Service DesignLaajuus (10 cr)

Learning objectives

By the end of this course, participants will be able to:
* Demonstrate a comprehensive understanding of design thinking and service design principles, terminology, and frameworks.
* Analyse and design service development processes that place the humans at the centre, ensuring services meet human needs.
* Evaluate and improve customer or employee experience through structured, human-centred experience development processes.
* Select and apply appropriate service design tools and methods to identify challenges and create innovative solutions for complex service challenges.
* Integrate creativity and design thinking to generate service innovations that are useful, usable, and desirable.
* Plan and implement prototypes to test service concepts, gaining insights for refinement and validation.
* Create compelling visualizations and narratives to effectively explain and present service concepts that are effective, efficient, and distinctive.
* Formulate and assess profitable and sustainable business models that align with innovative service concepts.
* Collaborate across disciplines to design holistic and impactful services that address diverse business and human needs.

Contents

* Design thinking and service design concepts, terminology, and principles
* Customer-centred service development processes
* Customer-centred experience development processes
* Methods and tools for service design
* Creativity for useful, usable, and desirable service design innovations
* Prototyping service concepts
* Visualising and explaining effective, efficient, and distinctive service concepts
* Development of profitable business models for services

Implementation methods, demonstration and Work&Study

This course uses design thinking and blended learning pedagogical approaches, such as flipped classroom, supported by three main learning forms: (1) contact learning; (2) directed learning; and (3) self-directed Learning. A proportion of the course hours provide the opportunity for contact learning between students and experts (the facilitator and industry partners). Six interactive contact learning sessions are offered to participants. Contact learning takes the form of active and interactive classes (e.g. World Café, LEGO® SERIOUS PLAY®, experiential prototyping and similar interactive learning methods). Forms of directed learning used are individual and team learning activities, such as a service design project for a real-life company-client. Self-directed learning is also an important part of this course, and students are encouraged to develop the ability to learn on their own and thus to take more responsibility for setting the objectives of their study work. This course uses Moodle as the course’s virtual learning environment.

In short, this course provides:
* 48h of contact teaching/learning
* 221h of directed and self-directed learning
* 1h of the assessment of one’s own learning

Recognition of prior learning (RPL):
If students have acquired the required competences in previous work tasks, recreational activities or on another course, they can show their competences via a demonstration. The demonstration must be agreed with the course teacher. More information and instructions for recognising and validating prior learning (RPL) are available at https://www.haaga-helia.fi/en/recognition-learning Look at "Instructions to students (master)"

Learning materials

This course will draw on a fair amount of both conceptual and empirical readings. It requires a high degree of personal study, and participants are expected to find relevant materials, read widely and think critically. A modest amount of reading prior to each day/session is to be expected. Below, participants can find several indicative publications, which serve as the background to the course. Other resources relevant for this course will be available on the course’s Moodle page.
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* Liedtka, J. & Ogilvie, T. 2011. Design for Growth: A Design Thinking Tool Kit for Managers. Columbia University Press. New York.
* Miettinen, S. & Koivisto, M. (Eds) 2009. Designing Services with Innovative Methods: Perspectives on Service Design. Kuopio Academy of Design. Kuopio.
* Miettinen, S. & Valtonen, A. (Eds) 2013. Service Design with Theory. Discussions on Value, Societal Change and Methods. Lapland University Press. Rovaniemi.
* Moritz, S. 2005. Service Design: A Practical Access to an Evolving Field. Köln International School of Design. London.
* Polaine, A., Løvlie, L. & Reason, B. 2013. Service Design: From Insight to Implementation. Rosenfeld Media. Brooklyn.
* Stickdorn, M. & Schneider, J. 2011. This Is Service Design Thinking - Basics, Tools, Cases. BIS Publishers. Amsterdam.
* Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This Is Service Design Doing: Applying Service Design Thinking in the Real World. O'Reilly Media. Sebastopol.

Lähtötaso ja sidonnaisuudet muihin opintojaksoihin

The course has no prerequisites.

Assessment criteria - grade 1

The student can apply the key concepts, terminology related to service design and knows service design principles. They can also use management models and methods in the development and design of services and experiences concepts and can follow service design processes and use tools. Together in an interdisciplinary team the student can research customers, stakeholders, the service provider, trends, contexts and evaluate insights whilst generating ideas to create a new concept or solution. They can synthesize insights and guide strategic direction or alignment.

Assessment criteria - grade 3

In addition to the skills and competences mentioned for Grade 1, the student can apply knowledge, management models and methods in the development and design of services and experience concepts. In addition, they can choose appropriate management models and methods for the development and design of services and experience concepts and can apply service design processes and tools. They can predict new opportunities for service and experience development, and adequately judge ideas for creating a new concept or solution. They can generate innovative and desirable ideas for ‘new’ transformative services or experience concepts, systems or touchpoints and can lead service design projects that solve a ‘real’ service problem or yield an opportunity.

Assessment criteria - grade 5

In addition to the skills and competences mentioned for Grades 1 and 3, the student can comprehensively predict new opportunities regarding the development of services and experiences and can adequately judge ideas to create a new concept or solution. Independently and successfully s/he can lead service design projects that solve a “real” service problem or yield an opportunity and contribute to organisational change of mindset. Develop a profitable business model for a service or experience concept or solution. Independently s/he can solve real-life problems regarding services and generate services real-life opportunities.

Assessment criteria, approved/failed

* 5/A (Excellent)
* 4/B (Very Good)
* 3/C (Good)
* 2/D (Satisfactory)
* 1/E (Sufficient)
* 0/F (Failed)

Further information

When the implementation type of the course is contact, online or blended it is required that the student is present during those teaching hours that are marked in the study schedule. If you are absent more than 25%, your grade will be lowered by one. If you are absent more than 50%, the course is failed.

This course replaces the following courses from the previous curriculum:
- ATB2RQ104 Design Thinking in Tourism (10 ECTS)
- REG3RY003 Service Design and tuotekehitys palveluissa (10 ECTS)