Document status: Under construction
Current state of faculty and school sites
Staff said:
- Design: Tired, complex, unattractive and difficult to use.
- Content: Too much on most pages and too many layers of page. Maintenances is time consuming so time-sensitive information is often out of date. Quality suffers. (e.g. spelling mistakes, links that don't go anywhere).
- Content Management: Lack of time and resources (especially writer) for web content. Too little time for many to become/stay proficient in Squiz.
- Staff profiles: Difficult to maintain, so often out of date. Very dated/tired look. Poor representation of the University.
- Channels: Too many channels with the same information as (anywhere on) the web (and as each other). Students still miss information despite repeat listings. Would like social media listed more prominently.
- Analytics: Needs to be more widely accessible and used, especially data on goal conversions.
- Search: Site search doesn't give useful results.
Research approach
- Workshops with faculty and school staff, augmented by looking over the existing sites and one-to-one conversations with senior general and academic staff.
- Views above represent those present and are not necessarily true or held by all staff.
- As such, this information is input to our decision making, not necessarily what we propose to do.
Analytics said:
- Main uses of faculty sites: Who to contact; Staff profiles; Subjects and programmes (both undergraduate and postgraduate); Administrative information for current students; and Centres, institutes and chairs.
- Main uses of school sites: Who to contact; Staff profiles; Subjects and programmes (both undergraduate and postgraduate); Scholarships and awards and exchanges; News and Events; Student profiles (e.g. research students); and Centres, institutes and chairs.
- Paul Seiler (Unlicensed) to gather the analytics for the various parts of faculty and school sites
Students said:
- Why are they different?: Future and current undergraduate students didn't understand that faculty and school sites existed as separate sites "This should all be one thing – school, faculty and Victoria. We are one university and there is no reason why it can’t all be together."
- Very low engagement: With f&s sites only used for a few things (to find a person, get course info, access a shortcut to a tool (via the header menu)).
- Use site search to find staff profiles: This avoids having to know in what school to look for somebody, but has the unintended consequence of missing content placed on f&s home pages because the administrators believe people will be interested in it.
- Prefer email and Blackboard: As channels for information from Victoria, with all students also following relevant pages on Facebook.
- Postgraduate students: Greater awareness of separate faculty and school sites, but still had a very narrow information need (staff profiles, administrative services, forms, etc).
- Secondary school students: Students didn't understand the roles of faculties and of schools at all.
Research approach
- User research interviews were held with six senior students from local secondary schools and with six current students in various years of study.
- Views above represent those present and are not necessarily true or held by all staff.
- As such, this information is input to our decision making, not necessarily what we propose to do.
Future state of the Victoria University website
- The Victoria University website represents a single (although complex) organisation and should look and behave accordingly. User needs that are met by the website can be met by any appropriate part(s).
- The Victoria University website will is being reorganised around user need or task, with no expectation that users have prior knowledge of our organisational structure.
- There will be less duplication of content: Increasingly, information will have a single source yet be surfaced in multiple places according to need.
- New technologies are being introduced that will augment Squiz, allowing us more choices and better solution options.
- Improvements to the site search will be undertaken as BAU, with priorities influenced by WIP2 need
- Improvements to staff profiles are in scope for WIP2, and the work will be performed by ITS, the Web Team and the project team.
- Access to important analytics for key pages will be given to all users on our network via an info page (a sort of shadow or meta or derived page), allowing people to monitor how well the page is meeting its objectives/goals.. (e.g. see https://www.gov.uk/apply-uk-visa as an example of the web page and https://www.gov.uk/info/apply-uk-visa as an example of an info page).
- Provide an information page that sits 'behind' every site page, and can be accessed by any staff member and shows the key analytics for the main page.). This would provide detail on the page's purpose, target audiences, content owner, core analytics (eg, number of views of the page, average time spent on page) and similar things.
- The effectiveness of both News and Events is being considered and solutions discussed to bring about improvements.
- Keyword tagging will enable an item of content to be centrally authored then presented in relevant locations on the site ('reusable content').
- Strengthen Victoria's association with related (staff and/or student) external sites (see WIP-251), so that as an institution we gain the benefits of association with work our platform can't support.
Future state of the faculty and school websites
Structure
- Each faculty and each school will continue to have it's own area (or subsection or space). They will be less distinct from each other as they are now which means users see the appearance of an single organisation. Further, upgrades and maintenance become easier, while still providing each f&s with it's own online space.
- Faculties with only one school might prefer to have a single blended area and downplay the difference between the faculty and the school. Faculties where this might be suitable include Law, Engineering, and Education.
- The faculty areas and school areas must be different from one another: Each has a clear purpose and identified target audiences, so the content should be different. They will be much simpler to use and maintain than currently.
Content
- Content currently on these sites that follows a standard university approach (i.e. isn't unique or truly faculty-specific) will be located in the appropriate area of Homesite (e.g. student well-being and support will be located in 'Current students'). The driving reason for this is a desire to make orient our website around the needs of our users, not our organisational structure.
- Content that is best viewed as core to the university will be centrally located on Homesite (but can be surfaced on faculty and school sites as and when required) (e.g. the courses we offer, the subjects we teach, scholarships available)
- Content that is best located in one place to meet a user need can still be maintained by the appropriate people (e.g. Research centres, institutes and chairs could be located in the Research hub, surface on school sites, and be maintained by the same web administrators as now).
- Some types of content will be 'authored' centrally, then pulled through to faculty areas and school areas (and other relevant locations) via keyword tagging and/or search widgets (e.g. faculty and school news and events; staff profiles, etc).
Linkages
Faculty and school content that is on the Homesite will be clearly discoverable from within the faculty areas and school areas.
- Graphic/promo links will be integrated into the design.
- Text links will be integrated into the content.
Design
- The faculty areas and school areas will have a new design that is engaging and works well on a mobile as well as larger screens (as we are presently doing with the subjects/topics and degrees.
Content improvement
- Most of the content that is currently on faculty and school sites will be moved pretty much as is, with some trimming and some rewriting depending on need and resourcing. Attention should be given to the needs of the target audiences and therefore the writing should be in appropriate language, formatted for online readers, have more visual elements and be more engaging.
- 'Features' (eg, student experience and project profiles) will be rationalised: We will consider carefully what they cover, and over time they will be more closely aligned with News, include more multimedia, and provided on a "reuse if possible" basis.
- Guidance will be provided to faculties and schools to help them address some of the content management issues they mentioned at the workshops. This will include advice on content planning, and tools and techniques for keeping content current. It will draw on effective practices identified in the workshops, and expertise and prior experience within the web team.
- Findings will be shared from user research and testing sessions.
The Faculty of Graduate Research will be addressed in the postgrad phase of WIP 2, when we focus on the needs of postgraduate students.
Future state of the faculty web areas
Purpose
- Provide a profile of the faculty demonstrating its strengths and relevance to the key audience groups (see table below)
- Present the value add functions the faculty offers, both on behalf of its composite schools and in activities that cross school boundaries. This includes responsibilities, structure (i.e. schools) and affiliations.
- Surface Homesite content as appropriate in a school setting.
- Surface school content as appropriate (e.g. an aggregation of some content from composite schools (e.g. news, events, staff)
Audiences
Audience | Information needs |
|---|---|
| Current students - both coursework and research | Find out about Student and Academic Services - what they can help with, how to contact them. |
| Industry/external stakeholders | Building channels for research and funding We heard this but how true is it? |
Prospective staff | Understand the strengths and features of the faculty. Is this somewhere I'd like to work? Who else works here? |
Home
| Introduction | Intro block - brief. Linking to main intro in 'About us'. |
Our services | Overview of services faculty offers (what is administered and managed 'Quicklinks' to schools. 'Quicklinks' to research centres, institutes and chairs. Do we (via widgets and filtered search results) also show what is taught and researched by the schools in the faculty? Could save user time searching, but would it be misleading? |
| Our people | People finder widget for academic and general staff. Could have option to expand search to cover all staff and research-focused PG students in the composite schools. |
| Contact Us | Contact block, including Student and Academic Services. |
| News | 'News" could be utilised to inform people of a wider range of things than the current more narrow usage. For example telling people about research projects (both opportunities and outcomes), student achievements etc. Surfacing from Homesite based on tags Could include items created by the composite schools, especially if cross-school (and maybe engagement or alumni) focused? |
| Events | Seminars, conferences, careers events, lectures etc. Surfacing from Homesite based on tags Could include items created by the composite schools, especially if cross-school (and maybe engagement or alumni) focused? |
Content
The content outline below represents a general example of what a school area might contain. While some content will be in all school areas (eg, Introduction, What we do), other content won't be required by all schools - and some schools may have additional content needs.
About Us
| Introduction | 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 publications that support students (e.g. School Prospectus, Faculty Handbook) |
Links
| (A tentative list) | Areas of study (topics, degrees, postgrad programmes) Research Centres, institutes and chairs (if located elsewhere) |
| Social media sites (eg, Facebook) |
Questions
- Should we consider a model where more of the action/glamour is at a faculty level (by including the aggregation of news and events from units within a faculty) and leave schools to handle supporting students? Why do we want a lite faculty site and have many more active school sites?
- Where do we show research centres that are attached to faculty (not school) level?
Future state of the school web areas
Purpose
- Provide a profile of the school and its activities, demonstrating its strengths and relevance to the key audience groups (see table below).
- Provide a base for school-specific study and research material and information for current students (longer term, this may live in a student learning area of Homesite).
- Surface Homesite content as appropriate in a school setting.
Audiences
Audience | Information needs |
|---|---|
| Current students - both coursework and research | Study and research material and information that is distinct to the school/programme. |
Prospective students, including international and postgraduate students, and their influencers | Understand the strengths and features of the school. Why would I choose to study here? What would it be like being a student here? |
Prospective staff | Is this somewhere I'd like to work? What do they do? Who else works here? |
| Prospective research partners (industry and business, government (central, local), other universities) | Understand the strengths and features of the school. Why would I work with them? Who are their people? What are their areas of expertise? |
Home
| Introduction | Brief intro block, linking to Introduction page in About Us section |
| Our services | Overview of services school offers (what is taught (via a topics/subjects widget) and what is researched (content or a filtered search result?)), with rest on About Us section. |
| Our people | People finder widget for academic and general staff, as well as research-focused PG students |
| Contact us | Block with key contact details. |
| News | 'News" could be utilised to inform people of a wider range of things than the current more narrow usage. For example telling people about research projects (both opportunities and outcomes), student achievements etc. Surfacing from Homesite based on tags. |
| Events | Seminars, conferences, careers events, lectures etc. Surfacing from Homesite based on tags |
Content
The content outline below represents a general example of what a school area might contain. While some content will be in all school areas (eg, Introduction, What we do), other content won't be required by all schools - and some schools may have additional content needs.
This is great
About us
| 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? |
Student information
Purpose: School-specific information for current students by coursework and research students.
Content will vary by school - below is indicative only.
(Note that longer term, study and research material and resources may live in a student learning area of the homesite.)
| Facilities | Details behind overview in About Us section above. Includes:
|
| Resources | Study and research resources - eg: databases, software, online written resources. Example: School of Linguistics |
| Study groups | Student study groups. Is this also where we put research groups (even though it seems buried)? |
| Work experience and internships | (Amend nav label as relevant to the content) Will only be required by a few schools - eg, ECS |
Links
(A tentative list) | Areas of study (topics, degrees, postgrad programmes): Although this might need a smarter widget if we wanted to surface them in the school site, rather than link away. Centres, Institutes and Chairs: Research information including Research projects (in Research expertise?) and Research reports (maybe cared for by the Library?) 'Current students' - eg: Student services and support / New students / Wellbeing / Clubs Social media sites (eg, Facebook) |
Questions
- I Student Information better labelled Supporting students in study and research?
- Is Resources different or does it include Publications? Facilities? Forms?
- What do we do when facilities are not necessarily for teaching/students but either for research or available to industry (e.g. specialised equipment)?
- Where do we plan to put outputs from (historic) research funding?
- Publications and forms seem to fit as well in Student Information as in About Us. Are there a subset there and others on About Us? references?
Summary of approach
- Each f&s has their own online space, with quality content (sometimes reused/resurfaced) tailored to meet the audience needs, well integrated with homesite.
- More focused on the audience needs, with a clearly defined and distinct purpose.
- Richer, more engaging and more recent content.
- 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').
| Risk | Description and consequence | Likelihood | Impact | Mitigation | |
|---|---|---|---|---|---|
| 1 | 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 | Despite obtaining approval and socialising the approach, f&s staff may understand or accept the approach. There are both many stakeholders and many layers (organisation hierarchy). This may lead to repeated rounds of negotiation (taking time and stressing relationships) and even lead to f&s doing their own thing (outside/around the website). | H | M | Ground our approach to communications/consultation in:
|
| 3 | Approach takes a long time to implement | Improving and relocating the content on f&s sites is a big job. This may mean that some sites don't change for some time, continuing to have an old design and content. | M | M
| Planned and prioritised approach to the required work. Set and manage expectations carefully. Request more project content resource. |
| 4 | Loss of 'online identity' for faculties and schools | As content that is currently on f&s sites is merged or moved the new f&s sites will be more focused. This may lead to f&s staff feeling that their importance as organisational entities is diminished. | M | M | Use all three consultation approaches listed in risk 1 above. Demonstration versions, as covered in risk 2 above
|
| 5 | Diminished sense of content ownership across faculties and schools | Same cause as with Risk 4 above. This may lead to a reduced sense of ownership of the content, resulting in to slower updating / information out of date. | M | M
| 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. |
| 6 | Complexity around page ownership and page edit permissions | As more content currently on f&s sites is integrated into existing homesite pages page ownership could become unclear and authoring permissions may become more complex | M | M
| Plan content management with the Web BAU team. Train and communicate effectively. |
| 7 | 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 and be resistant to having to move some of their activities to university-standard methods. This may lead to the Web Team having to support two models, one for only one faculty and one school | H | L-M
| COMT management to initiate this conversation with the faculty management, trying to find a good way forward. Separation of presentation layer from content management offers flexible options not previously available.
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