Skip to end of metadata
Go to start of metadata

You are viewing an old version of this content. View the current version.

Compare with Current View Version History

« Previous Version 7 Next »

Status: FINALISING IN PROGRESS

Consultation notes

  • We will speak to people by topic wherever possible - i.e people who know about architecture overall, not specialists in each of interior, landscape and history. (Where the topic-level information doesn't go into enough detail, we'll need to also speak to subject specialists.)
  • We prefer to do interviews one-on-one. Anne and Sam may observe each other's interviews initially to make sure we're on the same page and to refine our process and messaging. 
  • We'll need to record the interviews. 
  • We will give them information about the interview in advance, including an overview of our questions. We will discuss the background to this work in person.
  • We will give them homework after the meeting, including:
    • Related topic mapping to check
    • Programme mapping to check
    • Sourcing media or stories
  • We will talk about the People and Stories items at the end of the interview, rather than throughout. We'll sum up the key points and ask them to think about or find stories to illustrate those points. If that seems too hard, we will ask them to collect all recent profiles and send them to us.

Consultation planning process 

[add flow chart here]

Interview and review process

[add flow chart here]

Checking and review process

We want this to be as simple as possible. We think the best way to achieve this is to be honest about problems and delays encountered in the past. We should also be clear about who has final sign off (should be the most senior person we deal with) and what that means at the beginning of the process. 

We'd like to receive feedback in one-on-one meetings.

Who we'll to speak to

  • Head of the relevant school
  • Another staff member with a strong vision and some authority: perhaps a Deputy HOS, Associate Dean, senior or leading academic staff or outreach staff member.
  • We may talk to students if we're not getting strong enough information from staff.  

Background for interviewee

About the project

We're working to centralise and, in the process, improve information about subjects and programmes on Victoria's website.

Our research

We assessed existing subject information online. There isn't much - between a couple of sentences and a few paragraphs before it breaks into major rules, usually. Yet these constitute a hundreds of pages of Victoria's website. 

We talked to school leavers and have created a content strategy for presenting subject information that better meets their information needs and is designed to inspire them.

What's changing?

Some subjects are being grouped with other subjects into thematic pages we call 'topic' pages. On a topic page, subjects will be described alongside each another, contributing to a stronger marketing focus for this information. 

Information about degree and major rules will be moved to degree pages, so students don't need to be across multiple locations to figure out how their degree will work. 

 

Topic pages will be simple, engaging and powerful. They will provide a clear information pathway to relevant degrees, or to course planning advice.

Topic pages with multiple subjects have four sections: A general 'about' section; a 'subjects' section with information about each individual subject; 'careers' (by subject); and 'people and stories'. 

The subjects section may be omitted on topic pages that describe just one subject.

Post-interview homework

  • Identify existing media related to key points discussed in the interview. 
  • Identify existing profiles related to key points discussed in the interview. 
  • Check programme mapping
  • Check related topic mapping
  • Engage with review process

Interview questions

As with our research with students, this can be much more conversational than it appears here.

Key questions to kick off our conversations are in bold. Prompts are beneath. 

About (general - topic level)

What is special about studying <X> at Victoria?

We aim to hear about 2-4 points of difference. 

  • What does your school have to offer prospective students who are interested in <X>?
  • What are the unique selling points of this area of study?
  • What puts Victoria ahead of other universities, in relation to this area of study?
  • Where are we headed in the future with this?

What we're looking for

Students liked these introductions to subjects from Standford University: 

  • Chemists at Stanford imagine a world in which AIDS is a curable disease and the next generation of energy comes from sheets of matter no thicker than a single atom.
  • Maths students at Stanford carry a problem out of the classroom and into their day, thinking about it in the library or their dorm rooms, scribbling on chalkboards and napkins as they work toward a solution.
  • When is humanitarian intervention justified? What motivates foreign aid policies? Does democracy work? These are some of the questions Stanford political science students grapple with as they push beyond punditry and headlines to understand the complex political systems of our globalized world.

Other prompts

How about...

  • the learning environment/location
  • opportunities students will have to work with potential employers(real projects, networking, internship programmes, placements...)
  • staff - anyone particularly awesome? 
  • special events (eg. trips, competitions, exhibitions, productions) 
  • accreditation or affiliations
  • Wellington angle

Tell us about your students - what are they like?

  • How do they behave? 
  • What do they think about? 
  • How do they experience studying <X>? 
  • How does studying <X> change them? 
  • What are some of the great comments you're always hearing from students about studying <X>

Subject level

About the subject

What is <X>? 

  • eg the dictionary definition. <X> is the study of...

What is interesting about this subject?

  • What does this subject include? 
  • Are there any big misconceptions about this subject?

Victoria's strengths

What are Victoria's strengths in <X>?

  • What is unique about <X> at Victoria?
  • What do we have to offer students who enrol in this major?

Student experience

What's it like to study <X> at Victoria, from a student's perspective?

  • Why would I choose to study <X>? / Why would I pick this over another major?
  • What will I learn – as in understand? / What are the issues I’ll think about?
  • What skills will I gain?

What kind of person might be interested in <X>?

  • personality traits
  • school subjects
  • learning style
  • hobbies they enjoy.

Note: try to avoid getting into discussions of dry, non-marketable content such as graduate attributes.

Careers

We don't need to cover this in detail, most information can be provided by the Careers team. 

What are the career opportunities like in this field? 

  • What are the main roles people are going into at the moment? What do they do in these roles?
  • Who are they working for (eg, government, firms...)
  • What’s the market/workforce like at the moment? Are graduates getting relevant jobs?
  • How do they become professionally registered/affiliated etc - what do they need to do?
  • How are Victoria graduates regarded by employers? 
  • Fun facts - if any spring to mind.

Note: try to avoid getting into discussions of dry, non-marketable content such as how students will learn teamwork skills. 

People and stories

  • Student experiences
  • Student work examples
  • Alumni stories

Do you have any stand-out teachers on staff? Perhaps someone who has won an education award or who students rate well? Do they have a profile?

 

  • No labels