Tag Archives: User Research

Job: UX Researcher Trainee in London

We’re hiring a UX Researcher Trainee to join our London team.

This UX Researcher Trainee position offers an excellent opportunities for career progression and growth. The trainee role will last approximately 3 to 6 months and will function like an apprenticeship – where you learn the rules of the trade and assist senior researchers with projects.

As a successful UX Researcher Trainee your next step is Junior Researcher, where you will:
– Lead research projects and support team members on other projects
– Meet and liaise with clients to negotiate and agree research projects
– Assist in formulating a plan/proposal and presenting it to the client or senior managementWriting and managing the distribution of surveys and questionnaires
– Assist the senior management on various tasks.
– Manage data and input data into databases.

As a UX Researcher Trainee, you will be:
– An enthusiastic, hard-working and diligent individual
– Have excellent verbal and written communication skills
– A business extrovert, comfortable dealing with individuals at all corporate levels, including board level.
– Be comfortable working in a high pressure, fast paced environment where multiple projects and competing demands are the norm.
– A team-player, detail-oriented and quick learner.
– Any experience in the Tech, Marketing or Multimedia industry would be an added bonus.

Recent graduates are welcome, but must demonstrate relevant course work (e.g., thesis work), also those with more experience who are attempting a career change.

Psychology and social science degree holders strongly encouraged to apply – Research Methods in particular. More technical or design experience is also welcome, but please mention your interest in research and skills for research field work.

Salary is 60 per day and the duration of training is for a 3 to 6 month period.
Weekly schedule may vary from 30 to 40 hours per week.

Send CVs with introduction letter to info@adhocglobal.com

Geeky Girl Reality, 2016, 3rd series

The purpose of our longitudinal study is to develop ongoing insights into girls studying STEM and women pursuing STEM careers, in response to the continuing statistics evidencing the underrepresentation of women in STEM, stereotypical environments and double standards.


Our 2016 survey of 163 women between the ages of 15-46 representing 16 different countries world wide, focused on developing insights into the current experiences of girls studying STEM at college and University, using a mixed methods approach. Previous series have found links between the impact of early childhood interests and how they affect the pursuit of STEM careers in the future (please see our previous blog) and how higher education affects a woman’s interest and confidence in STEM (see our previous blog)


Following on from our previous 2016 findings, this series analyses the relationship between different preparation activities girls undertake related to their STEM careers with their 10 year plans and confidence ‘getting a job’.

Preparation and 10 year plan

Graph 1 shows the relationship between different preparation activities on the horizontal axis and 10 year career plans on the vertical axis; the pink bar indicates the percentage of girls who predict they will be in a STEM career in 10 years and the green bar indicates the percentage of girls who predict they will be in a non STEM career.

[GGR] Blog Post #3 - Visual #1 (2)

Results from Graph 1 indicate that girls who undertake preparations in the form of research and enrollment onto programmes are around 10% and 12% respectively more likely to pursue a STEM career in the future compared to girls who undertake preparations in the form of interview practice, attending seminars and conferences, studying for STEM and taking part in volunteer and internship opportunities. Participants expressed their concern for creating more programs focused on young girls; “Have more programs aimed at the youth” suggesting that Schools and Colleges could provide more opportunities for young girls to get involved with STEM; introducing coding clubs, women ‘role model’  guest speakers and promoting general awareness and exposure to different STEM subjects. In the long run, these early influences could foster stronger STEM identities in women helping to retain them in STEM careers.

Participant #148

Furthermore results indicate that overall preparations for STEM are a good protective factor against attrition from STEM in later life, with more than 60% of girls who take part in preparational activities in total having plans to stay in STEM careers. The findings may suggest that those girls who invest more time into preparation such as carrying out research activities are less likely to deviate away from STEM careers in the future.


These initial insights suggest that girls should be encouraged to take part in different preparations regarding STEM.


Preparations and Confidence

Graph 2 shows the relationship between the different preparations and the perceived confidence levels of girls ‘getting a job’ in STEM. The horizontal axis indicates the confidence scores and the vertical axis indicates the preparational activity using the colour keyed circles.

[GGR] Blog Post #3 - Visual #2 (1)

Research suggests that low ‘Professional’ confidence is a contributing factor causing attrition from STEM. Interestingly the results in graph 2 indicate a significant association between different preparations and confidence ‘getting a job’. ‘Interview practice’ as a preparation activity is associated with the least confidence, with ‘programs’ being 25% more likely to be associated with confidence in getting a job compared to interview practice, with an average score of 4.2 out of 5.

Participant #18

Moreover, women emphasised their concern that more programs need to be made available to help encourage young girlsThere should be more accessible programs for girls at younger ages and more well-rounded visibility and representation of women in STEM fields in media“ further adding substance to the argument that society needs to be targeting STEM interest at a young age in girls, which may help build their confidence over time and suggests that media representation may hold some accountability for the confidence levels in women. Although more companies are starting to realise the benefit of employing more women in the field (see how Microsoft’s #MakeWhatsNext and Google’s madewithcode are helping to nurture young female talent with initiatives) there is still a long way to go.  


‘Volunteering/internships’ were also significantly positively correlated with confidence with an average score of 4.1 out of 5, with one participant emphasizing the importance of internships in creating a more structured career focus, “Internships. Internships. I can’t stress that enough. Getting hands-on experience can be the make-or-break when deciding what field one wants to pursue”. Research was also expressed as one of the most significant preparation methods increasing confidence scoring around 4.1 out of 5, which would suggest that increasing more funding and flexibility for women pursuing research in STEM would help improve confidence and lower attrition, with participants further suggesting “in STEM fields, increased grants and scholarships will entice more females”, “Scholarships/funding for women to take postgraduate courses” as key areas that could be improved to encourage future generations of women to pursue STEM as a career.


This would suggest that ‘programs’ and ‘research’ play an important role in both attrition and confidence.


These findings may be explained using ‘investment theory’ in that preparations which involve a large amount of sacrifice and investment with regards to time make it less likely to deviate from this path even in circumstances that are adverse, thus possibly acting as a protective factor against the adverse effects to women’s confidence with regards to stereotypes and ‘masculine’ environments.


Encouraging more women to continue studying STEM


  1. College and Universities can help to encourage girls to take part in different preparational activities by holding different open evenings and information talks about different programmes they can get involved with.


  1. Increasing the awareness and accessibility of internships and volunteering opportunities for girls. This can be achieved through social media and student unions at college and universities where students can access different opportunities.


  1. More research opportunities for girls to get involved in at College and University. Extra curricular activities could focus on research skills and helping students develop their own interests and small independent projects.


We can change the future if we work together.

This has been the third in a series of exploration into the experiences of women in science, technology, engineering, or maths. Keep an eye out for more posts as we look at other influences affecting women’s careers.



Andrea Lewis, Raiya Al-Ansari, Molly Goodman

Product Design to UX

Physical products and UX at first seem worlds apart, so how could a tangible object have similarities with an online product? It seems ridiculous that these fields should have anything in common. However, the design process from start to finish in fact follows a very similar path. From experiencing both fields it is evident that all products must go through a long, complicated process to achieve the end result, whether that be a UX friendly display or tangible product.

Product Design framework applied to UX Design

Product Designers are problem solvers; there are very few successful products that do not solve a problem the public face. The phrase: “Even if there is a gap in the market, it doesn’t mean there is a market in the gap” is constantly used by my lecturers as a reminder, you may have an innovative new idea but it does not mean that people will buy it or like it. My degree of Product Design with Professional Experience emphasises physical products and the different stages of launching a product onto market.

Similar Paths: UX and Product Design

We spend the year in 4 quarters:

· Research

· Ideation

· Development

· Launch

Put simply,

· We research the target market
· We come up with a range of ideas for the target market
· We then take forward one idea to develop
· Finally we launch this product onto the market

This framework however can absolutely be applied to UX design. The research phase is in fact very similar. Tailored research is vital in both; it must be bespoke for the target audience or intended user. This is perhaps the most important phase for UX, gathering user needs is essential to how something is developed. During my degree the research phase for product design included interviews and surveys displayed in a detailed report including personas, literature reviews and stats. Breaking down the problems people face everyday and whether there is a gap in the market for a product to aid the problem.

Some phases  that Product Design and UX Design follow are similar

In UX you must find out what is instinctual to the users, it is incredibly important to understand the user more than anything else. A researcher will do this by very similar methods of collecting quantitative and qualitative data. For both fields this is a vital stage, if overlooked you will miss what the public want or need therefore making the end products useless.

The Ideation and development phase are more specifically defined. This is where in Product Design we will sketch and model solutions selecting the most effective way the user reaches their goal; this phase is called Ideation. Being as creative as possible we invent new ideas and then begin a selection process. We then take the best idea to the Development phase and this is where the technical, science based side comes in using CAD technologically moving our product forward. Using manufacturing information, prototypes, reverse engineering and technical drawing to work out the details involved with product design. The ideation and development phases in UX although different would still follow a similar criteria, using idea generation, prototyping, testing and then ultimately product development.

Finally the Launch phase allows us to brand our product, learning about the legalities involved with this. A UX designer would go through an equivalent processes to ensure the the product is thoroughly tested and completely ready for launch.

These 4 phases can cover all steps involved in launching any kind of product, however these phases do not have to divide into separate deadlines as they would on a degree course. I believe it is important to have them intertwined and constantly active within the process. As UX has taught me; research should be constant, testing completed work and helping it progress further. If small problems are ignored early on they will progress into much larger problems later down the road. I aspire to learn more about UX in the months to come and to gain a larger range of skills involved with UX research and design.