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There are a number of activities in stage three for leaders and for those who are helping others to develop their digital capabilities.

In stage three leaders will work with teams to explore the digital capabilities that are relevant to them and to develop implementation plans.

Those helping others to develop their digital capabilities may be working with teams and individuals to explore the digital capabilities that are relevant to them in their context and helping them plan to move forward.

Actions and responsibilities

Indicative responsibilities and actions for teams including students, professional, service, academic, curriculum staff and others might include:

  • Reviewing the digital capability framework for individuals
  • Discussing the role profiles most closely-related to the roles of team members (with those identifying in the same role as well as with mixed roles within the same team)
  • Researching subject and professional digital capabilities appropriate to role, subject and destination industries that students are likely to be seeking employment in
  • Encouraging individual team members to self-reflect own digital capabilities using the discovery tool and identify personal development options for discussion with line manager or team leader
  • Aligning and mapping individual findings from discovery tool activities with other team priorities and development plans (for example: plans to review or refresh curricula, new or updated services etc)
  • Individuals aligning professional development review plans with relevant professional frameworks
  • Including opportunities to develop digital capabilities and digital graduate attributes in curriculum activities - make these clearly signposted with links to supporting resources
  • Collaborating with other team members and other teams on projects designed to improve your curriculum, service or learner experience (for example, if a team were exploring inclusive practice, one option might be to use our accessible content audit framework (Word) to assess, evaluate or ‘user test’ the accessibility of resources)

Supporting resources

Tools and resources to help you in stage three include:


Likely outcomes, outputs and enablers that will arise from stage three activities include:

  • The establishment of common language, goals and priorities for digital capability
  • A collegiate approach to ownership and development of digital capabilities
  • Individual teams develop their own construct of digital capability aligned to team, departmental, service and organisational priorities
  • Team strengths and weaknesses are identified and mapped against ideal or real-world requirements
  • Opportunities are identified to embed digital capabilities in a variety of curricula and student-focused activities
  • Digital capabilities development is included in individual and team plans for continuous professional development (CPD)
  • Potential collaborative development opportunities that align with or include digital capability targets are identified (for example, collaborative activities with students such as development work arising from use of the Jisc NUS roadmap for supporting students to improve their digital experience at university and college or the digital experience insights student survey
  • The establishment of collegiate support mechanisms for the development of digital capabilities