurial skills;
• have an international mindset, including time spent abroad and acquiring a foreign language;
• have significant technology skills.
To successfully foster such abilities in students, the College might consider
(i) assessments that measure these specific skills;
(ii) developing more internships, alliances with businesses, and volunteering;
(iii) encouraging and facilitating semesters abroad;
(iv) taking a lead in national debates on education, since many of these skills need to be started
at second-level; and
(v) take more advantage of the ‘bijoux nature of Ireland’ – i.e. its small size, and relative cohesion
and stability – to try to do something different in education.
20
22. Breakout Topic 5: Finance
Finance break-out sessions focused on:
• Trinity’s status as a public sector body
• Raising more non-exchequer revenue
• Growing philanthropy and linking-in with alumni
Trinity’s legal status and exiting the public sector
Several participants declared themselves “astonished” to learn of the constraints on the college
associated with the Universities Act (1997). It was seen as greatly desirable that Trinity promote an
environment where trust is re-gained and such constraints are not required. In this way, Trinity could
re-gain the necessary autonomy to compete internationally. It was advised to (i) take
incremental steps in the direction of running some activities on a private basis, but noting the risk
here of push back, pension issues etc; (ii) look at the semi-State structure; (iii) test the internal
appetite for change in real terms by developing a business case and a model of how this might
work in practice; (iv) get stakeholder agreement before developing a workable solution.
Delegates asked whether the college was investing enough in political lobbying. Suggestions were
for (i) more networks to be developed with other interested parties such as UCD; (ii) asking alumni
and friends to utilise their interfaces with politicians and officials to reiterate the message; (iii) invest
in lobbying and PR to get the message across for more appetite for change.
Raising more non-exchequer revenue streams
There were numerous suggestions on raising non-exchequer revenue streams:
• Target the non-EU undergrad market;
• Utilise the campus and its assets. These should be used 365 days of the year – suggestions
are for (i) more summer courses, perhaps specifically aimed at the diaspora; (ii) online
subscription to library and archival collections (on a monthly basis perhaps);
•Explore relationships and mergers with other institutions, but very carefully in order to protect
investments and the Trinity brand;
•Explore a presence overseas – play to areas of strength and target countries who want those areas
specifically.
•Explore private partnerships. A unit such as the new Business School could provide the model since
such a unit is easier to monetise.
21
23. Breakout Topic 5: Finance
• Be innovative with funding – e.g. innovative banking such as the approach to the funding of the
Biosciences through EIB, bonds etc.
• Look at “brand based” funding opportunities – in Asia it’s very competitive to have a family name
on a building/lab/initiative even for a short (5yr) period. Also, commercially branded or “tagged
“labs, buildings (e.g. Google, Novartis ) can add to the overall College brand.
• Invest in property. A short window exists while property prices remain competitive. A joint venture
with a third party could shorten the timeline.
Philanthropy and linking-in with Alumni
Link in with alumni from the point of graduation onwards, creating networks, not necessarily
financially based, which are tied in with their Schools and also with the clubs and societies they
were involved with as students. Such contact should not be neglected - there is a risk of cynicism
creeping in if graduates are only contacted at a time when they are becoming more financially
secure. The model should be the American one – i.e. develop a pattern of giving regularly, no
matter how small, which is recognised and valued, and may grow over time.
22
26. Professor Jane Ohlmeyer,
Vice - President for Global Relations
“The TGGF was a first for Trinity. Over the two day
event it provided an invaluable opportunity to
engage with our graduate diaspora who are
global citizens with immense knowledge and
expertise which will be of benefit for Trinity as it
enters its next stage of strategic development.”
“The Trinity Global Graduate’s Forum was a great
way of engaging with our alumni, who reaffirmed
their support for our Trinity community of students
and staff. The discussions on the Trinity Educa-
tion reminded us all of what it is that makes Trin-
ity great, and our commitment to providing a
world-class education for all our students. There
is something different about a Trinity Education,
and the forum was an opportunity to reflect on
what was distinctive about it, as we build upon
centuries of experience and excellence.”
Dr Patrick Geoghegan,
Dean of Undergraduate Studies
25
27. TGGF Attendee Offers
Follow-up to the forum is key. The College’s newly-forged relationships with graduates must develop into
purposeful engagement. Delegates made generous offers of support in a wide range of areas, listed
below (with quotes to illustrate the level of commitment). The College is currently following up on all
individual expressions of support.
1. Advisory groups; delegates offered their specific expertise and connections to benefit Trinity’s strategic
projects.
‘I would be happy to form part of an advisory group particularly in examining growth models’
‘I am very willing to help with branding and reputation building as this is my area of expertise’
‘I can help practically in the area of technology as this is my professional field’
2. Advocates; delegates pledged to help Trinity raise its profile both at home and abroad.
‘I think I can add value if given the opportunity, to help articulate the Trinity benefits to North American
prospective students’
3. Branches and Affinity groups; delegates offered to help alumni to engage with each other locally and
stay connected with College.
‘I believe there is a great need and scope to mobilise Trinity graduates in London. I am very happy to do
this through my network’
‘I would be interested in hosting a fundraising event for high net worth individuals’
‘I can help build a better Alumni network’
4. International Student Recruitment; delegates offered to support Trinity’s student recruitment efforts in a
variety of ways – e.g. sponsorship of events, advocacy among peers, assistance with local contacts,
specific regional expertise, and sharing their own personal Trinity experiences.
‘I am happy to provide advice and my perspectives on my personal study experience at Trinity’
‘I can make useful connections and introductions for Global Relations in Vietnam and Malaysia’
5. Careers – Internships & Employment; where possible delegates will provide the opportunity for students
(and alumni) to get valuable work experience in a professional environment on a temporary or full-time
basis.
’I would be very willing to mentor young graduates in London’
‘If given some notice I can certainly look at creating internships to assist in the professional development
of students’
6. Donations; a number of participants offered to give financial support, with one delegate becoming a
patron of the new Business School.
7. Other; other specific offers of support included sponsoring the production of a short film on Trinity life,
looking at involving Trinity in global debates such as on the ‘green economy’; and strategizing on
different endowment models to fund growth.
26
28. TGGF Attendee Offers
Trinity greatly values these offers of practical support and sharing of expertise. In the course of
2014, high-level delegations from the College will be visiting the following locations on profile-rais-
ing and recruitment trips. We would be grateful for any advice and experience you can offer on
these territories:
Asia: India, Sri Lanka, China, Hong Kong, Taiwan, Japan, Korea, Vietnam, Singapore, Malaysia
Americas: US, Canada, Brazil, Chile, Colombia, Ecuador, Mexico,
Europe/Russia: Turkey, Russia, Kazakhstan, UK, Czech Republic,
Australia
For those delegates who were uncertain at the weekend as to how they could ‘volunteer’ there
will be further opportunities to consider support options. Please email any of the following:
Provost’s office orlagh.ennis@tcd.ie
Trinity Foundation brenda.cullen@tcd.ie
Global Relations sinead.ryan@tcd.ie
You may also contact the Provost directly at provost@tcd.ie or pprender@tcd.ie
27
29. Attendee Request
Support Trinity
Join the many alumni of Trinity at home and abroad helping the College learn from the past,
build for the future, make a difference. Trinity’s exciting and compelling mission is to play a
pivotal role in making Ireland the most creative and productive place to invent, work, and learn,
and the most civilised place to live and contribute to local and global society. To achieve all this
requires the support of volunteers and donors, many of whom are alumni. Whether you live in
Dublin or Dubai, graduated in 1963 or 2013, studied English or Engineering, the College has many
ways in which you can give back and make a difference.
What can you do to help?
Share the Trinity Story
In an increasingly competitive global environment it becomes ever harder to break through the
noise. As the leading university on a small island Trinity College Dublin continues to maintain a
well-recognised international profile. It is the Trinity experience that sets the College apart from
its international competitors and it is that unique experience that we hope you will help us share.
Tell your Trinity story to your friends and colleagues; recommend Trinity as a quality educational
destination; contribute to rankings surveys and remember the fun you had during your time at
Trinity. Trinity has many distinctive qualities. As protagonists in the Trinity story help us to
communicate those features that set us apart
Get Involved
Trinity has a long and important tradition of outreach and community engagement. To date,
volunteers for Trinity College Dublin have performed a wide variety of services for the College
and across all areas of College, from teaching and learning to administration and strategic
support. They have supported students with the running of societies as well as mentoring and
creating internships, both nationally and internationally. They have assisted in finding students
their careers after College and with maintaining their links with College via the many alumni
branches and affinity groups around the world. Your insights, wisdom and practical assistance
can benefit many.
Giving
Join the thousands of alumni supporting research, teaching, innovation and outreach activities
today. For more than 400 years, alumni have played a vital role for which we are so grateful,
financially supporting the College in many different ways. In challenging times, it’s natural to
concentrate our generosity on the people and causes that really matter and this is why we
believe that an investment in education is possibly the greatest investment anyone can make.
To get a sense of the depth, variety and importance of the projects and developments which
are helping Trinity College to advance its contribution to society, see www.tcd.ie/development.
28
32. Have you any suggestions or comments to help improve future Fora?
1. “Send out to everyone the summary of all the breakout discussion.
& FOLLOW UP!!”
2. “Regionalise the fora: USA/Canada & UK (in 2014); Asia/Middle
East (in 2015).”
3. “Keep issues, discussion topics narrower, more focused. Not a
great issue. Overall excellent”.
4. “Request specific objectives/goals from specific individuals, by
certain timeframes (i.e. time specific goals for alums).”
Trinity Global Graduate Forum Attendee Feedback and Evaluation - Sample TGGF Attendee Responses
31
33. TGGF Next Steps
We are committed to ensuring the on-going involvement of the TGGF delegates in the
development of the 2014-2019 Strategic Plan. The consultation phase with internal and external
stakeholders over the next nine months is as follows:
Monday, 9th December 2013: Consultations with Trinity College staff, student
representatives and external stakeholders on the Strategic
Plan 2014-19 commenced with a town hall meeting where
the recommendations and thoughts we have gathered
from the Trinity Global Graduate Forum formed an
important part.
December – March 2014: Strategic Plan Consultation phase.
June 2014: Strategic Plan 2014 - 2019 to be brought to Board for final
approval.
September 2014: Launch of the Strategic Plan 2014-2019. Details will be
issued at a later date.
We will also be in touch with participants on an ongoing basis depending on their expressed
area of interest. All participants will be encouraged to visit the web site where relevant docu-
mentation will be uploaded in the coming months.
A TGGF Follow-Up Webinar is planned for Friday, 14 March 2014 at 16.00, where we will report
back to TGGF attendees on progress to date. Further detail and instructions will follow. We will
request a save the date in due course.
32
35. ENGLISH
LANGUAGE AND
LITERATURE
POLITICS AND
INTERNATIONAL
STUDIES
MODERN
LANGUAGES
HISTORY
28 31
4233
28th in the world* 31st in the world*
42nd in the world*33rd in the world*
World University
Rankings
09
RESEARCH
PERFORMANCE
9th in Europe 3
18
ACROSS ALL
INDICATORS
18th in Europe 1
22
INTERNATIONAL
OUTLOOK
22nd in the World 2
46
INTERNATIONAL
FACULTY
46th in the World 1
48
RESEARCH
PERFORMANCE
48th in the World 3
61
ACROSS ALL
INDICATORS
61st in the World 1
NO. 01UNIVERSITY IN IRELAND*
– 00
– 10
– 20
– 30
– 40
– 50
– 60
– 70
– 80
– 90
– 100
— Accounting & Finance
— Biological Sciences
— Chemistry
— Computer Sciences & Information Systems
— Economics & Econometrics
— Geography
— Law
— Medicine
— Pharmacy & Pharmacology
— Psychology
— Sociology
TRINITY IS IN THE WORLD TOP 100 IN
World Subject
Rankings
TRINITY IS RANKEDTRINITY IS RANKED
Statistics Sources
* QS World University Ranking, THE World University Ranking, Academic Ranking of World Universities (Shanghai)
1
QS World University Ranking 2013
2
Times Higher Education World University Ranking 2013
3
Leiden University Ranking of World Universities, May 2013
Statistics Sources
* QS Subject Rankings 2013
