Birkbeck’s Digital Transformation Project

Ben Winyard, Digital Publications Officer at Birkbeck, discusses Stage One of our online redesign.

Stage one of Birkbeck’s ambitious Digital Transformation Project went live on 16 May 2017, with the launch of a bold new design and layout for our homepage, corporate site and online prospectus. Since then, External Relations and the ITS Web Team have busily continued with improvements that, while less dramatic in terms of immediate, aesthetic impact, are just as important for bettering the user experience, optimising the accessibility of our website for all users, and making sure visitors can get the information they want quickly and easily.

A core principle of the Digital Transformation Project is that our decisions should be evidence-based and user-focused. In pursuit of this goal, we regularly test users’ responses to our website. Since February 2017, we have run around 50 user testing sessions, which covered the pre-launch, launch and post-launch phases of stage one. Some initial changes we made as a result of user feedback were adjustments to styling and making information clearer and easier to find.

During the June user testing sessions, we looked at how users search for courses and judge their quality, using Google, UCAS, and other comparison and rating sites. As a result, we implemented improvements to usability on our online prospectus, including: rewording and redesigning buttons and signposts; adding links to other available years of entry and to other versions of the same course (‘Related courses’); retitling fields to make browsing easier; and adding career destinations information (pulled from Unistats) to all of our full-time undergraduate courses.

As well as identifying usability issues, regular user testing is also increasing our understanding of how people use our website, which informs future developments. This feedback is proving vital for the next part of the Digital Transformation Project, which is focused on improving our site and course search. We know that the majority of our visitors come to us via Google. But we have learned that an increasing number of visitors – especially younger users – primarily navigate our site via internal course and site search, or externally through Google, rather than using our menus. This makes it even more pressing to ensure our search facility is the best it can be, which is one of our primary aims for the immediate future. User testing sessions in August concentrated on course and site search; they confirmed that improvement is needed and provided vital information on how users expect a search facility to work on a university website.

We are also looking at how students use school/department content on the Birkbeck website and how this content fits into the user journey. This is with a view to launching a project to bring our school/department content into the new visual identity and web design, which will also include rationalising and improving content and navigation, in order to enhance the user experience and ensure all of our users can find the information they need.

In External Relations, our focus so far has been on improving our online prospectus, the most visited and the most important part of our entire website. Depending on the time of year, our online prospectus can total well over 4000 pages, each with its own unique content and each playing a vital role in telling prospective students about Birkbeck and encouraging them to apply. Improving our online prospectus has two strands: rewriting descriptive text for our courses and improving all of the modules that are currently available for undergraduate and postgraduate students. In both instances, we have been applying our new house style and polishing content to make our course and module descriptions accurate and engaging. Our primary aim with any online course description is to grab the reader’s attention and let them know about what is unique, interesting and exciting about the course and about Birkbeck.

An example of a programme page in our new design.

On our programme pages, we have focused attention on the overview, highlights and course structure fields. We know from heat maps and analytics that these are the most visited parts of every programme page, so we wanted to dedicate time and attention to making this text really sing. It’s important to us that we do justice to the intellectually stimulating content of our courses, to the dedicated, world-leading academics who teach them, and to the life-changing opportunities offered by Birkbeck’s unique model of evening study. We have also been working hard with colleagues to ensure our online course pages are compliant with new legal requirements from the Competition and Markets Authority (CMA). These changes will increase the usefulness of our online prospectus by presenting important information on student contact hours, independent learning, learning development and support, and how students are taught and assessed across Birkbeck.

Our module improvement project has one primary focus: ensuring that every available module at Birkbeck is part of our online prospectus and includes rich, appealingly written descriptive text that adheres to our new house style. We have been working closely with our colleagues across Birkbeck’s five schools to source content and have updated and improved around 200 modules so far.

So, what difference has our redesign made, in terms of the number and quality of visits? An important measure of improvement and quality is the increased amount of time people are spending on our site; visitors spend longer engaging with the improved content and are finding it easier to navigate between different areas. There has also been an increase in the number of returning visitors, so we know that people are coming back to us.

Our online prospectus remains the focus of most visitors’ attention and continues to attract the highest interest. User testing and analytics reveal that, for many visitors, our course pages are their first interaction with Birkbeck, so one of our primary aims with the new web design has been to convert each of our online course pages into a ‘mini-homepage’, with links to news, events and research across Birkbeck and to vital information, such as financial support, student services and accommodation. To this end, we added tertiary signposts to every programme page and we are now seeing that people use our course pages as their main entry route into, and the jumping-off point to, other parts of the Birkbeck website. Other parts of our site have been dramatically upgraded: there are far fewer pages and we have consolidated information in one place and converted old information into downloadable documents, where appropriate. This has led to a significant increase in engagement: visitors are now spending more time on these pages and going through the information more thoroughly, because it’s all in one place and easily navigable.

Meanwhile, we have instituted a regular weekly maintenance slot, during which three web editors in External Relations make requested changes to all areas of our new site. Since May, we have implemented hundreds of such requests, all with the purpose of improving the accuracy and helpfulness of our content.

We have also developed an entirely new Digital Standards area on our website, which provides advice, information and support to all Birkbeck staff who need to convey information online. You can read our house style guide, find out about search engine optimisation, get practical information on links, files and redirects, and learn more about our visual identity and our social media guidelines. We are working hard to supplement this online support with bespoke face-to-face training, which we are in the process of developing. We have also begun using new software that identifies accessibility, content and coding issues across our site, which is greatly helping us continually maintain and improve the new site.

We have a series of ‘conversion goals’ on our website, whereby a user’s visit is translated into an action. We primarily want visitors to: order a prospectus; or book an Open Evening; or submit an application to study. We have seen a dramatic increase in these since we launched the new website, so it is pleasing to see that our work continues to support and advance the primary objectives of the Digital Transformation Project.

 

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How to get your Birkbeck studies off to a flying start

Student Engagement Officer Rebecca Slegg offers top tips to new students, to help you settle into Birkbeck, get your studies off to a flying start and help you make sure you get the most out of your time here.

  1. Set up a study space at home. If possible, decide on one place where you will be able to study. Keep it free from clutter and other distractions as much as possible and make sure that your family/flat mates know that when you’re there they should avoid interrupting you, if possible.
  2. Talk to your friends and family about your course. If the people in your life know why studying is important to you and what it involves they will be able to better support you throughout your course. They’ll understand why you might not be able to go out every weekend at exam or assignment time. They’ll also be interested to hear about the new ideas and topics you’re now an expert on!
  3. Attend BBK Welcome and the Students’ Union Fresher’s Fayre on Saturday 30 September 2017. This is a great opportunity to meet fellow students, find out about life at Birkbeck and join some of the many clubs and societies open to students.
  4. Create a wall planner and use it to map out your first term. Plot on your term dates, exam dates and assignment deadlines. This will help you to know when the pressure points are so that you can plan ahead in other areas of your life to accommodate your study needs and be well prepared to meet all of your course requirements comfortably.
  5. Set up a Whats App group/Facebook group with your classmates. This will enable you to share tips and information between lectures and seminars and help you get to know each other quickly. You will probably find that your classmates quickly become a source of support and encouragement.
  6. Sign up to academic skills workshops. Birkbeck offers a wide-range of resources for students to brush up on their academic skills, whether you need a refresher on essay writing or an introduction to academic referencing – get ahead with these skills now so you’re not trying to master them at the same time as researching and writing your first assignment.
  7. Explore the campus. Get to know Bloomsbury and/or Stratford. There is a wide range of bars, restaurants, coffee shops and cultural and sporting facilities close to both our campuses.
  8. Arrange to meet your personal tutor. Your tutor is there to offer advice and support on issues that may affect your academic progress. Some of the topics you might discuss with your tutor include module choices; exam revision; meeting deadlines; any personal or professional issues that are affecting your studies.
  9. Buy some nice stationery. Investing in some nice paper and pens is a subtle reminder to yourself of the investment you have made in coming to Birkbeck and that this is something that you believe is worth doing and will help you to move ahead with your life goals.
  10. Find out about Birkbeck Talent (the in-house recruitment agency) and the Careers and Employability Service. These two services can offer advice on CV writing, interview techniques, setting up your own business and can suggest suitable short- and long-term positions to match your skills and interests.
  11. Download the Birkbeck app to view your course resources and assignments, help you prepare for the start of term, and communicate with fellow new students from your School prior to starting your course.
  12. Make sure you’ve ticked off all the items in our new student checklist, which includes all the practical details you need to have covered like enrolling on the course, paying your fees and setting up library and wifi access.

At our graduation ceremony we asked those who had made it what advice they would give new students:

If you’re a current student, why not add your own advice for those just starting out in the comments section?

 

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Everything you need to know about coming to Birkbeck as a school-leaver

This article was contributed by Cecilia Nguyen, a BA Language with Journalism student, who will be going into her second year this autumn. It was first published on her blog

What is it truly like to attend an evening university like Birkbeck? I am writing this blog as when I needed it two years ago, it was nowhere to be found.

‘Will I fit in as a school-leaver?’
The short answer to this question is yes, of course you will! I think there is a misconception that because evening studies can be more appealing to people who work in the day (of which the majority are over 25) that younger people may not fit in.

However, with the introduction of more full-time courses at Birkbeck, the number of under-25s is on the rise every year. The demographics of your classmates are highly dependent on the course you study. I study German and Journalism and find that on my German modules, there are more school-leavers, whereas my Journalism module attracts more mature students.

I truly think that you shouldn’t let this affect your decision when choosing a course if the curriculum perfectly matches your needs.

‘Is it only for part-time students?’
No, it is not. Birkbeck started introducing full-time courses in 2009 and has been working on them ever since!

But in this day and age, education takes on so many forms that I find traditional, daytime, full-time education to be highly overrated. Let’s look at an example: A full-time course takes on average 3 years to complete whereas a 75% intensity part-time course takes 4 years. The cost is the same, you get more time to study and have a healthier life balance. For me, it wasn’t a hard decision!

‘Can I change from full-time to part-time?’
Yes, you absolutely can! I think Birkbeck is rather flexible on this as they understand students’ circumstances and commitments well.

‘Is it super tiring after a hard day of work to sit in a classroom and do more work?’
Personally, I didn’t find it tiring enough to moan about. I’ve got to admit I had it relatively easy; I only worked 22 hours per week, I still live with my parents and I didn’t have any major responsibility that would induce stress.

Birkbeck campus and Senate House in springtime 

But from what my uni mates who work full-time and actually have it hard have told me, you don’t even notice the fatigue. Think of it this way, you go to a place with amazing people who challenge you academically while discussing something you enjoy knowing more about. It’s basically a fun fair!

‘Will I have a social life?’
This really amused me as it’s so typical of school-leavers to ask this question.

To put it bluntly, yes, like any other university. Or how I like to put it: you can have a social life. What I mean by that is, it’s totally up to you whether you want one or not.

At Birkbeck, I feel like you can be more selective when it comes to socialising. So if you want to join societies, go out clubbing or have fun, the opportunity is definitely there. But whenever you need to calm down or focus on work, it is easier for you to do so as everyone understands that sometimes you are studying alongside work or internships and that you need to balance all these aspects of your life.

‘You’ve been going on and on about the perks of evening study, but what about its downside?’
Everything has its downside. I personally felt that studying in the evening meant that I had almost no excuse to not find work in the day.

The opportunity is basically given to you and will give you so many things to talk about in your CV to boost your chances of getting employed. You can say things like ‘I can be fully committed as I have the entire morning free to focus on work,’ or, ‘as an evening student I get to hone my time-management skills and determination to complete tasks’. The list goes on and on.

Another downside is that studying in the evening means that sometimes you might have to come to class with an empty stomach as you rush from work to uni. But most of the time the lecturers understand that you have commitments and will allow you to have your meal in class, as long as you don’t let the rustling noises of your sandwich’s aluminium foil disturb the class too much!

Studying in the evening also means that sometimes you have to miss out on gatherings with friends or family. But if you can cope with occasionally not being able to go out, the amount of knowledge you’re getting back is well worth the sacrifice.

If you have a specific question you can leave a comment below or come meet me at Birkbeck’s Open Evening on 12 September (click here to sign up), where I’ll be working as a Student Ambassador.

Good luck on whatever it is that you decide to do and hopefully I’ll see you this autumn.

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Starting university: tips to manage the transition and be a successful student

Hanneke Kosterink, Counsellor and Supervisor at the Birkbeck Counselling Service offers advice for students managing the transition to university, and explains how visualising success can help you achieve it. 

The transition from school to university brings a range of new experiences and challenges.  During this transition period, it is essential to find the right balance between studying and everything else including:

  • getting to know the university
  • settling into your course
  • learning what is expected of you as a student
  • discovering activities and social opportunities
  • making new friends

Academic Challenges
Many students enjoy the intellectual challenge of university study, opting for courses and subjects that match their interests. However, adapting to academic study and understanding what is expected of you as a university student can be an intimidating experience and will require taking responsibility for your own learning, managing your workload and completing assignments to strict deadlines. This requires self-motivation and dedication.

In addition to making good use of the support services and study resources your university provides it may be helpful to learn the technique of visualisation to reach your academic goals.

Writing over 2000 years ago Aristotle described the visualisation process this way:  “First, have a definite, clear, practical ideal; a goal, an objective.  Second, have the necessary means to achieve your ends: wisdom, money, materials and methods.  Third, adjust all your means to that end.”

Unfortunately, many of us remain stuck at the goal stage.  We start out with good intentions and perhaps a plan, but then we can’t seem to make it happen.  A hectic social life, job, hobbies, anxiety leading to procrastination can get in the way of achieving your academic goals.

Seeing is believing
Before we can believe in a goal, we first must have an idea of what it looks like. To paraphrase the old adage: we must see it before we can believe it.  This is where visualisation comes in, which is simply a technique for creating a mental image of a future event.  When we visualise our desired outcome, we begin to ‘see’ the possibility of achieving it.  Through visualisation, we catch a glimpse of what is our preferred future.  When this happens we are motivated and prepared to pursue our goal.

In the world of sports, this has been developed into a well-researched method of performance improvement.

How do well known British sportsmen and women use visualisation?

Wayne Rooney
Footballer Wayne Rooney is a firm advocate of mental preparation and the visualisation technique. “I lie in bed the night before the game and visualise myself scoring goals or doing well. You’re trying to put yourself in that moment and trying to prepare yourself, to have a ‘memory’ before the game.” Rooney sees his approach as fundamental to his sporting success. “I don’t know if you’d call it visualising or dreaming, but I’ve always done it, my whole life.”

Jessica Ennis-Hill
Ennis-Hill revealed her mental training tactic prior to the 2012 London Olympic Games: “I use visualisation to think about the perfect technique. If I can get that perfect image in my head, then hopefully it’ll affect my physical performance.”

Andy Murray
In order to mentally acclimatise before a major event, Andy Murray visits the centre court when the area is deserted and imagines his future success. “I want to make sure I feel as good as possible so I have a good tournament.”

Applying it to your study
There are two types of visualisation which ideally should be used together.  The first method is outcome visualisation and involves envisioning yourself achieving your goal.  To do this, create a detailed mental image of the desired outcome using all of your senses.

Let’s start with the big goal: getting your degree and attending your graduation ceremony.  Visualise yourself on graduation day receiving your qualification with a good pass.  Hold that mental image as long as possible.  What does it feel like walking across the stage in your robe to collect your certificate from the Master?  Who will be there accompanying you in the audience to cheer you on when it is your turn?  Imagine the pride, relief, satisfaction and thrill as you hug your loved ones before heading for the marquee where the photographer is waiting to capture that special moment in your life.

Visualising how it might feel to graduate might help you to plan your studies and your time at university. 

The second type of visualisation is process visualisation.  It involves envisioning each of the actions necessary to achieve the outcome you want.  Focus on each of the steps you need to achieve your goal, but not the overall goal itself.   What are the demands and deadlines you will need to meet?  Create a vivid mental picture of yourself succeeding, envision what you must do during each step of the process and like Rooney, Ennis-Hill and Murray use positive mental imagery to stay focused and motivated when you experience obstacles or setbacks.

Visualisation does not guarantee success.  It also does not replace hard work and practice.  But when combined with diligent effort and a strong support network, it is a powerful way to achieve positive behavioural change and create the life you desire.

 

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Getting prospective students talking

Dave Lewis, from Birkbeck’s Widening Access team, talks about the College’s new mentoring scheme which pairs prospective students with alumni for an informal chat. If you’re interested in taking part, contact gettalking@bbk.ac.uk.gettalking

Taking the plunge into higher education can be both exhilarating and daunting. Whether changing career, leaving school or coming back to education, students inevitably have questions about the years ahead. Navigating this transition with the support of a recent graduate can make all the difference, which is why we run Get Talking.

Get Talking is a one-to-one mentoring scheme which pairs prospective students with alumni for an informal chat. After an evening of training, our dedicated alumni draw on their own experiences to provide insight into both life at Birkbeck and higher education more broadly. In turn, students are given the opportunity to talk through any queries or concerns ahead of enrolment. Students are matched with their mentor based on what they hope to gain from the scheme and as such will often receive advice specific to their chosen field.

Meetings take place in a number of coffee shops close to campus, allowing participants to familiarise themselves with the Bloomsbury area and picture life as a student here.  Once students have enrolled at Birkbeck there is a wealth of continued support (including further mentoring opportunities) throughout their time at the college.

This type of pre-entry support is integral to ensuring university is accessible to all. Get Talking is one of many Birkbeck programmes that supports students from widening participation backgrounds. The scheme really is working too, with up to 75% of students who take part going on to enrol at Birkbeck. Deon, one student who took part in the scheme this year, said:

“The meeting with Dimitrios was very beneficial to me and l hope he feels the same. I am happy to say that these programs can only be an advantage to new and prospective students starting out as l feel no one knows better than those whom have experienced the task of completing an undergraduate whilst working. Dimitrios is a very helpful and understanding young man and l can only say l am honored that l was able to draw from his experience.”

This year Get Talking also began supporting applicants to the college’s Compass Project, a fund supporting forced migrants through scholarships to Birkbeck and information, advice and guidance on higher education in the UK. One of the applicants who took part this year said: “It was great to speak to someone who was as passionate about my subject as I was”.

Finally, Get Talking speaks of how closely connected Birkbeck’s alumni remain to the college. Our alumni mentors volunteer their time to support new entrants. Prospective students are supported in their decision making and begin networking before setting foot in the lecture theatre.

Would you like to get involved? If you’re thinking about studying with us or are a Birkbeck alum we’d love to hear from you at gettalking@bbk.ac.uk.

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I’m a scientist… get me out of here!

Hear from Dr Sanjib Bhakta about taking part in a new initiative to engage young people in science, and to give them a taste of the day-to-day life of a scientist.san1Dr Sanjib Bhakta from Birkbeck’s Department of Biological Sciences recently took part in ‘I’m a Scientist’, an initiative designed to engage young people in science and the realities of the lives of scientists.

Students from schools across the country were able to log on and ask questions on any particular areas of the scientists’ research (or life) that they were curious about, then vote for their favourite scientists to win a £500 prize.

Dr Bhakta was one of the winners, and will be donating his prize money to a local school, and helping them to organise a workshop for World TB Day. We talked to him about the experience:

Why did you want to take part in this initiative?
I took part in this science outreach programme because I was keen to know how the young community generally perceive careers in science and the specific challenges of drug resistance. I personally envisage antibiotic resistance beyond a current global health emergency, having serious impact upon our future generations due to the limited resources and unwise exploitation of the current pool of drugs.

Why is it important to engage young people in science?
It is extremely crucial for school children to engage and partake in scientific research to solve local or global real-life problems in long term. It is also important for scientists to step out of their lab and spread the word about how enjoyable, rewarding and exciting science is as a career.

What were the most interesting questions you were asked?
Over these two weeks, I thoroughly enjoyed interacting with the participating schools and sharing a typical day in my life. However, I must say it was much more easier to answer ‘what do you enjoy most in your job?’ than it was to answer ‘what was the worst moment you faced in the lab?’ or ‘why drugs are so addictive?’!

imascientistWhat would you like to say to the students who took part?
I would like to thank all the participating students, teachers and moderators for this opportunity to interact, and to share my personal and professional life, and our lab research with you! It has been such great fun.

After chatting with you all, I got some fresh ideas on how to deal with this emerging world health concern of drug resistance and also am reassured that when all your intensely inquisitive minds and extended hands are joined together, drug resistance (like many other health and well-being emergencies on earth) will be a trivial challenge for us to overcome. Please don’t let the bugs win and ruin anyone’s life, at our home, in our neighbourhood or anywhere in the world!

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Celebrating Women in STEM

Today Birkbeck celebrates the women working in STEM (Science, Technology, Engineering and Mathematics) fields as part of a campaign led by Media Planet, and supported by organisations such as the Institute of Engineering and Technology and The Women’s Network.

Across the STEM industries, women make up only 12.8% of the workforce in the UK, and encouraging more women into these fields is vital to address skills shortages in the UK economy, as well as to ensure there is a diversity of voices in the field.

As Alexandra Poulovassilis, Professor of Computer Science and Director of the Birkbeck Knowledge Lab puts it: “Since technology and science are shaping our societies at an ever increasing pace, it is important that the people who are making decisions on where to focus and how to prioritise innovation funding are representative of all our society globally.”

We spoke to women working in various STEM fields in Birkbeck about why they chose their careers, what excites them about their work and why it’s important for STEM disciplines to be diverse and representative.

Alexandra Poulouvassilis: Why is it important that STEM fields are diverse?

Jessica Swainston and Iroise Dumontheil: What excites you about working in STEM? 

Tingting Han: Why did you choose a career in Computer Science?

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The story behind Birkbeck’s new web design

Dr Ben Winyard, Senior Content Manager at Birkbeck explains the research and process behind our website’s new look. 

The Birkbeck website serves many vital functions simultaneously: it must be an authoritative, accurate source of information; a gateway to services; easy to navigate and search; aesthetically pleasing; accessible to all; and it must reflect and advance Birkbeck’s mission. The experience of using our website is often absolutely central to a person’s decision to come and study in the evening with us.

In our digital age, having a professional, beautifully designed and practical, easy to use website is absolutely essential for any university or organisation. Users need to get where they want to be quickly and easily, feeling confident that what they’re reading is accurate, while enjoying the tactile and visual experience of moving through our site.

The Birkbeck Digital project is a hugely ambitious, wide-ranging and on-going project to redesign, redevelop, restructure and re-present Birkbeck’s web presence based on research, evidence and over 50 user-testing sessions. Every longstanding website – and Birkbeck has been online for around twenty years – has a natural history of expansion and growth. The ambition of this project has allowed us to research and reconsider everything about our site – the design, the layout, the navigation and the content – and the opportunity to field staff and student feedback to ascertain how people use, and feel about, our website.

The project has been divided into stages, as the Birkbeck website extends to many thousands of pages. Stage 1, which is being delivering on schedule this month, includes the redesign of the Birkbeck homepage, of our ‘corporate’ site, which includes all of the key information for prospective students and covers many of our most important professional and student services departments, and, lastly, the online prospectus, which includes over 3000 pages of course and module information across all levels of study, from short courses to PhD research.

Our first task was to organise user feedback sessions, to help us map and improve the experience of visitors to the website. A series of workshops, one-to-one interviews and group sessions, were bisected by ‘type’ of user, from ‘young undergraduate’ and ‘mature postgraduate’ to international students, MPhil/PhD researchers and staff from across the College.  From this research we were able to compile a rich analysis of who is using the Birkbeck website, what they are looking for, and what delights and frustrates them. This invaluable feedback has informed every step of the design process, the reviewing and refreshing of content and the build of the new website.

The feedback was often interestingly divided according to the age of the student: in general, users above the age of 30 were positive, describing our website as ‘modern’, ‘clear’, ‘precise’, ‘professional’ and ‘mature’; while younger users were less positive, describing our website as ‘traditional’, ‘outdated’, ‘plain’, ‘dull’ and lacking colour and media content such as videos. Many users expressed frustration with the navigation on our site – the menus, signposts and links that you click on to move from one page or section of the website to another – and felt we don’t adequately convey what it is like to study at Birkbeck. Users also struggled to access vital information, including bursaries and financial support.

Embedded accessibility software, including screen-reading, enables visitors to customise our site in the way they need it to work

Embedded accessibility software, including screen-reading, enables visitors to customise our site in the way they need it to work

The task of converting all of this, sometimes conflicting, feedback into a new design fell to the design company, Pentagram, who created our new visual identity last year so had a head start in understanding Birkbeck’s unique mission and our diverse staff and student community. Over the course of many brainstorming sessions and meetings in the autumn of 2016, Birkbeck’s content (External Relations) and technical (IT Services) experts worked together with Pentagram to translate our new visual identity and user feedback into a stylish, clear and colourful new design.

The mammoth task of translating Pentagram’s beautiful designs into a functioning website fell to our hugely talented and hardworking CIS & Web Team in IT Services. This type of translation work – of turning a design into functioning code on a webpage – will always involve cutting your coat to match your cloth – i.e. working out what can be done given the challenges of schedule, staff capacity and budget. The developers were astute at breaking down each element of the design and explaining the best way of turning them into a digital reality. Extensive user-testing was carried out in the team as well as research to makes sure our site is sector-leading in terms of accessibility. This sort of cross-team working carries its own challenges, but IT Services and External Relations have worked strongly and successfully together.

The new pop-out menu

The new pop-out menu signposts visitors to important pages

This new design has adapted our visual identity for the Web, incorporating new typography and standards of layout. On the redesigned Homepage, we now have the images, clear, graphic signposts to important pages that users have asked for, brought together on a new, easy-to-use pop-out menu on the right-hand side of the page.

 

Finding a course is usually the number one task of a new visitor to our site, so we have incorporated a prominent keyword course search box at the top of the Homepage, to get students started on their journey as quickly and easily as possible. We’re also showcasing the best of what’s happening at Birkbeck – as a lot of user feedback articulated a sense that Birkbeck is ‘hiding its light under a bushel’ and not trumpeting its achievements and strengths. So we are featuring news, events, blog posts and podcasts on the Homepage and on landing pages, singing loudly and proudly about our world-class research.

research-tile

Birkbeck’s unique qualities are showcased with eye-catching statement tiles

Birkbeck’s unique mission makes us genuinely different to other universities and the new website is all about making this clear upfront, celebrating it and helping prospective students see the many ways in which studying with us could have a real impact on their lives. We are also making videos more prominent, as a way of telling our unique story and dusting away some of the fustiness that frustrated our younger users. Finally, the new website has been designed responsively, meaning that, whatever device you are using, the website will look great and be easy to use.

newwebsite6phone

The website is optimised for browsing on any device

On our online prospectus, we are presenting each course page as a gateway into Birkbeck, as many prospective students come to our website through our course pages after a Google search. Thus, we now include links to important information on fees and funding, making an application, entry requirements, accommodation, our research culture and other key areas of interest for prospective students, depending on the level of study. We have also reviewed the content on all of our course pages, stripping out duplication and generic content and simplifying, consolidating and improving.

Redesigning and restructuring the website gave us a golden opportunity to review, assess and edit our content. The pages on our ‘corporate’ website include absolutely crucial information on fees and funding, student services, careers and employability, and research, while our online prospectus is the most visited area of our website and absolutely central to attracting new students.

Like most organisations, Birkbeck has seen its website expand exponentially over the past decade and, as with any large, complex organisation, content on our website has not always been kept up-to-date or focused on the needs of users. Seizing this opportunity, we have reviewed and refreshed over 1500 items of content, which includes webpages, images and files, in line with the newly created House Style and tone of voice guidelines – the first time Birkbeck has ever had a comprehensive style guide.

Duplicate and obsolete material has been removed, written content has been reviewed, rewritten where necessary, and adjusted to meet our House Style. User testing and workshop sessions with content owners across the College mean that we have been able to reorder material based on user needs, giving prominence to the material that matters most to visitors and giving answers to their most pressing questions. Areas of the website that had been structured to reflect the internal organisation of Birkbeck have been reordered to bring users’ needs, questions and tasks to the forefront. Thirty new landing pages have been created, giving essential content areas a fresh, vibrant new look that also makes the website easier to navigate.

Throughout this process, when considering the design, layout, structure and content of the website, we have been guided by the following ideas and principles:

  1. To focus on and prioritise the needs of the website users, whether staff, students or visitors.
  2. To simplify, clarify and reduce, while avoiding duplication, obfuscation and verbiage. Our written content should be truthful, clear, concise and easy to understand.
  3. To ensure our site is accessible to all users and optimised to enable disabled, blind and visually impaired users to access the information they need.
  4. To increase the aesthetic appeal of the website, particularly through the greater use of images, videos and other media. To this end, nearly 600 new images have been uploaded to the site.
  5. To simplify the structure of our website, to enable ease of navigation and quick access to the information that users need.
  6. Apply our new House Style and deploy a more consistent, positive and appealing tone of voice.

And this is just the beginning. Going forward, we will be redesigning and relaunching other parts of our website, utilising new technologies, implementing new principles of digital governance, rolling out our new House Style and tone of voice guidelines, and working towards the shared goal of a website we can all feel justly proud of.

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User-testing Birkbeck’s new website design

Naomi Bain, Web Officer (Training and User Experience), at Birkbeck explains the way student feedback informed our new web design. 

webOver the course of the past few months, throughout the redevelopment of the Birkbeck website, I have carried out more than 50 user testing sessions. These have sought to ensure that the changes and improvements we are making to the website are firmly rooted in research and evidence about how the website is used in real life, rather than how we might imagine it is used.

After each round of testing I reported back to the web teams, both technical and content, about any issues that came out of the sessions. These reports led to some changes being made, helped with decision-making processes and provided reassurance.

There have been four rounds of testing with students, gathered with the help of Team Birkbeck. As well as this, I set up sessions with students with dyslexia and related conditions and students with visual impairment, who I contacted with the help of the Disability Office and External Relations. The students who have participated are studying all kinds of subjects and come from a wide variety of backgrounds. Testing has included a number of older students, and students who do not speak English as a first language.

In the early stages of testing we just looked at PDFs of the new design. Students were asked for their response to the appearance of the site, and I did ‘first click’ tests to assess their understanding of the layout of the pages and how they would find something on a live version. We then moved on to testing some mock up stand-alone pages, concentrating in particular on testing the course finder and the menu.

For the final round, we had something approaching a complete test version of the new site, and focussed in particular on course information. In addition to this, students with disabilities assessed various accessibility tools, and also talked about how their disability could affect their use of websites.

All sessions took place at Birkbeck and were recorded using Panopto, the university’s video content system. All students used the site on a PC, and some also searched the site on their phone.

Feedback on the new site has been overwhelmingly positive. People described it as “clear”, “modern”, “colourful” and “engaging”. It compared favourably to both the existing Birkbeck site and to other university sites.

Observing students carrying out searches on the site enables us to quickly see whether they understand how the design “works”. Several minor issues with the design have been brought to light as a result of these user testing sessions and changes have been made, or potential problems flagged up.

The intention is to do some follow up testing post-launch, as part of an ongoing iterative process of development and improvement, which will ensure that Birkbeck sites are attractive, usable and accessible to all our students.

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Getting our Act together

After 700 amendments and some heated debates, the Higher Education and Research Bill finally became law last week. Birkbeck’s Policy Communications Officer, Fiona MacLeod, has followed its parliamentary progress from First Reading to last week’s ‘ping-pong’ between the two Houses of Parliament, and outlines what changes it will bring to the Higher Education sector.parliament
The Higher Education and Research Bill ended its lengthy passage through Parliament last week and is now law. With both Houses agreeing on the exact wording of the Bill, it received Royal Assent on Thursday 27 May with a flourish of Norman French – a declaration that ‘La Reyne le veult’ – to become the Higher Education and Research Act 2017.

The ‘ping-pong’ process between Commons and Lords to agree a final version of the Bill began the day before, when MPs rejected earlier amendments made in the Lords and agreed a raft of new Government amendments in lieu. These final amendments were designed to achieve compromises acceptable to Peers and get the Bill passed speedily before Parliament’s formal dissolution this week ahead of the 8 June General Election.

The 2017 Act has been hailed as ‘the most important legislation for the sector in 25 years’ but getting it to this point involved more than 700 amendments and some major concessions from the Government.   So what key changes to UK higher education does the 2017 Act bring?

The Act establishes a new regulatory body, the Office for Students (OfS), to replace the Higher Education Funding Council for England (Hefce), and integrates the UK’s seven research councils into a new body called United Kingdom Research and Innovation (UKRI).

Among its regulatory changes, the Act will make it easier for new higher education providers to gain degree awarding powers and university status, while the OfS will implement a new mechanism to recognise and reward high-quality teaching, already underway, known as the Teaching Excellence Framework (TEF).

The TEF will rate universities as Gold, Silver or Bronze, and results of the initial TEF trial will be published in June.  The TEF will be used to set university tuition fees, but any differentiation of fees based on its controversial Olympic medal-style ratings will not happen until 2020/21. Until then, future increases in fee limits – in line with inflation – for universities participating in the TEF will require the approval of both Houses of Parliament.

The Act also requires an independent review of the TEF in 2018 which will look at how ratings are decided and what they should be called; whether the metrics used are appropriate; the TEF’s impact on institutions and indeed whether the TEF is in the public interest. This goes further than the earlier ‘lessons learned’ exercise offered by the Government. The review’s conclusions will be considered before the 2020 timeframe for fee differentiation based on TEF ratings. The Act ensures the TEF can’t be used to limit international student recruitment figures and will require institutions to publish specific data deemed ‘helpful’ for international students.

For Birkbeck, a major problem with the early draft of the Bill was its failure to reference part-time study and its importance for the country’s future skills needs. It also failed to recognise the particular needs of mature or part-time learners when outlining the future role of the OfS.  Working with MPs and Peers, including College President Baroness Bakewell and Liberal Democrat peer Baroness Garden, Birkbeck lobbied successfully to gain explicit recognition of part-time study in the Bill; the OfS will be required to promote choice in the way university courses are taught, including part-time study, distance learning and accelerated courses.

We’re also pleased that the Act will help make alternative methods of financing available to those unable to take out student loans, including for those who require ‘Sharia-compliant’ finance.

The OfS will be responsible for quality and standards in the HE sector and will absorb the work of the Office for Fair Access.  Universities will be required to publish information about the fairness of their admissions as well as information that might be ‘helpful to international students’.

The Act also confirms that International students will continue to be included in the net migration target. Media reports suggesting that the Prime Minister was softening her stance on this in order to get the Bill passed proved to be inaccurate, and Peers reluctantly accepted the status quo.

Among other hotly debated aspects of the Bill, the Act confirms that University title, even those granted by Royal Charter, can be removed by Government.  But the Secretary of State will have to consult representative bodies of higher education providers and students when giving guidance to the OfS about its power to grant university title, and the OfS must consider this guidance before allowing a provider to call itself a university. There will be a full review to look at the shared features of a university – such as excellent teaching, sustained scholarship, learning infrastructure, pastoral care and knowledge exchange.

Similarly, the Bill was strengthened to provide better oversight of OfS’s powers to grant, revoke or vary degree awarding powers (DAP): the OfS will have to notify the Secretary of State when granting DAP to institutions which have not previously had a validation agreement with another higher education provider or OfS, and degree-awarding powers will be automatically reviewed following a merger or change of ownership.

Peers welcomed the many changes made to the Bill during its parliamentary progress and there was much mutual congratulation last week on the Government’s willingness to listen and the degree of cross-party collaboration in the Lords.

Lord Stevenson, Labour’s spokesman on higher education in the Lords, said the amended Bill would ‘improve collaboration within the sector… help reverse the decline in part-time students…assist mature students who wish to come back, and … pave the way for more work to be done on credit transfer and flexible courses’.  Let’s hope he’s right.

See the Parliamentary process of the Higher Education and Research Act 2017 here and Read debates on all stages of the Act 2017 here

 

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