Page status: Underway. Please add what you know, to help inform future projects.
| Who? | What we know about them | |||
|---|---|---|---|---|
| School leaver (secondary school student) | Thinking about universities and careers from year 12. (tbc)future careers that might match their interests and skills from end of year 11, when need to make subject choices for the following year. Similar session at end of year 12. Year 13 - earlier in the year, considering which university to study at. Costs, schols, accommodation. August = attend open days. Sept = scholarships deadline; Oct to Jan = enrol. See university life as being about (1) study and (2) personal growth, equally. Concerned about jobs: want to see the journey from school, through a chosen career, to employment. Will there be a job for me? How much will I earn? Which study programmes will set me up for specific occupations? What will it cost? Can make decisions that are not very rational and based on partial information. Information overload is an issue. May make uninformed decisions if faced with too much info. When choosing universities, are likely to use universities' websites as a primary source of info. But the information needs to be clear and simple. Practical suggestions include visual presentation methods such as infographics and data visualisation tools, as well as user-driven web functionality in how information can be selected, grouped and compared. May be Wellington based or from outside Wellington. If from outside Wellington, are most likely to come from: Auckland, Hawkes Bay, Bay of Plenty, Manawatu-Wanganui, Canterbury (2014 data). Some are keen to get away from home and be independent; while others see being able to live at home while a student as an advantage.
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| School leaver influencer: teachers | ||||
| School leaver influencer: peers | Peers most influential. But unlikely to go on the Vic site to find info for their friend. | |||
| School leaver influencer: parents | Parents also influential (decreasing over time, as child becomes more independent). Influence is initially around future career goals and having a plan to progress towards them. Encouraging (supporting) their child's aspirations and decision to do tertiary study. Applies to Maori and Pasifika as well as Pakeha families. Parents also influential in choice of career/programme and university. Likely to go to the Vic site for info. One concern is When student will be living away from home, parents are concerned about student support and safety (accommodation). Pacific parents may be aware of their children’s goals and career plans, but could struggle to come up with appropriate advice on how these aspirations could be realised at each step of the pathway through secondary school. | |||
| School leaver influencer: careers advisors | Career education at secondary school is a key source of information for learners (TEC study) but current model isn't very satisfactory. | |||
| Prospective international student | Who will teach me? | |||
| Prospective international student's influencer: parents | ||||
| Mature / returning student | ||||
| Transferring student | ||||
| Current UG student | Familiar with the university teminology, staff, online tools, processes etc When choosing courses, interested in who will teach it and how it fits into their timetable.
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| Current PG student | ||||
| Current international student | ||||
| Parents of current students | ||||
| Alumni | ||||
| Industry and business | ||||
| Research partners and orgs | Government - local, central | : industry and business, government (central, local), other universities | Important audience. | |
| Media | Looking for a contact - who to speak to about a particular issue.Other universities | |||
| Staff | (Academic or general? What are they looking for?) | |||
| Prospective staff | Quite an important audience - particularly prospective academic staff.
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| Academic visitors | Visiting a school - need info on facilities and contacts. |