Inquiry learning is applied through the entire course including:
Individual and team assignments
The assessment of one’s own learning
If students have acquired the required competence in previous work tasks, recreational activities or on another course, they can show the competence with a demonstration and progress faster through their studies. More information and instructions for recognising and validating prior learning (RPL) are available at MyNet.
Examples of bibliography that can be used during the course:
Lockwood T. (ed) . 2010. Design thinking : integrating innovation, customer experience and brand value. New York, NY. Allworth Press.
Macintyre M., Parry G. & Angelis J. (ed.). 2011. Service design and delivery Amsterdam : Bis Publishers, New York. Springer.
Oksanen, J. et al. 2012. Experience innovation, Co-creating value with users: VTT Technology 38.
Stickdorn. M. & al (ed). 2017. This is service design doing. Applying service design thinking in the real world. O’Reilly Media. Sebastopol. CA.
Tuulenmäki,A. & Välikangas, L. 2011. The art of rapid, hands-on execution innovation. Strategy & Leadership 2/2011.
Zomerdijk, L. & Voss, C. 2010. Service Design for Experience-Centric Services. Journal of Service Research 13(1) 67–82
Starting level and linkage with other courses
The student has successfully completed the professional studies and has some previous courses in Sales, Service or Marketing.
Assessment criteria - grade 1
The student is somewhat familiar with service design concepts and terminology and has a basic command of the terminology.
The student basic understanding of service design tools and needs support to choose suitable tools for the design challenge.
The student needs help to take part in a service design process on a real-life project.
Assessment criteria - grade 3
The student has a good command of service design concepts and terminology.
The student is familiar with service design tools and is able to choose suitable tools for the design challenge.
The student is able to design, plan and implement a service design process on a real-life project with some guidance.
Assessment criteria - grade 5
The student has a professional command of service design concepts and terminology, and is able to apply them in practice.
The student has a very good command of using different service design tools and is able to justify the choice of suitable tools for the design challenge.
The student is able to independently design, plan and implement a service design process on a real-life project with good results.