Service Design - Study guide

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.

The course has no prerequisites.

* 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

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.

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.

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.

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)

This course adopts design thinking and blended learning pedagogical approaches, incorporating a flipped classroom model supported by three primary learning modalities: (1) contact learning, (2) directed learning, and (3) self-directed learning. A portion of the course hours is dedicated to fostering interactions between students and experts, including the facilitator and industry partners. Participants will engage in six interactive contact learning sessions designed to promote active learning. Contact learning sessions are conducted in dynamic and participatory formats, such as World Café, LEGO® SERIOUS PLAY®, experiential prototyping, and other similar interactive methods. Directed learning includes both individual and collaborative activities, such as a service design project undertaken for a real-life company-client, allowing students to apply course concepts to practical scenarios. Self-directed learning is also emphasized, encouraging students to develop independent learning skills and take greater responsibility for defining and achieving their educational objectives. The course leverages Moodle as its virtual learning environment, providing a platform for online engagement, resources, and support.

In short, this course provides:
* 24 hours of online contact teaching/learning
* 110 hours of directed and self-directed learning
* 1 hour of the assessment of one’s own learning

The Moodle platform for the course will be accessible prior to the first session.

Recognition of prior learning (RPL):
If students have acquired the required competencies in previous work tasks, recreational activities or on another course, they can show their competencies 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)"

Riina Iloranta

This course will draw on a fair amount of both conceptual and empirical reading. 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 session is to be expected. Below, participants can find several indicative publications, which serve as 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.

Students will participate in learning project that involve selected Finnish partner organisations.

Pasila Campus

N/A

English

This course fosters the development of an international mindset by incorporating international elements and examples into the learning content. The facilitators use instructional methods that are appropriate for culturally diverse participants. The readings include international resources. The learning activities can also be done in Finnish, and they encourage participants to explore and reflect on 'glocal' issues and perspectives whilst contributing to intercultural competence.

13.01.2025 - 16.05.2025

The course includes five assignments, each graded on a scale of 1 to 5. These assignments are due near the end of the course. * 1. [in group] (30%) SD Process Description & Tools Evaluation * 2. [in group] (40%) Service Solution 'Book' * 3. [in group] (10%) Presentation of the Service Solution * 4. [in group] (10%) Case Study for SDN (Service Design Network) Library * 5. [individually] (10%) Peer Review Report The required deliverables for this course align naturally with key milestones in the course implementation schedule.

02.01.2025 - 10.01.2025

Teaching will be conducted on campus in Pasila. The schedule for the in-person contact days is as follows:
* Session 1: Fri 31.1.2025 (9:00-15:45)
* Session 2: Sat 1.2.2025 (9:00-15:45)
* Session 3: Fri 7.3.2025 (9:00-15:45)
* Session 4: Sat 8.3.2025 (9:00-15:45)
* Session 5: Sat 11.4.2024 (9:00-15:45)
* Session 6: Fri 16.5.2025 (9:00-15:45)

Between the in-person contact days, each service design (SD) team works independently on the assigned tasks. Support and guidance from the teachers are available as needed. If you are unable to attend any of the contact days, it is your responsibility to familiarize yourself with the topics covered. No additional assignments will be provided to compensate for absences, nor will teachers arrange make-up activities. Your absence is a personal responsibility, and it also affects your SD team and, indirectly, the company-client you are collaborating with.

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* Recognition of prior learning (RPL):
If students have acquired the required competencies in previous work tasks, recreational activities or on another course, they can show their competencies 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)"

Mario Passos Ascencao, Vesa Heikkinen, Riina Iloranta

15 - 50

* This course utilizes a combination of formative and summative assessment methods.

The grading scale at Haaga-Helia University of Applied Sciences differs from the ECTS grading scale, as it is not based on proportional distribution. Unlike the ECTS system, which assigns grades based on an expected distribution of outcomes, the Finnish grading system evaluates each student solely on their individual performance. There are no predetermined rules or expectations regarding the proportion of participants who can receive a particular grade in any given course. Grades are awarded independently of how other students perform, ensuring a fair and individualized assessment.

ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation, HOSBUM Degree Programme in Tourism and Hospitality Business

0.00 cr

H-5