There are many contact points in a student’s journey from their initially considering applying to a university, to enrolment, time during their programme, and beyond. Given the number of staff across faculties, departments, and schools, the content and messaging students receive at different points in their journey can become disjointed.Common content problems include too many content creators and editors across teams creating duplicate content, with limited or unclear ownership. Often, governance can become complex, or disappear entirely and content can end up duplicated, out of date and ultimately useless to the people it’s meant to help. Content works as part of a service, and this is also true in the context of higher education. Service design is concerned with the connections and wider relationships between touchpoints and user needs. Taking a service design-driven approach to content means that we can link known data and information about audience sentiment and motivations with specific touchpoints. We can understand the gaps between what currently exists, the content audiences need, and how resources in different parts of the organisation are used to meet these needs. We can also then connect this to data and technology, and think creatively around what is currently used, what could be used more effectively, and how to frame business cases to acquire new tools, skills, data and technology. Taking a service design-driven approach, universities can be more flexible and responsive in content decisions. They can make more effective use of channels and personalization, not just thinking in terms of campaigns, but linking content to business goals, follow an overarching map of the service to be created, with a clear understanding of why. Working in this way, institutions can understand resources and skillsets available and capitalise on them through a more effective content team structure that focuses on the content project at hand to assemble the best skills for the job. Use this template board to place content decisions in the context of an over-arching service design, informed by the desired business outcomes that drive content creation and the people, resources and technology available to support. If you’re interested in having a more in-depth discussion about your content strategy, get in touch with the team at email@example.com
More of our thinking
After the events of 2020 and 2021, there is newfound respect, admiration and awareness of the work done by educators. Teachers have been the backbone of higher education institutions for many years, but they have found a new relevance in supporting students through the post-pandemic landscape.
With the rise of online learning, the demand for expert online facilitators has become significant. Curio Academy understands what it takes to be an expert in online facilitation and encourages aspiring and experienced online facilitators to refine their skills to stay current within the innovating education sector.
Educate Futures, the podcast where Curio explores innovations in learning and teaching.
Use this template board to place content decisions in the context of an over-arching service design, informed by the desired business outcomes that drive content creation and the people, resources and technology available to support.
Our Digital Director Michael Frantzis discusses a past project of his, redesigning University College London’s homepage with Independent Design Director, Will Kruger and UX Consultant Marcos Villasenor. The project involved extensive user testing to iteratively improve the page design and refine content. The result was a beautiful, user-friendly landing homepage that saw some impressive results.
World class educational thinking, trends and more.
In 2020, we interviewed UK students to find out their perspectives on the changes to their educational offerings in response to COVID-19 and discuss what institutions need to do to going forward. From listening to these students and reflecting on their views, we have put together some key takeaways and suggestions universities should take on board as they start to prepare for Semester 2.
Learning Experience Lead, Tom Whitford, reminds us why student evaluation survey results shouldn’t be taken at face value. This article highlights key variables which can distort student feedback findings and results, one being supplying sweet treats during the survey! Have a read to find out more.
The post-pandemic economic and humanitarian recovery gives all stakeholders a unique moment to reshape the VET sector and strengthen VET’s potential to ensure Australian businesses of all shapes and sizes have the skills they need to support their growth.
CEO, David Bowser’s reflections of what we have learnt over the past 5 years.
Don’t fall for a mismatch in learning and development resources allocated to leadership and corporate functions. Involve all departments in change management at the outset to plan effective learning and development initiatives with a thorough understanding of capability and skills gaps, alongside business priorities.