This study includes a list of all reports, both internal and external to TU Dublin, published with contributions from Transform-EDU  


This report provides a review of the Student Transformative Learning (STLR) initiative within the School of Business for academic year 2020/21. The results of this review show: [1] Student engagement reached 66% for the academic year 2020/21 [2]  Staff feedback is positive and encouraging and staff have retained engagement with STLR during the pandemic. [3]  64 events and 47 continuous assessments were STLR-tagged. [4] Quality framework underpinning STLR was presented to Registrars and Quality officers across TU Dublin. Very positive feedback was received from all.  [5]  Dr. Larry McNutt, Registrar on the Blanchardstown campus endorsed the Transformative Learning transcript by approving his digital signature to be placed on all transcripts. [6] TU Dublin’s first Transformative Learning Transcripts were released to students on the 7th July 2020 [7] STLR was named under draft framework of education model Actual expenditure is below budget. [8] Covid-19 did have an effect on activity levels.  Student Transformative Learning Record (STLR) Activity Report       


As a parallel activity to the Summit, PS2021 Sustainability Summer School took place from 24th May to 24th June. From 185 applicants, 44 students were selected from TU Dublin (19), Coventry University (8),

 Purdue Polytechnic (5), UW Stout (8) and Bahrain Polytechnic (5). Students were selected from a variety of disciplines, including engineering, industrial design, architecture, tourism, food, computing, construction, sustainable development, finance and community development. Students were allocated to five interdisciplinary projects covering a range of sustainability challenges including: urban regeneration, GIS mapping of nature, solar energy, zero carbon accreditation and single-use plastics. The school was delivered virtually over MS TEAMS as a blend of asynchronous project work and guest presentations. Students presented the outcomes of their projects as poster presentations at the PS2021 Summit. Particular thanks to Ken Boyle, Catherine Gorman, Otmar Wullich, Jennifer Astwood (UW Stout) and Lisa Bosman (Purdue) for their mentorship of the students.


A case study on the development of the new QAQE Framework at TU Dublin was published in the Quality in Irish Higher Education 2020 report.  Technological University Dublin (TU Dublin) was formally established during Transform EDU as Ireland’s first technological university. The Transform EDU team has investigated significant expertise and resources in working towards a unified quality assurance (QA) and quality enhancement (QE) framework, derived from those of its antecedent institutions. The new framework places emphasis on transformative learning, on structured engagement with industry, professional bodies. This has required a flexible and systemic approach to quality, in order to achieve and maintain excellence in its mission, and to define the unique positioning within the HE sector in Ireland and internationally. A major contribution to framework was provided under WP5.


With sustainability as fundamental principle of TU Dublin Strategic Intent 2030, the publication of the DSA yearbook 2020 reflected the emergence of a partnership between  Transform EDU and Dublin School of Architecture. As is evidenced in this yearbook, the Dublin School of Architecture, TU Dublin, is at the forefront of sustainability – inspired learning; redesigning its programmes through the lens of the UN’s 17 Sustainable Development Goals (SDGs). Through the co-created innovations of its students and staff, the School has become a role-model not only for promoting sustainability in professional practice but for other disciplines of study at TU Dublin. This publication was made possible under WS 3.1


Through WS 3.1, the development of an SDG curriculum interrogator tool has enabled a systematic evaluation of the embeddedness of sustainability in the new BSc in Sustainable Timber Technology degree progamme, contributing to its validation.  A systematic analysis of the proposed curriculum was carried out using the AASHE-STARS criteria and applying along with a mapping to the UN’s 17 sustainable development goals (SDGs). The analysis found 15% of modules to be sustainability focused and 90% to be sustainability-inclusive.  The programme demonstrated a strong emphsasis on SDGs 12, 8, 13,15 and 9. The methodology developed serves as blueprint for all programme review and enhancements through the lends of the SDGs.  


On 7th June 2021, the first transformative learning records (TLR) transcripts, signed by the Blanchardstown campus registrar, were emailed to TU Dublin students, a major milestone in the project and, indeed, for the employability of our TU Dublin graduates.  The TLR transcripts provide a detail of each students’ transformative learning experiences mapped to five competency categories  [1] civic knowledge skills and experience [2] health, well-being and development [3] leadership and teamwork [4] research and innovation cvompetency building and [5] global cultural competence.

The 2021 SULITEST report to the UN High Level Political Forum (HLPF) for Sustainable Development includes a case study of SULITEST adoption at TU Dublin. More than 45,000 tests were taken globally between the HLPF 2020 and 2021, and circa. 1750 of those were taken at TU Dublin. The growing database of participants offers insights on indicators of sustainability awareness, which are contextually related to the SDGs. The TU Dublin case-study highlights the approach to using SULITEST in combination with reflective assignments and the emerging community of practice focused on sustainability literacy, that is