Designing for Amplified Needs: A Case Study with Maynooth Access Programme (MAP)
In 2018, The Maynooth Access Office partnered with Department of Design Innovation (DDI) in Maynooth University to examine how design could be used to re-imagine the transition to Higher Education for students from under-represented groups (Vaugh et al, 2018).
To design a programme that would maintain the standard and success of the four orientation programmes (for socioeconomically disadvantaged students, mature students, students with disabilities and students from the further education training sector) and meet the unique transition needs of students, MAP and DDI needed to deepen their understanding of the student experience. Overall, the main aims of the project were as follows:
1. Improve and innovate the orientation programme
2. Provide a means for new and current MAP students to share experiences.
3. Provide MAP staff with actionable insights into the unarticulated needs and experience of students, reframe their understanding of the challenges and provide new tools and collateral for further use.
Guided by the design thinking process, MAP and DDI held a series of workshops with student ambassadors from these under-represented groups as an action-research approach. The first of these workshops saw 50 students participate in an empathy mapping exercise.
An empathy map is a tool designed to encourage participants to step into the shoes of another or reflect on their own experiences by considering what the subject hears, sees, thinks & feels during their experience (Gray, 2017).The second workshop saw another 50 students participate in an experience mapping exercise.
An Experience map is a visual tool that captures an entire end-to-end experience that person experiences in order to accomplish a goal (Gibbons, 2017).The workshops and resulting problem narratives, provided MAP and DDI with rich insight into the experiences and unarticulated needs of students entering University from under-represented groups.
The unarticulated and amplified needs of student ambassadors included:
These needs demonstrated the barriers to Third Level Education for students from under-represented groups including a lack of advice and support around things such as finances and accommodation and a fear of not belonging or fitting in.
In this case, we see the merit of using design tools such as experience mapping and empathy mapping to understand the experience of students with amplified needs. By centring on the needs and goals of these particular students, the MAP office was able to enhance the student’s experience on routes to access in several areas:
· MAP has enhanced its outreach programme by working with potential students in schools and communities through the University’s budget advisory service to provide quality advice and guidance about the costs of Third Level.
· MAP expanded Launchpad from a three-day programme to a semester long phased induction programme called ‘MAP My Way,’ facilitated by MAP’s student ambassadors. Weekly meetings are at the centre of this induction programme. They create a safe space for students to learn from experienced students and build social networks. Students can learn about supports and resources available from other students and university support providers.
· MAP created the ‘outreach ambassador programme’ where 30 experienced Launchpad student ambassadors are trained in leadership and public speaking, and engage in critical thinking focused on the theme of education and social justice. This programme prepares ambassadors to visit schools and further education and training colleges to share their journey to higher education and motivate others to see third level as an option.
From our discussion last week, we acknowledged that in order to embed an ‘amplified needs first’ approach in Higher Education Institutions, it is essential to embrace the following three principles from the Inclusive Design Toolkit:
1. Recognise Exclusion
2. Solve for one, extend to many
3. Learn from Diversity
In this case, the MAP office recognised exclusion and addressed the challenges associated with under-represented groups linked with higher dropout rates compared to the average student. Led by the lived experiences of MAP’s student ambassadors, MAP and DDI gained a deep insight into the unarticulated needs of students from under-represented groups and were able to convert separate orientation programmes into a unified service catered to a wide range of needs. Through an ‘amplified needs first’ approach, MAP was able to learn from diversity and extend the service to many, making it better for all and offering a valuable experience to numerous students across serval groups.
The amplified needs of students from under-represented groups can illuminate the amplified needs of all students. In last week’s blog, we explored Persona Spectrums and how people with situational or temporary impairments benefit from services designed to help people with more permanent impairments. For example, imposter syndrome and a fear of not belonging felt by students from under-represented groups is also felt be traditional entry students with anxiety, low self esteem or other mental health conditions. Designing for amplified needs may initially solve for those with the most ‘extreme needs’ but can extend to many more students and make Higher Education services better for all.
For the full paper on the redesign of the Maynooth Access Office Orientation Programme, click on the link below:
Vaugh, T. et al. (2018) Designing the Transition to Higher Education for Students from Under-Represented Groups, Universal Design & Higher Education in Transformation Congress, 30th October -2nd November 2018, Dublin Castle.
