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SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton
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SDNC13 -Day2- Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton

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Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton - CIT …

Normally… We Assumed… Nobody Told Us… by Heather Madden & Jean Mutton - CIT

The higher education sector needs to make all the services we deliver more useful, usable, efficient and student-centred. There is a deficit in consideration of an overall approach to the actual student lifecycle and the supporting of same. The current complexity of the processes is painful for all involved, in particular, front-line staff and students. There is a need to understand the service before introducing products into the service. A number of changes were recently implemented at Queen’s University Belfast, University of Derby and Cork Institute of Technology and this presentation will briefly outline the impact of Service Design on the Higher Education sector.

Published in: Design, Education
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  • Introduce selves then Jean These are real quotes from staff we worked with to put SD into HE.We want to tell you our story.
  • JeanDerby Uni is post-1992 English university with 24K registeredstudents across two campuses and 2600 staff members. We have been using SD techniques for 3 or 4 years to improve the student experience and have gained some sector recognition as a result.
  • Heather – the CiT story begins….Cork Institute of Technology is a third level institute in south-west Ireland with 4 campuses and approx. 12,000 registered students and 1,425 staff members.We’d now like to paint a picture of part of the service journey of a typical student in higher education.
  • HeatherThere is a crunch point in every university where we enrol thousands of students in a very short space of time.Like Derby, at CIT we wanted to review our business processes and enhance the student experience and looked for good practice - we found out about Derby’s pioneering use of the application of service design and improvement techniques.
  • Jean7 staff: 3 students – how efficient is this?! And then if you look up on the balcony, you can see a queue of students for another service!
  • JeanThis a real picture taken only weeks ago during enrolment week at another institution – the red arrows are supposed to be guiding students where to go for their enrolment session, but no-one was looking at it from the end-user perspective.
  • JeanStudents queueing – waiting for an “inefficient” service – waiting to be “processed”Negative effect on their experience.
  • Heather2-sided storyStudent ImpactStaff Impact
  • HeatherStaff spend a lot of time shuffling paper and entering data from paper formsStudents don’t get an inefficient service as their paper form is in the pile somewhere – waiting to be processed – which has a negative effect on their experience.I think this is the first side of the coin……………………
  • HeatherStaff in individual departments only understand their part of the process and not the effect it has on other departments and the downstream consequences for students.Cogs should not be working in isolation as individual cogs and each staff member needs to understand their cog and all the other cogs that are part of the same process.Each cog in the process needs to work with the other cogs - “cog in the wheel”.
  • JeanTo demonstrate this further - this is a ‘as-is’ map of the enrolment process at Derby when we took our first look a it from the student ‘touch-point’ perspective. The process of putting the map together brought its own benefits and there were some very quick wins we were able to identify.
  • HeatherAt CiT we recognised that user-centred services and the design of the same must incorporate a balance between Process, People & Technology.We wanted to use Service Design to improve our processes, enhance the staff and student experience and make sure the right tools are in place to support our staff and students.
  • HeatherWe initiated a service design project in February of this year and in April, Jean from Derby came over and facilitated our first Service Design workshops.The pilot project was called RECAP - Review & Enhancement of CIT’s Admissions Processes - and looked at a section of the student lifecycle from “offer accepted” to “in class, ready for learning” for new part-time students.
  • JeanInputs:Fact finding, interviews, workshops, discuss & understand issues & insights, BrainstormingWorkshops: 52 staff members, 10 studentsAs-is Process mapping – Service BlueprintingIdeation Workshop – Fishbone DiagramCustomer Journey Mapping – part-time students – “bright-spots”, “hot-spots”Action Plan mapping – project team
  • JeanStudent Personas
  • Heather Outputs 1:Improved signage @ CITCalls to our IT Servicedesk increased because now students know that it exists and where to find it.It is open from 9:00am to 9:45pm
  • HeatherOutputs 2: QuickStart guide – step-by-step guide for new students with video links and contact details at each step10,000+ hits on www.mycit.ie
  • HeatherOutputs 3:Kick-Off @ CIT – fold-out guide for part-time studentsContact details, Calendar dates, FAQs
  • HeatherIT ServiceDesk – more visible – more queriesReduced Queries to Admissions Office“How-to” videos – 10,000+ hits"how to enrol" 2,720, "how to pin" 5,269, "how to email" 4,610,
  • Jean (or Heather)Next Steps Currently still reviewing feedback and lessons learned and planning next stageUse Service Design methodology to review the entire Student Lifecycle from Prospect to Alumni – egstudent attainment; induction and orientation;planning of in-house staff conferences, staff induction; redefining a communications strategy for students; assessment of the effectiveness of new, award-winning Learning Pods; the annual student rep conference; research into the international student transition; better understanding of the first year student experience; issues around employability; development and delivery of a pre-arrival web-based product (virtual orientation) and the redevelopment of the student-facing portal.
  • Transcript

    • 1. Heather Madden, Cork Institute of Technology (CIT) Jean Mutton, University of Derby
    • 2. Recognition across the Higher Education sector • JISC’s Relationship Management resource toolkit • EDUCAUSE 7 Things You Should Know About Service Design • We were commissioned to write Service Design Guide for FE and HE • Worked with several institutions to apply service design in their organisations • Queens University, Belfast • Cork Institute of Technology, Éire
    • 3. CULTURE
    • 4. • University of Derby Enrolment project - DERBI • RECAP – Review & Enhancement of CIT’s Admissions Processes • a section of the student lifecycle from “offer accepted” to “in class, ready for learning” • new part-time students
    • 5. • • • • • Part-time Office – footfall reduced by 60% myCIT Student Portal - traffic + 24% Reduction in number emails to “all” students Improved service for new students Process clarity for staff

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