Surrey-Website-Navigation_FINAL

Website NavigationUsability Study

Digital TeamLead Researcher: Angela Boodoo

June 2015

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Executive summary

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• The Surrey website is designed for browse navigation; unlike any other university Surrey has just 2 top-level navigation categories (Study & Explore) and the default behaviour on site is to browse

• Site search takes double the time to display results compared to competitor University websites and the search box is positioned out of context of the central page activity

• Prospective UG students identify by subject first; prospective PGT students identify by level where they have not made a firm decision about subject

• Prior to arriving at the university website prospective students are likely to access “top 10” university websites to see ranking information for their subjects and entry requirements

• Value-add lifestyle and career prospects eg: Sports Facilities, Professional Training Years and the campus were cited as key factors that helped prospective students make the decision to apply to Surrey

Project background

The re-launch of the current iteration of surrey.ac.uk in 2012 set the university apart from others in providing a radically streamlined top tier browse navigation structure clearly tailored to the prospective student audience.

After just one year, in 2013 Surrey’s website came second in an independent evaluation of 10 university websites conducted by design agency Webcredible achieving an overall score of 64% just behind Cardiff at number one with 66%.

As Surrey’s digital strategy is evolving, in June 2015 we took a closer look at the user journey for prospective student applicants.

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http://www.webcredible.com/blog-reports/white-papers/education-2013.pdf

http://www.webcredible.com/blog-reports/white-papers/education-2013.pdf

Methodology

The objective of this research is to understand how prospective students navigate the live website to reach their intended course. We looked at both the browse and search experience.

We ran a series of six 1-hr 1:1 user testing sessions to observe real-time behaviours. Participants completed 11 pre-defined tasks during this time. The sessions were audio recorded.

Additionally we gained further insight to the following:

1.The pre-application mind set & factors affecting application decisions2.Whether participants identified by level of study (UG/PG) or by subject3.Other priority information needs at time of application eg: accommodation, fees, careers prospects 4.A user-centred view of the content priorities on subject pages and course pages 5.The role of faculty/department/school pages when considering UG & PGT courses 6.The current interaction experience with search from a prospective applicant perspective7.The current UG & PGT application experience

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Find a full set of 11 tasks in the Appendices.

Participants

Study limitations

The participants for this study were all current UG students at Surrey in their first, second or Professional Training Year.

Given anticipated study delivery during peak summer exam time, observing participants close enough to the “prospective student” demographic would still yield informative insights from a usability perspective, especially as prospective PGT applicants.

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3 Male 3 Female

50:50 gender split 50:50 UK/International

UK (3) USA (1)

Nigeria (1) Pakistan (1)

Why only six participants?

This is a qualitative study designed to uncover behavioural insights, not statistics. In usability studies, the first three participants will uncover the majority of any usability issues, the next 2-3 will validate them.

You can read more about achieving ROI from less participants in qualitative studies here: http://www.nngroup.com/articles/how-many-test-users/

Pre-application mind set

What actions are taken before participants reach the website?

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Pre-application UG mind set

Before performing any online research, participants’ had a solid sense of the subject they wanted to study, which was linked to their A Level/Baccalaureate subject.

They are likely to have discussed and explored subject options with their college/school careers advisor as well as within their families and accessed printed prospectuses before going online.

It was common amongst participants that UK students will have been actively directed to the UCAS website and/or attended a UCAS fair.

International students rely heavily on people recommendations at this stage – either from family, friends or international university representatives.

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UK participants were less than 75miles from home; the ability to be able to return home easily was cited as important as well as proximity to London (for career & social life).

International students’ perceived the standard of education to be higher in the UK compared to their country of origin. Teaching quality, subject excellence and academic reputation were topics discussed with their families and friends.

Smaller class numbers and classes taught by qualified senior academics was cited as a positive factor compared to universities in the USA.


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Both UK & International students had family/friends linked to the south-east region.

Participants described formal “sit-down” conversations having taken place within their families about going to university and what their careers prospects were.

Pleasing parents and doing the right thing for the future were common themes across all participants.


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Prior to doing any online research, participants’ thought about what their student life would be like and if they could continue hobbies such as sports.

Surrey Sports Park and the “leafy” campus were frequently cited as something which attracted the them to apply to Surrey.

One participant was keen to find a university with a strong “mascot” eg: the Stag, which in their mind related to strong sports team performance and equally strong academic performance.

Other institutions


With Surrey as first choice, this is the participants’ stated second choice universities

Participants’ stated third choice universities

Pre-application PGT mind set


When thinking about applying for a PGT course participants were more likely to search for the generic term “postgraduate” if they hadn’t quite made up their mind about the subject.

All participants thought they would want to study the same or similar subject to their undergraduate degree.

Pre-application mind set – participant quotes


“I wanted to join the RAF but my dad

thought [going to university] would be

better”

“I was with my sister who was visiting Surrey and I saw

a sign for hip-hop dance classes and that make me

think I this would be a good place to go to ”

Data insights – Sessions Where are users going after entering the site via the homepage?


Data source: Google Analytics Period 1/9/2014 to 28 Feb 2015

This chart shows that the A-z course list page which is currently: surrey.ac.uk/undergraduate is an effective funnel to course pages.

The participants involved in the user testing frequently arrived at this page via both Study, search and the Footer.

The A-z course list page, while used frequently, was less effective than the subject pages in helping participants discover PGT courses due to some course names or related courses not appearing as expected eg: searching for “Mechanical Engineering” at PGT there is Advanced Materials or Biomedical Engineering, which the participant missed in the A-z page.

Data insights - SessionsSubject vs level of study for site entry


Data source: Google Analytics Period 1/9/2014 to 28 Feb 2015

This chart shows the effectiveness of the subject pages as an aggregator of course lists, which we have observed all participants using to navigate to course pages.

During the user testing we observed these pages being used for the specific course lists on the right-hand side of the page.

Results


Results

All participants start in a search engine.

The participants accessed the following sites:

•Top Universities UK •The Complete University Guide•Hot courses•Telegraph Top 10 Universities•Guardian University League Tables

How do prospective students use the Internet to research their university choices?


Key search terms used:

“top universities”“top UK universities”“top universities for [subject] in south England”“best schools”

33% (2/6)

66% (4/6)

Language considerations:

Some international students use the term “schools” (as in grad school) and are presented with a list of primary/secondary education schools in the UKDevices

Participants did their main research on laptops & desktops, performing only a few basic searches via smartphone.

League table rankings are used by prospective students as a prioritised list; a starting point to going to individual university websites.

Results – Surrey websiteDo prospective UG students navigate by subject or level of study?


50% (3/6) participants navigated via Study > Subject Page > UG course page 16% (1/6) participants navigated via Footer > UG Study > A-z courses > UG course page

16% (1/6) participants searched for their course in Bing > Subject page > UG course page

The subject page is working effectively as a navigation point to UG course pages, but the content on subject pages is largely ignored, except for the course list on the right-hand side of the page.

Participants are looking for: •Subject titles •Course titles•Course modules & descriptions•Entry requirements

16% (1/6) participants navigated via Study > UG degrees > A-z course list > course page

Results – competitor sites

University Navigation Ranking1= best 6= worst

Experience

Bournemouth

Search > Search results > Course page ~1

Loughborough

Search > Apply Study Level filter > Search results > course page 3

UCL Browse > Prospective students > Undergraduate degrees > Search > results page > course page 5

Kingston Browse > Undergraduate > A-z courses > Course list > Course page 2

Southampton Browse> Courses > Undergraduate > A-z courses > Course page (opens in new browser) 4

Calpoly Search > Catalog page > Course page > Entry requirements page 6

Surrey Browse > Study > Subject page > course page ~1

Do prospective UG students navigate by subject or level of study?


Compared to competitor Universities chosen as second choice by participants, Surrey ranks joint first place with Bournemouth in ease of navigation to a UG course page as observed in the user testing session. Search was used on sites where it was most prominent and guided by the website design.

Results – Surrey websiteDo prospective PGT students navigate by subject or level of study?


33% (2/6) participants searched by subject > subject page > PGT course page 33% (2/6) participants searched by the word “postgraduate”

16% (1/6) participant navigated via Footer > Postgraduate study > A-z courses > course page

When there was less certainty among participants about where to go/what to look for they chose to search.

All participants considered that they would study a subject closely linked to their undergraduate subject, but it was observed that the following were critical features in helping them explore options for PGT study:

•related courses on the UG course page•A-z course list

16% (1/6) participant searched in Google “best masters for economics” > hotcourses.com

Results Subject pages


Subject pages -Used as a navigation path to course pages and to school/department sites -Subject pages contain a better tailored list of UG-to-PGT courses that may have been missed if browsing the A-z course list page -Text-heavy, participants “skim” main content to focus on right-hand side course list-Some are unsure of what “research” means and why it would be relevant to a UG audience -Priority information is:

- subject title - course title- entry requirements- module details (in depth preferred),- PTY opportunities- Fees

Subject

UG

PG

Results Course pages


- Priority information is:- course title- entry requirements- module details (in depth preferred),- PTY opportunities- Fees

- The entry requirements box in the top RHS is default to A levels. None of the international students used the drop-down to select alternative entry requirements applicable to their country and they sought and were unable to find further information relating to international student entry requirements

- The “how to apply box” on the UG course page should be moved to the top RHS as on the PGT page

- Some video content depicting student testimonials were not loading correctly. Video content was cited as relevant and useful at this stage

- Where there is limited description of modules, participants chose to search competitor sites or Wikipedia to find out more (potentially losing that user to another site if they choose not to come back to Surrey.

- The PGT course pages are considered more engaging/dynamic as a result of less text on the page. Participants highly rated the inclusion of a staff profile with contact details.

Select qualification

Five other entry points to course pages: -Offsite Search Engine Search-Site search -Browse > Footer > Undergraduate courses-Browse > Study > Undergraduate courses -Browse > Study > A-z course list

Suggested interaction enhancement to be inclusive of international applicants

Results

• Faculty/department/school sites are perceived as only relevant once you have started at University

• None of the participants had accessed their school/department sites prior to applying to the university

• The main reason participants would visit the school/department site is to find out staff information including their profile and contact details

• When asked where they would find information from their school/department the following occurred:

• 33% (2/6) searched for their faculty by acronym eg: Fbel, Feps • 16% (1/6) navigated to their school site via the subject pages • 50% (3/6) said these pages were irrelevant

• Staff profiles were considered relevant and actively sought when considering PGT study

Faculty/school/department sites


Results

After selecting their course, the next information priorities are:

1.Accommodation Majority of participants navigated via Explore > Accommodation to specifically seek: •Room pictures•Location of accommodation •Prices 2 participants searched for “accommodation” and ended up on the same page.

The “Accommodation at a glance” tile on Explore > Accommodation was navigated to by all participants who scrolled to see the pictures.

Once on the Accommodation Services homepage the observations were: •A lot of text content; 5 clicks to access the PDF detailing accommodation prices •Once at the PDF participants had to use the back button in their browsers to return to the main site as it opens in the same browser •A wrap-around formatting issue in the title on the left-hand side of the Accommodation Services homepage2. Fees3. Area information / Guildford

Other information priority needs after course selection


Virtual Tour of Rooms highly relevant but missed by 83% (5/6) participants

Most used tile on the accommodation page

Results

After selecting their course, the next information priorities are:

1.Accommodation 2. FeesFee details on UG course pages were missed by participants due to them being hidden within paragraph text. On the PGT course pages the fee details are more prominently displayed in a table format 3. Area information / Guildford



PGT Fees display

UG Fees display

Results

After selecting their course, the next information priorities are: 1.Accommodation 2. Fees3.Area information / GuildfordNavigating via Explore > Guildford all participants were looking for content that gave them an indication about what living in Guildford would be like.

Some of the panels on the Guildford page are clickable, others are not. Participants tried to click on the Discover Guildford panel expecting to see further content but there was none.

The lack of a structured information hierarchy on this page (all content appears to be of equal importance) compels participants to scroll down to scan for images and wording relating to Guildford and Surrey.

Unable to find relevant information on the university website, two participants performed an offsite image search and clicked through to the most interesting results (on other websites).



Participants used image searches to get a feel of what the area and campus is like

The most relevant tile to participants, they all clicked on this expecting further content

Results Applying for UG courses


Navigating to the UCAS online application is five clicks away via the Surrey website.

All participants were able to follow the path without confusion or error.

Once at the course page, participants scanned the page for the word “apply” and were prepared to scroll to the bottom of the page to find it.

Participants suggested that this would more useful at the top right-hand side of the course page.

66% (4/6) participants navigated via Study > Subject Page > UG course page > Apply 16% (1/6) participant navigated via Footer > Undergraduate study > Course page > Apply 16% (1/6) participant navigated via Study > Undergraduate degrees> UG course page > Apply

UG Apply box

PGT Apply box

PGR Apply box

Results Applying for PGT courses


66% (4/6) participants navigated via Study > Subject Page > PGT course page > Apply 16% (1/6) participant navigated via Footer > Postgraduate study > Course page > Apply 16% (1/6) participant navigated via Study > Postgraduate degrees> PGT course page > Apply

Participants who felt they may study the same or similar subject at postgraduate level were more inclined to navigate to the PGT course page via the subject page.

More time was spent looking at the A-z course list page for other possible subject combinations and subjects of interest.

One participant browsing the A-z course list page for Mechanical Engineering MSc was unable to find a relevant course and went to a competitor site (Loughborough) where they discovered the word “advanced” may be in the title.

On returning to the Surrey website they navigated via Study > Mechanical Engineering subject page > and found two relevant courses they had missed in the A-z course list.

Results

Participants who used the website search function experienced the following:

-A wait time of over 3 seconds to display results on the Surrey site

This was double the time compared to Bournemouth University who achieved a 1.70s search result load time.

- Participants ignored the content in the right-hand side grey box of the search results

- Participants were willing to scroll to find the right match in the results (courses) but only 1 participant applied the course filter

- After exploring the search results further, participants found the People filter most useful in helping to discover who they would be taught by. Their expectation is that staff related to the topic they searched for would be displayed.

Search experience


Data source: Pingdom.com

Search query: “economics”

Recommendations


Recommendations

Navigation •The current primary site navigation behaviour is browse; should the strategy change to become search-led, consider building a specific course search box and placing it within the central page activity area (unlike site search, which is top right-hand side) •If decommissioning existing subject pages, ensure A-z course list page (surrey.ac.uk/undergraduate) allows for a related courses or subject-led taxonomy •Aim to decrease search results page load times by half to 1.5seconds

Content •Make the “apply online” box consistent across all course pages UG, PGT, PGR•Streamline accommodation content prioritising Virtual Tour, pricing and location information •Present fees on UG course pages in table as on PGT course pages•Include video student testimonials on course pages from graduates & alumni •Modify the wording on the Entry Requirements drop-down box on UG course page so the default is not A-level (same as PGT course page) to encourage prospective international students to click and easily find their country-specific qualification requirements


Appendices


Appendices – Task QuestionsIcebreaker


Thinking back to when you were considering going to University, describe how you went about making a decision about where to apply. Which institutions did you consider and why?

• Which sites • Printed Prospectuses• Friends• Family

Which was more important to you

• subject • specific course• the university • geographical location

Appendices – Task QuestionsTask 1 – Prior to site journey & other institutions


Using the computer, show us the places you might have gone to online when thinking about applying to go to university for the first time. Prompts:

– Search or browse behaviour– Devices

Appendices – Task QuestionsTask 2, 2a, 2b – Onsite navigation: subject/course/level


Task 2 – Onsite navigation – Subject/course/level Using the computer, show us how you would get to a place on the University of Surrey website that is relevant to you when thinking about what you would like to study.Prompts:

– Search or browse behaviour– Filters – by course, level of study, other – Would it be more helpful if content was organised by courses, subject or level?– Devices

2a. Repeat task 2 with competitor institution that the participant has mentioned in Task 1. If none, skip.Prompts:

– Search or browse behaviour– Filters – by course, level of study, other – Would it be more helpful if content was organised by courses, subject or level?– Devices

2b Search vs browse Repeat activity with either search or browse depending on the initial preferred behaviour. If both methods used, skip.

Appendices – Task QuestionsTask 3 & 3a– Navigation to PGT courses


Task 3 – Navigation to PGT courses You’re thinking about doing a postgraduate course at the University of Surrey. Show us where you would go. Prompts:

– Start in Search Engine?– Search or browse– Filters – course, level or subject – What keywords are coming to mind?

Task 3a - Navigation to PGT courses – continuedRepeat Task 3 on a competitor site mentioned in Task 1 Prompts:

– Start in search engine– Search or browse– Filters – course, level or subject – What keywords are coming to mind?

Appendices – Task QuestionsTask 4 & 4a– Faculty/school/department sites


Task 4 - Faculty/school/department sites Thinking back to before you started at the university, show us how you would go to the faculty/school/department pages for your subject. How relevant to you is the information you find here in helping you decide on a subject/course/University? Prompts:

– Start in Google or onsite search– Search or browse– Filters – course, level or subject

Task 4a - Faculty/school/department sites continuedRepeat task 4 on a preferred competitor site stated in Task 1. Skip if time limited.Prompts:


Appendices – Task QuestionsTask 5 – Other priority information needs (“Discover” section content)


Task 5 – Discover content Thinking back to before you started at the University, show us where you would go on the main Surrey website to find the following information:

– Student accommodation – Careers & Employability – Fees – Alumni

Appendices – Task QuestionsTask 6 & 6a – Applying UG & PG


Task 6 – Applying UG How would you apply for the UG course you’re on? Prompts:


Task 6a – Applying PG – continuedHow would you apply for a postgraduate course? Prompts:


Appendices


Link to independent University website study conducted by Webcredible 2013•http://www.webcredible.com/blog-reports/white-papers/education-2013.pdf

Link to user testing MP3 Audio recordings in Digital Team Google Drive: •https://drive.google.com/open?id=0ByOyR1WgWngvfl9JRWs1NTFLRjZ2S0lVSm5BQktaQ2xmWjZCc19aNDZta1RpeWM1cl84c1k&authuser=0

Note: these audio files are large

Appendices: Subject pages/Course pages layout June 2015


SUBJECT TITLE

Research Areas

Departments/Schools

Info for Schools & Colleges

SHARE

COURSES

UG PGTPGRCPD

CONTACT

COURSE TITLE/LEVEL

Prospectus

Open day

SHARE

Course overview

Y1

Y2

Y3

SUBJECT NEWS

ENTRY REQS

COURSE OPTIONS

FEES

INTL STUDENTS

APPLY

WHY SURREY %EVENTSRELATED COURSES

STUDY TOP LEVEL NAVIGATION

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