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Framework for digital transformation in higher education

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Framework for digital transformation in higher education

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The framework offers a structure to guide the development of strategic vision and planning, fostering innovation, streamlining business processes and operations, and developing partnerships for collaboration. It highlights how policies and processes might align to promote cross-team approaches to reduce complexity and fragmented processes.

The need for digital transformation

UK universities are facing significant disruption due to the economic crisis and limited resources, along with the impact of COVID-19 on staff and student wellbeing. One of the ways the sector is responding to challenges and disruption is by revisiting their strategies for digital.

Successful digital transformation requires effective digital leadership, appropriate investment, robust secure infrastructure, stakeholder engagement, and digitally capable staff and students. The complexities and scale of higher education institutions present challenges to achieving ambitious digital strategies.

This digital transformation framework has been developed for senior leaders, managers and change agents with responsibility for supporting digital transformation - across a range of different roles and locations within their organisational structures.

Aims of the framework

To support the development of a shared understanding of digital transformation across the sector and within HE organisations

To encourage a holistic approach - identifying patterns and connections across traditional boundaries

To encourage collaborative approaches and build on the collective wisdom of the sector and organisations

To help reduce complexity and fragmented processes

To support HE organisations to articulate a strategic vision for digital transformation and develop actionable plans to achieve this

To inform decision making and prioritise investment

To focus on people and practices, not just processes and technology

To highlight leadership and digital capability as critical success factor

Developing the framework

This framework has been developed in consultation with a range of UK professional bodies: Advance HE, Association for Learning Technology (ALT), Association of Higher Education Professionals (AHEP), Association of University Directors of Estates (AUDE), Quality Assurance Agency for Higher Education (QAA), Society of College, National and University, Libraries (SCONUL), Universities and Colleges Information Systems Association (UCISA), Universities UK (UUK) and Vitae.

This ensures the framework reflects sector priorities and links to key UK HE models and frameworks already in use.

The framework will be supported by an evolving range of materials to help organisations assess their digital maturity across all business activities. These materials will signpost through to support available from UK higher education (HE) sector bodies, as well as Jisc resources, products and services that can enable digital transformation.

Get involved

To get started, read our digital transformation in higher education guide, which contains a digital maturity model, action plan, and roadmap.

If you are a senior leader working in higher education and you're interested in joining our working group for digital transformation, please register your interest.

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Framework for digital transformation in higher education - Jisc

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A comprehensive perspective on how the digital environment can support positive work, research and learning experiences, and promote a sense of belonging and wellbeing.

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Guide for digital transformation in higher education

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Guide for digital transformation in higher education

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Maturity model for digital transformation in higher education 

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Maturity model for digital transformation in higher education 

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Maturity digital transformation in higher education - organisational digital culture

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Maturity digital transformation in higher education - organisational digital culture

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•Staffordshire University - https://bit.ly/3CDubFX

•University of Greenwich - https://bit.ly/45wzSCp

•UCL - https://bit.ly/4693QMX

•University of Northampton - https://bit.ly/3L4A2sG

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If you are a senior leader working in UK higher education you may be interested in joining our working group. You will be able to stay informed about our work on digital transformation and how we are piloting a maturity model for digital transformation.

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Register your interest in joining our working group for digital transformation in higher education

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The information above is needed for us to process your request. We’ll use it, as described in our standard privacy notice, to provide the service you’ve requested, as well as to identify problems or ways to make the service better. We’ll keep the information until we are told that you no longer want…

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Beyond blended: This report follows the second phase of research into curriculum and learning design in Higher Education (HE) in the UK, which was conducted between November 2022 and July 2023

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Beyond blended: This report follows the second phase of research into curriculum and learning design in Higher Education (HE) in the UK, which was conducted between November 2022 and July 2023

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The overarching purpose of this research is to support people involved in curriculum and learning design in HE institutions including, service and department leaders, senior managers, learning designers and curriculum teams. The research has involved a desk review, practice review, interviews, and feedback from workshops involving over 700 participants in total. It has learned from the collective experience of the sector during and after the pandemic, including from our 2022 digital experience insight surveys, and has benefited hugely from the input of an advisory group of 21 experts from across UK HE.

This report contains:

Challenges and transformations in learning and teaching

Definitions of blended learning

Four aspects of learning 'beyond blended': time, pace and timing, space and place, learning materials - print, digital and other media, and, groups, roles and relationships

Four modes of participation in learning that shape every session, activity and interaction

Key decision points for curriculum teams and teachers

Six pillars for designing 'beyond blended' with actions for curriculum design and for strategic planning

Designs for active student engagement

Links between the 'beyond blended' approach and existing design frameworks

Potential benefits of using 'beyond blended' in your institution

Key findings

All learning is now potentially blended

Digital technologies are now thoroughly embedded into learning and teaching as a matter of deliberate investment and policy from HE providers

New pressures such as the climate and economic crises and the surge of interest in generative AI are adding to an already complicated picture for curriculum design

Unless there is effective support for new approaches, and realistic workload modelling (both for teaching staff and for students), the risk is that online and blended learning will remain associated with the negative experiences of the pandemic and useful learning will not be consolidated

Contact hours, workload models, timetabling, allocation of spaces and facilities all constrain curriculum design

Support to develop relevant activities for different modes of participation is required to ensure student engagement and to support inclusion and diversity

What HE providers are saying about 'Beyond blended'

"The pillars and lenses devised by Jisc provide a framework in which to base our day-today conversations with academic staff and our students through to bespoke learning design interventions. Curriculum design is complex and needs to ensure that a myriad of approaches and considerations are made; the pillars and lenses encourage and facilitate this thinking by ensuring that all the relevant concepts are explicitly considered within an institutions design framework. This approach developed by Jisc will certainly be utilised by the University of Northampton to further enhance our curriculum design expertise."
Kate Coulson, head of teaching and learning enhancement, University of Northampton

"As we emerge from the pandemic, both students and educators are struggling to navigate their way through a world that presents a bewildering number of possibilities for how to learn. The Jisc Beyond blended report cuts its way through our bewilderment by providing six pillars for curriculum design, together with prompts to frame our thinking. Some of these prompts will help to inform decisions about how and where to deploy resources which will be useful to strategic planning in universities. Others will help educators to engage with students in designing meaningful learning activities that employ technologies that enhance the student experience. The Beyond blended report builds on a wealth of input that will help us to take a mature approach to learning in the 21st century."
Professor Katharine Reid, faculty of science associate pro-vice chancellor for education and student experience, University of Nottingham

"The Jisc 'beyond blended' project and associated report is a comprehensive analysis of the current state of play in a post-pandemic higher education sector. It sets out a practical and considered approach to developing blended learning activity within a University setting underpinned by a detailed approach to research and analysis. Even though every institution will take forward 'blended' slightly differently, this report acts as a robust starting point for localisation and draws upon experts and knowledge from across the sector to set out a strong foundation and is a 'must read' for anyone in a role supporting or leading a more strategic approach to blended learning."
Professor Simon Thomson, director of flexible learning, University of Manchester

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IT

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IT

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IT

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Centre for the Advancement of Teaching and Learning

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Centre for the Advancement of Teaching and Learning

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Digital Transformation PMO

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Internal Leadership,  Internal Users, External Stakeholders, University Partners

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Internal Leadership,  Internal Users, External Stakeholders, University Partners

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Reaching out various divisions, surveys

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Faculty, student, staff, administration 

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Faculty, student, staff, administration 

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Its left to IT but is other duties as assigned with no dedicated resources

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IT
CATLR

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Student Affairs, Academic affairs, students

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Running a baseline based on Deloittes model

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Running a baseline based on Deloittes model

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Frameworks

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Peer group also for

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Admissions, Business and Financial Services, Student Affairs

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CIDO & Deputy Vice Chancellor- Academic 

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CIDO & Deputy Vice Chancellor- Academic 

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Framework and roadmap

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Resources with frameworks and what other UK institutions are implementing.

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IT, but not really started yet.

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Just starting to look at myriad of systems in use to identify biggest area of need and prioritize

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I'm not aware of any assessment. We are replacing ERP, IAM, and implementing CRM in next few years. Ready or not!

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I'm not aware of any assessment. We are replacing ERP, IAM, and implementing CRM in next few years. Ready or not!

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Newly created Director of Digital Transformation position

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Do not have a framework in place -yet.

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Co-sponsored across Academic and IT leadership

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Very advocates assumed to be low as we are beginning a digital acceleration programme 

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Very advocates assumed to be low as we are beginning a digital acceleration programme 

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Awareness of frameworks and maturity models.

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Awareness of frameworks and maturity models.

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Conversation

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Head of teaching development, vice rector

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Everyone- students staff researchers

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Opportunity to see what others are doing and frameworks

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Maturity Modell

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Small fonts on busy slides are not useful ;)

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Small fonts on busy slides are not useful ;)

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… or none? Increasingly led by Teaching & learning, library

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Surveys, targeted workshops, advisory committee input