Issues:
Digital accessibility audit website rsm.nl

(Issues only)

Scope of the evaluation

Detailed audit results

1. Perceivable

1.1 Text Alternatives

1.1.1 Non-text Content (Level A)

Information about success criterion 1.1.1 Non-text Content

Finding 1: On the homepage https://www.rsm.nl/, among others, there is an SVG image with the logo in a link to the homepage. The image has no alternative text, nor is the link otherwise named. It is important that assistive software can read out what logo is here and what text can be read on it. Since the image is in a link, it is also important that the link purpose is clear, add this to the alternative text. Add role="img" to the svg element, and a title element as the first child element containing the alternative text. See success criteria 2.4.4. and 4.1.2.

Finding 2: The menu button formatted as a link (hamburger menu), which can be seen when the website is viewed on a smaller screen or in zoomed-in version, contains svg images that are not hidden from assistive software and have no alternative text. An svg element is sometimes recognised as an image by assistive software. Add role="img" to the svg element, and a title element as the first child element containing alternative text describing the purpose of the link. Or hide the svg element from assistive software by adding aria-hidden="true" to it, and give the link an accessible name in another way. This also applies to the close button that can be seen when the hamburger menu is expanded. It also applies to the search function, which can be identified by an icon with a magnifying glass. See also success criteria 2.4.4. and 4.1.2.

Finding 3: On the home page https://www.rsm.nl/ a video can be found under the heading 'About RSM'. Before it starts there is an image with the text 'Watch how positive change starts in Rotterdam'. This provides information about the video, making the image not purely decorative. The text does not appear anywhere in the video or in the text accompanying the video. The image is placed via CSS and has no alternative text. This makes the information unavailable to visitors who cannot see. Solve this, for example, by adding the text in the content-property of the image.

Finding 4: On page https://www.rsm.nl/search/?q=housing, some search results (for example, 'Student housing at or near RSM - Rotterdam') include an image in a link. The alternative text of the image is 'Thumbnail image', which does not adequately describe what can be seen in the image. Also, this text does not describe the link purpose. Several solutions are possible. The alternative text can be modified to derive the link purpose, the link can also be renamed and the image hidden from assistive software (if it is decorative) by leaving the alt attribute blank. Alternatively, one can choose to remove the link and enlarge the clickable area of the first link to this search result via CSS or Javascript, and additionally hide the image. See success criterion 2.4.4.

Finding 5: On page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/, visitors can sign up for an information session on June 7. Below the appointment module is the link 'Powered by Eventbrite,' with the text 'eventbrite' on an image which hidden from assistive software (aria-hidden="true"). The link has been given the text 'Powered by Eventbrite' in a title element, but this is overwritten by the link text 'Mogelijk gemaakt door' and thus not read out. As a result, visitors who cannot see do not know what is in the image and where this link leads. Solve this, for example, by giving the image an alternative text by adding it in a title element as the first child element of the svg element. Or add an aria label to the link, for example containing the text 'Made possible by Eventbrite'. See success criterion 2.4.4.

Finding 6: On page https://www.rsm.nl/about-rsm/, under the heading 'Partners', there is an image in a link. The image has been given the alternative text 'Networking on campus'. This provides information about what is seen in the image, but since it is in a link that is not otherwise named, the link purpose should also be clear from the alternative text. Add the link purpose to the alt attribute. You may also choose to remove the link in this location because it leads to the same page as the link next to it, and hide the image with an empty alt attribute (if it is considered decorative). A similar problem applies to the three links to the products under the heading 'RSM Store'. See success criterion 2.4.4.

Finding 7: On page https://www.rsm.nl/positive-change/, the heading contains an image with alternative text 'Positive change'. This does not adequately describe what can be seen in the image. If an image is decorative it does not need to have alternative text, but if it does have an alternative text this should describe the image well. Modify the alternative text or hide the image from assistive software by leaving the alt attribute blank.

Finding 8: On page https://www.rsm.nl/positive-change/, under the heading 'Positive Change into practice', there are links that contain images. Some of these images are hidden from assistive software, but there are also images that have an alternative text that does not properly describe the image. For example the the link 'Watch our SDG videos' here the alternative text of the image is 'SDG video banner'. If images are decorative they may be hidden from assistive software. Solve this, for example, by leaving the alt attribute blank.

Finding 9: On page https://www.rsm.nl/positive-change/ is an iframe in which a countdown timer is shown. The iframe itself has no name, but when the focus falls on it, the content of the iframe is read aloud. The text is read aloud properly by assistive software, but the time duration that constantly changes is not. Each figure consists of multiple figure elements that have the same figure as alternative text. As a result, each figure is read aloud multiple times, making the information unclear. Make sure it is possible for assistive software to properly read out what is shown in the iframe.

Finding 10: There are multiple images on page https://www.rsm.nl/education/open-online-programmes/ that have an alternative text that does not properly describe the image. For example, the image with alternative text 'Innovation management' that can be seen when the 'Innovation management' link is expanded. If an image is decorative it does not need to have alternative text, but if it does it should describe the image properly. Customize the alternative text or hide the image from assistive software by leaving the alt attribute blank.

Finding 11: On page https://www.rsm.nl/alumni/international-network/, under 'Find your local Alumni Chapter,' there is a map with links to locations. These links (for example, 'China: Beijing') contain an image that has no alternative text, but is 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. The same applies to the image of the map that contains all these image links. Additionally, an image map structure would be more accessible, see: https://www.w3schools.com/html/html_images_imagemap.asp.

Finding 12: In the PDF document https://www.rsm.nl/fileadmin/Minutes/minutes_253th_FC_meeting__ext_.pdf, the logo does not have good alternative text. It is automatically generated and does not describe what is shown in the image. Add an alternative text within the figure tag in the code layer. The same occurs in the PDF document https://www.rsm.nl/fileadmin/Minutes/Agenda_255th_FC_meeting__ext_.pdf.

Finding 13: In the PDF document In the PDF document https://www.rsm.nl/fileadmin/Service_departments/Career_centre/Employment_report_2023/MiM_and_PMiM_Employment_Factsheet_2023.pdf, at the top of the page the name of the organization is shown on an image, at the bottom of the page is an image with the logo. Both have not been given an alternative text and are tagged as artifacts, hiding them from assistive software. The images cannot be seen as decorative because they convey important information. Make sure the images are tagged as figures and given alternative text. A similar problem applies to the graph under the heading 'Employment status 6 months after graduation'. this could also be solved by adding the information seen here to the document in another accessible way, such as by describing it in plain text.

1.2 Time-based Media

1.2.1 Audio-only and Video-only (Prerecorded) (Level A)

Information about success criterion 1.2.1 Audio-only and Video-only (Prerecorded)

Finding 14: There are podcasts on page https://www.rsm.nl/positive-change/podcast/, for example, 'Episode 6: The other side of plastics:...'. For visitors with auditory disabilities, the information in these podcasts is not available. Solve this by providing an alternative, such as a transcript.

1.2.2 Captions (Prerecorded) (Level A)

Information about success criterion 1.2.2 Captions (Prerecorded)

Finding 15: On page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/, on the 'After Your Bachelor's' tab, there is a video under the 'Experiences' link; 'Watch the interview with Frank Leerdam MSc here'. This video only has automatically generated subtitles. This contains errors and lacks punctuation, which may make the text difficult to understand. For example, at time 0.16 the speaker's name is spoken but this does not appear correctly in the subtitles, and the text 'kun je jezelf kort voorstellen' at time 0.31 is subtitled as 'kun je zelf wordt voorstelling'. Add subtitles to fix this. The same applies to the video under the link 'Watch the interview with Annemiek Broeders MSc here'.

1.2.3 Audio Description or Media Alternative (Prerecorded) (Level A)

Information about success criterion 1.2.3 Audio Description or Media Alternative (Prerecorded)

Finding 16: 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'.

1.2.5 Audio Description (Prerecorded) (Level AA)

Information about success criterion 1.2.5 Audio Description (Prerecorded)

Finding 17: 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 about success criterion 1.3.1 Info and Relationships

Finding 18: 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. The elements are also not always loaded stably on the page, so sometimes nothing is read out. The submenu item 'Organization' is formatted as a single-item list, within which a nested sub-sublist is placed. This submenu item 'Organisation' should be formatted as the first list item (<li>) of a list (<ul>) of five 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.

Finding 19: On the home page https://www.rsm.nl/, below the heading 'Discover how RSM's newest HR program...' is the 'Learn more' link. This is formatted within a list element. This causes assistive software to read out that there is a single-item list here. If it is a single item, it is not a list and therefore it is confusing if it is formatted as a list. Only use the list element in a list consisting of multiple items. In this case, remove the ul and li element, it is sufficient that the link is formatted as a link. The same applies to the link under the heading starting with the text 'Do short-term tasks get in the way...', and under the heading 'About RSM' at the 'Learn more' link. This also occurs on page https://www.rsm.nl/about-rsm/.

Finding 20: On the homepage https://www.rsm.nl/, there are six headings at heading level h3, the first of which has the text 'Bachelor'. These headings have no content because they are immediately followed by a heading the same heading level. The headings are in a link that also contains an image, but this image is decorative and hidden from assistive software. The function of a heading is to describe associated content, if this content is not there the text does not need to be formatted as a heading. In this case, adding it as plain text within the link element would suffice. A similar problem with a heading without content occurs on page https://www.rsm.nl/contact/, with the h2 heading 'Detailed contact information', this can be solved by formatting the headings that follow ('Admissions') at heading level h3.

Finding 21: 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').

Finding 22: 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.

Finding 23: 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'). Because these are not formatted as headings in HTML, this is unrecognizable to visitors using assistive software such as a screen reader. In addition, this is an enumeration of three goals, again this is visually recognizable (even though no bullet points are used) 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). A similar problem occurs in the content that can be found when the 'Your rights' link is expanded. Part of this problem (headings that are not formatted as headings) also occurs on other pages, for example on page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/ at the subheading 'Intake after registration' under the h4 heading 'Intake' and at the subheadings that show up after the link 'What are the dates for this program?' is unfolded.

Finding 24: 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, the form has a check box labeled 'Yes', at 'RSM Student'. Visually, it can be understood that the checkbox belongs to this text, but for visitors using assistive software such as a screen reader, it is not clear. Use a combination of fieldset and legend or a similar technique to solve this problem.

Finding 25: On page https://www.rsm.nl/about-rsm/work-with-us/programme-manager-msc-programmes-temporary-cover/, under 'Job description', there is a list. Because this is formatted as two separate lists, visitors using assistive software such as a screen reader will read that there are two lists here, when in fact it is one list. Format the list as one list.

Finding 26: 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.

Finding 27: In the PDF document https://www.rsm.nl/fileadmin/Minutes/minutes_253th_FC_meeting__ext_.pdf, several elements have an incorrect tag in the code layer, making the structure of the information difficult to interpret for visitors using assistive software such as a screen reader. Some examples:

• The tables on page 1 contain only heading (TH) cells, so it is not clear that the first cell contains the heading that describes the remaining cells. Format only the first cell with a TH tag, the rest with a TD tag.
• On page 1, the text 'Minutes 253rd FC meeting (ext)' is visually identifiable as a heading, but it does not have the correct tag. Tag the heading with the h1 tag, for example.
• On page 2, the table of contents shows rows of dots (as punctuation marks), these are tagged as text which reads out how many dots are here.
• There are several empty tags in the document, such as h1 tags on page 1. There are empty p tags on other pages. Remove empty tags.

Finding 28: In the PDF document https://www.rsm.nl/fileadmin/Minutes/Agenda_255th_FC_meeting__ext_.pdf, several elements have an incorrect tag in the code layer, making the structure of the information difficult to interpret for visitors using assistive software such as a screen reader. Some examples:

• On page 1, the text 'Agenda 255th FD meeting (ext)' is visually recognizable as a heading, but it does not have the correct tag. Tag the heading with the h1 tag, for example.
• The list of agenda items has not been properly tagged. For the list items, use the L, LI, LBody tags and make sure that at item 5 the sub-list is correctly tagged within this item.
• The code layer contains many empty P tags. Remove empty tags.

Finding 29: Advice: The heading structure is not properly formatted on several pages. For visitors using assistive software such as a screen reader, a heading structure is important because it is posible to navigate by retrieving a list of headings. It will fail this succes criterion if the heading structure is not well constructed, but improving it ensures that the structure of the content can be better interpreted. Provide a good heading structure, starting with a heading level h1 for the most important heading (title of the page), heading level h2 for the headings, heading level h3 for the intermediate headings, and so on. Do not skip any headings in the process.

Some examples of an incorrect heading structure are:

• On page https://www.rsm.nl/404, an h3 heading succeeds the h1 heading. The h3 heading 'Your feedback is welcome!' would be better formatted as an h2 heading.
• On page https://www.rsm.nl/alumni/contact, an h4 heading follows the h1 heading, followed by an h2 heading. Also, an h3 heading follows an h4 heading.
• On page https://www.rsm.nl/positive-change/podcast/, headings are skipped and used in incorrect order.

1.3.2 Meaningful Sequence (Level A)

Information about success criterion 1.3.2 Meaningful Sequence

Finding 30: On page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/, an asterisk (*) appears after the heading 'Admission Requirements'. The accompanying statement is below the block. Visitors who can see can deduce what the asterisk means from this. This is not the case for visitors who cannot see and use assistive software such as a screen reader. They have to go through the block of list items before they get to the statement, so it can be difficult to understand what the asterisk means. Make sure the statement is programmatically linked to the asterisk so that assistive software can read it out where it applies.

Finding 31: On page https://www.rsm.nl/positive-change/, the heading 'Be a force for positive change' is on the button that contains the video of the same name. Visually, this makes it understandable that the heading describes this video. Because the heading is placed after the video in HTML, it is meaningless to visitors using assistive software such as a screen reader. Solve this by moving the heading in HTML so that it is before the video.

Finding 32: On page https://www.rsm.nl/about-rsm/organisation/faculty-council/, under the 'Members' heading, some members have the label 'Vice-Chair'. Visually it is easy to understand which member this label belongs to, but for visitors using assistive software such as a screen reader it is more difficult. As they navigate through the members, they are presented with the label first and then the heading (name of member). Make sure that (in HTML) each block starts with the heading, and that the label follows in the content associated with this heading. Visually, this order does not have to be changed.

Finding 33: The PDF document https://www.rsm.nl/fileadmin/Service_departments/Career_centre/Employment_report_2023/MiM_and_PMiM_Employment_Factsheet_2023.pdf contains a number of percentages under the heading 'General information'. Because this information is not tagged in the correct order in the code layer, assistive software such as a screen reader cannot read it out in the correct order. As a result, it can be difficult to properly interpret what the percentages mean. Also, the heading 'Average annual salary' is only read after the corresponding table, whereas it is visually found before this table. Within the table there are asterisks behind some numbers, visually it is immediately understandable that the explanation of these is outside the table, but assistive software cannot read this explanation out in a meaningful order. Make sure that the content gets the correct tags and that they are in the correct order in the code layer of the document.

1.3.5 Identify Input Purpose (Level AA)

Information about success criterion 1.3.5 Identify Input Purpose

Finding 34: 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. The same occurs with the form input fields on page 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/. 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, the autocomplete attribute is used, but the value entered is 'off' where it should be 'email', for example.

1.4 Distinguishable

1.4.3 Contrast (Minimum) (Level AA)

Information about success criterion 1.4.3 Contrast (Minimum)

Finding 35: All findings for this success criterion were found after setting high contrast via the contrast button found in the heading.

Finding 36: On the homepage https://www.rsm.nl/, the image of the video near the 'About RSM' heading shows a text, 'Watch how positive change starts in Rotterdam'. The text has insufficient contrast with the background, making it difficult or impossible to read for some visitors. In some places, the text color is HEX #E3E6E7 and the background is HEX #BDD0E4, giving a contrast ratio of 1.2:1. Make sure the contrast ratio is at least 3:1 everywhere. In general, avoid placing text over images if possible.

Finding 37: On the home page https://www.rsm.nl/, there are several links (they visually look like buttons) with pink (HEX #D63181) text. Depending on the background it is on, different contrast issues arise. On a light blue (HEX #D8E5F0) background, as for example with the 'View all' link under the slider at the 'Information for' heading, the contrast ratio is 3.5:1. On the near-white (HEX #F5F5F5) background, as for example at the 'View our accreditations' link, the contrast ratio is 4.1:1. Make sure the contrast ratio is at least 4.5:1 everywhere. This occurs on multiple pages, for example, on pages https://www.rsm.nl/404, https://www.rsm.nl/about-rsm/ and https://www.rsm.nl/about-rsm/work-with-us/crm-application-manager/. On page https://www.rsm.nl/about-rsm/partners/corporate-register/, this occurs at the 'More information about the scope of this register' link.

Finding 38: On page 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/, after clicking the 'Next>' button, pink (HEX #D63181) link texts are shown on a gray (#F5F5F5) background. The contrast ratio here is 4.1:1 where it should be at least 4.5:1. This contrast ratio occurs on several pages, for example on page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering at the 'Show all' link under the heading 'Duration', and on page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/ at the 'Show all' link.

Finding 39: On page https://www.rsm.nl/education/master/msc-programmes/brochure-request/, some input fields (e.g. 'Region') have a label with gray (HEX #858585) text color. This has insufficient contrast with the white background. The contrast ratio is 3.6:1 where it should be at least 4.5:1.

Finding 40: On the home page https://www.rsm.nl/, under the 'Information for' heading, there is a slider that shows white text on images. Depending on the image, this can cause various contrast problems. For example, the white text under 'Professionals' partially falls on the color HEX #858388, where the contrast ratio is 3.7:1. Make sure the contrast ratio is at least 4.5:1 everywhere. This slider with this same problem can be found on several pages, for example on pages https://www.rsm.nl/404 and https://www.rsm.nl/about-rsm/work-with-us/crm-application-manager/.

Finding 41: On the home page https://www.rsm.nl/, under the 'Latest news' heading, the two most recent news items have a date on an image under the heading of the news item. The contrast between the gray-colored (HEX 898B8C) date and the background is insufficient in some places. For example, in the news item 'Dr. Inga Hoever appointed as dean of research at RSM', the date partially falls on a gray (HEX #686A69) background, where the contrast ratio is 1.5:1. Especially when the page is zoomed in, parts of the date may become illegible as a result. Make sure that the date always has a contrast ratio of at least 3:1 with the background, even when zoomed in. The same occurs on page https://www.rsm.nl/about-rsm/.

Finding 42: On the home page https://www.rsm.nl/, under the 'Latest news' heading, there is a date by the posts (this finding is about all but the first two posts). The contrast between the gray (HEX #898B8C) font and the near-white (HEX #F5F5F5) background is insufficient. The contrast ratio is 3.1:1 where it should be at least 4.5:1. The same occurs on page https://www.rsm.nl/about-rsm/.

Finding 43: On page https://www.rsm.nl/news/, below the news items there is a date in a gray (HEX #898B8C) font, which has too low a contrast with the white background. The contrast ratio is 3.4:1 where it should be at least 4.5:1.

Finding 44: On the homepage https://www.rsm.nl/, the slider under 'Upcoming events' under the heading of each slide shows additional information in a gray (HEX #898B8C) font. For example, for 'Astana - MBA Consultation Session' this is the text '1-2-1 event'. The contrast with the light blue (HEX #D8E5F0) background is insufficient. The contrast ratio is 2.6:1 where it should be at least 4.5:1. The same occurs on page https://www.rsm.nl/education/mba/international-full-time-mba/.

Finding 45: 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 2.4:1 where it should be at least 4.5:1.

Finding 46: On page https://www.rsm.nl/search/?q=housing the links of the search results (e.g. 'Student housing at or near RSM - Rotterdam') get a lighter color (HEX #438596) when the mouse pointer is brought here. The contrast with the white background is too low at that moment. The contrast ratio is 4.1:1 where it should be at least 4.5:1. The same color ratio occurs (but without bringing the mouse pointer here) with the text in the breadcrumb trail that appears below this link.

Finding 47: On page https://www.rsm.nl/404 is a form in which the input fields contain a text, for example, 'Your name (optional)'. When the visitor starts typing in the field, the text shifts up and becomes light gray (HEX #8B8B8B). The contrast with the white background is then too low. This makes it impossible for visitors who are visually impaired, for example, to read (properly) what input is expected in the field. Make sure that this instruction remains clearly visible. The contrast ratio is 3.4:1 where it should be at least 4.5:1. The same occurs in some input fields (e.g., 'First name') in the form on page https://www.rsm.nl/education/master/msc-programmes/brochure-request/.

Finding 48: On page https://www.rsm.nl/positive-change/podcast/, there is white text starting with 'Get to know our Student Ambassadors...' and a link with the white text 'Meet them here'. The text has insufficient contrast with the green (HEX #4B97AB) background. The contrast ratio is 3.3:1 where it should be at least 4.5:1.

Finding 49: On page 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/, the input fields have a light blue (HEX #EBEEF1) color. This has just insufficient contrast with the text color of the input fields, HEX #2871AD. The contrast ratio is 4.4:1 where it should be 4.5:1.

Finding 50: On page https://www.rsm.nl/positive-change/podcast/ are podcasts, for example, 'Episode 6: The other side of plastics:...'. Within the playback player there is information such as the duration and timestamp, these are green (HEX #87A93A) and are on a white background. The contrast ratio is 2.7:1 where it should be 4.5:1.

Finding 51: If (for example) the home page https://www.rsm.nl/ is viewed at a screen size of 1280 by 1024 pixels and zoomed in from 175%, the 'Research' and 'Our mission' links appear in a different location on the image in the heading. This creates contrast problems, for example, if the white text falls on the color HEX #A3947F and creates a contrast ratio of 2.9:1. Make sure the contrast ratio is at least 4.5:1.

Finding 52: 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.

1.4.5 Images of Text (Level AA)

Information about success criterion 1.4.5 Images of Text

Finding 53: 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.

Finding 54: On the homepage https://www.rsm.nl/ the image of the video at the heading 'About RSM' shows a text, 'Watch how positive change starts in Rotterdam'. The text cannot be found anywhere else on the page, and because the text cannot be adjusted to increase readability it may not be visible to the visually impaired. Solve this by placing the text as HTML text on the page.

1.4.10 Reflow (Level AA)

Information about success criterion 1.4.10 Reflow

Finding 55: There is a table on page https://www.rsm.nl/about-rsm/partners/corporate-register/. If the paged is viewed on a 1280 by 1024 pixels sized screen, zoomed in from 125%, content from the last table disappears from view. As you zoom in further, more and more of the table disappears. Make sure that all content remains in view when zooming in. For a table this may be solved with a horizontal scroll bar, it should not be placed on the whole page but only on the table.

Finding 56: 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.

Finding 57: When the Feedback form 'Answer 3 questions to help us' is at the bottom of the page, this link covers 'Find your program' when zoomed in from 150% at a screen size of 1280 by 1024 pixels. If zoomed in further, this will be more overlaid. Make sure content does not cover each other when zoomed in.

Finding 58: Pages, for example the home page https://www.rsm.nl/, contain a button to adjust the contrast. When zooming in from 175% at a screen size of 1280 by 1024 pixels, this button no longer functions. Make sure the button continues to function when zooming in.

Finding 59: On page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering, an information block about the order can be seen at 'Order Overview'. This block disappears from the page when zoomed in from 175% at a screen size of 1280 by 1024 pixels. Make sure all content stays on the page when zooming in.

Finding 60: If, at a screen size of 1280 by 1024 pixels, pages are zoomed to 400%, a problem arises in the footer. As long as the visitor scrolls down, all parts of the footer are visible, but if the visitor scrolls up, the content in the footer is completely covered by the 'Find your program' link and the 'Rotterdam School of Management, Erasmus University' link. The same happens when navigating backwards using the keyboard. Make sure that all content remains visible when zooming in, regardless of the direction of navigation.

Finding 61: 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 'Answer 3 questions' feedback form and 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)

Information about success criterion 1.4.11 Non-text Contrast

Finding 62: All findings for this success criterion were found after setting high contrast via the contrast button found in the heading.

Finding 63: 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.

Finding 64: 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.

Finding 65: On page https://www.rsm.nl/search/?q=housing, in the search bar that appears above the search results, there is a light blue (HEX #A1B9ED) button ('X', this is formatted in HTML as a link with role=“button”) that can be used to remove the search result. This button has insufficient contrast with the white background. The contrast ratio is 1.9:1 where it should be at least 3:1.

Finding 66: On page https://www.rsm.nl/positive-change/podcast/ there are several podcasts, for example 'Episode 6: The other side of plastics:...'. The play button is identified by an icon of a green (HEX 87A93A) triangle. Because it has too low a contrast with the white background, it may not be easily visible to some visitors. The contrast ratio is 2.7:1 where it should be at least 3:1.

1.4.13 Content on Hover or Focus (Level AA)

Information about success criterion 1.4.13 Content on Hover or Focus

Finding 67: 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)

Information about success criterion 2.1.1 Keyboard

Finding 68: On the home page, under the heading 'In the spotlight', there is an image in a link to a page where a brochure can be requested. Using the keyboard it is not possible to reach this link. The link element contains tabindex=“-1” so the focus cannot be brought here, and the whole block cannot be reached via the arrow keys either. Since the same link also appears with the corresponding text (e.g., 'Discover how RSM's newest...'), the best way to solve this is to remove the link containing the image.

Finding 69: 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.

Finding 70: In the footer of each page is a button (pink, with an upward pointing triangle) that allows the visitor to jump to the top of the page. Using the keyboard, it is not possible to bring the focus to this button. This makes it difficult for visitors navigating via keyboard to reach the button. Make sure that the focus can be brought to all interactive elements on the page and that they can be controlled via the keyboard. For example, format this element in HTML as a button with the button element, or add the missing functionality in another way.

Finding 71: On page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/, the dialogue screen 'Do you want to enter international business?' can be found. This contains a close button (x) which cannot be reached via the keyboard. Therefore, it is not possible to close this window via the keyboard, which can be a problem because it covers other content on the page. Make sure that the focus can be brought to the close button via the keyboard, and that it can be controlled via the keyboard.

Finding 72: 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.

2.2 Enough Time

2.2.2 Pause, Stop, Hide (Level A)

Information about success criterion 2.2.2 Pause, Stop, Hide

Finding 73: On page https://www.rsm.nl/positive-change/ there is an iframe in which a countdown timer can be seen. In it is a moving image, the numbers keep jumping. For some people, the movement can cause nausea. For people with cognitive impairment, for example, it can be troublesome because they cannot concentrate on the text while reading if moving content is seen on the screen close to the text. No mechanism is available to stop, pause or hide the content. Add a mechanism that allows the user to do that, or remove the content to solve this problem.

2.3 Seizures and Physical Reactions

2.3.1 Three Flashes or Below Threshold (Level A)

Information about success criterion 2.3.1 Three Flashes or Below Threshold

Finding 74: Advice: On page https://www.rsm.nl/about-rsm/ is the video 'History'. This video features images that flash by quickly, for example at time 0.18. Because these flashing images do meet the conditions required for this success criterion, this is not a failure for accessibility. However, because it may cause complaints for some visitors (for example, nausea or dizziness, or inability to understand the information properly), it is better not to have images flash by too quickly.

2.4 Navigable

2.4.2 Page Titled (Level A)

Information about success criterion 2.4.2 Page Titled

Finding 75: Page https://www.rsm.nl/about-rsm/organisation/faculty-council/ has as its page title 'Home'. Since this is not the home page, this page title can cause confusion. For visitors using assistive software such as a screen reader, the page title is the first thing they hear when they arrive at a page, so it is important that it tells them which page it is. Solve this by changing the page title, for example, to 'Faculty Council - RSM'.

Finding 76: Page https://www.rsm.nl/alumni/contact/ has as page title 'Contact'. This does not adequately describe the unique page, because the page specifically contains contact information for alumni and is therefore different from the general contact page of the website. Change the page title, for example to 'Contact Alumni - RSM'.

Finding 77: The PDF document https://www.rsm.nl/fileadmin/Minutes/minutes_253th_FC_meeting__ext_.pdf has a page title in the document properties that begins with the text 'WhatsApp Audio 2024-01-31 at...'. The page title does not adequately describe the content of the document. Also, this title contains a date that does not match the date of the meeting it refers to. Replace the page title with one from which the visitor can infer which document it is about.

Finding 78: The PDF document https://www.rsm.nl/fileadmin/Minutes/Agenda_255th_FC_meeting__ext_.pdf lacks a page title in the document properties. Enter a page title here that describes which document it is about. The same occurs with the PDF document https://www.rsm.nl/fileadmin/Service_departments/Career_centre/Employment_report_2023/MiM_and_PMiM_Employment_Factsheet_2023.pdf.

Finding 79: Advice: Page https://www.rsm.nl/search/?q=housing has 'Search' as its page title. The visitor can tell from this titel which unique page it belongs to, thus meeting this success criterion. It is not obligatory to put the name of the organization in the page title, but it can make it easier to recognize where the page belongs if it does. The subject of the search query can also be added. Complete the page title, for example, to 'Search results for Housing - RSM'. This applies to multiple pages, for example also https://www.rsm.nl/privacy-statement/ and https://www.rsm.nl/404.

2.4.3 Focus Order (Level A)

Information about success criterion 2.4.3 Focus Order

Finding 80: The first time a visitor visits the website, a cookie notice appears, covering some of the content in the page footer. The cookie notice does not get first focus. This impedes the use of the Web site for visitors navigating via keyboard, as they must navigate through the entire page before the cookie notification can be clicked away. Make sure the notification is the first to click away or integrate the notification into the Web page.

Finding 81: On the home page, below the heading is the 'Scroll to the next element' button. Visitors navigating by keyboard encounter this button before the play/pause button found on the video in the heading. This is not a logical sequence. Make sure the focus goes past all the elements in the heading first, and only then to the 'Scroll to the next element' button.

Finding 82: On the home page https://www.rsm.nl/, there is a 'Scroll to the next element' link (visually recognizable as a white button with a pink downward pointing triangle) under the heading that allows the visitor to use the mouse to make the image jump to the next element on the page. Visitors navigating via keyboard cannot use this link to make the focus jump to the next element, instead the image shifts but the focus order remains the same as when not following this link. This can be confusing. After following the link, make sure the focus jumps to the next element, the link that starts with 'Attend our info sessions'. You can also choose to remove the button, since the visitor will arrive at this next element via the keyboard after the heading anyway.

Finding 83: 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'. After going through all items via the keyboard, it is possible to leave this menu via the tab key. Because the menu covers parts of the content on the page, it is then not visible where the focus is. Make sure that the focus can only leave the menu after it has been folded back in.

Finding 84: 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 newest...' 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.

Finding 85: On the right side of the page https://www.rsm.nl/contact/, among others, the 'Feedback' button can be found. When the feedback form is opened via this button, it is difficult for visitors navigating via keyboard to reach the content in the form. It requires navigating backwards (shitf+tab) to select answers to the questions. Adjust the focus order to solve this, so that the focus goes right to the content of the feedback form after pressing the button.

Finding 86: On page 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/, if an input field is left blank or filled in incorrectly and the visitor presses the Next> button, the focus does not go back to the form. The visitor must navigate through the entire page to get to the relevant input field. This can make it difficult to fill out the form correctly and correct errors. Adjust the focus sequence so that it jumps to the first field entered incorrectly, or to the error message, after submitting the form.

Finding 87: On page https://www.rsm.nl/education/mba/international-full-time-mba/, above the 'What do you want to know' heading is a visually hidden link containing an image with alternate text 'Accreditation' logos. Visitors who can see and navigate via keyboard do encounter this link when the focus is on it, but because the link is not visible on the page, they do not know where they are. Solve this by making the link visible on the page, or by removing it from the page. The same occurs in the same place on page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/.

Finding 88: On page https://www.rsm.nl/alumni/international-network/, under 'Find your local Alumni Chapter', there is a map with links to locations. There are zoom buttons next to the map, but they do not gain focus until the visitor has gone through all the links via the tab key. Since these partially overlap as long as the map is viewed in small view, it makes more sense if the focus can be brought to the zoom buttons first.

Finding 89: Advice: On the homepage https://www.rsm.nl/ there is a slider under the heading 'Information for', in this there are several buttons under the slides through which the visitor can navigate to another slide. The buttons that visually look like dashes have the name 'Go to slide 2' for example, the round buttons have the name 'Next slide' for example. When the visitor activates a button using the enter key, the image shifts to the correct slide, but the focus does not jump to it. The visitor navigating by keyboard must navigate backward (shift+tab) to get to the correct slide. This does not work efficiently and it can be difficult to find the right slide. It is not a failure for this succes criterion but it can improve accessibility if this is changed. Therefore the advice is to ensure that the tab key can be used to navigate directly to the correct slide after activating a button. The same occurs in the slider under 'Upcoming events' and 'Discover our latest research'. It also occurs on other pages, for example on page https://www.rsm.nl/404 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.

Finding 90: Advice: On the homepage, below 'In the spotlight' are two blocks containing two links that link to the same page. The first link is on the entire block containing the heading and the second is on the 'Learn more' text. This is redundant. Remove the Learn more link and expand the target area of the remaining link with JavaScript and CSS.

2.4.4 Link Purpose (In Context) (Level A)

Information about success criterion 2.4.4 Link Purpose (In Context)

Finding 91: On (for example) page https://www.rsm.nl/, there is a link to the homepage containing an SVG image with the logo. The link has not been given an accessible name, so assistive software such as a screen reader searches for a name on its own and sometimes reads out the URL. For visitors using this assistive software, it is important that the link purpose becomes clear when the link name is read aloud. Therefore, include it to the link name. This can be done, for example, by adding an alternative text (containing the link purpose in addition to the logo description) to the image. Add role="img" to the svg element, and a title element as the first child element containing the alternative text. See success criteria 1.1.1. and 4.1.2.

Finding 92: The menu button formatted as a link (hamburger menu), which can be seen when the website is viewed on a smaller screen or in zoomed-in version, has no name. Visitors using assistive software such as a screen reader therefore do not know the purpose or function of this link. To solve this, alternative text can be added to the svg images contained in the link, or an aria label can be used, for example. This same problem occurs with the close button that can be seen when the hamburger menu is expanded. It also applies to the search function, which can be identified by an icon with a magnifying glass. See success criteria 1.1.1. and 4.1.2.

Finding 93: 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'.

Finding 94: On the homepage below the heading 'In the spotlight' is a carrousel of two images, that link to the same pages as the text links beside the carrousel. These linked images have no accessible name because the alt-attribute is empty and therefore lack a link purpose.

Finding 95: On page https://www.rsm.nl/search/?q=housing, some search results (for example, 'Student housing at or near RSM - Rotterdam') include an image in a link. The alternative text of the image is 'Thumbnail image', which does not adequately describe the purpose of the link. It also causes multiple links with the same name to appear on the page, while leading to a different link purpose. Several solutions are possible. The alternative text of the image can be modified to derive the link purpose, or the link can be given a descriptive name by other means (e.g. via an aria-label). One can also choose to remove the link at this location and enlarge the clickable area of the first link to this same search result via CSS or Javascript. See success criterion 1.1.1.

Finding 96: On page https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/, visitors can sign up for an information session on June 7. Below the appointment module is the link 'Powered by Eventbrite,' where the word 'eventbrite' consists of an image hidden from assistive software (aria-hidden="true"). The link has been given the text 'Powered by Eventbrite' in a title element, but this is overwritten by the link text 'Made possible by'. As a result, visitors who cannot see do not know what is in the image and where this link leads. Solve this, for example, by giving the image an alternative text by adding it in a title element as the first child element of the svg element. Or add an aria label to the link, for example with the text 'Made possible by Eventbrite'. See success criterion 1.1.1.

Finding 97: On page https://www.rsm.nl/about-rsm/, under the heading 'Partners,' there is a link containing an image. The image has been given the alternative text 'Networking on campus'. This does not describe the link purpose, nor has the link otherwise been named. Complete the alt text with the link purpose. You may also choose to hide the link in this spot, since it leads to the same page as the link next to it, 'View our partners'. See success criterion 1.1.1.

Finding 98: On page https://www.rsm.nl/about-rsm/, under the heading 'RSM Store', there are several blocks containing links to products in the web shop, for example, 'RSM Wireless Earbuds (Headphones)'. Both links in this block do not adequately describe the link purpose. The first one contains an image that has as alternative text 'Two students sitting next to each other with ear buds', this does not describe the link purpose. Also from the link 'Buy here' the visitor using assistive software such as a screen reader cannot tell what the link purpose is. Solve this, for example, by adjusting the formatting of some of the elements in this block. For example, ensure that the text of the 'Buy here' link for assistive software is complemented by the text of the heading, and remove the link that contains the image and hide the image for assistive software if it is decorative. Enlarge the clickable area using CSS or Javascript.

Finding 99: On page https://www.rsm.nl/news/, there is a navigation system below the news items. Visually, the links contained herein are part of this navigation system, but visitors using assistive software such as a screen reader only hear the page number (e.g., '2'). Use for example an aria label saying 'Go to page ...' to solve this. The same occurs on page https://www.rsm.nl/events/.

Finding 100: On page https://www.rsm.nl/positive-change/ there is an iframe that shows a countdown timer. This iframe is in a link that has no name. This makes the link purpose unclear to visitors using assistive software such as a screen reader. Add an accessible name that makes the link purpose clear to solve this. See also succes criterion 4.1.2.

Finding 101: 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.

2.4.6 Headings and Labels (Level AA)

Information about success criterion 2.4.6 Headings and Labels

Finding 102: 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.

Finding 103: 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 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)

Information about success criterion 2.4.7 Focus Visible

Finding 104: 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.

Finding 105: On pages such as https://www.rsm.nl/contact/, the right side of the page has the Feedback button. If the focus is brought here via the keyboard, it is not visible. Therefore, for visitors who can see and navigate via the keyboard, it is not visible where they are on the page. Make sure it is always visible where the focus is, for example, add a focus border. The same applies to the close button (X) that is visible when the feedback form is open.

2.5 Input Modalities

2.5.3 Label in Name (Level A)

Information about success criterion 2.5.3 Label in Name

Finding 106: 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.

3. Understandable

3.1 Readable

3.1.1 Language of Page (Level A)

Information about success criterion 3.1.1 Language of Page

Finding 107: 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.

Finding 108: For the PDF document https://www.rsm.nl/fileadmin/Minutes/Agenda_255th_FC_meeting__ext_.pdf, the language in the document properties is set to Dutch. The text in the document is in English. Because of this, assistive software such as a screen reader cannot read the text with the correct pronunciation. Change the language setting to English. The same applies to the PDF document https://www.rsm.nl/fileadmin/Service_departments/Career_centre/Employment_report_2023/MiM_and_PMiM_Employment_Factsheet_2023.pdf.

3.1.2 Language of Parts (Level AA)

Information about success criterion 3.1.2 Language of Parts

Finding 109: 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.

3.3 Input Assistance

3.3.1 Error Identification (Level A)

Information about success criterion 3.3.1 Error Identification

Finding 110: On page 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/, a message appears under some input fields (e.g., 'Salutation') if it is not filled in or is filled in incorrectly. The text only contains an error suggestion 'This field is required. Please enter a value', but this is not an error identification. A good error message states which error was made where. In addition, it is difficult for visitors using assistive software such as a screen reader to find the message because it comes after the input field. Provide a good error message that is in front of the field or programmatically linked to the field so that it is read out as soon as the focus is brought to the field. A similar problem occurs in the form on page https://www.rsm.nl/about-rsm/work-with-us/programme-manager-msc-programmes-temporary-cover/ that appears when the 'Apply for this vacancy' button is pressed.

Finding 111: The feedback form on page https://www.rsm.nl/404 uses HTML5 field checks only. These error messages are not well supported by all browsers and assistive software. The text of the message may be displayed (depending on the browser setting) in the wrong language. Also, the text size cannot be adjusted, so some people may not be able to read the text. In addition, the message content only contains a suggestion to fix the error and is therefore not complete. Add your own error messages to the form to solve this problem. Make sure these properly describe which error was made in which place.

Finding 112: 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. This is also 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)

Information about success criterion 3.3.2 Labels or Instructions

Finding 113: 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. Place a notice above the form explaining the meaning of the asterisk, or instead of an asterisk add as text that this field is required (as was done for the other input fields that are optional).

Finding 114: On page 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/ there is an asterisk (*) with text above the form. This text does not explain what the asterisks in the form mean, but explains something else. This can be confusing. Solve this, for example, by removing the asterisk with this text, and additionally adding text above the form explaining what the asterisk means with the input fields.

Finding 115: The form 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 contains asterisks (*) next to required fields. Below the form, the meaning is explained. For visitors who cannot see, it is inconvenient that they have to go through the entire form before they can find this explanation. Solve this, for example, by putting the explanation above the form, or use aria-required at the mandatory input fields.

3.3.3 Error Suggestion (Level AA)

Information about success criterion 3.3.3 Error Suggestion

Finding 116: The feedback form on page https://www.rsm.nl/404 uses HTML5 field checks only. These error messages are not supported equally well by all browsers and assistive software. The text of the message may be displayed (depending on the browser setting) in the wrong language. Also, the text size cannot be adjusted, so some people may not be able to read the text. Please add your own notifications to the form to resolve this issue.

Finding 117: On page 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/, a notification appears under some input fields (e.g., 'Salutation') if it is not not filled in or is filled in incorrectly. The text contains an error suggestion 'This field is required. Please enter a value'. Because the message only comes after the input field, it is difficult for visitors using assistive software such as a screen reader to find. Provide a good error message that is either before the field or programmatically linked to the field so that it is read aloud as soon as the focus is brought to the field.

Finding 118: 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'. It is not clear from this which fields are involved. Make sure the error message is placed before the field in question or programmatically linked to the field so that it is read out as soon as the focus is brought to the field.

4. Robust

4.1 Compatible

4.1.2 Name, Role, Value (Level A)

Information about success criterion 4.1.2 Name, Role, Value

Finding 119: On (for example) the homepage https://www.rsm.nl/, there is a link to the homepage, containing an SVG image with the logo. The name of the link cannot be determined by assistive software because it is not added in HTML; however, the element is recognized as a link and read out as such. Assistive software will look for a name itself, and in some cases will read out the URL. For visitors using this assistive software, it is important that the link purpose becomes clear when the link name is read out. Therefore, add it. This can be done, for example, by adding an alternative text (containing the link purpose in addition to the logo description) to the image. Add role="img" to the svg element, and a title element as the first child element containing the alternative text. See success criteria 1.1.1. and 2.4.4.

Finding 120: The menu contains menu items that have the attribute 'aria-expanded="false" on them. This causes assistive software such as a screen reader to read that this contains a collapsed item, suggesting that the item can be expanded. Since this is not the case, this can be confusing. Solve this by removing the aria-expanded attribute.

Finding 121: The heading on each page contains a search function with an input field and a button that can be used to perform the search. This button has no name, so visitors using assistive software such as a screen reader only hear that there is a button here, but cannot infer its function. Add an accessible name, such as 'Search'. The same occurs on page https://www.rsm.nl/news/ and https://www.rsm.nl/events/ with the search button in the search function under the 'Search' heading.

Finding 122: On the homepage https://www.rsm.nl/, the heading contains a video in which a pause/play button can be found. The function of the button is easily recognizable visually, but it is not obvious to visitors who cannot see and use assistive software such as a screen reader. The button is formatted as a link and it does not have an accessible name. As a result, it is read out that there is a link here, and in some cases the URL. Solve this, for example, by formatting this element as a button with the button element, and giving it a name from which the functionality can be derived (pause or play).

Finding 123: The menu button formatted as a link (hamburger menu), which can be seen when the website is viewed on a smaller screen or in a zoomed-in version, has no name. Visitors using assistive software such as a screen reader therefore do not know the function of this element, nor can they infer whether the menu is expanded or collapsed. Solve this, for example, by adding alternative text to the svg images that makes the link purpose clear, or use an aria label. You can also choose to format the element not as a link but as a button, as this makes the function of the element more predictable. A visitor who is read that there is a link here can expect it to lead to another page. Also add the aria-expanded attribute to make it clear whether the menu is expanded or collapsed. This same problem applies to the close button that can be seen when the hamburger menu is unfolded. It also occurs with the search function, which is identified by an icon with a magnifying glass. See success criteria 1.1.1. and 2.4.4.

Finding 124: When a menu item is expanded, several submenu items can be seen. These are formatted as links. Because the aria-expanded="false" attribute is placed on these links, assistive software such as a screen reader reads that these are collapsed elements. Since these are not elements that can be expanded, this is not correct information. Solve this by removing the aria-expanded attribute. A similar problem occurs with the links that can be seen when the link 'Rotterdam School of Management, Erasmus University' is unfolded (this can be seen in the blue bar at the top of the page that appears when scrolled down on the page, or by bringing the focus here via the keyboard). These are prefixed as 'unfolded' by having the aria-expanded="true" attribute on them.

Finding 125: In the footer of each page is a button (pink, with an upward pointing triangle) that allows the visitor to jump up the page. This element is not formatted in HTML as a button (for example, with the button element), and does not have an accessible name. As a result, assistive software such as a screen reader cannot properly interpret the name and role of this element, and it is difficult for visitors using this assistive software to deduce what this element is for. It also lacks functionality such as focusability. Solve this, for example, by formatting the button in HTML with the button element and adding a name that describes the button's function, or otherwise make sure that the button's name and role are clear and it has all the functionality that can be expected with a button.

Finding 126: On the homepage below the heading 'In the spotlight' is a carrousel of two images, that link to the same pages as the text links beside the carrousel. These linked images have no accessible name because the alt-attribute is empty and therefore lack a link purpose.

Finding 127: On page https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/ there is a dialog box (with the link 'Chat with our students'), which has a close button. This is named 'Close popcard' via an aria label. This description may be unclear to some visitors, so they may not know which element they can close with this button. Solve this by changing the text of the aria label, for example to 'Close'.

Finding 128: On page https://www.rsm.nl/positive-change/podcast/ there are several iframes with podcasts, for example, 'Episode 6: The other side of plastics:...'. The iframe has no name. For visitors using assistive software such as a screen reader, it is important that each iframe be given a name from which it can be determined that a podcast is located here. Add a title in a title attribute.

Finding 129: On page https://www.rsm.nl/positive-change/ there is an iframe that shows a countdown timer. This iframe is in a link that has no name. This makes the link purpose unclear to visitors using assistive software such as a screen reader. Add an accessible name that makes the link purpose clear to solve this. See also succes criterion 2.4.4.

Finding 130: Advice: On page 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/, the mandatory input fields have an asterisk (*) next to them. On this asterisk is placed the aria-required=“true” attribute. This is not the right place for this attribute; it should be on the input field. Because this same attribute is also placed on the input field, it is clear to visitors using assistive software such as a screen reader that this is a required field, therefore it is not rejected for accessibility. But to avoid reading out unnecessary information, the aria-required attribute near the asterisk can be removed.

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

• Homepage, video 1:
  https://www.rsm.nl/
• Contact:
  https://www.rsm.nl/contact/
• Search results:
  https://www.rsm.nl/search/?q=housing
• Privacy statement:
  https://www.rsm.nl/privacy-statement/
• 404:
  https://www.rsm.nl/404
• Other language:
  https://www.rsm.nl/nl/education/short-courses/finance-and-accounting/rsm-bedrijfswaardering/
• Form TYPO3 1:
  https://www.rsm.nl/education/master/msc-programmes/brochure-request/
• Form 3 (Apply for this vacancy):
  https://www.rsm.nl/about-rsm/work-with-us/programme-manager-msc-programmes-temporary-cover/
• About:
  https://www.rsm.nl/about-rsm/
• School history:
  https://www.rsm.nl/about-rsm/organisation/school-history/
• Video 2:
  https://www.rsm.nl/positive-change/
• News:
  https://www.rsm.nl/news/
• Events:
  https://www.rsm.nl/events/
• Education-International Full-time MBA:
  https://www.rsm.nl/education/mba/international-full-time-mba/
• Podcasts:
  https://www.rsm.nl/positive-change/podcast/
• Contact Alumni:
  https://www.rsm.nl/alumni/contact/
• Faculty council, PDF pagina:
  https://www.rsm.nl/about-rsm/organisation/faculty-council/
• PDF 1:
  https://www.rsm.nl/fileadmin/Minutes/Agenda_255th_FC_meeting__ext_.pdf
• PDF 2:
  https://www.rsm.nl/fileadmin/Minutes/minutes_253th_FC_meeting__ext_.pdf
• Corporate register tabel:
  https://www.rsm.nl/about-rsm/partners/corporate-register/
• Programme finder:
  https://www.rsm.nl/programme-finder/
• MSc programmes:
  https://www.rsm.nl/education/master/msc-programmes/
• Education-BSc Bedrijfskunde/BA:
  https://www.rsm.nl/education/bachelor/bsc-bedrijfskunde-business-administration-ba/
• PDF 3:
  https://www.rsm.nl/fileadmin/Service_departments/Career_centre/Employment_report_2023/MiM_and_PMiM_Employment_Factsheet_2023.pdf
• Map:
  https://www.rsm.nl/alumni/international-network/
• Form Apply for:
  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/
• MOOCs:
  https://www.rsm.nl/education/open-online-programmes/
• Full-time PhD programme:
  https://www.rsm.nl/faculty-research/full-time-phd-programme/
• Erasmus Centre for Data Analytics:
  https://www.rsm.nl/faculty-research/centres/erasmus-centre-for-data-analytics/

Relied upon techniques

• HTML5
• CSS
• WAI-ARIA
• ECMAScript 5
• DOM
• SVG
• PDF

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.