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- Setting a "distance" filter will reduce the offering, maybe down to (next to) nothing. Is this the message we want to send? Maybe some wider phrase and criteria like "Partially by distance" or "Mixed mode" if at the programme level. Look at how PG programmes use their "delivery method" column and maybe align? For this ask Charlotte.
- On writing style: Less exclamation marks, fewer capitals, direct language on action buttons (e.g. Recommend topics), etc
- Need to figure out how we deal with the messaging around restricted entry (either to the programme or at 2nd year)
- Likes profiling of sample courses. Suggests we do half 1st year, half 2nd, steer away from special topic and courses taught only every second year, should sound interesting and show variety available, etc. Not even implied relationship in reading top down or left to right.
- Need to figure out how to display graduate profiles more. External audit pulled VUW up over this.
- Note that all majors can also be studied as a minor. Listed minors have different/more specific rules than a general minor.
- Must ensure that careers are real and maybe realistic. Universities are known to make up glamorous sounding careers/jobs, even when nothing like that exists. Check/align with CareersNZ
- Wants to see all of it (i.e. programmes) to see how it all hangs together.
- But more importantly wants to see it up and live ASAP.
- Overall, positive and supportive and will help socialise and "sell" the topic approach around the university.
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Theresa (CSP Reference Group)
- Page should work well for UG, guiding from wider/higher to narrower/lower level of "subject. Would be interested to see programme page
- Wonder if PG share the same information needs. They are not only more knowledgeable, but also have more diverse information needs (lives more complex/multi-faceted).
- Moving all the programme rules to the programme page is a good idea. Much improved.
- Likes Martin's suggestions on what courses not to profile (see above).
- Be careful if you only show the course title, as academic staff have been known to "sex it up" too much, leading to complaints later that the title was misleading.
- Thoughts on the support that is available: You need to recognise that you need support, and then know that it is available. Web links may not help with the first. Unsure on proportion of Maori students who utilise the available services
- Supports information being suitable for most students doing a standard degree (not conjoint, no outside majors, without complex transfer requirements) being able to work out what to study without speaking to an advisor.
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