Affiliated Research Centres
The Department of Economics is home to the Trinity IMpact Evaluation Unit (TIME) which brings together economics researchers, development practitioners, and policy makers in a collective effort to estimate and understand the impact of development aid and investments.
TIME's vision is to provide strong evidence of what works, so that better investments with a real impact on the development process can be made. The research group aims to produce research of the highest academic standard while at the same time facilitating the dissemination of research more widely and providing training to development practitioners on rigorous methods of impact evaluation.
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The Department of Sociology is home to the Trinity Migration and Employment Research Centre (TMERC). This research group conducts work in migration and employment policies, trends, experiences and outcomes in Ireland and Europe. Formerly known as Employment Research Centre (ERC), we have a long history of nationally and European funded research on employment in Ireland and beyond. More recently, our increased focus on mobility, migration and identities has led to the renaming of the centre to recognise the importance of these issues in our research and Irish society more generally.
The TMERC carries out funded research projects and actively promotes discussion between Irish and international academics, policy makers and other relevant social actors via our newsletters and project reports.
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Together with colleagues from Law, the Irish School of Ecumenics and History, Sociology staff are founder members of the Trinity Centre for Post-Conflict Justice (CPCJ). The Centre fosters interdisciplinary research that explores how societies come to terms with episodes of extreme violence in war, civil war, and periods of prolonged civil and political unrest.
The Trinity CPCJ brings together faculty and graduate students working in the fields of history, law, peace studies, sociology, theology and ethics. Its current projects address the themes of Justice, Transition, Governance and Memory and Reconciliation and draw from field and archival work in the Balkans, Eastern and Central Europe, Central America, Africa, the Middle East, and Southeast Asia, as well as the experience of the Peace Process in Ireland, North and South. The Centre's activities link to longstanding research by Sociology staff on Israel/Palestine, Kosovo and the Good Friday Agreement.
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The Centre subscribes to a concept of education as a process directed at human flourishing, integrity and truth. Human flourishing is enabled or hindered by historical, cultural, linguistic and socio-political factors. Integrity acknowledges that education finds its expression in informed human agency, not just in statement and assertion. Truth as the goal of all modelling, approximate knowledge and partial understandings remains the dynamic for all educational encounters and endeavours.
Our emphasis on culture (material and non-material) is linked to that of exploring the values and principles (tacit or otherwise) through which education attains different forms of expression and practice.
Our Current Focus: the Centre undertakes both funded and non-funded research that inquires into educational initiatives, processes and results that have as their aim or intention a view consistent with the position outlined above and lie in the field of higher education. Research themes include exploring global, European, national and local:
- higher educational projects aimed at culturally informed educational initiatives aimed at the promotion of human well-being, development and democracy;
- the ‘out-comes’ or results of formal higher education on subsequent work-life, continued education, life-decisions, values and attitudes;
- educational encounters in higher education, educational leadership, community and adult education.
The Centre for Research in IT in Education is a collaboration between the School of Education and the School of Computer Science & Statistics. Its research agenda is to explore how technology can be used to enhance teaching & learning and it does so largely through the lenses of constructionism and social constructivism. The close synergy between the two academic disciplines involved is a distinguishing feature of the Centre and allows it to develop tools and pedagogical strategies which benefit from both technological and educational perspectives. A pragmatic action research approach is followed and a guiding principle is that the field of Technology Enhanced Learning needs to move beyond boutique interventions and tackle core issues arising in the transformation of learning in a systemic and sustainable fashion.