Frequently Asked Questions (FAQs) are not a sensible way to structure web content. They might be easy to produce, but they’re difficult to consume and risky to manage. Here are five solid reasons to ditch your FAQ pages.

We completed our first design sprint just before Easter. At the end of each design sprint we look back on what we’ve learned. This is the first in a series as I share our progress working towards an interactive concept of what will replace the current degree finders.

Content on what teaching will look like in September is limited by the difficulty of predicting what restrictions will be in place. But there’s evidence that saying what we can is already delivering value to students and the University.

In the space of a week we worked collaboratively to design and test a prototype degree search and filter function with students. In this post I summarise our findings for colleagues who couldn’t attend our research playback session.

We are committed to an inclusive, collaborative approach to the development of a degree finder replacement. Find out how you can support us and get involved.

I was lucky enough to be able to attend (and speak at) ContentEd last month, a conference for content professionals in higher education. In this post, I recap some of the talks I watched and the highlights from them.

Join us on Wednesday 24 March at 10am to watch prospective postgraduates try out potential new features for a future degree finder search.

I’m looking ahead to the replacement of our current undergraduate and postgraduate degree finders. Defining what we need to support student recruitment in 2022 and beyond is tricky. In this post I explain how I believe design sprints will deliver this.

Our research found clear entry requirements information is crucial to prospective students. But the way the University currently presents this information can be confusing and increases enquiries.

The unpredictability of the Covid-19 pandemic makes it hard to predict what teaching will look like in September. But we can still try to provide content that’s useful for students and helps us prioritise improvements.