Report:
Digital accessibility audit website rsm.nl
- Evaluator
- Mirjam, Swink; Renate, Swink
- Date
- 12 February 2025
- Commissioner
- Rotterdam School of Management
Summary of the evaluation findings
The website Rotterdam School of Management does not comply to WCAG 2.1 level AA yet. 20 out of 50 success criteria contain one or more issues. This document describes to what extent the website meets the accessibility requirements captured in WCAG, the Web Content Accessibility Guidelines.
The website rsm.nl was examined between April 24 and May 23 of 2024. The website has been re-examined on February 12 of 2025. The survey was conducted using the WCAG-EM evaluation method. The purpose of this report is to determine the next steps to achieve an accessible website.
These are the most urgent findings:
- Several texts and elements were found to have too little contrast. As a result, these texts and elements may be difficult to see for people who have poor vision or are color blind. A button is present to increase the contrast on the page, but it does not work for all parts of the page.
- Several links do not have accessible names. This makes the links difficult to operate and understand for visitors who use assistive software.
- For visitors who navigate by keyboard, it can be difficult to do so efficiently because the focus order is not logical in some places and not all elements can be reached by keyboard.
While performing the audit we noticed that not all elements are loaded onto the page consistently and in a stable manner. As a result, certain dialog boxes are sometimes not visible or are in a different place and, for example, the contents of navigation menus is not always available to assistive technology. As a result, the findings described in the report may not be found in the described location at all times.
The audit focuses specifically on the accessibility of the website for people with a disability, such as people who are blind, deaf, low-literate or have other functional problems. For them it is important that the website is technically and substantively designed in such a way that the site is usable. Optimizing a website for accessibility has more advantages; it makes the website more usable for everyone (for example also for people who look at their mobile phone in a sunny environment) and it makes the site easier to find in search engines.
Scope of the evaluation
| Website name | Rotterdam School of Management |
|---|---|
| Scope of the website |
The scope of the audit includes:
|
| Conformance target | WCAG 2.1 level AA |
| Accessibility support baseline | Common browsers and assistive software. |
Overview of audit results
| Principle | Passed | Failed | Can't tell |
|---|---|---|---|
| 1 Perceivable | 10 | 10 | 0 |
| 2 Operable | 11 | 6 | 0 |
| 3 Understandable | 6 | 4 | 0 |
| 4 Robust | 3 | 0 | 0 |
| Total | 30 | 20 | 0 |
Reading Guide
This evaluation is a snapshot. The website might have been changed. The problems found are only examples. Therefore, check for any problem whether this also occurs in other places. This evaluation is just a sample of a few pages. As many different types of pages are included in the sample as possible to get the best impression of the accessibility. Pay attention! New problems may arise when making improvements or changes to the website/app. Success criteria marked with "Not present" are automatically approved. Success criteria marked with "Unknown" or "Can't tell" are not approved.
Detailed audit results
1. Perceivable
1.1 Text Alternatives
1.1.1 Non-text Content (Level A)
All non-text content that is presented to the user has a text alternative that serves the equivalent purpose, except for the situations listed below.
- Controls, Input: If non-text content is a control or accepts user input, then it has a name that describes its purpose. (Refer to Guideline 4.1 for additional requirements for controls and content that accepts user input.)
- Time-Based Media: If non-text content is time-based media, then text alternatives at least provide descriptive identification of the non-text content. (Refer to Guideline 1.2 for additional requirements for media.)
- Test: If non-text content is a test or exercise that would be invalid if presented in text, then text alternatives at least provide descriptive identification of the non-text content.
- Sensory: If non-text content is primarily intended to create a specific sensory experience, then text alternatives at least provide descriptive identification of the non-text content.
- CAPTCHA: If the purpose of non-text content is to confirm that content is being accessed by a person rather than a computer, then text alternatives that identify and describe the purpose of the non-text content are provided, and alternative forms of CAPTCHA using output modes for different types of sensory perception are provided to accommodate different disabilities.
- Decoration, Formatting, Invisible: If non-text content is pure decoration, is used only for visual formatting, or is not presented to users, then it is implemented in a way that it can be ignored by assistive technology.
Information about success criterion 1.1.1 Non-text Content
Outcome: Failed
Findings: Adjusted finding as a result of re-audit:
On page https://www.rsm.nl/alumni/international-network/, under 'Find your local Alumni Chapter,' there is a map with links to locations. The images of the map (this applies to the images of the map, not the images in the links to locations) have no alternative text, but are also not hidden from assistive software such as a screen reader. This causes it to read out that there is an image here, which can be confusing. Hide the images by adding an alt attribute and leaving it blank.
1.2 Time-based Media
1.2.1 Audio-only and Video-only (Prerecorded) (Level A)
For prerecorded audio-only and prerecorded video-only media, the following are true, except when the audio or video is a media alternative for text and is clearly labeled as such:
- Prerecorded Audio-only: An alternative for time-based media is provided that presents equivalent information for prerecorded audio-only content.
- Prerecorded Video-only: Either an alternative for time-based media or an audio track is provided that presents equivalent information for prerecorded video-only content.
Information about success criterion 1.2.1 Audio-only and Video-only (Prerecorded)
Outcome: Passed
1.2.2 Captions (Prerecorded) (Level A)
Captions are provided for all prerecorded audio content in synchronized media, except when the media is a media alternative for text and is clearly labeled as such.
Information about success criterion 1.2.2 Captions (Prerecorded)
Outcome: Passed
1.2.3 Audio Description or Media Alternative (Prerecorded) (Level A)
An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media, except when the media is a media alternative for text and is clearly labeled as such.
Information about success criterion 1.2.3 Audio Description or Media Alternative (Prerecorded)
Outcome: Failed
Findings: On page https://www.rsm.nl/, the video near the 'About RSM' heading has text in several places, such as the text of the logo visible in the first seconds. Also, the name and position of the speakers are visible as text (they are not spoken), for example at time 0:17. The information that comes on screen from time 0:55 onward, and the slogan that appears in the last seconds, is not spoken. There is no written out text and no audio descriptor telling what can be seen on the screen. As a result, visitors who cannot see cannot know what is being shown in the video. Put this information in a transcript to meet this success criterion. Or use an additional audio track to meet success criterion 1.2.5 as well. A similar problem occurs on page https://www.rsm.nl/about-rsm/ in the video 'Positive Change' and 'History', and on page https://www.rsm.nl/education/mba/international-full-time-mba/ in the video on the 'Why This Program' tab under the heading 'Program overview'.
1.2.4 Captions (Live) (Level AA)
Captions are provided for all live audio content in synchronized media.
Information about success criterion 1.2.4 Captions (Live)
Outcome: Inapplicable
1.2.5 Audio Description (Prerecorded) (Level AA)
Audio description is provided for all prerecorded video content in synchronized media.
Information about success criterion 1.2.5 Audio Description (Prerecorded)
Outcome: Failed
Findings: On page https://www.rsm.nl/, there is a video under the heading 'About RSM'. This video lacks audio description, which means that the information that is seen on screen at various times (for example, the first and last seconds, the names of the speakers and the information from time 0.55 onwards) is not available to visitors who cannot see. Audio description is an (additional) audio track telling what can be seen on screen. Add an extra audio track in which audio description can be heard. A similar problem occurs on page https://www.rsm.nl/about-rsm/ with the video 'Positive Change' and 'History'.
1.3 Adaptable
1.3.1 Info and Relationships (Level A)
Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text.
Information about success criterion 1.3.1 Info and Relationships
Outcome: Failed
Findings: Adjusted finding as a result of re-audit:
The menu consists of menu items (e.g. 'About RSM') that contain submenu items (e.g. 'Organisation'). These submenu items contain nested sub-submenu items (for example, 'Leadership team'). The ul and li elements have been used for the layout, so that visitors who use assistive software are told that lists are located here and how many items they consist of. If this is formatted correctly, the visitor can get a good overview of the structure of the menu. That is not the case now. This submenu item 'Organisation' should be formatted as the first list item (<li>) of a list (<ul>) of five (instead of four) items, in which each submenu item (for example also 'Facts and Figures' and 'RSM Experience ') stands. A new list can then be nested within each of these list items, containing the sub-submenu. Make sure the lists are formatted correctly.
On page https://www.rsm.nl/search/?q=housing, below the search results, it is possible to visually infer which page in the navigation system is currently active, because this page number is in bold. For visitors using assistive software such as a screen reader, this information is not available. Solve this, for example, by using aria-current on the link-element of the active page. A similar problem applies to the tabs that appear above the search results (e.g. 'All results').
Page https://www.rsm.nl/privacy-statement/ shows a table after the 'What kind of personal data does RSM process?' link is unfolded. The headings in this table are formatted by using the strong element, rather than the th element. As a result, the relationship between the headings and data cells is not clear to visitors using assistive software such as a screen reader. Solve this by using the th element to format the table headings. Place the scope attribute in the th elements to link the heading cells to associated data cells.
Adjusted finding as a result of re-audit:
When the 'Why does RSM process personal data' link is unfolded on page https://www.rsm.nl/privacy-statement/, the text shows three visual headings (e.g., 'Education & Education-Support'). This is an enumeration of three goals, this is visually recognizable but not obvious to assistive software. Solve this by formatting the enumeration as a list (using the ul/ol element and li element), and formatting the headings as headings at the appropriate heading level (e.g., h3). Make sure the list is formatted correctly, as one list with the correct number of list-items. A similar problem occurs in the content that can be found when the 'Your rights' link is expanded.
Headings that are not formatted as headings also occur on other pages, for example on page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/ at the subheadings that show up after the link 'What are the dates for this program?' is unfolded.
On page https://www.rsm.nl/alumni/international-network/, under 'Find your local Alumni Chapter', there is a map where locations can be made visible or invisible via a check box. Visually, this check box is labeled 'Local Chapters,' but this label is not programmatically linked correctly. As a result, it is not read out when the focus here is brought to the check box. Solve this, for example, by using a combination of the for and id attribute.
1.3.2 Meaningful Sequence (Level A)
When the sequence in which content is presented affects its meaning, a correct reading sequence can be programmatically determined.
Information about success criterion 1.3.2 Meaningful Sequence
Outcome: Passed
1.3.3 Sensory Characteristics (Level A)
Instructions provided for understanding and operating content do not rely solely on sensory characteristics of components such as shape, size, visual location, orientation, or sound.
Information about success criterion 1.3.3 Sensory Characteristics
Outcome: Passed
1.3.4 Orientation (Level AA)
Content does not restrict its view and operation to a single display orientation, such as portrait or landscape, unless a specific display orientation is essential.
Information about success criterion 1.3.4 Orientation
Outcome: Passed
1.3.5 Identify Input Purpose (Level AA)
The purpose of each input field collecting information about the user can be programmatically determined when:
- The input field serves a purpose identified in the Input Purposes for User Interface Components section; and
- The content is implemented using technologies with support for identifying the expected meaning for form input data.
Information about success criterion 1.3.5 Identify Input Purpose
Outcome: Failed
Findings: On page https://www.rsm.nl/404 there is a form where the visitor can enter their own e-mail address and name, among other things. Is should be possible to determine the purpose of these and a number of other fields programmatically, so that fields can be filled in automatically or extra help can be given. This can be done by adding the autocomplete attribute to the input elements. For example, for email address autocomplete=“email”.
An overview of the fields for which the autocomplete attribute is applicable and the value required in this attribute can be found on the page: https://www.w3.org/tr/wcag21/#input-purposes.
1.4 Distinguishable
1.4.1 Use of Color (Level A)
Color is not used as the only visual means of conveying information, indicating an action, prompting a response, or distinguishing a visual element.
Information about success criterion 1.4.1 Use of Color
Outcome: Passed
1.4.2 Audio Control (Level A)
If any audio on a Web page plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level.
Information about success criterion 1.4.2 Audio Control
Outcome: Passed
1.4.3 Contrast (Minimum) (Level AA)
The visual presentation of text and images of text has a contrast ratio of at least 4.5:1, except for the following:
- Large Text: Large-scale text and images of large-scale text have a contrast ratio of at least 3:1;
- Incidental: Text or images of text that are part of an inactive user interface component, that are pure decoration, that are not visible to anyone, or that are part of a picture that contains significant other visual content, have no contrast requirement.
- Logotypes: Text that is part of a logo or brand name has no minimum contrast requirement.
Information about success criterion 1.4.3 Contrast (Minimum)
Outcome: Failed
Findings: All findings for this success criterion were found after setting high contrast via the contrast button found in the heading.
With the exception of the home page, every page (e.g. https://www.rsm.nl/contact/) has the page name ('Contact') in the breadcrumb link. The light blue (the color is actually white, but because it is semi-transparent the actual color is HEX #91B7D5) text has insufficient contrast with the blue (HEX 2871AD) background. The text corresponds to the heading that follows it, but because the text is poorly visible to some visitors due to the lack of contrast, they cannot see it and may think they are missing information. The contrast ratio is 4.4:1 where it should be at least 4.5:1.
The PDF document 'Employment status 6 months after graduation' shows light blue (HEX #4F81BD) text on white background, for example, 'students found a job before graduation'. The contrast is too low. The contrast ratio is 4:1. There is also a contrast problem in the 'Average annual salary' table, with the green (HEX #00B050) numbers on the gray (HEX #E7E8EB) background. Here the contrast ratio is 2.3:1. Make sure the contrast ratio is at least 4.5:1 everywhere.
1.4.4 Resize text (Level AA)
Except for captions and images of text, text can be resized without assistive technology up to 200 percent without loss of content or functionality.
Information about success criterion 1.4.4 Resize text
Outcome: Passed
1.4.5 Images of Text (Level AA)
If the technologies being used can achieve the visual presentation, text is used to convey information rather than images of text except for the following:
- Customizable: The image of text can be visually customized to the user's requirements;
- Essential: A particular presentation of text is essential to the information being conveyed.
Information about success criterion 1.4.5 Images of Text
Outcome: Failed
Findings: On page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/, under the heading 'More about the study' on the tab 'The first and second year', an image can be found containing a schematic representation of the content of the study (both for 'Bachelor year 1' and 'Bachelor year 2'). Visually impaired visitors cannot edit this text to increase readability. For assistive software, the image is hidden, so visitors who are blind do not know what information is there. The text on the image does not otherwise appear on the page. Place the text as HTML text on the page to make it available in an accessible way. This also applies to the image on 'The Third Year' tab.
1.4.10 Reflow (Level AA)
Content can be presented without loss of information or functionality, and without requiring scrolling in two dimensions for:
- Vertical scrolling content at a width equivalent to 320 CSS pixels;
- Horizontal scrolling content at a height equivalent to 256 CSS pixels;
Except for parts of the content which require two-dimensional layout for usage or meaning.
Information about success criterion 1.4.10 Reflow
Outcome: Failed
Findings: On several pages there is a slider, for example on the homepage https://www.rsm.nl/ under 'Information for'. There are two buttons here, 'Previous slide' and 'Next slide'. If the page is viewed at a screen size of 1280 by 1024 pixels and zoomed in from 150%, these buttons disappear from the page. Make sure that all functionality remains available when zooming in.
At a screen size of 1280 by 1024 pixels, if the pages are zoomed in to 400% and the (hamburger) menu is unfolded, the menu items are not visible when navigated through them via the keyboard. They are covered by the search function. This makes it difficult to navigate within the menu using the keyboard. Make sure all content and functionality on the page remains visible when zooming in, even when navigating via keyboard. This also applies to the additional menu that appears at the top of the page once the visitor has navigated through the heading.
1.4.11 Non-text Contrast (Level AA)
The visual presentation of the following have a contrast ratio of at least 3:1 against adjacent color(s):
- User Interface Components: Visual information required to identify user interface components and states, except for inactive components or where the appearance of the component is determined by the user agent and not modified by the author;
- Graphical Objects: Parts of graphics required to understand the content, except when a particular presentation of graphics is essential to the information being conveyed.
Information about success criterion 1.4.11 Non-text Contrast
Outcome: Failed
Findings: All findings for this success criterion were found after setting high contrast via the contrast button found in the heading.
Throughout the website, contrast problems occur at the focus indicator of focusable elements. The original color of the focus indicator does have sufficient contrast, but because it is transparent it still has too low a contrast depending on the background color it is on. This makes it difficult for some visitors to see which element has focus. Some examples of this problem, where the solution is to ensure that the contrast ratio of the focus indicator is at least 3:1:
- In the cookie notification that is seen when the visitor first arrives on the website, the 'Accept cookies' button has a focus indicator in a color (HEX #84407C) has a contrast ratio of 2.2:1 with the also transparent background color (HEX #171C54) when the cookie notification is over the footer.
- On page https://www.rsm.nl/, the focus indicator of the Program finder button has a transparent-pink color (HEX #8260A0) that has a contrast ratio of 1:1 with the blue (HEX #2871AC) background.
- On page https://www.rsm.nl/404, the focus indicator of the input fields (HEX C9DBEA) has a contrast ratio of 1.4:1 with the white background.
On the home page https://www.rsm.nl/ there is a slider under the heading 'Information for', it is possible to navigate the buttons using the keyboard (e.g. 'Go to slide 2'). The buttons of the inactive slides are gray (HEX #ADB7C0), and the focus indicator is the same color. Because the contrast with the light blue (HEX #D8E5F0) background is too low, the buttons and focus indicator are difficult to see, if at all, for some visitors. The contrast ratio is 1.5:1 where it should be at least 3:1. The same occurs in the slider under 'Upcoming events'. A similar problem occurs under 'Discover our latest research, here the contrast ratio with the white background is 1.6:1. This occurs on several pages, for example on page https://www.rsm.nl/404 and https://www.rsm.nl/about-rsm/work-with-us/crm-application-manager/ under 'Information for' and on page https://www.rsm.nl/about-rsm/ in several places.
1.4.12 Text Spacing (Level AA)
In content implemented using markup languages that support the following text style properties, no loss of content or functionality occurs by setting all of the following and by changing no other style property:
- Line height (line spacing) to at least 1.5 times the font size;
- Spacing following paragraphs to at least 2 times the font size;
- Letter spacing (tracking) to at least 0.12 times the font size;
- Word spacing to at least 0.16 times the font size.
Information about success criterion 1.4.12 Text Spacing
Outcome: Passed
1.4.13 Content on Hover or Focus (Level AA)
Where receiving and then removing pointer hover or keyboard focus triggers additional content to become visible and then hidden, the following are true:
- Dismissable: A mechanism is available to dismiss the additional content without moving pointer hover or keyboard focus, unless the additional content communicates an input error or does not obscure or replace other content;
- Hoverable: If pointer hover can trigger the additional content, then the pointer can be moved over the additional content without the additional content disappearing;
- Persistent: The additional content remains visible until the hover or focus trigger is removed, the user dismisses it, or its information is no longer valid.
Information about success criterion 1.4.13 Content on Hover or Focus
Outcome: Failed
Findings: On each page, the menu can be unfolded by moving the focus here using the keyboard, or by moving the mouse pointer here. The visitor cannot remove this content without moving the mouse or moving the focus with the keyboard. Solve this by ensuring that the unfolded menu can be closed with the escape key, for example.
2. Operable
2.1 Keyboard Accessible
2.1.1 Keyboard (Level A)
All functionality of the content is operable through a keyboard interface without requiring specific timings for individual keystrokes, except where the underlying function requires input that depends on the path of the user's movement and not just the endpoints.
Information about success criterion 2.1.1 Keyboard
Outcome: Failed
Findings: On (for example) the homepage https://www.rsm.nl, if the menu is unfolded, the content of the underlying page darkens and the interactive parts cannot be operated with the mouse. This is not a problem because the normal view of the page reappears when the menu is collapsed. For visitors navigating via keyboard, however, this does not apply. After they pass through the menu via keyboard and the menu folds back in after the focus leaves the menu, the page remains dark. The interactive elements cannot be controlled via the mouse, but can be controlled via the keyboard. Because some items on the page are difficult to see, this can interfere with navigating across and controlling the page. Solve this by ensuring that even when operated via the keyboard, the normal view and functionality of the page appears after folding the menu.
Advice: Using the keyboard, visitors can use the tab key to move focus to any submenu item. For visitors who can see and depend on keyboard navigation, the delayed effect of moving the focus can be confusing. If the tab key is quickly moved through all menu and submenu items, the unfolded menu falls away for a moment each time. At that moment it is not visible on which item the focus is. Because eventually everything is visible when the visitor tabs more slowly, this is not a failure for this succes criteron. Still, this can get in the way of efficient navigation, so it is better to avoid a delay between the moment of focus and when it becomes visible.
2.1.2 No Keyboard Trap (Level A)
If keyboard focus can be moved to a component of the page using a keyboard interface, then focus can be moved away from that component using only a keyboard interface, and, if it requires more than unmodified arrow or tab keys or other standard exit methods, the user is advised of the method for moving focus away.
Information about success criterion 2.1.2 No Keyboard Trap
Outcome: Passed
2.1.4 Character Key Shortcuts (Level A)
If a keyboard shortcut is implemented in content using only letter (including upper- and lower-case letters), punctuation, number, or symbol characters, then at least one of the following is true:
- Turn off: A mechanism is available to turn the shortcut off;
- Remap: A mechanism is available to remap the shortcut to use one or more non-printable keyboard characters (e.g. Ctrl, Alt, etc);
- Active only on focus: The keyboard shortcut for a user interface component is only active when that component has focus.
Information about success criterion 2.1.4 Character Key Shortcuts
Outcome: Passed
2.2 Enough Time
2.2.1 Timing Adjustable (Level A)
For each time limit that is set by the content, at least one of the following is true:
- Turn off: The user is allowed to turn off the time limit before encountering it; or
- Adjust: The user is allowed to adjust the time limit before encountering it over a wide range that is at least ten times the length of the default setting; or
- Extend: The user is warned before time expires and given at least 20 seconds to extend the time limit with a simple action (for example, "press the space bar"), and the user is allowed to extend the time limit at least ten times; or
- Real-time Exception: The time limit is a required part of a real-time event (for example, an auction), and no alternative to the time limit is possible; or
- Essential Exception: The time limit is essential and extending it would invalidate the activity; or
- 20 Hour Exception: The time limit is longer than 20 hours.
Information about success criterion 2.2.1 Timing Adjustable
Outcome: Inapplicable
2.2.2 Pause, Stop, Hide (Level A)
For moving, blinking, scrolling, or auto-updating information, all of the following are true:
- Moving, blinking, scrolling: For any moving, blinking or scrolling information that (1) starts automatically, (2) lasts more than five seconds, and (3) is presented in parallel with other content, there is a mechanism for the user to pause, stop, or hide it unless the movement, blinking, or scrolling is part of an activity where it is essential; and
- Auto-updating: For any auto-updating information that (1) starts automatically and (2) is presented in parallel with other content, there is a mechanism for the user to pause, stop, or hide it or to control the frequency of the update unless the auto-updating is part of an activity where it is essential.
Information about success criterion 2.2.2 Pause, Stop, Hide
Outcome: Passed
2.3 Seizures and Physical Reactions
2.3.1 Three Flashes or Below Threshold (Level A)
Web pages do not contain anything that flashes more than three times in any one second period, or the flash is below the general flash and red flash thresholds.
Information about success criterion 2.3.1 Three Flashes or Below Threshold
Outcome: Passed
2.4 Navigable
2.4.1 Bypass Blocks (Level A)
A mechanism is available to bypass blocks of content that are repeated on multiple Web pages.
Information about success criterion 2.4.1 Bypass Blocks
Outcome: Passed
2.4.2 Page Titled (Level A)
Web pages have titles that describe topic or purpose.
Information about success criterion 2.4.2 Page Titled
Outcome: Passed
2.4.3 Focus Order (Level A)
If a Web page can be navigated sequentially and the navigation sequences affect meaning or operation, focusable components receive focus in an order that preserves meaning and operability.
Information about success criterion 2.4.3 Focus Order
Outcome: Failed
Findings: On the home page https://www.rsm.nl/, when navigating backwards via keyboard (shift+tab), the focus also goes to the 'learn more' link under the heading that begins with the text 'Discover how RSM's HR programme...' at the time it is not visible. This link becomes visible only when the focus is brought to the heading above. Make sure that the focus cannot be brought to elements that are not visible on the page. Solve this, for example, by ensuring that when navigating backwards, the focus goes to the div element containing the heading first.
2.4.4 Link Purpose (In Context) (Level A)
The purpose of each link can be determined from the link text alone or from the link text together with its programmatically determined link context, except where the purpose of the link would be ambiguous to users in general.
Information about success criterion 2.4.4 Link Purpose (In Context)
Outcome: Failed
Findings: On the home page, under the heading 'About RSM', there is the link 'Learn more'. The link text does not adequately describe the link purpose. Visually, one can understand what this link belongs to, but for visitors using assistive software such as a screen reader, this context is not immediately clear. This is also the case for visitors navigating by retrieving a list of links, as the context is then also lost. This can be solved by supplementing the link text with, for example, the heading, 'About RSM' (this need not be visually visible). The same occurs in several places, for example in the link under the heading that begins with the text, 'Discover how RSM's newest HR program will...'. A similar problem occurs with the 'View all' link under the slider at the 'Information for' heading. This also occurs on other pages, for example on page https://www.rsm.nl/404 at the links 'Learn more' and 'View all'. And on page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/ in the slider under 'Read what previous participants say about this program'.
On page https://www.rsm.nl/about-rsm/organisation/faculty-council/, under the heading 'Meeting schedule 2023-2024,' there are multiple links named 'Agenda' and 'Minutes.' Visually, the context makes it possible to deduce which date these links belong to, but because they are in HTML in a different element, this may be unclear to visitors who get to read this via assistive software such as a screen reader. Solve this, for example, by adding an aria tag with the corresponding date to the links, possibly also adding that it is a link to a PDF document.
2.4.5 Multiple Ways (Level AA)
More than one way is available to locate a Web page within a set of Web pages except where the Web Page is the result of, or a step in, a process.
Information about success criterion 2.4.5 Multiple Ways
Outcome: Passed
2.4.6 Headings and Labels (Level AA)
Headings and labels describe topic or purpose.
Information about success criterion 2.4.6 Headings and Labels
Outcome: Failed
Findings: On page https://www.rsm.nl/search/?q=housing, the search results can be filtered through different tabs, for example 'People' or 'Programs'. These tabs have all been given the same accessible name via an aria label; 'refinement'. This text does not adequately describe the tab. Solve this by replacing the text in the aria label with the text that can be seen visually at the tab. See also success criterion 2.5.3.
Advice: Several pages have a button in the heading that allows the color contrast on the page to be adjusted. This button has two span elements containing text that is read as a name by assistive software such as a screen reader. The function of the button does become clear from this (which is why this is not a failure for this succes criterion), but the second text can create confusion. The first name is 'Click to set normal contrast' when high contrast is set, this text suffices as a good descriptive name. The second text is 'Contrast on,' this text may be unclear. To convey the function of the button more clearly, the second text can be removed.
2.4.7 Focus Visible (Level AA)
Any keyboard operable user interface has a mode of operation where the keyboard focus indicator is visible.
Information about success criterion 2.4.7 Focus Visible
Outcome: Failed
Findings: If the homepage https://www.rsm.nl/ is scrolled down (or the visitor moves the focus via the tab key from the pause/play button on the video in the heading to the next item), a blue bar appears at the top of the page in which a menu can be unfolded via the link 'Rotterdam School of Management, Erasmus University'. If the visitor scrolls through this menu via the tab key, the focus is not visible when navigated to this link for the second time (after the last menu item). Visitors who can see and navigate via the keyboard, therefore, do not know where the focus is at that moment. Make sure it is always visible where the focus is, for example by a focus border.
2.5 Input Modalities
2.5.1 Pointer Gestures (Level A)
All functionality that uses multipoint or path-based gestures for operation can be operated with a single pointer without a path-based gesture, unless a multipoint or path-based gesture is essential.
Information about success criterion 2.5.1 Pointer Gestures
Outcome: Passed
2.5.2 Pointer Cancellation (Level A)
For functionality that can be operated using a single pointer, at least one of the following is true:
- No Down-Event: The down-event of the pointer is not used to execute any part of the function;
- Abort or Undo: Completion of the function is on the up-event, and a mechanism is available to abort the function before completion or to undo the function after completion;
- Up Reversal: The up-event reverses any outcome of the preceding down-event;
- Essential: Completing the function on the down-event is essential.
Information about success criterion 2.5.2 Pointer Cancellation
Outcome: Passed
2.5.3 Label in Name (Level A)
For user interface components with labels that include text or images of text, the name contains the text that is presented visually.
Information about success criterion 2.5.3 Label in Name
Outcome: Failed
Findings: On page https://www.rsm.nl/search/?q=housing, the search results can be filtered through different tabs, for example 'People' or 'Programs'. These tabs have all been given the same accessible name via an aria label; 'refinement'. This text does not match the text visually visible, making it difficult for visitors using speech software to address the tabs. Solve this by replacing the text in the aria label with the text that can be seen visually at the tab. See also success criterion 2.4.6.
2.5.4 Motion Actuation (Level A)
Functionality that can be operated by device motion or user motion can also be operated by user interface components and responding to the motion can be disabled to prevent accidental actuation, except when:
- Supported Interface: The motion is used to operate functionality through an accessibility supported interface;
- Essential: The motion is essential for the function and doing so would invalidate the activity.
Information about success criterion 2.5.4 Motion Actuation
Outcome: Inapplicable
3. Understandable
3.1 Readable
3.1.1 Language of Page (Level A)
The default human language of each Web page can be programmatically determined.
Information about success criterion 3.1.1 Language of Page
Outcome: Failed
Findings: The language of page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/ is set to English (lang="en"). This prevents assistive software such as a screen reader from reading the text in the content, which is in Dutch, with the correct pronunciation. Solve this by changing the language code to Dutch, lang="nl". The text in the menu and footer is in English, so the English language code can be added to these elements, see success criterion 3.1.2.
3.1.2 Language of Parts (Level AA)
The human language of each passage or phrase in the content can be programmatically determined except for proper names, technical terms, words of indeterminate language, and words or phrases that have become part of the vernacular of the immediately surrounding text.
Information about success criterion 3.1.2 Language of Parts
Outcome: Failed
Findings: Page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/ has Dutch-language content, but the language of the text in the menu and footer is (partially) English. Certain sections in the content of the page, such as the Frequently Asked Questions and the feedback form, are also in English. Because there is a Dutch language code (lang="nl") on the page, this English text cannot be read with the correct pronunciation by assistive software such as a screen reader. Solve this by placing a different language code on these parts, lang="en". You can also choose to have the language match the language of the page content by changing it to Dutch. On page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/ there is a similar problem, here the different language code can be placed in the menu and footer after changing the language of the page to Dutch. For this, see success criterion 3.1.1.
3.2 Predictable
3.2.1 On Focus (Level A)
When any component receives focus, it does not initiate a change of context.
Information about success criterion 3.2.1 On Focus
Outcome: Passed
3.2.2 On Input (Level A)
Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behavior before using the component.
Information about success criterion 3.2.2 On Input
Outcome: Passed
3.2.3 Consistent Navigation (Level AA)
Navigational mechanisms that are repeated on multiple Web pages within a set of Web pages occur in the same relative order each time they are repeated, unless a change is initiated by the user.
Information about success criterion 3.2.3 Consistent Navigation
Outcome: Passed
3.2.4 Consistent Identification (Level AA)
Components that have the same functionality within a set of Web pages are identified consistently.
Information about success criterion 3.2.4 Consistent Identification
Outcome: Passed
3.3 Input Assistance
3.3.1 Error Identification (Level A)
If an input error is automatically detected, the item that is in error is identified and the error is described to the user in text.
Information about success criterion 3.3.1 Error Identification
Outcome: Failed
Findings: Adjusted finding as a result of re-audit:
The feedback form on page https://www.rsm.nl/404, contains a required field 'Your feedback'. The message which appears ('This field is mandatory') only contains a suggestion to fix the error and is therefore not complete. Make sure these properly describe which error was made in which place.
Adjusted finding as a result of re-audit:
On page https://www.rsm.nl/education/master/msc-programmes/brochure-request/?tx_rsmrequest_brochure%5Baction%5D=post&tx_rsmrequest_brochure%5Bcontroller%5D=Brochure&cHash=a095b14a5680a590415e4312619b5f0b a general message appears above the form with the text 'Please make sure you fill in all required fields'. From this it is not clear which fields are involved. Also a message appears above the field, for example 'The given first name was empty'. This is not a good error identification. A good error message states which error was made where. Provide a good error message above the field or programmatically linked to the field so that it is read out as soon as the focus is brought to the field.
3.3.2 Labels or Instructions (Level A)
Labels or instructions are provided when content requires user input.
Information about success criterion 3.3.2 Labels or Instructions
Outcome: Failed
Findings: Adjusted finding as a result of re-audit:
On page https://www.rsm.nl/404 is a form where the required field ('Your feedback *) displays an asterisk. Nowhere within the form is it stated that this asterisk means that this field is required. Because the text 'required' is added to the label, the asterisk can be removed.
3.3.3 Error Suggestion (Level AA)
If an input error is automatically detected and suggestions for correction are known, then the suggestions are provided to the user, unless it would jeopardize the security or purpose of the content.
Information about success criterion 3.3.3 Error Suggestion
Outcome: Passed
3.3.4 Error Prevention (Legal, Financial, Data) (Level AA)
For Web pages that cause legal commitments or financial transactions for the user to occur, that modify or delete user-controllable data in data storage systems, or that submit user test responses, at least one of the following is true:
- Reversible: Submissions are reversible.
- Checked: Data entered by the user is checked for input errors and the user is provided an opportunity to correct them.
- Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission.
Information about success criterion 3.3.4 Error Prevention (Legal, Financial, Data)
Outcome: Passed
4. Robust
4.1 Compatible
4.1.1 Parsing (Level A)
In content implemented using markup languages, elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and any IDs are unique, except where the specifications allow these features.
Information about success criterion 4.1.1 Parsing
Outcome: Passed
4.1.2 Name, Role, Value (Level A)
For all user interface components (including but not limited to: form elements, links and components generated by scripts), the name and role can be programmatically determined; states, properties, and values that can be set by the user can be programmatically set; and notification of changes to these items is available to user agents, including assistive technologies.
Information about success criterion 4.1.2 Name, Role, Value
Outcome: Passed
4.1.3 Status Messages (Level AA)
In content implemented using markup languages, status messages can be programmatically determined through role or properties such that they can be presented to the user by assistive technologies without receiving focus.
Information about success criterion 4.1.3 Status Messages
Outcome: Passed
Basis for this evaluation
The audit was conducted based on the evaluation method of the W3C, WCAG-EM. This is largely done manually by taking a sample. For a quickscan we use parts of this methodology. Despite all the researcher's care and experience, it is possible that a problem has not been identified. Keep in mind that in a next audit certain parts could be assessed differently because of further development of techniques and assistive software. Tools are used in the manual audit.
Sample of audited web pages
- https://www.rsm.nl/
- https://www.rsm.nl/contact/
- https://www.rsm.nl/search/?q=housing
- https://www.rsm.nl/privacy-statement/
- https://www.rsm.nl/404
- https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/
- https://www.rsm.nl/education/master/msc-programmes/brochure-request/
- https://www.rsm.nl/about-rsm/work-with-us/programme-manager-msc-programmes-temporary-cover/
- https://www.rsm.nl/about-rsm/
- https://www.rsm.nl/about-rsm/organisation/school-history/
- https://www.rsm.nl/positive-change/
- https://www.rsm.nl/news/
- https://www.rsm.nl/events/
- https://www.rsm.nl/education/mba/international-full-time-mba/
- https://www.rsm.nl/positive-change/podcast/
- https://www.rsm.nl/alumni/contact/
- https://www.rsm.nl/about-rsm/organisation/faculty-council/
- https://www.rsm.nl/fileadmin/Minutes/Agenda_255th_FC_meeting__ext_.pdf
- https://www.rsm.nl/fileadmin/Minutes/minutes_253th_FC_meeting__ext_.pdf
- https://www.rsm.nl/about-rsm/partners/corporate-register/
- https://www.rsm.nl/programme-finder/
- https://www.rsm.nl/education/master/msc-programmes/
- https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/
- https://www.rsm.nl/fileadmin/Service_departments/Career_centre/Employment_report_2023/MiM_and_PMiM_Employment_Factsheet_2023.pdf
- https://www.rsm.nl/alumni/international-network/
- https://www.rsm.nl/nl/education/executive-education/short-courses/finance-and-accounting/diploma-programme-in-advanced-business-valuation/apply-now-for-diploma-programme-in-advanced-business-valuation-2024-2025/
- https://www.rsm.nl/education/open-online-programmes/
- https://www.rsm.nl/faculty-research/full-time-phd-programme/
- https://www.rsm.nl/faculty-research/centres/erasmus-centre-for-data-analytics/
Relied upon techniques
Web browsers (User Agents) and other software
The following software was used in this evaluation:- Chrome, version 124
- Firefox, version 125
- NVDA, version 2024.1
- Acrobat PRO DC
Resources:
-
Website Accessibility Conformance Evaluation Methodology (WCAG-EM)
www.w3.org/WAI/eval/conformance -
Web Content Accessibility Guidelines (WCAG)
www.w3.org/WAI/intro/wcag -
How to Meet WCAG 2.1 Quick Reference
www.w3.org/WAI/WCAG21/quickref/
This report is mainly created with the online W3C report tool.