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| Introduction | Strengths, unique features. Vibrant, exciting, makes an emotional connection. Like a walk down Cuba St? Include a video tour? Consider including a 1-minute video from HOS. |
| Our services | A fuller version of what is in the Home section/page.Link to Homesite content when ever possible (eg: Subjects/topics; UG Degrees and PG programmes; Research projects; Centres, institutes and chairs). May be a series of visual 'promo' links. Could have a course widget to show courses taught by the school (or staff in the school). |
| Research capability | Profile of areas in which research is under taken and can be supported. Links to examples, staff profiles, etc |
| Location and facilities | Link to Our campuses on the homesite. Retain info about facilities, building/floor access, health and safety, and similar (although potentially this should be located in 'Current students'), but maybe have an overview here and the detail in the Student Information section |
| Students | A small collection of features covering the university experience of recent students. Are these stories? Projects? |
| Alumni | Medium term plan is to move much/all alumni information to the new 'engagement hub' and link to it. However, a short-medium term solution might be required to retain it on the new school site. |
| Positions | Appointments and important positions outside the normal management chart (e.g. Academic Visitors' Programme, Fellows, Curator in Residence (School of Art History). |
| Partners | Accreditation, affiliations, professional bodies, industry associations and partnerships, sponsors, donors. |
| Forms | If any. Could be improved (to be online forms) and moved to Current Students in future |
| Publications | Links to core publications (e.g. School Prospectus, Faculty Handbook) Does this include research reports/publications (that are not by an individual (therefore in staff profiles) or a centre/institute/chair (therefore in Research hub) if they can't go to the library? |
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| Introduction | More official/prestigious (than school), covering purpose/role., strategic objectives, strengths and features. Maybe organisation chart. |
| Location and facilities | Link to Our campuses. Retain info about facilities, building/floor access, health and safety, and similar (although potentially this should be located in 'Current students'), but maybe have an overview here and the detail in the Student Information section. |
| Research capability | Profile of areas in which research is under taken and can be supported. Links to examples, staff profiles, etc |
| Mission, vision and values | If required |
| Committees and boards | If required. Complex information needs to be simplified or 'flattened' out (i.e. not nested too deeply). |
| Partners | Accreditation, affiliations, professional bodies, industry associations and partnerships, sponsors, donors. If relevant at faculty level (rather than school level) |
Dean's list | Dean's list, Dean's award. |
| Forms | As on faculty sites now (where there are large number) Could be improved (to be online forms) and moved to Current Students in future |
| Publications | Links to core publications (e.g. School Prospectus, Faculty Handbook) Does this include research reports/publications (that are not by an individual (therefore in staff profiles) or a centre/institute/chair (therefore in Research hub) if they can't go to the library? |
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- Sections/areas, not separate sites.
- Much smaller and simpler - audience focused, clearly defined purpose.
- Content much more integrated/aligned with Homesite (i.e. strong links to and even content surfaced from Homesite.
- Focus is on the audience context for showing content and building a relationship between existing content, not the duplication of it.
- Flexible approach - 'local' content that has no logical home on Homesite remains on school site.
- Aligned with Homesite approach for content increasingly being organised by task, topic or user group - not by organisational structure.
- Encourage people to think about F&S content (rather than F&S 'sites').
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Risks
| Risk | Description Description of risk and consequence | Likelihood | Impact | Mitigation | |||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | True buy-in from faculties and schools is not gained prior to starting work | Faculty and school staff may not support the approach; or may support it on face value, but not truly understand how it works. | H | H Approval for the approach may be obtained, but when work starts there could be repeated rounds of negotiation required, putting stress on relationships and timeframes. F&Ss could go along with the approach, but build their own sites, wikis (etc) independently. | Consultation could be long and slow, with many objections | Based on recent experience with the subject groupings, the consultation process could be slow, maybe very slow. This consumes time and resources, as well as the possibility that it introduces changes in a disjointed/non-integrated way. | H | M | Start early, so timelines are not adversely impacted. Shield most of the team by using only the BA and PM, plus COMT management. Attempt to use 1-2-1's with senior people (e.g. PVCs), existing forums for others (faculty manager, school managers, faculty management teams, etc), and casual or relational/network conversations with those we know and work closely with. |
| 2 | True buy-in from faculties and schools is not gained prior to starting work | Faculty and school staff may not support the approach; or may support it on face value, but not truly understand how it works. And this despite us having a mandate and consulted widely. Part of the reason for this is the number of stakeholders and the levels in the organisation (i.e. our consultation is often with faculty (and sometimes school) management, whether academic or general/administrative. Approval for the approach may be obtained, but when work starts there could be repeated rounds of negotiation required, putting stress on relationships and timeframes. F&Ss could go along with the approach, but build their own sites, wikis (etc) independently. | H | M | Ground our approach to communications/consultation in:
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| 3 | Approach takes a long time to implement | Content on faculty and school sites encompasses a wide range of significant areas. Improving and relocating the content , and associated areas of the homesite,(including the BAU work required on Homesite) is a big job. HL-M Faculty and school sites won't change for some time: they may continue to have old design and content. Project expends all available funding without completing all f&s. Current issues will persist for longer than we'd like. Prioritised . | M | M
| Planned and prioritised approach to the required work.Careful planning: this is underway in the project team Set and manage expectations carefully. Request more project content resource. 3 | ||||
| 4 | Loss of 'online identity' for faculties and schools | Much of the content that is currently on faculty and school sites will be merged with similar content on the homesite, (or moved to a central new location) on the homesiteHomesite. Faculty and school sites will be decommissioned: instead, there will be much smaller faculty and school 'areas'. Faculty and school staff may feel that their presence and importance as organisational entities is significantly diminished on the Victoria website. | H | M There may be resistance to the approach. Socialisation of the approach may take a long time. F&Ss may build independent sites/wikis etc.M | M | Casual consultation sessions (as for risk 1). Start these sooner: now even. Present the example faculty and school area mockup (in test environment). The example mockups show that the areas have:
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| 5 | Diminished sense of content ownership across faculties and schools | Much of the content that is currently on faculty and school sites will be merged with similar content on the homesite, or moved to a central location on the homesite. Faculty and school staff may have a diminished sense of ownership of content that is no longer on distinct faculty and school sites or areas. | H | M Faculty and school staff may not update the centralised content.
| Gain true buy-in to the approach during the initial consultation (education) and while working with faculties and schools on the content changes. Develop strong web author/editor networks to ensure people remain connected. | 5||||
| 6 | Complexity around page ownership and page edit permissions | Some of the content currently on school or faculty sites will be integrated into existing homesite pages.
| H | M No-one may update a page, or there may be ongoing small edits.
| Plan content management with the Web BAU team.6 | ||||
| 7 | Content ownership of important, centralised pages could fall to the web team | Topic and programme pages are highly important for undergrad recruitment. The topic page is a media-rich marketing page; and the undergrad degree page presents complex information in a way that makes sense to school students. To avoid these pages becoming ineffective over time, they will need to be maintained by people who fully understand the strategy behind them and have specialist web content and copy writing skills. The web team are under resourced to do this work. | M | M This could put stress on the web team. However, the team will gain an extra web writer at the end of 2015. And topic and programme pages are unlikely to need frequent review.
| Plan content management with the Web BAU team.7 | ||||
| 8 | The Faculty of Engineering may be resistant to moving away from using a wiki for web publishing | The Faculty of Engineering (and school) uses a wiki to author and display some of their website content.
The faculty may feel be resistant to having to move some of their activities to university-standard methods.
| M | M
| Faculty and Marketing managers meet to clarify the best approach to be taken. The features of the new university approach need to be communicated (ie, it's now better).
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