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Professor Daniel Faas

Professor in (Sociology)
1 COLLEGE GREEN
      
Profile Photo

Professor Daniel Faas

Professor in (Sociology)
1 COLLEGE GREEN


Daniel Faas is Professor in Sociology (full professor), Director of the PhD programme, and founding Director of the MSc Comparative Social Change (an inter-institutional partnership and joint degree programme with University College Dublin). Born in Pforzheim, Professor Faas has lived and worked in Germany, the UK, Greece, USA and Ireland. He has held Visiting Professorships at Monash University Migration and Inclusion Centre (2024), University of South Australia, Adelaide (2024), Beijing Foreign Studies University (2018), University of the Philippines Diliman (2018), Universidade de São Paulo (2017) and University College London, Institute of Education. He is a graduate of the University of Cambridge (PhD, MPhil), University of Stuttgart (MA) and Trinity College Dublin (MA jo). His research and teaching interests are in the sociology of migration with specific emphasis on the intersection of migration and education. His work focuses on youth identities in relation to immigrant integration, national identity, multiculturalism and social cohesion, religion and schooling in Ireland and Europe, curriculum design and development, as well as comparative case study methodologies. He has published widely on these topics in high-impact peer-reviewed international journals, as well as a sole-authored monograph (Negotiating Political Identities: Multiethnic Schools and Youth in Europe). In 2015, Professor Faas was elected to Fellowship of Trinity College Dublin in recognition of his scholarship and research achievements and his contribution to College and to the School. Daniel Faas is winner of the Trinity Global Engagement Award (2016) in recognition of outstanding global relationship building, collaboration, outreach and cultural understanding, winner of the Provost's Teaching Award at Trinity College Dublin (2012) in recognition of his contribution in the pursuit of teaching excellence and innovation, and recipient of the 2009 European Sociological Association award for best journal article. Professor Faas served as an elected Board Member (2019-22), University Council Member (2012-18) and Head of Department of Sociology (2012-16) at Trinity College Dublin. He was Fulbright-Schuman Fellow in the Department of Sociology at UC Berkeley (2009) and Marie Curie Research Fellow at the Hellenic Foundation for European and Foreign Policy in Athens (2006-2008). At Trinity, Professor Faas has served as College Tutor, inaugural Director of Global Relations in the School of Social Sciences and Philosophy (2010-15), Member of the College International Committee (2012-18), Member of the Equality Committee (2016-17), and Convenor/Champion of the university-wide interdisciplinary research theme "Identities in Transformation" (2018-21). He has been strongly involved in the university's Global Relations Strategy development and implementation, including chairing a Task Force on Mobility leading to the publication of a policy report on "Barriers to Inward and Outward Student Mobility" (2013), developing an International Foundation Programme (2015), as well as international student recruitment and partnership building delegations in India, China, Brazil and the Philippines (since 2012). Externally, Professor Faas has acted as expert evaluator and panel vice-chair for the Research Executive Agency (REA) and the European Education and Culture Executive Agency (EACEA) of the European Commission, as well as the following national funding agencies: Research Promotion Foundation of Cyprus; Swiss National Science Foundation; Qatar National Research Fund; Foundation for Science and Technology in Portugal; Luxembourg National Research Fund; Research Council of Finland; Research Council of Norway; Social Sciences and Humanities Research Council of Canada; Italian Ministry of Education, University and Research; Israel Science Foundation; National Science Centre Poland; Volkswagen Foundation; and the Slovak Research and Development Agency.
  Case-study research   Citizenship   Community and School Relations   Comparative Education   Comparative Sociology   Educational Planning/Policy   Ethnicity & Nationalism in Central Europe   EU developments   European minority cultures and identities   Globalisation   Identity politics and social change   Knowledge Based Society   Migration   Migration and Employment   Multicultural Education   Multiculturalism   Qualitative methodologies   Race and ethnic studies   Social Policy   Teacher Education Issues
Project Title
 ATTITUDES TOWARD FAMILY FORMATION AND HAVING CHILDREN IN IRELAND: A COMPARATIVE ANALYSIS OF MIGRANTS AND THE GENERAL POPULATION
From
2023
To
2025
Summary
The overall aim of this study (supported by the Arts and Social Sciences Benefactions Fund at Trinity College Dublin) is to explore whether migrants in Ireland hold similar or different attitudes to family formation compared with the general population. Ireland's birth rate has been falling over the last decades from an average of four children per woman to just under two and is heading toward the European average of 1.5. This issue is of key policy relevance in light of the 'demographic time bomb' facing Europe. The proposed study will involve new analyses of a major dataset from a study of attitudes to family formation in Ireland. Preliminary analyses have already been carried, including a series of factor analyses on 1) attitudes to marriage, 2) attitudes to cohabitation, 3) attitudes to being single, and 4) attitudes to having children which have resulted in a series of multivariate measures which are more robust than individual items. This new study will compare the composite scores of migrants with those of the rest of the population on these measures.
Funding Agency
Trinity College Dublin
Programme
Arts and Social Sciences Benefactions Fund
Project Title
 MULTI-ETHNIC COMMUNITIES AND RELIGION: HOW ACCOMMODATING ARE IRISH PRIMARY SCHOOLS?
From
2020
To
2024
Summary
Ireland has seen rapid social change in recent years. There is currently a mismatch between a largely denominational (Catholic) primary education system and increasing ethno-cultural and religious diversity among students and the wider population. Considering these changes, there is now a variety of beliefs among children in schools, yet over 90 per cent of Irish primary schools are denominational. Schools have a crucial role to play in terms of social integration and inclusion. This is the first empirical study exploring school sector variation of the role of religion, inter-faith communication and religious education in Ireland. It asks the following questions: What do children know about other cultures and religions as a result of their primary schooling? To what extent does the stated school ethos correspond to classroom practice? How do primary schools encourage intercultural and inter-faith dialogue among their diverse student intake? What is the role of teachers and principals in exercising culturally responsive leadership and fostering inter-faith and intercultural dialogue? Quantitative and qualitative data will be gathered from principals, teachers, parents and pupils in eight case-study schools to obtain insights into the perspectives of key actors in schools. Schools in a rural and urban setting will be chosen to analyse the impact of geographical location and levels of diversity. Moreover different types of schools - ranging from denominational to multidenominational - will be chosen to analyse the differences across the primary school types in Ireland. The study's mixed-methods cross-sectoral design is novel and will shed new light on the role and place of religion in Irish schools and society.
Funding Agency
Provost's Project Awards
Programme
Trinity College Dublin
Project Title
 ACADEMIC ENGAGEMENT OF POSTGRADUATE RESEARCH STUDENTS IN IRELAND: A MIXED-METHOD STUDY
From
2021
To
2023
Summary
Higher education institutions (HEIs) worldwide strive to provide the best possible training for postgraduate research students (PGRs), the next generation of researchers. Furthermore, trends in higher education indicate that the number of international PGRs in Ireland and other countries has consistently increased over the past decade, which has led to observable differences between international and local students and the way these engage within their HEI. These trends hold opportunities, benefits, and challenges for PGRs and HEIs alike. However, a paucity of research on PGRs' experiences and engagement within their HEIs exists. Therefore, the research question, what are factors predicting the engagement of PGRs within their Irish HEI, was articulated to investigate what factors influence a PGR's engagement. A mixed-method approach was used to explore PGRs' perceptions of factors influencing their engagement. Here, engagement is defined as a PGR's (1) participation in academic activities, (2) engagement with the supervisor, (3) engagement within the department, and (4) cognitive engagement. The research is based on the Irish PGR StudentSurvey.ie 2019 data and semi-structured interviews conducted with PGRs at Trinity College Dublin in 2021. The findings indicate that differences in engagement between Irish and internationally domiciled PGRs are influenced by perceived financial security and English language proficiency, which influence time available for engagement. Therefore, this project is of potential interest to policy-makers and HEIs, offering insights into how financial and language-related challenges for PGR students influence their engagement.
Funding Agency
Trinity College Dublin
Programme
Arts and Social Sciences Benefactions Fund
Project Title
 INTERNATIONAL STUDENT MOBILITY: RERSPONDING TO NATIONAL, REGIONAL AND GLOBAL CHALLENGES
From
2020
To
2021
Summary
In both the UK and the Republic of Ireland, the government has placed considerable importance on processes of internationalisation within the higher education sector and, in particular, on further enhancing international student mobility (ISM). Attracting inward mobility (through both 'whole degree' as well as short-term or 'credit' mobility) is seen as an effective means of: developing more diverse campuses, to further the inter-cultural experiences and skills of 'home' students; bolstering the financial position of higher education institutions (HEIs) through the fees paid by incoming students; and exerting 'soft power' when graduates return home. Indeed, challenging targets have been set to increase the number of incoming students. Outward mobility has also increasingly come to be prioritised (primarily through credit mobility) as a means of enhancing the inter-cultural skills of students (and thus, it is assumed, their employability). These governmental objectives have tended to be taken up enthusiastically by individual HEIs within both countries, many of which have developed their own mobility schemes in addition to making use of established schemes such as Erasmus. Nevertheless, at the present moment, ISM in both the UK and Ireland faces a number of important challenges associated with: (i) the changing political context - related to, for example: Brexit (and the future of the Erasmus+ scheme); the growing dominance of China on the world stage and as an increasingly popular destination for mobile students; and the emergence of various 'regional hubs' (e.g. in Africa, the Middle East and East Asia) which offer a cheaper international alternative than Europe to prospective students; (ii) increasing awareness of the environmental costs of physical mobility and the responsibility of HEIs with respect to climate change, alongside the impact of global health concerns, brought into sharp relief by the COVID-19 pandemic; and (iii) the socio-economic characteristics of mobile students - those who move remain more likely to be from socially privileged families and, where opportunities have been opened up more broadly, they have tended to become stratified, with those from lower income families clustered in lower quality schemes.
Funding Agency
University of Surrey/Irish Research Council
Programme
ESRC-IRC UK/Ireland Networking Grants
Project Title
 EXAMINE EUROPE: EXAMINING EUROPEAN CULTURAL IDENTITIES THROUGH INTERDISCIPLINARY METHODS
From
2019
To
2020
Summary
Can culture, and Europe's shared cultural heritage, provide a means of addressing the crisis of European identity? The current European crisis has often been framed in media commentary in economic terms or with regard to the challenges migration presents. However, the growing popularity of political groups across Europe that are critical of the European Union(and the current Brexit process) reflects a crisis in European identity. Many Europeans are unable to identify with European institutions and indeed with what it means to be European today. Examine Europe engages directly with this issue. Such major societal challenges cannot be addressed through one disciplinary approach; therefore this project draws on a range of disciplines in the Arts, Humanities, Social Sciences (AHSS) and STEM areas. Three workshops will consider the strands of land/townscapes, sport and the media, schooling and curriculum design, as key components of Europe's shared cultural heritage and identity.
Funding Agency
Irish Research Council
Programme
Creative Connections

Page 1 of 3
Details Date
Expert Evaluator, Slovak Research and Development Agency [Panel SOC2] 2024 - to date
Chair and Member of External Evaluation Committees, Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CYQAA), Quality Reviews and Accreditations of BA, MA and PhD programmes at public and private universities in Cyprus 2022-to date
Expert Evaluator, Italian Ministry of Education, University and Research (MIUR) [PRIN] 2021-to date
Vice-Chair, Rapporteur & Expert Evaluator, European Commission Framework Programme Horizon Europe [Marie Sklodowska Curie Actions] 2021-to date
Expert Evaluator, Israel Science Foundation [Personal Research Grants] 2021-to date
Expert Evaluator, Social Sciences and Humanities Research Council of Canada [Insight Grants] 2021-to date
Expert Evaluator, National Science Centre Poland [Panel HS6] 2020-to date
Expert Evaluator, Qatar National Research Fund [National Priorities Research Program] 2020-to date
Expert Evaluator, Research Council of Finland [Education Panel] 2020-to date
Programme Reviewer, Dundalk Institute of Technology Department of Humanities (School of Business and Humanities), Re-validations and new validations of BA programmes 2019-2019
Board Member of SAGE Sociology textbook series "New Approaches to Sociology" 2018-2020
Member of the Royal Irish Academy, Social Sciences Committee (invited to join the Social Sciences Committee for a 4-year term, and invited to join the RIA conference organizing committee to develop the content for an event on 27 February 2020 on the Disestablishment of the Church of Ireland) 2018-2022
Associate Editor, Intercultural Education (Journal) 2018-to date
Associate Senior Fellow, Bayreuth International Graduate School of African Studies (PhD Mentor of Project: Including the Marginalized: The Case of Children of Migrants and Education in Ghana) 2017- 2019
Expert Evaluator, Luxembourg National Research Fund (FNR) [Social Sciences and Humanities SH2 Panel] 2017-to date
Board Member, European Sociological Association (Research Network 10: Sociology of Education) 2017-to date
Advisor to the National Council for Curriculum and Assessment (NCCA), in the context of the Education about Religions and Beliefs (ERB) and Ethics curriculum, and the Review of the junior "Goodness Me, Goodness You" religious education programme in Community National Schools 2017-to date
Vice-Chair, Rapporteur & Expert Evaluator, European Commission Framework Programme Horizon 2020 [Societal Challenge 6] 2015-2020
Convenor of the Special Interest Group "Belief Systems, Ethics and Philosophy in Education" (Educational Studies Association of Ireland) 2016-2017
Expert Evaluator, Education and Culture Executive Agency (EACEA, European Commission) [Erasmus+ programme, as well as CERV Citizens, Equality, Rights and Values programme] 2015-to date
Editorial Board Member, British Educational Research Journal 2014-2017
Consultant for the Network Migration in Europe, invited to write research-based policy briefs for example on Muslims in Germany for their information platform Migration Citizenship Education" 2015-2018
Editorial Board Member, Irish Journal of Sociology 2014-2017
External Examiner of PhD dissertations 2014-to date
Expert Evaluator, Volkswagen Foundation [Challenges for Academia and Society] 2013-to date
Editor of Education Inquiry Journal (Special Issue: "Ethnic diversity and schooling in national education systems") 2012-2013
Expert Evaluator, European Commission, FP7 and Horizon 2020 [Cooperation] as Remote Evaluator and Panel Member 2012-to date
Expert Evaluator, Foundation for Science and Technology Portugal [Social Sciences and the Humanities] 2012-to date
Expert Evaluator, Swiss National Science Foundation [Humanities and Social Sciences] 2012-to date
Expert Evaluator, Research Promotion Foundation of Cyprus [Socio-economic Sciences and Humanities] 2010-to date
Advisor to the Migration Policy Institute (MPI) Washington DC (on effects of education reforms on outcomes of migrant youth in North America and Europe) 2010- 2012
Advisor to the Irish Department of Education and Skills (DES), consulted on the development of the Intercultural Education Strategy (2010-2015), the Forum on Patronage and Pluralism in the Primary Sector, and the development of policies for Community National Schools (since 2017) 2008-to date
Advisor to the European Commission, DG Education and Culture [Education and Training 2010 Programme], invited to contribute to policy development notably the 2008 production of the Green Paper on "Migration and Mobility: Challenges and Opportunities for EU Education Systems" 2007-2010
Chair and Discussant at major national and international Sociology and Education conferences 2008-to date
Referee of Journal Articles for over 30 leading international journals in the areas of sociology, education and ethnic studies; Book Reviewer; Book Manuscript Reviewer for Palgrave and Routledge 2007-to date
Language Skill Reading Skill Writing Skill Speaking
English Fluent Fluent Fluent
French Medium Medium Medium
German Fluent Fluent Fluent
Details Date From Date To
International Migration, Integration and Social Cohesion in Europe (IMISCOE) 2019 present
Educational Studies Association of Ireland (ESAI) 2017 present
Sociological Association of Ireland (SAI) 2012 present
European Sociological Association (ESA), honorary member since 2009 2007 present
British Educational Research Association (BERA) 2005 present
European Educational Research Association (EERA) 2005 present
American Sociological Association (ASA) 2012 2014
Council for European Studies (CES) 2010 2013
International Sociological Association (ISA) 2008 2011
British Sociological Association (BSA) 2006 2011
American Educational Research Association (AERA) 2007 2008
TRINIDAD, A.C. and FAAS, D., Upward Mobility and Class Inequities among Filipino Migrant Nurses in the Republic of Ireland, Sociology, 59, (1), 2025, p37 - 54, Journal Article, PUBLISHED  DOI
FOLEY, A., FAAS, D. and DARMODY, M., The Creation of Culturally Responsive School Environments in Ireland: Factors that Assist in Reducing the Gap Between Policy and Practice, Policy Futures in Education, 23, (1), 2025, p155 - 168, Journal Article, PUBLISHED  DOI
TRINIDAD, A.C. and FAAS, D., Familial Ties and their Impact on the Class Conditions of Migrant Nurses in the Republic of Ireland, European Societies, 2025, Journal Article, SUBMITTED
Peroni, C., Devitt, C. and Faas, D., Workers' Experiences in Non-Profit and For-Profit Managed Asylum Systems: A Comparative Analysis of Italy and Ireland, International Journal of Comparative Sociology, 2025, Journal Article, PUBLISHED  DOI
PERONI, C., DEVITT, C. and FAAS, D., Frames of Forced Migration: A Comparative Analysis of Political and Media Discourses in Italy and Ireland, British Journal of Sociology, 2025, Journal Article, SUBMITTED
FOLEY, A., FAAS, D. and DARMODY, M., Negotiating Belonging in Irish Primary Schools: The Role of Childhood Agency, Educational Studies, 2025, Journal Article, SUBMITTED
PERONI, C., DEVITT, C. and FAAS, D., Street Level Bureaucrats in the Irish Privatised Asylum Regime: Experiences and Professional Identity, Sociology, 2025, Journal Article, SUBMITTED
HANNIGAN, A., FAAS, D. and DARMODY, M., Ethno-Cultural Diversity in Initial Teacher Education Courses: The case of Ireland, Irish Educational Studies, 43, (1), 2024, p125 - 140, Journal Article, PUBLISHED  DOI
KYEREKO, D. and FAAS, D., Inclusion and Agency in Ghanaian Schools: The Case of West African Child Migrants, Comparative Education Review, 68, (1), 2024, p139 - 160, Journal Article, PUBLISHED  DOI
TRINIDAD, A.C. and FAAS, D., An Examination of the Divergent Work Conditions and the Occupational Class of Migrant Filipino Nurses in the Republic of Ireland from a Translocal Frame, British Journal of Sociology, 2024, Journal Article, SUBMITTED
  

Page 1 of 9
INTERNATIONAL MEDIA: CANCILIERI, M., 'O fim do eldorado Irlandes: A onda de medo entre brasileiros na Irlanda [The end of the Irish eldorado: The wave of fear among Brazilians in Ireland]'', (5 December), Berlin, Deutsche Welle (DW Brasil), 2024, -, Notes: [Interview with Deutsche Welle Correspondent Mauricio Cancilieri on experiences of discrimination among the Brazilian community in Ireland], Broadcast, RELEASED
FAAS, D., Religion and Education in Ireland, Europe and Beyond , Invited seminar at The Centre for Research on Learning and Life Chances (LLAKES), 15 June, 2022, UCL Institute of Education, Invited Talk, PUBLISHED
FAAS, D. , Studying Sociology: Definitions, Challenges and Opportunities , Invited lecture to masters and PhD students at DLSU, 4 December, 2020, Behavioural Sciences Department, De La Salle University, Philippines. , Invited Talk, PUBLISHED
INTERNATIONAL MEDIA: NORUM, B., Katolisk hospital bliver overdraget til den irske stat [Catholic hospital is handed over to the Irish state], 14 May, 2020, Notes: [Interview with UK/Ireland Correspondent Bjarne Norum (Kristeligt Dagblad daily newspaper in Denmark)], Report, PUBLISHED
FAAS, D., Migrant Youth Identity and Politics, Invited talks as part of a Visiting Fellowship in the Institute of Advanced Studies, 9-10 September, 2019, School of Social Sciences, Loughborough University, Invited Talk, PRESENTED
INTERNATIONAL MEDIA: CROXALL, M., 'Ireland Abortion Referendum', (26 May), London, BBC News live at 8pm, replayed on the 11pm bulletin, 2018, -, Notes: [Live television interview of Prof Daniel Faas with Martine Croxall on the impact of the abortion referendum in Ireland and wider issues of social change], Broadcast, RELEASED
FAAS, D. , Religion and Education in Ireland: Child agency, ethos and leadership in Community National Schools , Invited lecture on the MA Sociology programme, 12 February, 2018, Department of Sociology, University of the Philippines (Diliman), Invited Talk, PRESENTED
FAAS, D. , Ireland in Europe: Sociological and Political Perspectives , Invited lecture as part of the St Patrick's Day celebrations at BFSU, 14 March, 2018, Centre of Irish Studies, Beijing Foreign Studies University, China, Invited Talk, PRESENTED
FAAS, D., The Migration Challenge: Comparative Educational Perspectives , Invited lecture to masters and PhD students at Minzu , 14 March, 2018, School of Ethnology and Anthropology, Minzu University of China, Beijing, Invited Talk, PRESENTED
FAAS, D. , The Role of Religion, Religiosity and Identity in Schools, Spotlight Topic Keynote Speaker at 2nd Cultural Diversity, Migration and Education Conference, 24 August, 2018, University of Potsdam, Germany, Invited Talk, PRESENTED

  


Page 1 of 6
Award Date
Visiting Professor, Migration and Inclusion Centre, Monash University 2024
Visiting Professor, UniSA Education Futures, University of South Australia 2024
Provost's Project Award, Trinity College Dublin (to recruit a fully-funded PhD candidate) 2019
Visiting Fellow, Institute of Advanced Studies, Lougborough University 2019
Visiting Professor, Department of Sociology, University of the Philippines (Diliman) 2018
Visiting Professor, Department of Sociology, Universidade de São Paulo 2017
Visiting Professor, School of International Relations and Diplomacy, Beijing Foreign Studies University 2017
Global Engagement Award, Trinity College Dublin (in recognition of global relationship building) 2016
Trinity Education Fellowship (in recognition of enhancing the Trinity undergraduate education) 2016
Election to Fellowship at Trinity College Dublin (in recognition of research excellence) 2015
European Research Council Finalist (ERC Consolidator Grant) 2014
Visiting Scholar, Institute of Education, University College London 2013
European Sociological Association Book of the Month 2013
Provost's Teaching Award, Trinity College Dublin (in recognition of teaching excellence) 2012
European Research Council Finalist (ERC Starting Grant) 2011
Visiting Scholar, Faculty of Social Sciences, Aarhus University 2010
Best Article Award and Honorary Membership, European Sociological Association 2009
Fulbright-Schuman Fellowship, University of California at Berkeley 2008
Marie Curie Intra-European Fellowship, Hellenic Foundation for European and Foreign Policy 2006
Cambridge European Trust Award, University of Cambridge 2005
Paul Mellon Award, Clare Hall College University of Cambridge 2005
British Economic and Social Research Council Scholarship 2002
My research is in the sociology of migration and consists of three interlinked strands: (1) identities and integration, (2) comparative curriculum analyses, and (3) religion and schooling in Ireland and Europe. It strongly links to Trinity's interdisciplinary research theme "Identities in Transformation", of which I am the Convenor/Champion. My work creates new knowledge by asking fundamental questions: How do societies and institutions differ in the ways in which they integrate migrant students and what structural characteristics drive this? How do national school curricula address migration-related diversity and European issues? How is religion integrated in schools and education systems? My work is rigorous and policy-oriented, allowing me to build bridges between academic and policy communities at national and European level. My earlier body of works on identities and integration included a monograph, "Negotiating Political Identities: Multiethnic Schools and Youth in Europe", which provided the first analysis of within-country and between-country differences in identity formation, revealing the factors which shape contemporary identities. It offered innovative insights into the role of school dynamics in shaping youth identities, including school ethos, peer cultures and school-level policy approaches. My most recent work on religion and schooling includes the first study in Ireland on the new multi-denominational state-funded Community National Schools, and the first empirical study exploring school sector variation of the role of religion, inter-faith communication and religious education in Ireland. The outcomes of this research have shaped education policy-making and contributed to wider academic debates in Ireland and internationally. I have received numerous research grants (totalling EUR 1.3m) and highly competitive fellowships including a Fulbright Fellowship, Marie Curie Intra-European Fellowship, and other external funding as PI and Co-PI in European collaborative projects. In 2015, I was elected to Fellowship at Trinity College Dublin (FTCD). In 2019, I received a Provost's PhD Project Award, linked to my latest research strand on religion and schooling in Ireland and Europe. I have a substantial and sustained research output of around 70 publications including 34 journal articles, 13 book chapters, 9 reports, 3 (edited) volumes, and 10 reviews. I have supervised 50 postgraduates to completion (12 PhD, 38 MSc/MPhil) and mentored 5 postdocs. I have promoted research leadership in numerous ways: I have encouraged staff to engage in collaborative research through creating and deepening links with the Economic and Social Research Institute (ESRI), the university-wide interdisciplinary research theme "Identities in Transformation", the TCD-UCD Strategic Alliance, Marino Institute of Education, as well as international networks such as IMISCOE. In addition, I have mentored a number of junior staff and have discussed their research plans and publication strategies enabling them to expand their vision and operating successfully within Trinity and beyond. I consider this part of cultivating the next generation of Trinity scholars.