Student Journey Mapping

DARREN PETERS & NICOLE SAUNDERS

24th May 2017

Contents
STUDENT JOURNEY MAPPING

Element Slide
Rationale of Journey Mapping 3
Project basis 4
Methodology 6
Journey maps 8-10
Activity Based Costing 12-13
Communications 15-16

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing 2

Rationale of Journey Mapping
THEORY AND PRACTICE COMING TOGETHER

Journey mapping evolved from Management Marketing Activity Based Costing evolved from Management
Theory. Accounting Theory.
A Journey Map aims to describe a student’s journey by
chronological stage of candidature and by touchpoint (s) to Activity Based Costing determines how “activity
understand their experiences. usage varies with the demands made for these
activities” (Cooper & Kaplan, 1992, pp. 12.) It does
The concept hast its roots in: this through cost analysis.
• Decision making
• Customer satisfaction
• service design and quality It is regarded as a contemporary management
• relationship marketing and management accounting practice. These include: Benchmarking,
• customer centric engagement Activity Based Management, Balanced Scorecard,
(Lemon & Verhoef, 2016; Shostack, 1984). Strategic Cost Management, Value Chain Analysis
and KPI’s (Nuhu, Baird & Appuhamilage, 2017).
By mapping student journeys we can visually represent the
information and support needs of a student by stage of
journey. When combined with satisfaction ratings and
Deliverables attend to student needs and innovate where benchmarking, the cost per serve of student journey
possible. can inform value propositions.

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing 3

Student Journey Mapping
PROJECT BASIS

Issue Outcome (s) Deliverables Assumptions Benefits

Don’t fully List information, Map core student

Journeys can be Clarity and issue
understand advice and support journeys by award
mapped prevention
student needs needs of students level and stage
Cannot readily Identify common
Identify student
identify student’s engagement Persona exist Cohort targeted
personas
lived experiences personas
Produce an
Better coordinate Create integrated integrative stage Linear stage based Just in time
student communications based communications information and
communications plan communications are appropriate support
plan
Determine
Value can be Just as needed or
Identify value economic cost and
estimated or affordable
proposition (s) attributed value of
determined resourcing
various activities 4
Methodology

24th July 2017

Methodology
OBJECTIVE: LIST INFORMATION ADVICE AND SUPPORT NEEDS OF STUDENTS
• Workshop Goals- to understand the what,
when and how students need information.
• Adopting a qualitative research approach
Outcome: Three crucial questions:
• Q. What services and support do you need?
• Q. What information do you need at various
points in time?
• Q. How would you like this information to be
communicated?
• 15 Workshops lasting 1 ½ hours each were
conducted over a 18 month period.
DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing
• A purposive sampling was adopted to ensure
we secured data from cohorts and
administration staff.
• Participants (n=150) included:
• U/G students, P/G Coursework, MRes,
Phd, Disability and Indigenous students
and the Student Representative
Council. There were 45 staff.
― Workshops comprised either separate or
mixed samplings.
― Feedback derived from post-it notes by participants
placed at different stages of a journey.
― Participants were asked to clarify stages.
― Data were aggregated in an online
spreadsheet.
― A graphic designer developed an
initial visual Student Journey Map.
6
Student Journey Mapping
Part one – Journey mapping
Part two – Activity Based Costing
Part three – Communication plan

24th July 2017

Journey Mapping
ITERATION ONE

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing 8

 Journey Mapping
ITERATION TWO

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing

 Journey Map staged
ITERATION THREE

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing

Activity Based Costing
OPTIMAL RESOURCE USAGE

24th May 2017

Activity Based Costing
APPROACH AND EXAMPLE

• Finance Department developed an accounting • The total examination costs for the year,
model for activity based costing. examination costs by sessions( on/off
• Assessments were based on resources, campus), cost per activity, cost per sitting were
activities conducted, cost of determined.
deliverables/objects • 133,451 sittings.
• Example-Graduation Ceremony • 55424 students (session 1,2,3).
To determine costs, the following activities were • Examinations cost $18 per serve.
factored into the assessment:
• We now know the cost per serve of admission,
- Staff examination, graduation, and of counselling,
- Venue and disability services.
- Administration
• More will follow.
- Security
- Systems

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing 12

Activity Based Costing
VALUE PROPOSITION

CAPS

107

93 93
90
85

60
55

43

SATISFACTION NPS COST PER SERVE UNIFORUM

Face to face Online

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing 13

Communications
JUST IN TIME COMMUNICATIONS

24th May 2017

Student Journey Mapping

DVC-Academic | Pro Vice Chancellor Students | Student Wellbeing 15

Student Journey Mapping
COMMUNICATIONS PLANNING

How Key
When What Message Theme Owner
(Channels) Stakeholder
MyMQ
Promotion of MyMQ Editor Career and
Careers All Social
Week 3 workshops Employability Internal Employment
Week Website
and activities Comms Service
banner
Revenue
Manager
MyMQ Drop in Wellbeing
Campus
Week 4 Census Date Website before you Successful MyMQ Editor
Wellbeing
banner drop out Student
Student
Lifecycle
[Session 2
Mental equivalent =
Social media Campus
Week 11 Health Social media World Mental Wellbeing
team Wellbeing
check-in Health Day
10 Oct] 16