In the context of widespread calls for assessment redesign in response to the challenges posed by GenAI tools, universities increasingly recognise ePortfolios as a critical enabler of process-focused and authentic assessment, longitudinal skills development, and graduate employability. However, institution-wide adoption remains challenging due to fragmented practice, limited tool capability, and sustainability concerns. This case study presents the University of Limerick’s (UL) implementation of a centrally supported enterprise ePortfolio service that makes it possible for students to document their personal learning journey across their programme.

Guided by UL’s Teaching, Learning and Assessment Strategy and its Academic Transformation of the Operating Model (ATOM), the initiative addressed the limitations of an unusable native VLE portfolio tool that had resulted in inconsistent local workarounds and increased staff burden. Following institution-wide staff consultation and pilot evaluation, UL implemented Portflow as a secure, assessment-ready ePortfolio, fully integrated with Brightspace and governed through existing VLE structures. The focus was on scalable adoption: standardised templates aligned to graduate attributes and transferable skills were introduced with controlled local flexibility, supported by structured staff development, exemplars, and clear governance.

The paper outlines the strategic, pedagogical, and technical decisions underpinning the transformation, highlighting how treating ePortfolio as core digital infrastructure—rather than an optional add-on—enabled sustainable operation and programme-level coherence. Impact data from the first 18 months of operation demonstrate substantial engagement, with over 4000 active users to date, over 12,000 evidence artefacts, and extensive use of feedback, goal-setting, and controlled sharing for employability and placements.

Key insights include the importance of embedding portfolio activity within assessment design at programme level, the value of centrally governed templates combined with disciplinary autonomy, and the role of early pilots in reducing institutional risk. The case offers a transferable model for institutions seeking to scale ePortfolio practice while aligning assessment, skills development, and employability within long-term curriculum transformation.