This review outlines the challenges faced by higher education from the ongoing evolution and penetration of digital technologies throughout many aspects of society. It examines how complex organisational structures can prevent institutions from developing effective means of support for innovation; academics from developing necessary digital literacies and online teaching practices, and students from developing proficiency in contemporary technologically inclusive professional practices. It proposes that academics must look outside of their own institutions for inspiration and support to break this cycle, and explores the potential of informal professional development strategies based upon the notion of disruptive innovation (C. Christensen, n.d.), to help generate systemic change ‘from the individual up’.