Higher education institutions are concerned with developing graduates who can succeed in today's world where disciplinary knowledge-making practices are predominantly digitally mediated. Few studies exist that have mapped or articulated what digital capability means in a particular subject. Demonstrated through a case study with engineering, this chapter offers an approach through the concept of signature pedagogies to support educators, curriculum designers and institutional leaders to be able to design or review their curricula from a digital capability lens that tends to their specific discipline. Findings point to alignment between engineering's signature pedagogies and digital capabilities, paving the way for articulating 'signature digital capabilities'. Findings also suggest that relying purely on documentary analysis is insufficient as digital capabilities tend to be implicit in learning outcomes. Instead, a dialogue should accompany such analysis, underpinned by the concept of signature pedagogies, shared here in the form of an interview protocol.
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