Information without context? Projections of law and legal education on law school websites Graeme Broadbent and Pamela Sellman Kingston University.

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Presentation transcript:

Information without context? Projections of law and legal education on law school websites Graeme Broadbent and Pamela Sellman Kingston University

Law school websites Variety of style and emphasis Aimed at number of stakeholders Large amounts of material available Material fragmented – often lack of links from law pages to university/faculty pages Navigation not always easy

Tension between providing information and marketing Selection of material significant and not consistent across institutions; not always up to date Limited interactivity though increasing reference to social media Some use of graphics, videos etc

“Most universities’ websites don’t show you information you want to know, they just show you the information that they want you to know. That’s quite stupid really.” (Sixth former quoted in Times Higher Education19 August 2010)

Oakleigh Consulting/ Staffordshire University Report: Understanding the information needs of users of public information about higher education (2010) Browne Review: Securing a sustainable future for higher education (2010) BIS White PaperHigher Education: Students at the Heart of the System Cm 8122 (2011) HEFCE, Universities UK and GuildHE Provision of information about higher education (2011)

Key Information Sets Course information student satisfaction: a. Overall satisfaction with quality of course b. Staff are good at explaining things c. Staff have made the subject interesting d. Sufficient advice and support with studies e. Feedback on work has been prompt f. Feedback on work has clarified things g. The library resources are good enough to meet needs h. Access general IT resources when needed

Proportion of time spent in different learning and teaching activities – by year of study Different assessment methods used – by year of study Professional bodies that recognise the course

Costs Accommodation costs Tuition charges Bursaries, scholarships and other financial support Employment Destinations of students six months after completing their course (e.g. employment or further study) Proportion of students employed in a full-time ‘graduate’ job six months after completing course

Salary for course six months after graduating Salary for that subject across all institutions six months after graduating Salary for that subject across all institutions forty months after graduating The students’ union Impact students’ union has had on time as a student

Some issues Selections Assumptions Inequalities Focus Omissions