Abstract:

In this paper, I will propose an elicitation process that gets to the heart of the discipline and supports university educators in designing curricula to ensure that their courses keep abreast of technological changes in preparing graduates for the future, whether as citizens or professionals. Numerous digital capability frameworks and definitions exist in the UK and across Europe and further afield. Many authors have made attempts to define and redefine it from a range of perspectives or to accommodate changes in educational and social practices. Despite this, few studies have applied or mapped such generic skills in particular subject settings. All this points to the need for more work in embedding digital capabilities in HE courses in a subject context. This gap leads to the overarching research question of this paper: "How are digital capabilities conceptualised in two different disciplines, engineering and management?" The paper argues that this disciplinary mapping process requires a combined framework. This framework comprises JISC's Digital Capability Framework, combined with the notion of Shulman's signature pedagogies. The qualitative multi-case embedded case study utilized data collection methods involving documentary sources, interviews with academics and professionals working in engineering and management, as well as interviews and focus groups with students. Results suggest that disciplinary digital practices align with their signature pedagogies. Emerging signature digital capabilities in both disciplines are highlighted in the study. The elicitation process is another, practical, contribution of the study in the shape of the proposed conceptual framework.

Keywords:

Digital capabilities, digital literacies, disciplines, signature pedagogies, curriculum design, professional learning, engineering, management.