Carley is the senior web content editor in the digital communications team. Her focus is mainly on content strategy - how do we work out what information users need and how can we communicate that with them. She also oversees social media, digital training, blogging, data analysis and provides advice on how digital can support University strategy. Carley is also an assistant warden at McIntosh Hall, undertaking a part time Masters in Philosophy and a big fan of board games.

Calling all social media content experts!

Do you know the difference between Klout and clout? Full of ideas on how to measure the ROI of YouTube? Whether you’re weaving tall tales on Instagram Stories, cracking jokes on Snapchat or living it up on Facebook Live, the digital communications team wants to hear from you!

What do we want? A social media and web content editor! When do we want them? Well… as soon as possible, really.

Already convinced? Apply for this position online today! Closing date is Friday 31 March 2017.

About you

Here’s a list of things we’re looking for in our newest colleague:

  • You’ve got to be passionate about getting the most from social networks – using the latest functionality to tell stories and reach our key audiences.
  • Level-headed and cool, you’ll be the voice of reason in a crisis.
  • Experience! You must have numerous examples of times you’ve managed social channels for brands, companies, charities, or, best of all – educational institutions.
  • A storyteller. You need to be able to come up with awesome ideas for content and bring those ideas to life on a page/screen.
  • A strategic brain. Anyone can log in to Facebook each day and post a pretty picture and an inspiring quote. We’re looking for someone who can react to the world around them while still channeling our core messages.
  • The ability to precisely and honestly report on the success or (gasp!) failure of campaigns and projects, ideally with experience using various forms of analytics software.
  • Drive and ambition. The St Andrews motto is ‘ever to excel’ and it’s an idea we’re all committed to.

Social media job advert for St Andrews

About us

The digital communications team at St Andrews is a varied band of digital experts. We’re passionate about improving the experience of our users, whether they’re prospective students or local community, academic researchers or visitors to the town. We’re united in our commitment to design by data and rigorous and regular testing. We’re the ones that come up with new ideas, prototype them, test them, iterate upon them, code them, launch them and then make them better. We’re fast-moving and proactive in our approach.

A team of ten, you’ll be sitting alongside a designer, numerous developers, a project manager and a bunch of content experts. You can find out more about the team on the about page of this blog.

Digital communications sits within the department of Corporate Communications, so we help with everything from breaking University news to communicating with colleagues across the institution. This role is a key bridge between the news team and the digital communications team, so we’re looking for a skilled communicator who can cut through large amounts of information to pass on the relevant priorities.

Our work

This is an exciting time to be joining the digital communications team. Over the last two years, we’ve relaunched the University home page, built a whole new section about the University, created micro-sites for graduation and orientation, created a whole set of policies and guidance in the digital service manual, and launched a digital prospectus with a subject focus.

The content team has also created a number of long form stories which are creative endeavours which include writing content, sourcing images, compiling video footage and interviewing key contacts around the University.

In the coming months, we have a number of projects lined up which will complete our external website project – meaning that all pages for external users on the core website will be in our new style and using our content standards. This work will be happening alongside efforts to reach our core audiences on the platforms they’re using, from Facebook and Instagram to Wiebo and the Student Room. We’re excited to be bringing a new member of staff into the team – we’ve even planned in a few conference visits for the person who is awarded this role!

Questions?

If you’ve got any questions about the role, feel free to drop an email to Carley Hollis (ch432@st-andrews.ac.uk). Otherwise, applications are now open, and we’re looking forward to meeting some of you in April!

Runners, repeaters and strangers on the internet

Over the last few years, the digital communications team has changed a lot – we are now committed to an Agile project management methodology, we retrospect regularly and plan comprehensively. Fundamentally, our thought process about the way we work has changed, and that, in no small part, came about because of colleagues in St Andrews’ Lean team. One of the tools that the guys from Lean equipped us with was the idea of runners, repeaters and strangers. 

Introducing runners, repeaters and strangers

Originally, the ‘runners, repeaters and strangers’ technique was used to improve efficiency in the context of manufacturing. The idea is that all tasks can be separated into one of three broad categories:

  • Runners – standard processes which are carried out frequently, are highly predictable, consistant and usually efficient.
  • Repeaters – processes which are still predictable but less frequent and less efficient.
  • Strangers – processes which are highly customised, rarely occurring and often require a high level of resource to undertake.

By identifying which processes are runners, repeaters and strangers, manufacturers can gain a better understanding of where they should be concentrating their efforts. It’s usually best to design systems around the runners, then consider the repeaters and have a plan with how to deal with strangers.

An example of runners, repeaters and strangers from atkearney.co.uk
An example of runners, repeaters and strangers from atkearney.co.uk

Runners, repeaters and strangers in digital projects

The idea of runners, repeaters and strangers stuck with us when we started work on our external website project. We have a commitment to user centred design, which means that we need to consider the needs and aims of users when they come to the website when we’re designing pages and content. However, considering that the website is visited by millions of people every year, with a huge number of different needs, this can be a big task!

The approach we take to understand user needs involves writing out user stories for each user group we identity for a section of the website. These user groups could be prospective students, or alumni, or the local community for example. Within each user group, we write out all of the different user stories we can think of, in the following format:

As a… 

I want… 

So that…

For example:

As a prospective student

I want to know what the entry requirements are for my courses

So that I know what grades I need to achieve in order to get into St Andrews.

Creating these user stories is usually quite an interesting task, but can lead to a large number of user story cards. In order to make them more manageable, we try to group them together into themes. All of the stories about fees and funding might go together, incorporating tuition fees, accommodation fees, scholarships, other financial support and how to pay fees. After all of the stories are grouped together, the digital communications team will sit down with the project stakeholders to work out how important each user story is.

However, one issue comes up again and again – project stakeholders often think that every user story is important! This makes it more difficult for the digital communications team to prioritise the work that needs to be done, and to create a simple, understandable information architecture. This is where runners, repeaters and strangers comes in.

Runner, repeater or stranger?

When we take each user story, we work with the relevant stakeholder to ask how frequently they’d expect this user story to occur. If the answer is that the user story is very common, predictable and often the same answer can be given to multiple users, we suggest that this user story is a runner. We generally think that around 75% of tasks that take place on the University website are those of runners: they include things like ‘As a prospective student from England, I want to find out how much tuition fees are, so that I know how much I will pay for my degree’. Here, the user may change, but the task is repetitive and common. When it comes to designing new products and sections of the University website, we are designing for the runners – the vast majority of users whose tasks we are easily predict and provide a response to.

Runners, repeaters and strangers in digital projects

However, there are still a lot of user stories which don’t fall into the runner category. If stakeholders tell us that a user story is still predictable and they know that there is a standard response to it, but it happens far less frequently than the runner tasks, we suggest that it may be a repeater task. These tasks probably make up another 20% of the tasks that happen on the University website – and they are often similar but more specific versions of a runner task. For example: we’d class ‘As a prospective student who goes to School in America but has a British passport, I want to find out how much tuition fees are, so that I know how much I will pay for my degree’ as a repeater user story. It’s something we know is often asked, but the answer is more complicated than the related runner task outlined above. We usually consider the repeater tasks when planning and building digital projects, but they are usually secondary to the runner tasks.

Finally, there are some user stories which are highly infrequent, complicated, new or unknown. like These are the tasks we call strangers. We generally try not to plan or build new projects based on these users and tasks. An example ‘stranger’ task may be ‘As a prospective student who has dual nationality and an offer of a scholarship, I want to find out how much I will pay in tuition fees, so I can find out how much I will pay for my degree’. The specific nature of this inquiry means that unless we build very niche products, this user is not going to be able to find the information they’re looking for online. In most instances, even if they do find a webpage, they would still need to engage with a member of University staff to get a full answer to their query.  We believe that only around 5% of tasks attempted on a University website are strangers.

Here, all three users wanted to find out the same information for the same reason. However, their differing situations mean that for some finding the relevant answer online would be easy, whilst others would likely have to contact the University even if information about their situation was available. This is why we don’t recommend creating web content for every single variation or possibility when it comes to user stories – some tasks are just much more difficult to undertake online.

Benefits of identifying runners, repeaters and strangers

The digital communications team often work with people who are experts in their specific area, and have experienced a wide range of users trying to complete tasks. One of the issues of asking stakeholders to write user stories is that people often create user stories for tasks which happen very infrequently, or where the task is complicated, and these can make it hard to establish how a new product should work for the majority of people. By asking stakeholders to think about how frequent, standard and predictable each user story is, they can start to prioritise which tasks must be available to complete on the new product, and which tasks could be removed from the product entirely. This not only makes it easier for the project team to build the right product in an Agile manner, but also helps us understand the area of the institution we are working with.

Announcing the launch of T4v8

Soon, the digital communications team will launch a suite of webpages from the newest version of our content management system, T4. This is the beginning of the new digital style rolling out to all external facing content. In time, all content for people outside of the University will be located in T4v8, in the digital communications look and feel.
Continue reading “Announcing the launch of T4v8”

Designing an information architecture

In our minds, there are three stages to creating a new website; establishing the site structure, designing how the site will work and its ‘look and feel’ and creating the content to sit on each page. Whilst these three stages are all interconnected (it’s hard for a designer to define how a page should look with no idea of what kind or how much content will be on a page), the first of these – establishing the information architecture (IA) is key when following a user-centred approach.  Continue reading “Designing an information architecture”

MySaint, the new University portal

This is a guest post from Victoria Davidson-Mayhew who has been working on the Senate Efficiency Review portal project. To find out more, please visit the SER blog.

What is happening?

MySaint, the new University portal, is set to launch on Monday 12 September 2016. Entered via single sign-on, MySaint will work as a central hub for access to the tasks, links and systems that staff and students use every day. Continue reading “MySaint, the new University portal”

Adding new postgraduate taught programmes to Study

Over the last year, I’ve had the opportunity to talk to a lot of schools and academics about the postgraduate taught programmes offered by the University. Launching new, centralised webpages for all of our 2016 PGT courses has meant learning about every programme, from Transnational, Global and Spatial History through to Photonics and Optoelectronic Devices. In the last few weeks, we’ve also had to communicate with schools about creating webpages for PGT programmes which have been approved by CAG and will soon be accepting students. In order to make the process of creating new PGT pages as easy as possible, we’ve put together this plan to outline the necessary steps.  Continue reading “Adding new postgraduate taught programmes to Study”

Why we’ve shelved the Schools website project (for now!)

Over the last year, a number of academic schools have asked us whether we could roll out the design of the School of Economics website, which launched late last year, to other schools. The team cautiously agreed that we’d look at all School sites, to see if there was a way for us to work on School sites whilst also continuing on our external website project. Following our Agile project management methodology, we went through a feasibility phase which involved auditing all features on a School website, prototyping what new sites could look like and then looking into the content shown on Schools’ sites as they are at the moment. However, once we’d completed these phases, the team realised that we couldn’t move forward with School site redevelopments – we’ll explain why, and what we found out in the process in this blog post.  Continue reading “Why we’ve shelved the Schools website project (for now!)”

How we plan to move to T4v8

One of the key milestones of the external website project is moving to the newest version of our content management system – T4. All of the digital communications team have been looking forward to taking advantage of the new features and options available in T4v8, but working out exactly how we make the move from our current version to the newest one has been something of a challenge. Continue reading “How we plan to move to T4v8”

The new postgraduate taught course pages are live!

Over the last six months, the content team have been working hard to create centralised web pages which advertise each of the postgraduate taught courses on offer at St Andrews for a 2016 entry. With 108 PGT courses to create content for, and almost as many course coordinators to liaise with in order to get the pages live, it’s been a big project. However, the digital communications team are now pleased to say that (almost…) all of the new style pages are now live! You should be able to see the new pages via this page about all of the St Andrews taught postgraduate courses. Continue reading “The new postgraduate taught course pages are live!”

Making University news digital

Research has shown that digital users are rarely interested in the press release articles which are often shown under a ‘News’ heading on a university website. Back in 2013, Paul Boag quoted a report from Chris Scott who stated that “less than 1% of visitors view a news release.” The digital communications team at the University of St Andrews found similar results when looking at the data surrounding press release news stories on the St Andrews website. This is possibly not surprising; press releases are designed and created for journalists and contacts within the media, and simply putting them online will not necessarily make them appealing to a wider audience.

Screen shot of Boagworld website - do users care about your latest news?

Continue reading “Making University news digital”