DCU Futures Evaluation
DCU Futures commenced in 2020 as a major, multi-year educational transformational project that transformed what students learn (the launch of 10 new undergraduate programmes through industry consultation and co-creation), how students learn (embedding innovative teaching and learning pedagogies), and integrated the DCU transversal skills framework into undergraduate programmes. DCU Futures is now the underlying pedagogical philosophy underpinning teaching and learning within DCU.
As part of the DCU Futures project, the DCU Futures Evaluations Team was established with oversight from DCU’s Institute of Education Centre for Evaluation, Quality & Inspection (EQI). The Evaluations Team, formed shortly after the launch of DCU Futures, in 2021, remained in place until mid-2025. The remit of the Evaluations Team was to independently monitor and assess changes arising from the implementation of DCU Futures. Given the highly ambitious nature of DCU Futures, and the agreement that DCU Futures is the blueprint for future DCU teaching and learning innovations, it was important that an independent evaluations team monitor the project impact and sustainability. The DCU Futures Evaluation was based on multifaceted data, much of which was gathered during the initial two years of DCU Futures. The data is rich and has resulted in very interesting findings.
Based on the summary reports provided, there are several recurring themes regarding the success of the Futures Core model, the benefits of modern assessment methods, and the operational pressures which lead to the need for institutional support.
A summary of key themes, and links to the reports follow. It should be noted that the evaluation was undertaken in the first three years of the Futures programmes. The true impact of DCU Futures will be seen over the coming years as students graduate and Futures alumni are within the workplace.
1. Enhanced Performance of "Futures Core" Students
A primary theme is that students in the Futures Core track consistently outperform their peers in other programs.
- Academic Excellence: Core students achieve higher average marks and are more likely to secure top-tier grades (H1 and H2.1).
- Lower Failure Rates: These students are less likely to fail compared to "Futures Light" or non-Futures students.
- Positive Sentiment: Core students generally respond more favourably to program indicators than students in other tracks.
2. Benefits of Active and Engaged Pedagogies (Continuous Assessment, CBL, and Transversal Skills)
The reports highlight that moving away from traditional exams toward Continuous Assessment (CA) and Challenge-Based Learning (CBL) yields positive results.
- Fairness and Skill Capture: Students view CA as fairer and more rewarding than exams, while staff believe it better captures a student's actual skill set.
- Engagement: CBL activities are considered beneficial to both staff and students.
Skill Development: Engagement with transversal skills (such as Data Literacy, multilingualism and other transversal skills) clearly enhances the student experience and proficiency.
3. Increased Collaboration and Engagement
The Futures philosophy appears to foster a more connected academic environment.
- Staff Outlook: There is a notably positive outlook on the Futures philosophy from Futures Core staff.
- Institutional Connectivity: Staff acknowledged that the Futures philosophy facilitates higher levels of cross-faculty collaboration and employer engagement.
