Recent studies of web-site use indicate that people do not come to the web
for an 'experience' they come for information. Yet, to date, web-sire desig
n has been synonymous with the 'look and feel' of a site overlooking the si
gnificance of a site's information architecture. In this study, we assessed
the effect of the information architecture of an academic web site: how in
formation is categorised, labelled and presented and how navigation and acc
ess are facilitated. Twenty-four participants from six faculties attempted
to answer typical questions often asked within an academic milieu. They wer
e able to find the answers to just over half the questions successfully and
, in subjective assessments, gave the site a failing grade. We address how
the information architecture affected their ability to negotiate the site a
nd, additionally, make recommendations for the key ingredients: information
design, access tools, and navigational aids.