Abstract The dominant model of universities, especially in the social sciences, is often based upon academic disciplines, objectivity, and a linear knowledge-transfer model. It facilitates competition between academics, educating students for specific professions from an objective, descriptive, and neutral position. This paper argues that this institutional model of universities is inadequate to contribute effectively to societal transitions towards just and sustainable futures. Taking the Erasmus University Rotterdam (EUR), the Netherlands, as an example, this paper illustrates the problems with the dominant (twentieth century) model of universities in the social sciences and explores what strategies universities can develop to transform. It introduces the notions of transformative research and transformative education: transdisciplinary, collaborative, and action-oriented academic work that explicitly aims to support societal transitions. It presents the design impact transition (DIT) platform as an ‘institutional experiment’ at the EUR and a concerted and strategic effort that lays bare current lock-ins of the dominant university model and the kind of institutional work needed to transform universities.