We use cookies to give you the best experience and to help improve our website

Find out more about how we use cookies

Choose whether to use cookies:

No thanks That's fine

Skip to main content

Jisc

You are in:

  • Advice
  • Guides
  • Developing organisational approaches to digital capability
  • Full guide

Utilities:

  • Search the Jisc website
    Clear search results

Search the Jisc website
Clear search results

Navigation:

Guide

Developing organisational approaches to digital capability

Supporting organisations to develop their culture, infrastructure and practices to help grow organisational digital capability and enable individual digital capabilities to flourish.

About this guide

Authors

  • Clare Killen, consultant

  • Helen Beetham, consultant

  • Sarah Knight

    Head of learning and teaching transformation, higher education

  • Published: 4 May 2017
  • Updated: 4 May 2017

Creative Commons attribution information
Library meeting
©bowdenimages via iStock
All rights reserved

  • How well does your organisation support the development of digital capabilities through its strategies, culture, leadership and infrastructure?
  • How are digital practices enabled and proactively developed in core activities?
  • How are you engaging and supporting stakeholders - from those starting out in digital practices to those at the cutting edge?
  • How well does your organisation make use of the different types of digital communication and engender respectful e-communication practice and behaviour for staff and students?

These are questions that are challenging institutions in UK further and higher education (FE and HE). 

What you'll find in this guide

This guide will address key challenges like these and support institutions to develop the culture, infrastructure and practices in core areas of activity that support both organisational growth in digital capability and enable individual digital capabilities to flourish.

The emphasis throughout is on developing contextualised approaches appropriate to your institution.

Who is it for?

This guide has been designed to support organisational leads with responsibility for developing staff and student digital capabilities in higher education (HE) and further education (FE).

It also supports a range of roles involved in the leadership and implementation of digital skills from across the organisation by providing them with the resources and strategies to develop their practices. 

Because organisational structures vary considerably, and responsibility for this may be distributed across the organisation, we recommend a coordinated approach where all stakeholders with related responsibilities work together (for example, senior leaders, heads of school, departmental heads and curriculum teams, quality, human resources professionals, IT services, staff development units, library and learning resource professionals, equality and inclusion specialists and those responsible for estates provision and management).

Structure

This guide offers a structured approach supported by a suite of tools and resources to help you to develop digital capability in your organisation.

Following a brief summary of our previous work on digital literacy and digital capability we explore what a digitally-capable organisation might look like, offer 15 new institutional case studies that show different approaches to developing digital capability and a practical, four-step model suggesting activities and resources you may wish to consider when building your own approach.

Organisational digital capability in context

Defining organisational digital capability

We define digital capability as the extent to which the culture, policies and infrastructure of an organisation enable and support digital practices.

Our work and understanding of digital literacies for individuals has evolved over the years to now expressing these as digital capabilities. 

At an individual level, we define digital literacies as the capabilities which fit someone for living, learning and working in a digital society.

At organisational level, we need to look beyond the capabilities of individuals and be concerned with the extent to which the identity, culture and infrastructure of an institution enables and motivates digital practices.

“The digital economy is the economy”

Technological change is not a new phenomenon.  In the 21st century we are experiencing an unprecedented and sustained rate of growth in terms of digital innovation and creativity.

“We are in a time of great change.  Digital technology is reshaping how today’s society thinks, works, learns and develops. The digital economy is the economy and this presents us with major challenges and opportunities - for productivity, national competitiveness and how individuals participate in society. Our success will be measured by how well we are able to prepare people to keep pace with the rapidly changing nature of technology.”
Liz Williams, chair of the digital skills qualifications review steering group, director of tech literacy and education programmes for BT Group and board member of The Tinder Foundation, (review of publicly funded digital skills qualifications, February 2016)

While ‘the value of digital capability in economic terms for the UK’ is acknowledged as ‘enormous’ (make or break: the UK’s digital future (pdf), House of Lords select committee on digital skills, 2015) the rate at which educational institutions can adopt these technologies and adapt their practices is an acknowledged challenge.

“There are challenges in matching the speed of change in the education sector, for example in changing curricula and training, to the speed of demand, and the rapidly changing skill sets needs in the economy and society.”
Digital skills for the UK economy (pdf), a report by Ecorys UK for the Department for Business Innovation and Skills and the Department for Culture, Media and Sport (January 2016)

This is made more complex by the large and diverse communities they support and employ, the variety of professional and vocational specialisms they serve, legal and administrative responsibilities, financial considerations and many other factors.

Why digital know-how is so important

Technology is changing both working processes and the nature of work and knowledge practices. In our report deepening digital know-how: building digital talent (pdf) (August 2015), author Helen Beetham looks at how the digital capabilities of teaching and professional staff are framed in UK HE and FE institutions and the organisational landscape as this influences future requirements.

The report identifies a demand for shared definitions and frameworks for digital capability and signposts some significant findings including:

  • - The nature of work is changing and that digital technologies are implicated in changes in the educational environment and in work beyond education
  • - The way we record and demonstrate achievement is changing and that this has implications for accreditation and continuous professional development (CPD)
  • - There are profound and ongoing changes to the knowledge practices which are the core businesses of our universities and colleges
  • - Digital capabilities are both general and specialised - and organisations need both
  • - Institutions must recruit, retain, reward and recognise digital talent
  • - Organisations need digitally capable leadership and a strategic approach to digital capacity
  • - Digital capability is intrinsic to professional practice, identity and learning
  • - Digital wellbeing is a critical issue for individuals and organisations
    Deepening digital know-how: building digital talent (pdf), Helen Beetham (August 2015)

In their October 2016 Horizon Project Strategic Brief on Digital Literacy, the New Media Consortium (NMC) acknowledge the variety of digital practices that current students need to master and look ahead to future digital literacy needs in fields such as data processing and analysis, coding, robotics and artificial intelligence.

“Gaining cross-disciplinary digital skills is the lifeblood of deeper learning outcomes that lead to fruitful careers”
Digital Literacy: An NMC Horizon Project Strategic Brief (Volume 3.3, October 2016)

While generic, cross-disciplinary digital skills are necessary, it is often the specialised digital skills of their subject area that open up career pathways for students.  Looking beyond specialist and subject specific digital skills, the concept of digital entrepreneurialism encompasses the need for those entering the employment market to drive digital forward. Our research into developing student employability found that expectations from employers and education providers in relation to digital entrepreneurialism is low.

To ensure students are developing these skills, their learning experiences need to be embracing these practices.

Our evolving understanding of digital capabilities

“…it is important to acknowledge that digital literacy definitions and models will continue to evolve.”
Digital Literacy: An NMC Horizon Project Strategic Brief. Volume 3.3, October 2016

Our building digital capability project has been exploring how the development of digital literacies is supported at an institutional level. It has involved in collaboration with HE and FE institutions, government departments, sector bodies, professional associations and other stakeholders.

It led to the development of our digital capability framework (pdf)  which describes six overlapping elements of digital capability for staff and students.

Creative Commons attribution information
Digital capabilities: the six elements
©Jisc and Helen Beetham
CC BY-NC-ND

Our previous work on digital literacy and digital capability

On our digital capability project blog, Sarah Davies, head of higher education and student experience, outlined what we already knew about this area (September 2014) and provides a concise summary of previous work including our developing digital literacies programme (2011-13).

Our understanding of the digital capabilities that students and staff need has been informed by other related initiatives such as effective learning analytics, our research on developing student employability, and scaling up online learning, our digital student project and change agents’ network.

The digitally-capable organisation

Diagram showing key areas for a digitally-capable organisation: ICT infrastructure at the centre with four core activities: content and information; learning, teaching and assessment; communication; and research and innovation

Our digital capabilities framework for organisations (pdf) looks beyond the capabilities of individuals and acknowledges that digital capabilities impact on, and are relevant to, all areas of university and college business (academic and non-academic).

This organisational model of digital capability is designed to reflect the individual digital capabilities framework (see building digital capability: the six elements defined (pdf)) but is not an exact replica and serves a complementary but different purpose. 

The focus for this model is on organisational capability and digital considerations as they relate to the core business functions of a university or college.

Our digital capabilities framework for organisations

Jump to:

  1. Organisational digital culture
  2. Four core areas of activity
  3. Infrastructure

Organisational digital culture

Organisational digital culture expresses how the organisation supports the development of digitally capable people (staff and students) through its core strategies, administrative structures and processes such as strategic planning, quality enhancement and estates management and through cultural features such as its leadership, governance,  approach to innovation and the way it engages students and staff.

The organisation’s digital culture also determines its style of internal and external communication and its approach to issues such as digital safety and well-being, innovation (versus security), openness and inclusion.

“When we were looking at the Digital Lancaster strategy we considered whether people would have the skills to undertake what we were expecting, and above and beyond that, did they have a culture that encouraged them to actually do it?”
Rachel Fligelstone, head of IT support, Lancaster University

Read the case study on how Lancaster University is working to develop organisational digital capability (pdf).

When building a model appropriate to your needs we encourage you to ensure that opportunities for students and staff to explore what this means to their areas of practice are an integral aspect of the development process.

Back to menu.

Four core areas of activity

Digital capabilities have the ability to enhance all areas of organisational practice but we know that digital capability requirements vary.  We have identified four core areas of activity particularly pertinent to educational organisations and looked at the digital capabilities these require - offering a digital lens or perspective for you to consider.

These areas of activity may be quite separate from one another structurally, but common digital issues create opportunities for staff to collaborate and to share ideas and know-how. Sound digital leadership is essential in each of these areas, as well as across the organisation as a whole.

Content and information

Shifting roles and responsibilities

Every member of the organisation now needs to be their own information specialist, managing content and issues appropriate to their role.  They need to be able to deal with issues such as search terms, metadata tagging and intellectual property rights (IPR) that may previously have been addressed by librarians and to be able to interrogate, monitor, manage and use multiple data sets and possibly even learner analytics.

“Everyone needs to have an increased awareness of what they are learning from their analytics and how to apply them back. We need to grow these skills across the organisation but we still need to rely on specialists as well, particularly in areas like IT where we really need to build something meaningful on the back of the data we have.”
Will Woods, head of learning and teaching technologies, the Open University

Read the case study on how the Open University is working to develop organisational digital capability (pdf).

Emergence and evolution of specialist roles

Effective management of information and data is critical to the functions of large organisations such as colleges and universities.  Even work that is not obviously information-related is likely to be represented, organised, managed, monitored and evaluated in data systems.

Information and data specialists are emerging in many roles. Role holders may have acquired these responsibilities and skills gradually over time and as the need has arisen without being formally recognised as data specialists.  Knowing where and how to collect, share and interpret data appropriately is of growing importance and there needs to be clear understanding by all institutions and their staff of their responsibilities.

Dual roles - managing mastery of own specialism and supporting others

Librarians and other data specialists will find it necessary to continuously update their own area of specialist digital expertise and, at the same time, are likely to be supporting others to acquire skills that were once regarded as being the responsibility of specialists.  Human resources (HR) and continuous professional development (CPD) strategies must take account of this shift from specialist only roles to expecting all staff to own and use a degree of what was formerly regarded as the responsibility of specialists and reflect this by updating job roles and specifications as well as recruitment, personal development and review processes.

Research and innovation

The role of professional bodies and specialist domains in developing digital capabilities

In universities, most teaching staff are also researchers and in colleges, most teaching staff are also professionals or vocational workers who are at the forefront in innovating practice.  In both cases, they are dealing with an accelerating pace of digital change in their specialist field - changes in methods and tools and also in the things that have to be known and in the problems being faced.  These specialist digital capabilities are often not developed in organisational settings at all but in connection with a professional body, research team, subject community or other specialist domain.

Facilitating the sharing of specialist and generic digital expertise

Organisations need to take an interest in how staff and students build, use and share their specialist digital expertise and how the organisation facilitates access to channels that will support this. For example, modelling and sharing digital practices and behaviours could be an effective way of doing this.

Digital capabilities beyond the confines of specialist research

Research, scholarship and problem solving are activities that happen beyond the confines of specialist research. All roles in complex organisations involve elements of using evidence to answer questions and to solve problems so there should be support for more general practices such as constructing an online poll or looking for patterns in data so as to draw inferences and conclusions.

“There is a lot of talk about relating digital literacy to research impact.  Impact isn’t just how many papers you have published but who is engaging with them and how you can measure that…”
Fiona Harvey, education development manager, University of Southampton

Read the case study on how the University of Southampton is working to develop organisational digital capability (pdf).

Communication

An essential capability for all

Digital communication is a skill required by everyone. It enables core functions to be managed effectively and makes it possible for people to work, study and research together regardless of barriers such as time and location.  Systems and practices need to be in place to ensure effective and respectful communication around day-to-day matters. 

In addition, there are specialist forms of digital communication required in an educational organisation.  These include learning conversations, supportive communications from tutors and student services, communication of ideas through presentation and publication, sharing of outcomes in research and practice, partnership building and public communications via websites, blogs, wikis and social media.

Using digital media to promote organisational and personal reputations

This is an area where individual capabilities can have a significant impact on the core business of an educational organisation - on its internal culture and its external reputation.  Because it is so critical to personal reputation as well, people are often very willing to explore how they manage communication and to consider how they could do so more consciously and effectively using digital media.

The different affordances of different types of digital communication

Large organisations need a public digital media strategy and staff with expertise in this area.  With so many opportunities for individuals to communicate publicly from inside the organisation it is even more important that all students and staff have good e-communication skills, respect the communication needs of others and understand the etiquettes of different methods of digital communication. 

While individuals may have personal experience they may need support to consciously address how different digital media influence understanding and conversational outcomes. 

Learning, teaching and assessment

Learning, teaching and assessment is arguably the core business of education.  Making sure staff have the digital capabilities to make appropriate decisions on how to incorporate technology into curriculum activities and that students are developing the skills they need to operate in a digital workplace is therefore essential.

“Changing demands from firms, consumers, students and communities mean that apprenticeships, vocational qualifications and degrees need to deliver more general - and also specific - digital capabilities.”
Make or Break: The UK’s Digital Future (2015) House of Lords Select Committee on Digital Skills (pdf)

Our editable digital capability checklist for curriculum developers (Word) can be used to assess how well a course of study is preparing learners with the kind of capabilities and practices described in the learner profile.

We also offer a range of guides to support different elements of learning, teaching and assessment including enhancing the student digital experience: a strategic approach covering the curriculum, inclusive practice and accessibility, the environment, bring your own device (BYOD), engaging and empowering students, and supporting students and staff to work successfully with digital technologies. 

In addition, we offer guidance on using technology to enhance curriculum design, transforming assessment and feedback with technology, scaling up online learning and developing student employability.

Accessibility and inclusion

Digitally capable staff should have the capability and confidence to create inclusive learning opportunities, to embed digitally inclusive practices into strategy, policy, quality assurance processes and into every day practice. 

This will facilitate staff confidence in their ability to evaluate and assess the accessibility of content and resources and to identify and share with learners the strategies, skills, practices and tools that allow them to personalise and adapt technology to meet their specific learning needs and support productive and personalised learning experiences.

"The reason I am so passionate about using technology is that it helps everyone … You tend to find you have a lot of learners with dyslexia and other difficulties.  If you use an appropriate tool it can remove or reduce their difficulties, and allow learners to achieve far more than they could [otherwise].”
Deborah Millar, director for digital learning and IT services, City of Salford College

Read the case study on how the City of Salford College is working to develop organisational digital capability (pdf).

Establishing digital capabilities within curriculum experiences

Learners need to understand the digital environment they are entering and the kinds of learning practices expected of them as they prepare for employment.  These expectations and requirements should be embedded into induction processes as well as the curriculum and the wider learning experience. Our technology for employability toolkit (pdf) provides effective practice tips on incorporating technology-for-employability.

Several universities have adopted digital capability, digital citizenship, or similar as a graduate outcome. Others have required digital activities and outcomes to be discussed during course design and review.

“The use of digital technology tools can set you apart from others. it's about time and training.  The more prepared you are at uni, and the more you know, the more you stand out at interviews and employment. They don't have to train you to do it.”
Melissa, events management BA, University of Lincoln, currently an MA student

Read Melissa’s digital learner story (pdf) in full.

Sometimes co-curricular support is needed from learning support teams, digital champions and IT training teams.  Where e-learning or digital specialists are involved in curriculum design it is more likely that students will have their digital capabilities assessed and developed through authentic digital activities delivered as part of their curriculum.  Learners also need to evolve a set of personal digital practices that support their learning: note-taking and curating, finding and managing information, reviewing and showcasing outcomes, producing digital assignments and attending to feedback.

All staff have a responsibility to their own learning and professional development and so need the same digital practices as successful learners.

As individual staff and students take on more responsibility for their own use of technology, skills that were once confined to digital learning and teaching specialists have to become more widespread.

Digital safety and wellbeing

Every organisation has a duty to guard the health, safety and wellbeing of its members, and that includes protecting them from digital risks. Cyber-bullying, trolling, hacking and other damaging online behaviours are on the rise. Universities and colleges are putting in place advanced data security measures to protect personal and organisational data and are developing policies on safe internet use and respectful behaviour online.

“Of course in the classroom you're safe with a professional that you know who can guide you in the right direction; how you behave professionally on social media and to safeguard yourself.  A youngster should learn about social media with a trusted professional who they know and like.”
Pepieter, second year student, University of Bournemouth, formally at Basingstoke College of Technology.

Read Pepieter’s digital learner story (pdf) in full.

Digital safety and well-being is a one of the six elements of our digital capabilities framework (pdf).  Ensuring learners know how to behave safely and responsibly in the digital space can be a challenge for colleges and universities and their staff.  

Some of the most successful approaches have been developed in collaboration with students, for example, around safe online practices and the values agenda. Digital practices can change how people relate to one another, their work-life-learning balance, the stresses they face, and how much time they spend at a screen. All of these can impact on wellbeing and reduce satisfaction. Developing a digitally healthy organisation means considering the impact of digital technology use on a range of issues such as the environment, equality and diversity, and of course individual health and wellbeing.

“We have created a number of exhibitions, events and activities in the learning lounge and across college [to support Safer Internet Day]. We use interactive technologies, QR codes and augmented reality in a very creative way.”
Vikki Liogier, head of digital literacy, voice and innovation, Epping Forest College

Read the case study on how Epping Forest College is working to develop organisational digital capability (pdf).

Supporting the development of teaching staff

Most organisations that have developed a digital capabilities definition or framework have gone on to embed this into teaching staff development.

“So for example one student [in Postgraduate Certificate in Academic Practice] in his assessment showed how he had referenced the framework in each of his taught sessions.  He was using it very positively, and we’ve taken that forward as a case study in course design.”
Elaine Swift, digital practice manager, Nottingham Trent University

Read the case study on how the Nottingham Trent University is working to develop organisational digital capability (pdf).

In universities, this usually means mapping the framework to the requirements of the Higher Education Academy (HEA), whether accredited courses or fellowship applications. To support staff, we have collaborated with HEA to provide a digital lens on the UK Professional Standards Framework (pdf).

In colleges, it may mean providing a structured workshop timetable, or bite-sized sessions - perhaps with digital badges as an incentive.

Specialist skills and appropriate pedagogies are needed for teaching online (see our scaling up online learning guide), designing authentic digital activities, managing e-assessment, and supporting learners' own digital practices. However, digital teaching should not be seen as a special interest but an element of mainstream practice.

Peer and collaborative support mechanisms

Through a variety of roles, students and staff are taking on responsibility for developing others, for example, by designing learning or training materials, mentoring or coaching, acting as champions, facilitating learning groups or networks. Our work through the change agents’ network shows that students and staff working in partnership is an effective way of co-developing digital capabilities and driving forward change in the curriculum.

“Our two student partners were great, they went round doing talks to classes and blogging, and they … provided wonderful energy to the project.  Their enjoyment and ambition was infectious, they were wonderful to work with.”
Mark Kerrigan, director of learning and teaching, faculty of medical science, Anglia Ruskin University

Read the case study on how Anglia Ruskin University is working to develop organisational digital capability (pdf).

Once staff have a basic level of proficiency, most digital skills are acquired through informal contacts with colleagues and by 'just trying things out'. An online resource bank such as Lynda.com works well for staff who are independent digital learners, freeing up more intensive training resources for those who lack that level of confidence.

Infrastructure

Finally, all of these practices - and the success or otherwise of the organisation’s strategic vision - depend on a supportive digital infrastructure, expressed in the real and virtual estate (and in the policies that govern access to these resources).  The infrastructure depends on people with the relevant expertise and vision, as well as on investment in networks, systems, hardware and digitally-equipped spaces.

An infrastructure that builds and supports confident use

A robust, reliable and flexible infrastructure is essential and will provide a strong foundation from which staff and students can develop individual and collective digital capabilities and have the confidence to try out new technologies knowing that the technology will work.

Indicative features of an infrastructure designed to support organisational digital capability might include:

  • Access to a range of tools to support inclusive practice and the different requirements of staff and students
  • The ability to absorb new demands such as high performance computing, scaling up online learning, MOOCs or wireless printing as well as to accommodate the evolving range of learning support solutions
  • The ability to support a wide variety of practices required by different roles and subject specialisms as well as emerging practices at the forefront of research and teaching
  • The capacity to provide or access specialist digital expertise
  • Formal and informal horizon scanning to gain foresight of emerging technologies and developments
  • Planning and investment cycles including those which balance investment in fixed computing with support for personal devices under a bring your own device (BYOD) policy
  • Evident mechanisms for encouraging all stakeholders to participate in planning processes, especially innovative users working at the limits of current provision
  • Development and procurement of inclusive processes to support an array of IT help and support options (helpdesk support, on-demand resources, face-to-face training, specialist support, peer and student-led mentoring/buddy services)

“It's important to address infrastructure as well as people's skills. You can’t get people to try stuff if the technology won't actually let them do it”
Kerry Pinny, digital education developer, University of Lincoln

Read the case study on how the University of Lincoln is working to develop organisational digital capability (pdf).

Our guide, enhancing the student digital experience: a strategic approach, includes information on developing a robust, flexible, digital infrastructure and on developing coherent BYOD policies.

Back to menu.

 

Building digital professionalism

Supporting the development of individual digital capabilities for staff and students has been a recurring message throughout this guide and has featured in several sections.

There are multiple aspects to consider.

  • The ability to use the systems and resources available to them to function effectively and engage in business and learning management processes
  • The ability to use technology effectively within inclusive teaching, learning and assessment practices, to engage and motivate students and to use technology to enhance the overall learning experience
  • The need for staff and organisations to maintain professional currency in terms of digital practices relevant to industry and employers
  • Promoting and protecting the professional reputation of staff as well as the organisations’ reputation
  • Supporting students to develop the skills and attributes necessary for their digital professionalism and employment

In our report deepening digital know-how: building digital talent (August 2015) author, Helen Beetham, makes the distinction between generic and specialised digital capabilities, describing the features and differences between the two and explains why organisations need both.

The same report also identifies key issues in relation to digital capability and how organisations "recruit, retain, reward and recognise digital talent" (Beetham/Jisc 2015). Human resource professionals and staff development teams are well-placed to ensure that any initiative to develop organisational digital capability, and the digital capabilities of staff or students includes consideration of approaches that will help the organisation to recruit people with the right skills sets, inform staff development initiatives and to share organisational knowledge effectively.

“We set up e-learning awards for our digital champions to recognise good practice with technology.  This is partly to encourage staff and build their confidence but also to raise the profile of e-learning as a whole. 

There are two types of award – one for teams and one for individuals. The criteria between the two awards differs slightly but the overall focus is on enhancing learning and inspiring students and staff to develop their digital practices. It’s about how they share and empower others to use technology.”
Ross Anderson, e-learning ambassador, North Lindsey College

Read the case study on how North Lindsey College is working to develop organisational digital capability (pdf).

There are many opportunities for reward and recognition for both staff and students ranging from accredited qualifications, awards, professional development and advancement and badges. There are also opportunities to cross-reference continuous professional development activities to other professional frameworks and to use professional development review and appraisal processes to formally recognise achievements.

The role of digital capability frameworks

Several of the organisations that have contributed case studies on their journeys towards digital capability have commented on the value of our digital capabilities framework (pdf) as a means of getting the conversation started, establishing common understanding and the development of a shared language. 

On an individual level, frameworks can facilitate self-assessment and signpost routes for personal development. At an organisational level, frameworks can also provide a baseline for auditing the current situation, reviewing strategic direction, operationalising and targeting resources and measuring progress, as well as a means of promoting organisational and personal reputations.

“As soon as you prompt people with a model, a way of looking at things, they will run with it. Some may criticise the model but it’s getting the thinking going that matters most.  It’s very easy to design courses based on content; we are adding to that by asking people to think about things in a new way.”
Steve Rowett, digital education development team leader, University College London

Read the case study on how the University College London is working to develop organisational digital capability (pdf).

Examples of digital competency, skills and information literacy frameworks

Some frameworks such as the European Commission’s DigiComp Digital Competence Framework for Citizens and Go ON UK's basic digital skills framework set out competencies aimed at helping their citizens engage fully in the digital world. 

Others, such as the Open University's digital and information literacy framework and SCONUL’s seven pillars of information literacy (and their associated employability toolkit), have been developed for specific audiences and include study and work-related goals in addition to personal or citizenship goals.

In Ireland, the All Aboard project is rising to the challenge identified in the national digital roadmap of building 'digital capacity,' not just in terms of infrastructure, but also in terms of people, their skills, their levels of confidence and their ability to critique and challenge pre-conceptions.  A visual representation of their framework is presented as a digital skills interactive metro map.

Organisational perspectives and good practice points

Digital capability and teaching excellence: an integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL) (Quality Assurance Agency for UK Higher Education, 2016) looks at the relationship between digital capability and the Teaching Excellence Framework. The report includes a set of good practice guidelines and a set of overarching principles to help shape relevant approaches between institutions, staff and students. In addition to the report, the project has produced two videos outlining their findings: a short video (2:27 min) and a slightly longer video (4:09 min) for use in workshops.

The Digitization of Higher Education: Charting the Course (EDUCAUSE Review, December 2016) presents an organisational perspective, describing eight digital capability areas for American HE institutions with advice on how these can be attained.

Strategic steps towards organisational digital capability

Here we suggest some of the steps you may wish to consider when developing approaches to building organisational digital capability.  The focus is on supporting you to equip your organisation, your staff and your students to operate effectively in an increasingly digital world.

Creative Commons attribution information
Four steps to embedded practice
©Jisc and Helen Beetham
CC BY-NC-ND

Develop an approach that works for you

Because each organisation differs in terms of size, priorities, structure, role composition and many other factors it is important to take the information and advice given in this guide to build a contextualised model appropriate to your needs. 

Case studies emerging from our building digital capability project show how several organisations have done just that, using both our own resources and those of others to develop an approach that works for them. We also summarise some of the lessons learned from case study participants in journeys towards digital capabilities (pdf).

Four practical steps

The advice has been divided into four practical groups of activities presented as steps for a variety of different stakeholders across the organisation and also highlights tools and resources to support you.

This version of our model for strategic steps towards organisational digital capability shows the four basic steps. You can download our more detailed action-focused poster (pdf) or an outcome-focused model (pdf). 

Step one - vision and intent

Establish the vision and intent that will drive forward your focus on developing your organisation’s digital capability.

Actions and responsibilities

Indicative responsibilities and actions for senior leaders might include:

  • Working with stakeholders (including student representatives) to identify the vision and the rationale for developing digital capabilities for your organisation
  • Focusing on what you would like to achieve and how digital capabilities can contribute to your vision
  • Aligning your aspirations for digital capability with other initiatives, policies and priorities - identifying where digital capabilities will enhance the performance and reputation of your organisation
  • Reviewing the organisation-focused digital capabilities framework (pdf) with stakeholders in relation to the current and desired situation
  • Working with stakeholders, using analytical tools such as our audit tool (Word) or checklist (Word) to ascertain the current situation and develop an outline action plan
  • Facilitating collaboration and the bringing together of all those who have a role or interest in developing digital capability including those responsible for the digital infrastructure of your organisation, estates teams and human resources teams
  • Reviewing the range of digital support options available to staff and students to create a holistic approach that makes the most effective use of resources
  • Signifying the intention to embed digital capability development throughout the organisation by leading, championing, supporting and communicating the objectives and benefits of the plan for each stakeholder group, illustrated by evidence-based examples

Supporting resources

Listed below are some tools and resources to consider using to support step one:

  • Developing digital capability: an organisational framework (pdf)
  • Building digital capabilities: the six elements defined (pdf) (individual capabilities) and digital leader profile (pdf) for digital capability
  • Strategic steps towards organisational digital capability (pdf) (action focused poster)
  • Audit tool for organisational digital capability (Word) or the shorter checklist for organisational digital capability (Word)
  • Our digital leaders programme
  • DigiComp European e-competency framework
  • Participation in the UCISA digital capabilities survey and analysis of resulting data

Outcomes

Likely outcomes, outputs and enablers that will arise from step one activities include:

  • The identification and formation of a stakeholder group who will steer the development of organisational digital capability with support from an identified senior sponsor
  • The establishment of a shared understanding, common purpose and goals
  • Greater understanding of the relevance of digital capabilities for your own organisation and community members
  • Identification of the current situation and the difference between the current and desired positions
  • Clearly articulated benefits for all stakeholders with evidence-based examples.
  • Action and implementation plans (including a review of structures, responsibilities, resources, KPIs and success indicators) that can be shared with heads of schools, departments and service teams for further refinement
  • Reflection on the digital leader profile and the personal development needs of your staff
  • Potential for increased organisational growth, reputation, business and student satisfaction

Step two - design and construct

Design and construct approaches and support mechanisms to bring the vision and intent established in step one to life.

Actions and responsibilities

Indicative responsibilities and actions for senior managers such as heads of school, heads of department, programme managers, directors and service leaders might include:

  • Promoting the concept of digital professionalism to your team members and students encouraging an exploration of what this means to different audiences
  • Reviewing data from organisational surveys that capture information relevant to digital capabilities or conducting your own survey if data is not available for this specific focus
  • Leading and engaging your teams - communicating and conveying the importance and relevance to curriculum or target audience, providing clear direction but encouraging development of own approaches
  • Initiating team digital capability profiling including profiling different roles within teams - senior managers could perhaps lead by example by sharing their profile with staff
  • Identifying desired student digital capabilities and graduate attributes appropriate for subject or specialist areas
  • Liaising with other stakeholders including students and staff, professional and curriculum teams, support services
  • Aligning digital capability ambitions with other departmental or service team priorities, organisational strategies, targets and key performance indicators
  • Reviewing the existing support offer for all members considering local and cross-organisational support mechanisms (for example HR, library and information services, technical teams, student services, NUS, student experience teams, special interest groups, communities of practice and networks
  • Embedding opportunities to develop, recognise, reward and accredit digital capabilities in HR, personal development and student award processes, ensuring adequate funding and time has been allocated for staff and student engagement
  • Establishing mechanisms for sharing, networking and collaboration - internally and externally including with specialist organisations
  • Embedding digital capabilities in curriculum review processes

Supporting resources

Listed below are some tools and resources to consider using to support step two:

  • Developing digital capability: an organisational framework (pdf)
  • Action-focused poster: strategic steps towards organisational digital capability (pdf)
  • Appropriate section(s) of the audit tool for organisational digital capability (Word) or the shorter checklist for organisational digital capability (Word)
  • Digital capability discovery tool
  • Jisc/NUS benchmarking the student digital experience tool (pdf) (useful for student-facing viewpoint)
  • Feedback from National Student Survey (NSS) and student satisfaction reports
  • Student digital experience tracker tool
  • Analysis of relevant data from other sources
  • Profiles for digital capability as appropriate for team roles - leader (pdf), HE teacher (pdf), FE teacher (pdf), researcher (pdf), learning technologist (pdf), library and information professional (pdf), learner (pdf)
  • Digital leaders programme to support personal development

Outcomes

Likely outcomes, outputs and enablers that will arise from step two activities include:

  • An understanding of digital professionalism in relation to your own professions, subjects and practices
  • The establishment of team, service or programme priorities
  • Clarity over the range of support options available to community members spanning basic to specialist needs - aim for a continuum from fully-supported to self-serviced
  • A tailored implementation plan that includes resource considerations
  • Digital capabilities are embedded in curricula activities
  • A range of recognition or reward opportunities have been identified and promoted to staff and students
  • The digital ambitions of teams and staff are addressed through professional development review (PDR) processes and wider departmental plans with links to associated professional development frameworks

Step three - explore and contextualise

Work with teams to explore what digital capabilities are appropriate for specific teams and build a contextualised implementation plan.

Actions and responsibilities

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

  • Reviewing the digital capability framework and six elements model (individual)
  • Discussing the 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-assess 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

Listed below are some tools and resources to consider using to support step three:

  • Building digital capabilities: the six elements defined (pdf) (individual capabilities)
  • Appropriate section(s) of the checklist for digital capability (Word)
  • Action-focused poster: strategic steps towards organisational digital capability (pdf)
  • Jisc/NUS benchmarking the student digital experience tool (pdf) (useful for student-facing viewpoint)
  • Student digital experience tracker tool
  • Discovery tool
  • Digital capability checklist for curriculum developers (Word)
  • Feedback from NSS and student satisfaction reports
  • Analysis of relevant data from other sources
  • Profiles for digital capability as appropriate for team roles - HE teacher (pdf), FE teacher (pdf), researcher (pdf), learning technologist (pdf), library and information professional (pdf), learner (pdf)

Outcomes

Likely outcomes, outputs and enablers that will arise from step 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 benchmarking the student digital experience tool (pdf) or the student digital experience tracker)
  • The establishment of collegiate support mechanisms for the development of digital capabilities

Step four - support and consolidate

Support and consolidate the development of digital capabilities across the organisation.

Responsibilities

Indicative responsibilities for all might include:

  • Reviewing and evaluating progress against goals set - at individual and at organisational level
  • Reporting on progress using established reporting structures and procedures as well as informal networks and communities of practice
  • Reviewing mechanisms for monitoring and evidencing success - amending and updating these as necessary
  • Gathering case studies and examples of best practice sharing ‘what works’ and lessons learned
  • Feeding successes into team meetings and staff and student development programmes, inviting those involved to lead sessions
  • Establishing and supporting networks and special interest groups - both internal and external, subject specific and themes that are applicable to more than one subject or topic - making use of existing channels where they exist
  • Promoting identified reward and recognition schemes to staff and students to encourage participation
  • Ensuring development of individual digital capabilities is recognised within individual performance and appraisal mechanisms

Supporting resources

Listed below are some tools and resources to consider using to support step four:

  • Existing and updated organisational quality assurance and improvement processes
  • Sustaining and embedding innovations good practice guide
  • Qualitative and quantitative data where available showing positive impact
  • Revisiting the digital capability audit tool (Word) and checklist (Word) to review progress and identify future goals
  • Use of cross-organisational steering group to regularly review progress

Outcomes

Likely outcomes, outputs and enablers that will arise from step four activities include:

  • Enhanced organisational reputation and the reputation of individual members of staff
  • Students prepared for living and working in a digital world
  • Staff empowered to make best use of digital technology within the organisation
  • Enhancements to quality measures (for example, NSS, Ofsted, Teaching Excellence Framework (TEF) and Research Excellence Framework (REF)
  • Developing the digital skills of leaders to lead, inspire and enhance organisational digital capability
  • More efficient use of digital tools and enhanced capacity throughout the organisation in core business functions

You can also read our quick guide on how to shape your digital strategy.

Case studies: journeys towards digital capability

Watch our playlist of case study films from Lancaster University, Coleg y Cymoedd, Harlow College and the University of Derby: 

Digital capability discovery tool pilot

From February to June 2017 fourteen institutions from higher (HE) and further (FE) education piloted our digital capability discovery tool with staff.

Hear more about their journeys towards enhancing staff digital capability through using the tool:

  • Cardiff University: digital capabilities: getting the conversations started (pdf)
  • Coleg y Cymoedd: building a digital workplace: a whole institution approach (pdf)
  • University of Derby: building a rich picture of organisational digital capability (pdf)
  • University of Hertfordshire: building digital capabilities through collaborative engagement (pdf)
  • Hull College Group: establishing existing staff digital capability levels (pdf)
  • The Open University: digital by design (pdf)

Improving organisational digital capability

Fifteen further education (FE) and higher education (HE) providers have shared the steps and experiences of how they are working to improve their organisational digital capability and to support staff and students to develop individual digital capabilities. 

These examples show their differing priorities and strategic approaches, how they are leading the change processes, the actions they have taken, how they are moving ahead and the lessons learned. Our brief synthesis report (pdf) draws together the lessons learned across all case study participants.

Anglia Ruskin University: a digital literacy framework for staff and students

Anglia Ruskin University has a clear goal for "staff to improve and extend their digital literacy skills" within their 2015-2017 learning, teaching and assessment strategy. This strong focus on professional learning and accreditation emphasises the requirement for staff to keep up to date with digital practice in their subject area. 

The university’s digital literacy framework drew on Jisc’s definition of digital literacy and the EU’s DigiComp framework and is now well established and used by staff. Staff are engaging through initiatives such as short, focused five-minute CPD activities rewarded by digital badges and tailored playlists of CPD resources from Lynda.com.

Read the Anglia Ruskin University case study in full (pdf).

Bournemouth University: a new vision for learning

The vision and values of Bournemouth University are defined by the ‘fusion’ of research, education and professional practice. This ‘fusion’ principle is being used to address a number of overlapping priorities including: evidence-based ‘transformational change’ aligned to the Teaching Excellence Framework; enhancing the student experience; addressing the need for 21st century skills and improved campus facilities (including core digital infrastructure).

Their TEL (technology-enhanced learning) strategy forum has a focus on sharing excellent practice and building innovation partnerships, research-teaching collaborations and action research projects, encouraging a diversity of digital practices to emerge and a broader, more scholarly idea of digital capability to become established.

Read the Bournemouth University case study in full (pdf).

Epping Forest College: unleashing student creativity

The 2020 Vision for Epping Forest College includes the aim of providing "resources and facilities that promote and embrace emerging technologies, support a professional environment and enable outstanding learning".  After significant investment in IT and network infrastructure the college is now prioritising the upskilling and confidence-building of their teaching staff in all aspects of teaching, learning and assessment. 

Digital learning advisers support students to use the learning spaces and the technologies available and ensure all learners are trained in e-learning and online responsibility. A series of contextualised activities and tools have been developed to meet the needs of different subject areas with the support of Jisc curriculum specialists.

Read the Epping Forest College case study in full (pdf).

Glasgow Caledonian University: a focus on flexible curriculum design

Digital literacy is referenced in Glasgow Caledonian University’s 2020 strategy and a strong commitment to digital education and innovation features in their strategy for learning which identifies a series of principles and ‘enablers’, some of them digital. 

A joint initiative with the African Leadership Academy means that a large number of online and blended programmes are being developed with online assessment and feedback as routine. 

Academic staff have completed a survey on their digital capabilities giving the university an insight that will allow them to move forward with digital learning and teaching.

The Jisc/NUS digital student benchmarking tool has also helped individuals benchmark their practice and support module reviews.

Read the Glasgow Caledonian University case study in full (pdf).

Hillcroft College: small is (digitally) beautiful

Hillcroft College promotes best practice in the advancement of equality and diversity and specialises in support for learners with dyslexia and dyspraxia. The Hillcroft ethos is that learners must become digital citizens before they can become digital learners and workers.  E-safety is a clear priority and, with support from Jisc, the college is developing a more strategic approach to digital capability.

Read the Hillcroft College case study in full (pdf).

Lancaster University: digital fluency for everyone

Lancaster University is addressing cultural, infrastructure and skills development needs through Digital Lancaster, the digital version of the overall strategic plan. 

Digital Lancaster sets out five goals: digital learning; digital design; digital expansion; digital communities; and digital engagement and has. identified four key digital capabilities they need to cultivate including:

  • Digital fluency for staff and students
  • Digital infrastructures
  • Digital innovation
  • Digital governance

With a "recruit the best" strategy, the human resources function is exploring what this means for a digital organisation.

Read the Lancaster University case study in full (pdf).

North Lindsey College: digital ‘missions’ and digital teams

North Lindsey College acknowledges the role of digital technologies in learning and teaching through their college vision.  Some of the priorities have been defined by national agendas such as the Further Education (FE) Learning Technology Action Group (FELTAG) report (pdf), government area reviews and the Teaching Excellence Framework for HE. 

Other priorities such as safeguarding and promoting social values, supporting staff skills development for blended learning and developing or adopting a digital capabilities framework for staff and students have been established through a Skillscan survey, support from Jisc, internal consultation and reviews.

The Jisc digital capabilities framework has helped to identify areas of development that will have most impact. The college also took part in the pilot of Jisc’s student digital experience tracker which provided detailed information about what the learners think of the digital environment and curriculum.

Read the North Lindsey College case study in full (pdf).

Nottingham Trent University: a continuum of support

Nottingham Trent University (NTU) engaged in a Changing the Learning Landscape project in 2014 to help the university make a step-change in their approach to digital capabilities. 

Following on from this, the university has developed their own digital capabilities framework and has been investigating staff and student needs in order to provide a coordinated "continuum of support" for digital practice. 

Every course at the university is undergoing a curriculum refresh process requiring consideration of digital capability alongside other key priorities for NTU graduates.

Read the Nottingham Trent University case study in full (pdf).

Salford City College: cascading skills through staff and student champions

Salford City College identified digital learning as one of five strategic priorities in 2015 with the aim of implementing the FELTAG recommendations by 2018.

Their digital learning strategy of 2016 sets out how the college will achieve this through seven strands of work: pedagogy; digital learning environments, IT investment, resourcing; digital literacies for staff and learners; collaboration and partnerships; and innovation and quality.

Employability and progression are key success factors for the college. As well as developing placement partnerships with employers the college aims to help employers understand the value of digital capabilities in their businesses and to help them to make use of the digital expertise the college can provide.

Read the Salford City College case study in full (pdf).

South Eastern Regional College: a whole college approach to developing digital capabilities

South East Regional College (SERC) is committed to enhancing the digital literacy of staff and students to support the Department for the Economy’s skills strategy for Northern Ireland and to address anticipated changes to the world of work driven by globalisation, new business models and rapidly changing consumer needs. 

The college has a centralised approach to quality enhancement, curriculum design and data management. Every course has a consistent digital presence and technology features strongly in business and learning activities: staff and students use a wide range of apps developed in-house to support day-to-day activities; online staff development is tracked through their Learning Engine and e-registers allow live reporting. 

The college has achieved a high level of staff digital confidence by investing in CPD at scale, recruiting specialised digital developers and buying out the time of experienced staff to act as mentors.

Read the SERC case study in full (pdf).

The University of Brighton: digital literacies in professional development and the curriculum

The University of Brighton developed their own digital literacy framework in 2013 as part of a Changing the Learning Landscape project.

Practical Wisdom, the university’s strategy for 2016-2021, includes several actions that require robust digital literacy skills.

The Centre for Learning and Teaching is leading the drive to improve digital capability in collaboration with the learning technology team and the library. The framework is facilitating a shared understanding and providing consistency through "talking a similar language". It is flexible enough to allow individual schools to respond differently. 

Curriculum teams are embedding digital literacies in their work with students and academic staff required to reference the framework in the university’s initial post-graduate certificate programme and when seeking recognition as fellows or senior fellows of the HE Academy. 

Student learning and teaching ambassadors support other students and staff in their uses of digital technologies.

Read the University of Brighton case study in full (pdf).

The University of Lincoln: how digital are you?

The University of Lincoln has an ambitious Digital Education Plan which aligns with the university’s overall strategic plan (pdf) and their "new vision for education". 

The university places a premium on open pedagogies and student-led production of open content, connecting digital education with the practices of digital research and the public communication of ideas.

They recognise that staff and students will need support to take advantage of a "more complex and dynamic digital environment" and are also concerned to promote digital safety and well-being. 

Our digital capabilities framework was used to gather a baseline view of digital capabilities across the university and the results are informing priorities for future workshops and development projects.

Read the University of Lincoln case study in full (pdf).

The Open University: developing a digital mindset

The Open University has a comprehensive digital and information literacy (DIL) framework which was introduced in 2012 and is fully integrated into course design processes and academic professional development. 

The 2016 Students First strategy of takes this a step further and includes a commitment to'"develop a set of minimum competencies for digital literacy and provide programmes for development and support for all staff and students".

A range of initiatives is supporting the drive to improve digital capabilities across the organisation, addressing variable levels of digital confidence for teaching practice staff and developing an understanding of what new data literacy skills are required. 

The DIL framework is being aligned to the Teaching Excellence Framework and the Research Excellence Framework and also is being mapped to the university’s employability goals.

Read the Open University case study in full (pdf).

The University of Southampton: working in partnership with students

The University of Southampton places a strong focus on research excellence and reputation with digital scholarship being recognised as being of strategic importance. The close working relationship between the library and the digital education team means that developments in digital scholarship and digital learning are being addressed in parallel.

The university works with iChamps, student digital partners, who lead their own projects and act as advocates and mentor new iChamps, offering workshops to share their skills. In collaboration with the Students' Union, the university is also training course leaders and representatives in how their digital practices can support their roles, using badges and accreditation pathways to recognise and reward their achievements.

Read the University of Southampton case study in full (pdf).

University College London (UCL): modern variations on a radical tradition

University College London (UCL)'s twenty-year vision: UCL 2034 commits the university to "supporting students to develop their digital capabilities to ensure that they are able to thrive in new working and learning environments". 

The 2016-21 education strategy has specific objectives for the digital curriculum and the digital environment for learning and plans to expand their current student ChangeMakers programme to increase the number of staff-student innovation projects and site more student change agents within departments. 

They are also encouraging students to participate in digital learning and scholarship through the Connected Curriculum scheme which engages students in research, scholarship and professional practice.

Read the UCL case study in full (pdf).

Further resources

Keep in touch

Stay up-to-date by following the digital capability project blog and by joining our mailing list.

If you would like to share the story of how your organisation is developing the digital capacity of the overall organisation, please email: Sarah Knight (sarah.knight@jisc.ac.uk) and Lisa Gray (lisa.gray@jisc.ac.uk) with a brief overview.

Support from Jisc

All institutions supported by Jisc have a dedicated account manager who can identify appropriate specialist support to develop digital capability solutions. The service is scalable, ranging from a diagnostic meeting, advice and resource signposting, to a more detailed and involved consultative support service.

References and further resources

Support with digital capabilities development

  • Digital lens on the UK Professional Standards Framework (UKPSF) (pdf)
  • Digital Skills Support from the Education and Training Foundation

Related Jisc guides

  • Developing students’ digital literacy (pdf)
  • A strategic approach to inclusive practice in higher education
  • Develop your students’ employability skills through technology
  • Getting started with staff-student partnerships
  • Strategic guide to inclusive practice
  • Using assistive and accessible technology in teaching and learning
  • Widening participation

Further reports and background reading

  • Changing the Learning Landscape programme HEFCE (2015)
  • Deepening digital know-how: building digital talent (pdf) Jisc (August 2015)
  • Digital capability and teaching excellence: an integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL) (Quality Assurance Agency for UK Higher Education, October 2016)
  • Digital skills for the UK economy (pdf) Ecorys UK for the Department for Business Innovation and Skills and the Department for Culture, Media and Sport (January 2016)
  • Horizon Project Strategic Brief on Digital Literacy (Volume 3.3, October 2016)
  • Make or Break: The UK’s Digital Future (pdf) House of Lords Select Committee on Digital Skills (February 2015)
  • Review of publicly funded digital skills qualifications (February 2016)
  • The Digitization of Higher Education: Charting the Course (EDUCAUSE review, December 2016)
  • UCISA Digital Capabilities Surveys

You are in:

  • Advice
  • Guides
  • Developing organisational approaches to digital capability
  • Full guide

Areas

  • Connectivity
  • Cyber security
  • Cloud
  • Data analytics
  • Libraries, learning resources and research
  • Student experience
  • Trust and identity
  • Advice and guidance

Explore

  • Guides
  • Training
  • Consultancy
  • Events
  • R&D

Useful

  • About
  • Membership
  • Get involved
  • News
  • Jobs

Get in touch

  • Contact us
  • Sign up to our newsletter
  • Twitter
  • Facebook
  • LinkedIn
  • YouTube
  • Cookies
  • Privacy
  • Modern slavery
  • Carbon reduction plan
  • Accessibility