Text, wrecks, sex: researching massacres, mariners, merchants and masters in seventeenth-century Ireland

Eamon Darcy: `1641 depositions and contemporary print culture?. - Connie Kelleher: `Ships, shipping and shipwrecks: the evidence for maritime activity in Waterford Harbour, 1641-1653?. - Charlene McCoy: `War and Revolution: County Fermanagh, 1640-1666?. - Patricia Stapleton: `Dublin merchants in the seventeenth century?. - Ian Campbell: `John Lynch?s Science of Truth: royalism, jurisprudence and late-Renaissance learning in seventeenth-century Ireland?. - Elaine Murphy: `The war at sea in Ireland, 1641-1653?. Supervised by Professor Jane Ohlmeyer

A seventeenth century survivor : the political career of Randal Mac Donnell, first marquis and second earl of Antrim (1609-83)

THESIS 2173.1THESIS 2173.

Implementing interdisciplinarity in research-intensive universities: good practices and challenges

The 2016 LERU position paper “Interdisciplinarity and the 21st century research-intensive university” addressed definitional and epistemological issues related to interdisciplinarity. It laid out an ambitious agenda for the implementation of interdisciplinarity in research-intensive universities. The current paper takes stock of the progress made by LERU universities in the implementation of the vision of a virtuous circle between disciplinarity and interdisciplinarity as a fundamental condition for the progression of knowledge. While noting that both scientific and societal drivers continue to emphasise the critical importance of inter- and transdisciplinarity, the report acknowledges the considerable progress made and identifies the remaining challenges in terms of education, research, careers, and governance: • In education, there is a rapid expansion of inter- and transdisciplinary programmes and opportunities. LERU stresses the need for further efforts to move from programmes that are multidisciplinary towards integrating knowledge from different disciplines in interdisciplinary programmes and towards working with stakeholders (which is defined as transdisciplinarity). • In research, there is a very high level of interest among researchers, funders, and national agencies in multi-, inter-, and transdisciplinarity. This is reflected in the development of new avenues for collaborative research that address many of the most important global challenges. However, there is still room for improvement regarding the evaluation and the valorisation of inter- and transdisciplinary research. Efforts should be made to heighten engagement with existing literature on inter- and transdisciplinary research. • Despite notable progress, career development remains a challenge for reaching the true potential of inter- and transdisciplinary research. Given the level of control of disciplinary structures in many universities on appointments and tenure, scholars who pursue a predominantly inter- and transdisciplinary approach, are faced with disproportionate obstacles. • In terms of governance, the report welcomes the creation of new interdisciplinary structures, but also points out that the institutionalisation of inter- and transdiciplinarity poses challenges. While recognising that there is no one-size-fits-all approach, LERU stresses that it is important to reconsider the way decision-making power and resources are allocated between disciplinary and interdisciplinary modes of knowledge. The development of inter- and transdiscplinarity in research-intensive universities is part of the transformation of knowledge systems which supports the broader societal drive towards addressing the sustainable developments goals