Third-level education can have many impacts on students, including those regarding knowledge transfer and those pertinent to gaining the skills necessary for future employment. However, the potential for transformative learning is often overlooked, despite the potential for a variety of positive, associated effects on students. Moreover, transformative learning may represent an important indicator of impact, particularly in the recently established Irish TU sector. The current research acknowledges this potential and surveyed 1,232 current students and graduates from one such technological university via and adapted version of the Learning Activities Survey. Such survey ‘provided a voice’ to students with regards to the potential impact their education has had and evaluated previously established claims of this particular institution's teaching impact and student-centredness. Specifically, the study aimed to explore both the frequency and nature of the TL (e.g. factors influencing it), as experienced by current and past students. Results corroborated previous research on technological university impact, revealing that: 77% of respondents had experienced some form of TL and that 37% experienced what was found to be ‘explicit TL’ (i.e. the learner explicitly recognises or acknowledges some transformation as having been contributed to by a particular experience) – both of which being significantly more than those who did not report a TL experience. Results also revealed that explicit TL was primarily influenced by lecturer support and active learning activities; and was more commonly found within the graduate cohort. Results and recommendations for future research are discussed in light of extant theory and research. This research provides important considerations for future conceptualisation efforts regarding not only TL and it assessment, but also impact in the Irish TU sector and third-level education more broadly.
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