The development of digital capabilities has received significant attention in higher education (HE) in recent years, with various attempts made to develop digital frameworks to support curriculum design. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap by exploring how digital capabilities are planned in HE curricula in two professional disciplines, engineering and management, at the two UK universities. Originality of the study is achieved in part through a newly proposed conceptual framework that weaves Shulman’s notion of signature pedagogies together with Joint Information Systems Committee (JISC)’s Digital Capability Framework (DigiCap). This study employed a multiple-case study methodology, drawing on documentary sources and academic, professional and student perspectives via interviews and focus groups. This study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which DigiCap elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct ‘signature digital capabilities’. These indicate that the development of digital capabilities is aligned with the respective discipline’s signature pedagogies. This study argues that, simply just using a descriptive, typological framework is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological DigiCap framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities. This approach is one of the major outcomes of this study.

中文翻译：

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超越描述：通过签名教学法寻求学科数字能力

近年来，数字能力的发展在高等教育（HE）中受到了广泛关注，并进行了各种尝试来开发数字框架来支持课程设计。但是，很少有研究从特定学科方面阐明这些通用功能。本文通过探讨如何在英国两所大学的两个专业学科（工程学和管理学）的高中课程中计划数字化能力来解决这一差距。这项研究的独创性部分是通过新提议的概念框架实现的，该概念框架结合了舒尔曼的签名教学法概念以及联合信息系统委员会（JISC）的数字能力框架（DigiCap）。这项研究采用了多案例研究方法，借鉴了文献资料和学术研究成果，通过访谈和焦点小组的专业和学生观点。这项研究提供了对工程和管理教育中的数字能力以及工程师和管理人员的数字实践的见解。调查结果报告了在这两个行业中DigiCap元素的优先级，以及如何确定它们的优先级，然后讨论了它们最独特的“签名数字功能”。这些表明数字能力的发展与各自学科的标志性教学法保持一致。这项研究认为，仅使用描述性的类型学框架不足以识别受试者的签名数字能力，而又不倾向于其学科方面。它是通过标志性教学法将类型学的DigiCap框架结合在一起的，可以有效地识别学科数字能力。这种方法是这项研究的主要成果之一。