Summary Higher Education Institutions (HEIs) have the potential to impact positively on the health and wellbeing of their staff and students. Using and expanding on the ‘health promoting university’ (HPU) platform within HEIs, this article provides a description of ‘Healthy Trinity’, which is an initiative underway in Trinity College Dublin, the University of Dublin. First, Healthy Trinity is contextualized in background literature including international and national policy and practice. Second, an overview of Healthy Trinity is provided including its vision and goals. Third, the article describes the steps taken relating to the identification of stakeholders and use of a network and a co-lead model. Within this approach, the article describes a partnership approach whereby responsibilities regarding health and wellbeing are shared by individuals and the institution. Fourth, the design and implementation of Healthy Trinity is discussed by taking a ‘settings approach’, in which the emphasis for change is placed on individual behaviours, environment, policy and organizational culture. Consideration is given to the interplay between intervention, implementation strategy and context for successful systemic implementation. The fifth element presented is the early-stage challenges encountered during implementation, such as the need to secure recurrent funding and the importance of having a direct input to the governance of the University to enable systemic change. The sixth and final component of the article is an outline of Healthy Trinity’s intention to utilize a process evaluation of the early implementation phases of this complex intervention within a settings approach. Potential deliverables and impacts of this HPU initiative are presented and discussed.

This paper examines power dynamics and political challenges which an insider action researcher without line authority or formal power encountered while leading cross-functional New Service Development (NSD) initiatives in a traditional, publicly funded university. NSD, as any development activity, faces competing interests in organisations and often power dynamics and political tactics which may impede service actors’ development endeavours. The paper describes and reflects on how an insider action researcher together with service staff, managers and directors, conducted several different types of NSD initiatives. The paper draws on insider action research (IAR) principles, which engage theory with practice, and action with reflection. The study was carried out over an extended time period of almost three years. The paper concludes with a framework for addressing power dynamics and political action, identifying tactics available to service development actors when engaging in NSD.

<p>Climate literacy and awareness have greatly deepened over the past few years but how strongly they shape our values and therefore inform our decisions is still a weak link. Inaction today will result in an even heavier burden on today’s youth. How does it feel to be 15 years old in 2021?</p><p>As a team of researchers involved in a water-energy nexus project, we felt a compelling responsibility to work with young people to build their knowledge, awareness and skills to tackle climate change through water efficiency. We therefore decided to reach out to young people aged 15-17 to explore the climate action potential of saving water resources in a way that is meaningful and relevant to their circumstances. Looking beyond lecture-style activities but rather focusing on a dialogue that could support their efforts to tackle the climate crisis, we considered the following questions: How can we make our research agenda informative and relevant to young people? What kind of engagement activity can foster youth-centred learning, skills development and innovation processes to take climate action within the water-energy nexus?</p><p>A recent global trend of organising hackathons to find solutions to societal issues offered the perfect answer to our needs. In our submission we describe how the rationale behind the choice of a hackathon-style event was informed by pedagogy, social science and management theory. We illustrate the details of the 2-day Climate Action Hackathon we planned, organised and facilitated to a group of 15-17 years old students, members of Irish NGO ECO-UNESCO. Then, we present the outcomes of the hackathon and how we assessed the impacts. To conclude, we describe how the lessons learnt have been incorporated into three further future engagement projects at larger scale in Ireland, Wales and at European Union level.</p>