Service Design (10 cr)

Evaluation scale

H-5

Schedule

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.

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)"

Intro

This service design course offers participants a multidisciplinary, collaborative, and human-centred approach that prioritizes the human experience. It emphasizes creating services that are not only useful, usable, and desirable but also effective, efficient, and distinctive. By participating in this course, you will gain the competences to address real-world business challenges through the principles and practices of service design.

Materials

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.

Teaching methods and instruction

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)"

Working life connections

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

Exam dates and re-exam possibilities

N/A

Internationality

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.

Completion alternatives

* 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)"

Learning assignments

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] (50%) Service Solution 'Book'
* 3. [in group] (10%) Presentation of the Service Solution
* 4. [individually] (10%) Peer Review Report

The required deliverables for this course align naturally with key milestones in the course implementation schedule.

Assessment methods

* 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.