Digital Capabilities Framework Update

DigitalCapabilityNewLast week Jisc released the first in a series of blog posts to bring the sector up to date with the developments to their Digital Capabilities Framework.

Following feedback from users, including professional body consultations, they have made several important changes, including clarifying the difference between proficiency and productivity, extending the idea of ‘scholarship‘ to evidence-based problem solving, and recognising that we do ‘development‘, not just self-development.

You can read more in the first blog post here:

In their second update they have released new and updated example role profiles, mapped to the Digital Capability Framework:

Again, you can read more on their blog:

In the latest post, Jisc have shared some resources for planning and developing Digital Capability as part of a whole organisational approach, including:

You can read more about these in the ‘Digital capabilities: a whole-organisation approach’ blog post:

You can keep up to date with all of the developments on the Digital Capability Co-Design Challenge Blog:

Or by following the hashtag #DigitalCapability on Twitter:

What do you think of the 6 elements outlined above? What do you think are the main opportunities and/or challenges when it comes to developing digital capability? Let us know in the comments below…

For help, information or advice about Digital Capability, or to discuss any questions, comments or concerns you might have, please contact


Phil Vincent

Phil’s focus is to work across Faculties to support the implementation of the Academic Strategy, and in particular contribute to the effective development and implementation of technology enhanced learning.

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1 Response

  1. Alison Organ says:

    I’ve just had a look at the ‘Teacher Profile HE’ and I like the suggestions for, e.g., using it in team workshops or PDR discussions to map individual or departmental capabilities and needs. It would provide a useful benchmark and also offers room for development in the ‘At higher levels’ section of each category.

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