Study Guide

Objective

After completing the course, the student is able to:

- apply the principles and practices of service design thinking from a business perspective to co-create new values for an organisation and enhance new forms of competitive advantage

- engage an organisation in development work

- utilise and share expertise in teams and networks from different disciplines and cultures

- consider efficiency of alternative service design concepts

- participate in promoting of sustainable, development-oriented policies that support productive activities, entrepreneurship, creativity, and innovation

- participate in developing of effective, accountable, and transparent organisations

Content

- Perspectives and business benefits of service design
- Perspectives of sustainable development in business design
- Leading business innovation and co-development
- Lean Service Creation
- Service design project - adapting theory to a real working life project with a commissioner

Materials

Learning materials and recommended literature

Edvardsson, B., Gustafsson, A., Kristensson, P., Magnusson, P. & Matthing, J. 2006. Involving Customers in New Service Development. Imperial College Press.

Koivisto, M., Säynäjäkangas, J. & Forsberg, S. 2019. Palvelumuotoilun bisneskirja. Alma Talent.

The Lean Service Creation Handbook. The Lean Way to Create. Loveable Services. Better Future. Successful Business. Future-Capable Organisation. 2019. Futurice.
https://futurice.com/lean-service-creation/

Lüftenegger, E., Grefen, P. & Weisleder, C. 2012. The Service Dominant Strategy Canvas: Towards Networked Business Models.
https://www.researchgate.net/publication/278658410_The_Service_Dominant_Strategy_Canvas_Towards_Networked_Business_Models

Moilanen, T., Ojasalo, K., Ritalahti, J. 2022. Methods for Development Work. BoD, Helsinki.

Newbery, P. & Farnham, K. 2013. Experience Design. A Framework for Integrating Brand Experience and Value. Wiley & Sons.

Prahalad, C.K. & Ramaswamy, V. 2004a. Co-creating unique value with customers. In Strategy and Leadership, Vol 32, Iss 3 pp. 4-9.
http://www.emeraldinsight.com/doi/pdfplus/10.1108/10878570410699249

Prahalad, C.K. & Ramaswamy, V. 2004b. Co-creation experiences: The next Practise in Value Creation. In Journal of Interactive marketing, Vol 3, Number 3, 5 – 14.
http://deepblue.lib.umich.edu/bitstream/handle/2027.42/35225/20015_ftp.pdf

Reason, B., Lövlie, L. & Brand Flu, M. 2016. A Practical Guide to Optimizing the Customer Experience. Service Design for Business. Wiley.

Sheppard, B., Sarrazin, H., Kouyoumjian, G. & Dore, F. 2018. The Business Value of Design. Mc Kinsey Quarterly.
https://www.mckinsey.com/business-functions/mckinsey-design/our-insights/the-business-value-of-design#

Stickdorn, M. & Schneider, J. 2011. This is Service Design Thinking. Basics - Tools - Cases. John Wiley & Sons Inc.

Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This is Service Design Doing. O´Reilly Media.

Sundberg, H.K. 2017. Business design. An introduction to Customer-centric Business Development. Gofore Oy. https://gofore.com/wp-content/uploads/business_design_web.pd

Turetken, O. & Grefen, P. 2017. Designing Service-Dominant Business Models.
https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1140&context=ecis2017_rp

Trollbäck & Company. The New Division. (n.d.) The Global Goals Design.
https://www.thenewdivision.world/globalgoals

2030 Agenda for Sustainable Development
https://kestavakehitys.fi/en/agenda2030

Teaching methods

Teaching methods

- The course will be carried out as a development project. The objective is to concentrate on business perspective and apply design thinking and service design approach in the development project, considering sustainability.

- The development target can be approached from different perspectives, e.g. from an economic, market, internal processes or work culture and competence development points of view.

- Group projects are also possible.

Learning methods:
- assignments
- contact and distance learning
- lectures
- exercises in groups
- development project
- presentations
- peer feedback
- active participation and interaction in group work

International connections

The course is based on innovation pedagogy. Peer learning and collaboration with other students are essential to the learning process. The international and interdisciplinary student group enables interaction and knowledge sharing.

Completion alternatives

According to the principles of credit transfer.

Student workload

Work load approximately:
- contact sessions: ca 16 h
- distance studies: ca 120 h

Dimensioning of the student work:

Individual assignments 16 h
Business design project 80 h
Presentations and process portfolio / report 20 h
Peer feedback 4 h

The course will be described in detail on Itslearning platform.

Content scheduling

Pre-assignment published in the ITSlearning environment 23rd of March (Deadline 5th of April).
Contact lessons:
5th and 6th of April at 8.30-12.00
3rd and 4th of May at 8.30-12.00

Deadline for the course assignments 25th of May.


The learning objectives and the content of the course have been updated to following to include perspectives of sustainable development:

After completing the course, the student is able to:
- apply the principles and practices of service design thinking from a business perspective to co-create new values for an organisation and enhance new forms of competitive advantage
- engage an organisation in development work
- utilise and share expertise in teams and networks from different disciplines and cultures
- consider efficiency of alternative service design concepts
- participate in promoting of sustainable, development-oriented policies that support productive activities, entrepreneurship, creativity, and innovation
- participate in developing of effective, accountable, and transparent organisations

Content:
- Perspectives and business benefits of service design
- Perspectives of sustainable development in business design
- Leading business innovation and co-development
- Lean Service Creation
- Service design project - adapting theory to a real working life project with a commissioner or a case study.

Further information

The course is implemented in co-operation with TUAS and Novia UAS.
The contact lessons are at Novia UAS campus at Henrikinkatu 7, Turku.
Itslearning platform

Evaluation scale

H-5

Assessment methods and criteria

1) Project plan.

2) Summary of two articles about business design.

3) A process portfolio or a report which consists of text and visualized perception material and other documents necessary for the reader to be able to understand the process and results.

4) Active participation and interaction in the group work.

5) All the required tasks returned in time.

Assessment criteria for the process portfolio / report:
- Depth of theoretical and analytical approach
- Applying of research and service design methods for business design
- Development of a business / service concept
- Informativeness and visualisation of the process portfolio / report

Lecturers', self and peer evaluation. Scale 0-5.

Assessment criteria, fail (0)

Quantity: the work is not completed and / or,
Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

Sufficient 1
- Theory and methodology are poorly understood and implemented in the project
- Research, business / service design implementation, communication and documentation are hardly acceptable
- Active participation

Satisfactory 2
- Appear to grasp theory and have made a start in showing its applicability in the project
- Research, business / service design implementation, communication and documentation are acceptable
- Active participation

Assessment criteria, good (3-4)

Good 3
- Understanding of theory and applicability of methods in the project, but work could be stronger
- Research, business / service design implementation, communication and documentation are good
- Active participation

Very Good 4
- General understanding of theory and methods, very good implementation in the project
- Reliable research, innovative business / service design implementation and communication and documentation on good level
- Very active participation

Assessment criteria, excellent (5)

Excellent 5
- Mastery of theory and methods, proficiency of implementation of them in the project
- Outstanding research, innovative business / service design implementation and excellent communication and documentation
- Very active participation

Qualifications

-Service Design Methods and Tools course, or corresponding competences.

Objective

After completing the course, the student is able to:
- Lead a service design project and involve different stakeholders in order to create opportunities for service development
- Deepen hers/his insights in co-design in order to facilitate and manage service design processes
- Work in different communicative and interactive situations in multidisciplinary teams

Content

- Analysing an organisation’s services with a commissioner to find out areas in need of development
- Co-design with users, staff members and other stakeholders
- Workshop facilitating methods and tools
- Leading groups
- Service design project - adapting theory to a real working life project with a commissioner.

Materials

Masters theses:

Aromaa, S. 2018. Group Workshops as a Tool in Development of a New, Digital Service – Case Neighbour Food.
https://www.theseus.fi/bitstream/handle/10024/151516/Aromaa_Sanni.pdf?sequence=1&isAllowed=y

Lähteenmäki, S. 2019. Designing a New Generation Online Community for Telia Finland.
https://www.theseus.fi/bitstream/handle/10024/172443/Susanna-Lahteenmaki-Service-Design-Online-Community-Telia-2019.pdf?sequence=2&isAllowed=y

Rainio, I. 2014. Co-created Corporate Story - Creating a Concept for Engaging Staff into Change Implementation. Laurea UAS.
https://www.theseus.fi/handle/10024/82186

Raitanen, N. 2020. Service Designing Co-working Possibilities. Internal Communication in Virtual Expert Teams. Novia UAS.
https://www.theseus.fi/bitstream/handle/10024/339791/Raitanen_Noora.pdf?sequence=2&isAllowed=y

Salmelin, A. 2014. Successful Service Development in the Public Sector: a Case study of a Service Design Project Carried out in Short-Term Care Services in the Town of Turku. Laurea UAS.
https://www.theseus.fi/handle/10024/78590

Course literature and materials:

Curedale, R. 2013. Service Design. 250 Essential Methods. Design Community College Inc.

Holmlid, S., Mattelmäki, T., Visser, F.S & Vaajakallio, K. 2015. Co-creative Practises in Service Innovation. In The Handbook of Service Innovation. (Eds. Agarwal, R., Selen, W., Roos, G. & Green, R). Springer. 545-574.

Innovationtool.fi

Kantojärvi, P. 2012, Fasilitointi luo uutta. Menesty ryhmän vetäjänä. Talentum.

Martin, B. & Hanington, B. 2012. Universal Methods of Design. Rockport.

Naranjo-Bock, C. 2012. Creativity-based Research: The Process of Co-Designing with Users.
https://uxmag.com/articles/creativity-based-research-the-process-of-co-designing-with-users

Sanders, E. & Stappers, P.J. 2008. Co-creation and the New Landscapes of Design.
http://www.tandfonline.com/doi/full/10.1080/15710880701875068

Stickdorn, M. & Schneider, J. 2011. This is Service Design Thinking. Basics - Tools - Cases. John Wiley & Sons Inc.

Teaching methods

- The course will be carried out as a service development project. The objective of the project is to concentrate on co-design with stakeholders.
- The project can be done for current research and development projects at the universities.
- Working with another commissioner is also possible.
- Group work

Learning methods:
- pre-assignment
- contact and distance learning
- lectures
- workshops and exercises in groups
- service development project work for a commissioner (including facilitating a workshop)
- presentations
- peer feedback
- active participation and interaction in group work.

International connections

The whole course is based on innovation pedagogy. The service development project is done in collaboration with a commissioner. Peer learning and collaboration with other students are essential to the learning process. The international and interdisciplinary student group enable interaction and knowledge sharing.

Completion alternatives

According the principles for credit transfer.

Student workload

Work load approximately:
- contact sessions: ca 16 h
- distance studies: ca 120 h

Dimensioning of the student work:
Pre-assignment 8 h
Essay 16 h
Planning of workshop exercises and presentations 8 h
Co-design project 72 h
Process portfolio 16 h

Content scheduling

Pre-assignment published 19 th of January in ITSlearning environment (deadline 8.th of February)
Contact lessons:
9th and 10th of February at 8.30-12.00
8th and 9th of March at 8.30-12.00
Course assignments done by 23rd of March

Further information

The course is implemented in co-operation with TUAS and Novia UAS.
The contact lessons are at Novia UAS campus at Henrikinkatu 7, Turku / Online.

Prerequisities: Competense objectives for Service Design Thinking course (5ects) and Service Design Methods and Tools course (5ects) or corresponding competences obtained.

Evaluation scale

H-5

Assessment methods and criteria

Objects for assessment:

1) Analysis of a master’s thesis

2) Essay of different workshop methods

3) Process and reporting of the project. A description of the process of the project including planning and conducting the workshop(s) in order to develop the service for the commissioner. It includes an analysis of the results and suggestions for further development of the service. It consists of text and visualized perception material and other documents necessary for the reader to be able to understand the process.

4) Active participation and interaction in group work

5) All the required tasks returned in time


Assessment is based on:
- Depth of theoretical and analytical discussion
- Applying of co-design methods for innovative problem solving
- Engagement of stakeholders in the development process
- Informativeness and visualisation of the process portfolio

Scale 0-5.

Assessment criteria, fail (0)

Quantity: the work is not completed and or,
Quality: the minimum content requirements are not met.

Assessment criteria, satisfactory (1-2)

Sufficient 1
Theory and methodology are poorly understood and implemented in real life project.
Co-design, analysis, communication and documentation are hardly acceptable.
Active participation.

Satisfactory 2
Appear to grasp theory and have made a start in showing its applicability in real life project.
Co-design, analysis, communication and documentation are acceptable.
Active participation.

Assessment criteria, good (3-4)

Good 3
Understanding of theory and applicability of methods in real life project, but work could be stronger.
Co-design, analysis, communication and documentation are good.
Active participation.

Very Good 4
General understanding of theory and methods, very good implementation in real life project.
Innovative co-design process, and analysis, communication and documentation on good level.
Very active participation.

Assessment criteria, excellent (5)

Excellent 5
Mastery of theory and methods, proficiency of implementation of them in real-life project.
Innovative co-design process, excellent analysis, and outstanding communication and documentation.
Very active participation.

Qualifications

-Service Design Methods and Tools course, or corresponding competences.

Objective

After completing the course, the student is able to:

- analyse changes in the operating environments and anticipate future developments applying the concepts and methods of futures studies
- evaluate impacts of the changing operating environments on their work, work community and organization, as well on the industry/field at large
- develop one’s competences and expertise in a focused and goal-oriented way in anticipation of the future competence requirements in the work life
- improve and innovate operations and work processes in their work community, taking into account environmental, social and economic sustainability, and using multidisciplinary and multiprofessional futures knowledge.

Content

- Future of work and income
- Future competence needs
- Changing career paths and professional identities
- Future technologies, human–technology interaction
- Sustainable future and ecological reconstruction
- Theories and methods of future studies and foresight
- Importance of foresight for innovations and strategic planning and decision-making

Materials

In the itslearning course platform.

Teaching methods

Studying instructed learning materials, individual written assignments, group work in multidisciplinary groups, reading and discussing in reading groups in your own study programme.

Student workload

Contact days and lectures: 15 h
Online and virtual working individually and in groups: 120 h

Group work and assignments:
• Starting day 28.8.2023: multidisciplinary groups working with SITRA’s megatrend cards.
• Reading groups within each study programme: reading and discussing research articles/papers/reports, creating a visual presentation of the key ideas and publishing it in a discussion forum in the itslearning course platform (tutor teacher evaluates, pass/fail).
• Hackathon 27.11.2023 (a pre-meeting of the hackathon 15.11.2023): multidisciplinary groups work to solve real working-life problems.

Individual work and assignments:
• Orientation assignment: Futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Scenario assignment: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Reflective report on utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).

Content scheduling

The course is compulsory for all Turku UAS Master Students. It will be implemented partly in groups comprised of students across the various study programmes, and partly as team and individual work within each study programme.

There are three contact days (Zoom-meetings: 28.8.2023, 15.11.2023 and 27.11.2023).) common to all students of the various study programmes, and further, there are common study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.

***

THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 35-37)
• Common starting day 28.8. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Orientation assignment: Futures consciousness and attitudes towards future (DL 17.9.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)

***

THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 38-41)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Scenario assignment: imagining alternative professional futures (DL 15.10.)

***

THEME 3: CHANGING WORKING LIFE IN MY FIELD (calendar weeks 42-45)
• Reading groups: reading and discussing research articles in groups that meet virtually or face to face, and creating a visual presentation based on the key ideas of the discussion. Readings are related to the changing work, working environment and competence requirements in the field of the study programme. The visual presentation will be shared in the itslearning course platform (DL 12.11.).

• Tutor teacher organizes the reading groups and compiles the list of readings (or guides students to find relevant research articles and reports).

***

THEME 4: SHAPING MY OWN FUTURE (calendar weeks (viikot 46-49)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Common Hackathon day 27.11. (a pre-meeting of the hackathon 16.11.) for all students of the various study programmes: group working to solve real working-life problems related to sustainable future. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 3.12.).

There are two possible ways to participate in the hackathon: 1) as a commissioner or 2) as a student solving working life problems in a multidisciplinary small group.

• Final assignment: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 10.12.).

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days.

Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.

Qualifications

-

Objective

The aim of these study module is to develop and demonstrate the student's ability to apply research data, and to use selected methods for analysing and solving workplace problems and for development projects. The master's thesis is a development task or applied research study based on the existing theoretical knowledge in the field of expertise and on the empirical data acquired in the target organisation.

After completing the Master's Thesis, the student is able to:
- Combine theoretical frameworks and field work with the contextual needs into a meaningful development project
- Act contributively as a change agent
- Network and communicate with relevant professional communities
- Evaluate critically the sources and methods, select the applicable ones and use them systematically
- Document and report the project status and the final results
- Give a presentation on the development project

Content

The Master's Thesis project will progress as follows:
- Defining the development/research project
- Discussing the project with thesis supervisor and commissioner
- Planning the project, making agreement on commissioning the thesis
- Carrying out the research and development project with relevant approaches and methods
- Presenting the status of the project in thesis seminars
- Writing a maturity test
- Publishing the report

Materials

Relevant literature, materials

Teaching methods

Individual / teamwork, peer assessments = opposing reports

Exam schedules

Seminars:
26. and 27.1.2024 8.30-16.15
22. and 23.3.2024 8.30-16.15
17. and 18.5.2024 8.30-16.15


Thesis workshops:
24.11.2023 13.00–16.15
16.2.2024 13.00–16.15

International connections

Individual / teamwork, self and peer assessments
- discussions
- presentations

Student workload

Master's thesis: the whole process
27h x 30 ects

Content scheduling

Student's own Master's Thesis
At the first stage the thesis objective is discussed with the supervisor, and the research project is identified and defined. The thesis project is presented at the starting seminar.

At the second stage the process continues by gathering information and combining the theoretical framework and pragmatic work. A meaningful development project is based on the requirements of the working life commissions. The student is able to critically evaluate the sources and methods, select the applicable ones and to use them systematically. On the second seminar the student presents the phase of the process. The project will be processed with the seminar participants and the supervisor. The student is able to self-evaluate the process of this stage.

At the third stage the student masters the methods and practices used in the branch to be able to analyse and complete the thesis. The student is able to document the final results and report the project according to good ethical principles. At the final seminar the student is capable to give a presentation as well as to publish the thesis. The main responsibility for completing the thesis lies upon the student.
After the final seminar the thesis is evaluated by the supervisors.

Evaluation scale

H-5

Assessment methods and criteria

Check Messi: Studying - Thesis - Master's Thesis - Thesis Evaluation

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, fail (0)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, satisfactory (1-2)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, good (3-4)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Assessment criteria, excellent (5)

https://tuas365.sharepoint.com/sites/Studying/SitePages/Master%C2%B4s-thesis.aspx#assessment

Objective

After completing the course, the student is able to:
-approach the complex development challenges of organization, economy, and technology by systems thinking
-formulate research problem and research questions for developmental challenges
-search, summarize, and refer to the previous relevant research of the discipline
-apply the methods and tools for acquiring qualitative and quantitative information required in development
-analyse, refine and present the collected information to support decision-making
-evaluate the validity, reliability, and ethics of the information and research
-plan, initiate, and execute the necessary development procedures (thesis project)
-apply the methods and tools on continuous development

Content

-Description of complexity, Cynefin framework
-Technical, social, and economic systems
-Systems analysis and description
-Triangulation
-Knowledge based development: data collection methods
-Knowledge based development: analysing data and presenting knowledge
-Research ethics
-Modelling and developing operations as a system

Materials

Relevant literature: books, articles - own choice
Eriksson, P. & Kovalainen, A. 2008.Qualitative Methods in Business Research. London: SAGE Publications Ltd.

Teaching methods

Individual and group work, peer assessments,
- acquaintance of relevant approaches, research and analysis methods and tools with a help of
scientific publications, seminars etc.: action research, content analysis, interviews, observations, surveys, swot, coding...
- possible collaboration with organizations and companies
- planning of the upcoming thesis

Exam schedules

Assignments instead of exams

International connections

Individual and group / team work, self- and peer-assessments
- individual and group assignments
- discussions
- presentations

Student workload

Qualitative research:
Research and analysis methods and tools
Selected presentations during the contact lessons
Thesis idea: a draft and 2 opposing reports.

Academic writing: a draft

Quantitative statistics and research: analysis methods

Content scheduling

Research methods:
Qualitative and quantitative methods
Academic English
Preparation for the Master’s thesis / Seminars:
Implementation plan:
Content:
- different types of approaches
- research principles
- different research methods
- research and development planning
- data collection - quantitative and or qualitative, mixed; data analysis
- quality issues and ethics in the research, data management, IPR and GDPR
- literature search, evaluation and use of the appropriate research methods for projects and master's thesis

Evaluation scale

H-5

Assessment methods and criteria

Evaluation of the assignments and participation activity
Self and peer assessments

Assessment criteria, fail (0)

No participation to the contact lessons
Quantity: Assignments are not completed to an acceptable level and or not returned assignments - instructions have not been followed
Quality: The minimum learning objectives are not met (look at the course description)

Assessment criteria, satisfactory (1-2)

Participation to the contact lessons
Communication and reflection are acceptable
Appear to grasp theory and have made a start in showing its applicability - assignments partly done according to the instructions

Assessment criteria, good (3-4)

Active participation to the contact lessons
Communication and reflection are good
General understanding of theory and application - assignments done according to the instructions

Assessment criteria, excellent (5)

Very active participation to the contact lessons
Outstanding communication, reflection and application of theory in practice - assignments done according to the instructions and returned on time -by the deadline

Objective

After completing the course, the student is able to:
- Put in practise established, research-based service design methods, especially in order to gain, analyse and utilise customer/user insights
- Use different tools to visualise different stages of the service design process
- Work proactively and creatively and start, manage, validate and analyse a service design project
- Design and offer alternative solutions to service design challenges

Content

- Service design process:
- starting points, definition
- identification of customer's problems and needs
- strategic planning
- engagement, co-design
- design (idea generation, concept design, prototyping)
- service production
- piloting and launching
- evaluation
- Service design methods e.g: probes, observation, service safari, interviews, benchmarking, trend analysis, visualisation, prototyping, validation
- Service design tools e.g: mind map, story board, personas, customer journey map, scenarios, service concept, service blueprint, business model canvas
- Service design project - adapting theory to a real working life project with a commissioner

Materials

Literature:

Clark. T., Pigneur, Y.& Osterwalder, A. 2010. Business model generation: a handbook for visionaries, game changers, and challengers. John Wiley & Sons.

Clark, T., Pigneur, Y. & Osterwalder, A. 2012. Business model you: a one-page method for reinventing your career. John Wiley & Sons.

Curedale, R. 2013. Service Design. 250 essential methods. Design Community College.

Curedale, R. 2016. Experience Maps. Comprehensive step-by-step guide. Design Community College Inc.

GK Van Patter. 2020. Rethinking Design Thinking. Makin Sense of the Future that has already Arrived. Humantific Publishing.

Kimbell, L. 2014. The Service Innovation Handbook. Action-oriented creative thinking toolkit for service organizations. Templates – cases – capabilities. BIS Publishers.

Martin, B. & Hanington, B. 2012. Universal Methods of Design. Rockport Publishers.

Osterwalder, A. 2014. Value proposition design: how to create products and services customers want. John Wiley & Sons.

Polaine, A., Løvlie, L. & Reason, B. 2013. Service design: from insight to implementation. Brooklyn, NY: Rosenfeld Media.

Stickdorn, M., Schneider, J. 2011. This is Service Design Thinking. John Wiley & Sons.

Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This is Service Design Doing. O'Reilly. An excerpt of the book available: https://www.thisisservicedesigndoing.com/

Tuulaniemi, J. 2013. Palvelumuotoilu. Talentum.

Additional links to resources and tools will be published on the learning platform.

Teaching methods

- Lectures and group work
- Service design group project for a commissioner
- Presentations
- Self and peer feedback
- Process portfolio
- Active participation and interaction in group work

Exam schedules

The process portfolio by

Overdue assignments shall be returned by .

International connections

The course is based on innovation pedagogy and constructivism. The student group is international.

Completion alternatives

According to the principles for credit transfer.

Student workload

Work load approximately 135 h:
- contact sessions: ca 24 h
- distance studies: ca 111 h

Group work:
Working on briefs 4h
Project plan 8h
Research and service design project 70h
Process portfolio 20h
Peer feedback 5h
Presentations 4h

Contact sessions:
Friday 14.10.2022 at 8.30-12.00
Saturday 15.10.2022 at 8.30-12.00
Friday 11.11.2022 at 8.30-12.00
Saturday 12.11.2022 at 8.30-12.00
Friday 9.12.2022 at 8.30-12.00
Saturday 10.12.2022 at 8.30-12.00

Content scheduling

13.10,2023 8.30-12.00
14.10.2023 8.30-12.00
3.11. 2023 8.30-16.15
8.12. 2023 8.30-12.00
9.12 2023 8.30-12.00

Start .
Submission of final assignment

Service design process:
- starting points, definition
- identification of customer's problems and needs
- strategic planning
- engagement, co-design
- design (idea generation, concept design, prototyping)
- service production
- piloting and launching
- evaluation

Service design methods e.g:
- probes, observation, service safari, interviews, benchmarking, trend analysis, visualisation, prototyping, validation

Service design tools e.g:
- mind map, story board, personas, customer journey map, scenarios, service concept, service blueprint, business model canvas

Service design group project - adapting theory to a real working life project with a commissioner

Further information

Katajamäki´s and Vartama´s lessons are in Novia´s premises, Henrikinkatu 7, Turku.

Prerequisities: Competense objectives for Service Design Thinking course or corresponding competences obtained.

Evaluation scale

H-5

Assessment methods and criteria

Objects and methods of assessment:
A process portfolio, which describes the progress of the whole process from the brief to the end with different research and service design development stages. It consists of text and visualized perception material and other documents necessary for the reader to be able to understand the process.

Assessment criteria:
- Development process of the ideas to a service concept
- Applying of different service design methods to gain versatile knowledge for the project
- Informativeness and visualisation of the process portfolio and the appendices
- Active participation and interaction in the group work.
- All the required assignments returned in time.

Teachers´ assessment, self and peer assessment, scale 0-5

Assessment criteria, fail (0)

Quantity: the work is not completed and or,
Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

Sufficient 1
Theory and methodology are poorly understood and implemented in real life project
Research, service design, communication and documentation are hardly acceptable
Active participation

Satisfactory 2
Appear to grasp theory and have made a start in showing its applicability in real life project
Research, service design, communication and documentation are acceptable
Active participation

Assessment criteria, good (3-4)

Good 3
Understanding of theory and applicability of methods in real life project, but work could be stronger
Research, service design, communication and documentation are good
Active participation

Very Good 4
General understanding of theory and methods, very good implementation in real life project
Reliable research, innovative service design and communication and documentation on good level
Very active participation

Assessment criteria, excellent (5)

Mastery of theory and methods, proficiency of implementation of them in real-life project
Outstanding research, innovative service design and excellent communication and documentation
Very active participation

Qualifications

Basics in service design thinking adopted

Objective

After completing the course, the student is able to:

- understand and apply the design thinking process as an iterative way of working

- reflect the possibilities that service design thinking enables as a holistic, interdisciplinary, innovative and sustainable approach to service development

- justify the importance of empathy and user-oriented way of thinking

Content

- Approach and applicability of design thinking
- Empathy
- User-orientation
- Innovation
- Service design process models
- Sustainability in service development
- Current topics of service design

Materials

Pre-assignment:

Clatworthy, S. 2017. Service design thinking.
https://www.researchgate.net/publication/322733238_Service_design_thinking

Articles of design thinking and service design thinking:

Beckman, S.L. 2020. To Frame of Reframe: Where Might Design Thinking Research Go Next?
https://escholarship.org/content/qt5zx787h7/qt5zx787h7.pdf

Dam, R. F. & Siang, T. Y. 2018. Design Thinking: Getting Started with Empathy.
https://www.interaction-design.org/literature/article/design-thinking-getting-started-with-empathy

Dam, R. F. & Siang, T. Y. 2021. Five Stages in the Design Thinking Process.
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process

Gloppen, J. 2009. Service Design Leadership.
http://www.ep.liu.se/ecp/059/007/ecp09059007.pdf

Naiman, L. 2019. Design Thinking as a Strategy for Innovation. https://www.creativityatwork.com/design-thinking-strategy-for-innovation/?amp

Plattner, H. (w.y.) An Introduction to Design Thinking PROCESS GUIDE.
http://web.stanford.edu/~mshanks/MichaelShanks/files/509554.pdf

van Reine, P. P. 2017. The Culture of Design Thinking for Innovation.
https://journalsojs3.fe.up.pt/index.php/jim/article/view/2183-0606_005.002_0006/281

Wright, N. 2020. Principles for Designing Sustainable Services.
https://medium.com/wearesnook/principles-for-designing-sustainable-services-bbf3f3948ac2

Literature of design thinking and service design thinking:

Brown, T. 2019. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Harper Business.

Luchs, M.G, Swan, K.S & Griffin, A. (eds). 2016. Design Thinking. New Product Development Essentials from the PDMA. Wiley.

Miettinen, S. 2014. Muotoiluajattelu. Teknova.
Stickdorn, M. & Schneider, J. 2011. This is Service Design Thinking. BIS Publishers.

Stickdorn, M.,& Hormess, M.E. & Lawrence, A. 2018. This Is Service Design Doing: Applying Service Design Thinking in the Real World. O’Reilly Media. USA.

Tuulaniemi, J. 2011, 2013. Palvelumuotoilu. Talentum.

Van Patter, G.K., Pastor, E. & Jones, P. 2020 Rethinking Design Thinking: Making Sense of the Future That Has Already Arrived. Humantific & NextDesign Leadership Network.

Villani, I. 2019. e-book. Transform Customer Experience: How to Achieve Customer Success and Create Exeptional CX

Teaching methods

Working methods:
Lectures, group work and presentations.
Reflective thinking and writing.

Exam schedules

Final assignment (reflection paper) by 22.10.2023.

Overdue assignments shall be returned by 30.11.2023 or 31.12.2023.

International connections

The course is based on innovation pedagogy and constructivism, reflective, inquiry-based, and experiential learning. The student group is international.

Completion alternatives

According to the principles for credit transfer.

Student workload

Workload approximately 135 h:
- Contact sessions ca 20 h
- Distance studies 115 h

Pre-assignment 8 h
Preparing for, participating in and reflecting on the contact sessions and exercises 50 h
Reading articles and writing the reflection paper 75 h
Self-assessment 2 h

Content scheduling

Content of study unit
- Approach and applicability of design thinking
- Empathy
- User-orientation
- Innovation
- Service design process models
- Sustainability in service development
- Current topics of service design

Start 2.9.2023 – Submission of final assignment 22.10.2023

Contact sessions:
Saturday 2.9.23 8.30-12.00
Friday 15.9.23 13.00-16.15
Saturday 16.9.23 8.30-12.00
Friday 29.9.23 8.30-12.00
Saturday 30.9.23 8.30-12.00

Further information

The contact lessons are in Novia´s Campus Åbo, Henrikinkatu 7.

Evaluation scale

H-5

Assessment methods and criteria

Course Assignments:
1. Pre-assignment to be completed during summer 2023:
Read the following article and make notes on different aspects of service design thinking.
Clatworthy, S. 2017. Service design thinking. https://www.researchgate.net/publication/322733238_Service_design_thinking
2. Finishing and returning exercises from group work from the contact sessions.
3. Self-assessment of one’s own participation in the lessons and group work during the contact days.
4. Individual reflection paper, ca 8 -10 pages (excluding title page, table of contents, reference list), based on articles and course materials. Create a title based on the contents.

Aims:
- To raise the students’ awareness of the possibilities of design thinking and service design.
- To reflect on design thinking and service design as a process and way of working.

Criteria for assessment:
1. Active participation in lessons and group work during the contact days.
2. Versatile processing of the topic in the reflection paper:
- understanding and discussion of the topics and the concepts
- reflection of theory to own career and experiences in working life
- reflection of the possibilities of adapting design thinking in own work in the future

Assessment criteria, fail (0)

- Quantity: the work is not completed and or;
- Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

1 Sufficient
- Ability to reflect and communicate are hardly acceptable

2 Satisfactory
-Ability to reflect and communicate are on an acceptable level
-Appears to grasp the theory

Assessment criteria, good (3-4)

3 Good
- Capacity of thinking and ability to communicate are good
- Shows good understanding and reflection of theory

4 Very good
- Capacity of thinking and ability to communicate are very good
- Shows very good understanding of the topics and reflection of theory

Assessment criteria, excellent (5)

5 Excellent
-Mastery of theory and ability to open up one’s insights
-Outstanding thoughts and ability to communicate

Objective

The Student is able to:

- Analyse changing situations and utilise design thinking for the challenges of society

- Implement service design as a strategic tool for sustainable change processes in businesses and society

- Work in an initiative and proactive way for the change

-Involve organisations to adopt sustainable practices

Content

- Adapting design thinking in complex development needs of the changing society in a sustainable way
- Policies for sustainable development
- Life-centered design
- Analysing operations, and planning and developing strategies for an organisation to deal with changing situations
- Service design project - adapting theory to a real working life project with a commissioner

Materials

Buehring, J. & Bishop, P.C. 2020. Foresight and Design: New Support for Strategic Decision Making. She Ji: The Journal of Design, Economics and Innovation. Volume 6, Issue 3, Autumn 2020, pp 408 – 432. https://www.sciencedirect.com/science/article/pii/S2405872620300423

Kehusmaa, K. 2010. Strategiatyö – Organisaation voimanlähde. https://kauppakamaritieto-fi.ezproxy.turkuamk.fi/ammattikirjasto/teos/strategiatyo2010#kohta:Strategiaty((f6)((20)((2013)((20)organisaation((20)voimanl((e4)hde

Kerestegian, S. 2019. Life-centred Design.
https://creativeregion.org/wp-content/uploads/2019/07/Stiven-Kerestegian-on-Life-Centred-Design.pdf

Lucidchart. 2021. Top Frameworks for Strategic Planning. https://www.lucidchart.com/blog/strategic-planning-frameworks

Mager, B. 2020. The Future of Service Design. https://www.academia.edu/44459133/The_Future_of_Service_Design

Owens, J. 2019. 10 Principles of Life-centered Design. How we May Begin to Design for a Future of Inclusivity.
https://medium.com/the-sentient-files/10-principles-of-life-centered-design-3c5f543414f3

Salmela, K. 2020. Strateginen palvelumuotoilu - kohti vaikuttavampaa palvelukehitystä. Laurea UAS. Master’s thesis.
https://www.theseus.fi/bitstream/handle/10024/353899/Salmela_Kim.pdf?sequence=2

Stroh, P. J. 2014. Business strategy: Plan, execute, win! https://ebookcentral.proquest.com/lib/turkuamk-ebooks/reader.action?docID=1651191

Suri, J.F. 2019. The Future is Life-centered. Podcast. https://www.mixed-methods.org/episodes/2019/7/24/the-future-is-symbiotic-jane-fulton-suri-ideo

Trischler, J., & Charles, M. 2019. The application of a service ecosystems lens to public policy analysis and design: exploring the frontiers. Journal of Public Policy & Marketing. Vol. 38(1), 19-35. https://journals.sagepub.com/doi/full/10.1177/0743915618818566

Trollbäck & Company. The New Division. (n.d.) The Global Goals Design.
https://www.thenewdivision.world/globalgoals

Wataya, H. 2020. Designing for Change through Life Centered Approach.
https://www.linkedin.com/pulse/designing-change-through-life-centered-approach-helena-wataya?articleId=6666080714812866560

2030 Agenda for Sustainable Development
https://kestavakehitys.fi/en/agenda2030

Additional links to tools will be published on the learning platform.

Teaching methods

Lectures, and group work.
Strategic service design project work for a commissioner as a group work
Presentations.
Peer feedback.

Exam schedules

Final assignment (Process portfolio and video/oral presentation)
Overdue assignments shall be returned

International connections

The course is based on innovation pedagogy and constructivism. The student group is international.

Completion alternatives

According to the principles for credit transfer.

Student workload

Workload approximately 135 h:
- Contact sessions ca 16 h
- Distance studies ca 119 h

Pre-assignment 4 h
Research and service design project 80 h
Report, and video/oral presentation for the commissioner 35 h

Content scheduling

Content:
Adapting design thinking in complex development needs of the changing society in a sustainable way
Policies for sustainable development
Life-centered design
Analysing operations, and planning and developing strategies for an organisation to deal with changing situations
Service design project - adapting theory to a real working life project with a commissioner

Start October.2023 – Submission of final assignment December 2023

Contact sessions:
Friday 13.10.2023 at 13.00-16.15
Saturday 22.10.2023 at 8.30-12.00
Friday 24.11.2023 at 8.30-12.00
Saturday 25.11.2023 at 8.30-12.00

Further information

Contact lessons lessons are in Novia´s premises, Henrikinkatu 7, Turku.

Prerequisities: Competense objectives for Service Design Thinking course (5ects) and Service Design Methods and Tools course (5ects) and Service Design and Future Challenges course (5ects) or corresponding competences obtained.

The course and the project are a continuation of the previous course Service Design and Future Challenges, with the same commissioner.

The purpose of the study project is to develop strategies and services for the commissioner.

You will work in groups of 3 – 4 persons. Your goal during the course is to create a strategy (vision, mission, values and culture) with service concepts, and finally design a roadmap for cooperation and engagement of stakeholders concerning the strategy.

Evaluation scale

H-5

Assessment methods and criteria

Objects and methods of assessment:

All the assignments returned in time.
Active participation and interaction in the group work
Report of the process and results including service concepts and strategy, and a video presentation for the commissioner.

Assessment criteria of project work:

Analytical approach
Usage of appropriate methods and tools for development
Contents of service concepts and strategy
Informativeness of documentation

Lecturers’, self and peer evaluation

Scale 1 – 5

Assessment criteria, fail (0)

- Quantity: the work is not completed and or;
- Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

Sufficient 1

Theory and methodology are poorly understood and implemented in real life project.
Research, service design, communication and documentation are hardly acceptable.
Active participation.

Satisfactory 2

Appear to grasp theory and have made a start in showing its applicability in real life project.
Research, service design, communication and documentation are acceptable.
Active participation.

Assessment criteria, good (3-4)

Good 3

Understanding of theory and applicability of methods in real life project, but work could be stronger.
Research, service design, communication and documentation are good.
Active participation.

Very Good 4

General understanding of theory and methods, very good implementation in real life project.
Reliable research, innovative service design and communication and documentation on good level.
Very active participation.

Assessment criteria, excellent (5)

Excellent 5

Mastery of theory and methods, proficiency of implementation of them in real-life project.
Outstanding research, innovative service design and excellent communication and documentation.
Very active participation.

Qualifications

-Service Design Methods and Tools course or corresponding competences.

Objective

After completing the course, the student is able to:
- Lead a service design project and involve different stakeholders in order to create opportunities for service development
- Deepen hers/his insights in co-design in order to facilitate and manage service design processes
- Work in different communicative and interactive situations in multidisciplinary teams

Content

- Analysing an organisation’s services with a commissioner to find out areas in need of development
- Co-design with users, staff members and other stakeholders
- Workshop facilitating methods and tools
- Leading groups
- Service design project - adapting theory to a real working life project with a commissioner.

Materials

Masters theses:

Aromaa, S. 2018. Group Workshops as a Tool in Development of a New, Digital Service – Case Neighbour Food.
https://www.theseus.fi/bitstream/handle/10024/151516/Aromaa_Sanni.pdf?sequence=1&isAllowed=y

Lähteenmäki, S. 2019. Designing a New Generation Online Community for Telia Finland.
https://www.theseus.fi/bitstream/handle/10024/172443/Susanna-Lahteenmaki-Service-Design-Online-Community-Telia-2019.pdf?sequence=2&isAllowed=y

Rainio, I. 2014. Co-created Corporate Story - Creating a Concept for Engaging Staff into Change Implementation. Laurea UAS.
https://www.theseus.fi/handle/10024/82186

Raitanen, N. 2020. Service Designing Co-working Possibilities. Internal Communication in Virtual Expert Teams. Novia UAS.
https://www.theseus.fi/bitstream/handle/10024/339791/Raitanen_Noora.pdf?sequence=2&isAllowed=y

Salmelin, A. 2014. Successful Service Development in the Public Sector: a Case study of a Service Design Project Carried out in Short-Term Care Services in the Town of Turku. Laurea UAS.
https://www.theseus.fi/handle/10024/78590

Course literature and materials:

Curedale, R. 2013. Service Design. 250 Essential Methods. Design Community College Inc.

Holmlid, S., Mattelmäki, T., Visser, F.S & Vaajakallio, K. 2015. Co-creative Practises in Service Innovation. In The Handbook of Service Innovation. (Eds. Agarwal, R., Selen, W., Roos, G. & Green, R). Springer. 545-574.

Innovationtool.fi

Kantojärvi, P. 2012, Fasilitointi luo uutta. Menesty ryhmän vetäjänä. Talentum.

Martin, B. & Hanington, B. 2012. Universal Methods of Design. Rockport.

Naranjo-Bock, C. 2012. Creativity-based Research: The Process of Co-Designing with Users.
https://uxmag.com/articles/creativity-based-research-the-process-of-co-designing-with-users

Sanders, E. & Stappers, P.J. 2008. Co-creation and the New Landscapes of Design.
http://www.tandfonline.com/doi/full/10.1080/15710880701875068

Stickdorn, M. & Schneider, J. 2011. This is Service Design Thinking. Basics - Tools - Cases. John Wiley & Sons Inc.

Teaching methods

- The course will be carried out as a service development project. The objective of the project is to concentrate on co-design with stakeholders.
- The project can be done for current research and development projects at the universities.
- Working with another commissioner is also possible.
- Group work

Learning methods:
- pre-assignment
- contact and distance learning
- lectures
- workshops and exercises in groups
- service development project work for a commissioner (including facilitating a workshop)
- presentations
- peer feedback
- active participation and interaction in group work.

International connections

The whole course is based on innovation pedagogy. The service development project is done in collaboration with a commissioner. Peer learning and collaboration with other students are essential to the learning process. The international and interdisciplinary student group enable interaction and knowledge sharing.

Completion alternatives

According the principles for credit transfer.

Student workload

Work load approximately:
- contact sessions: ca 16 h
- distance studies: ca 120 h

Dimensioning of the student work:
Pre-assignment 8 h
Essay 16 h
Planning of workshop exercises and presentations 8 h
Co-design project 72 h
Process portfolio 16 h

Content scheduling

Pre-assignment published 19 th of January in ITSlearning environment (deadline 8.th of February)
Contact lessons:
9th and 10th of February at 8.30-12.00
8th and 9th of March at 8.30-12.00
Course assignments done by 23rd of March

Further information

The course is implemented in co-operation with TUAS and Novia UAS.
The contact lessons are at Novia UAS campus at Henrikinkatu 7, Turku / Online.

Prerequisities: Competense objectives for Service Design Thinking course (5ects) and Service Design Methods and Tools course (5ects) or corresponding competences obtained.

Evaluation scale

H-5

Assessment methods and criteria

Objects for assessment:

1) Analysis of a master’s thesis

2) Essay of different workshop methods

3) Process and reporting of the project. A description of the process of the project including planning and conducting the workshop(s) in order to develop the service for the commissioner. It includes an analysis of the results and suggestions for further development of the service. It consists of text and visualized perception material and other documents necessary for the reader to be able to understand the process.

4) Active participation and interaction in group work

5) All the required tasks returned in time


Assessment is based on:
- Depth of theoretical and analytical discussion
- Applying of co-design methods for innovative problem solving
- Engagement of stakeholders in the development process
- Informativeness and visualisation of the process portfolio

Scale 0-5.

Assessment criteria, fail (0)

Quantity: the work is not completed and or,
Quality: the minimum content requirements are not met.

Assessment criteria, satisfactory (1-2)

Sufficient 1
Theory and methodology are poorly understood and implemented in real life project.
Co-design, analysis, communication and documentation are hardly acceptable.
Active participation.

Satisfactory 2
Appear to grasp theory and have made a start in showing its applicability in real life project.
Co-design, analysis, communication and documentation are acceptable.
Active participation.

Assessment criteria, good (3-4)

Good 3
Understanding of theory and applicability of methods in real life project, but work could be stronger.
Co-design, analysis, communication and documentation are good.
Active participation.

Very Good 4
General understanding of theory and methods, very good implementation in real life project.
Innovative co-design process, and analysis, communication and documentation on good level.
Very active participation.

Assessment criteria, excellent (5)

Excellent 5
Mastery of theory and methods, proficiency of implementation of them in real-life project.
Innovative co-design process, excellent analysis, and outstanding communication and documentation.
Very active participation.

Qualifications

-Service Design Methods and Tools course, or corresponding competences.

Objective

After completing the course, the student is able to:

- apply the principles and practices of service design thinking from a business perspective to co-create new values for an organisation and enhance new forms of competitive advantage

- engage an organisation in development work

- utilise and share expertise in teams and networks from different disciplines and cultures

- consider efficiency of alternative service design concepts

- participate in promoting of sustainable, development-oriented policies that support productive activities, entrepreneurship, creativity, and innovation

- participate in developing of effective, accountable, and transparent organisations

Content

- Perspectives and business benefits of service design
- Perspectives of sustainable development in business design
- Leading business innovation and co-development
- Lean Service Creation
- Service design project - adapting theory to a real working life project with a commissioner

Materials

Learning materials and recommended literature

Edvardsson, B., Gustafsson, A., Kristensson, P., Magnusson, P. & Matthing, J. 2006. Involving Customers in New Service Development. Imperial College Press.

Koivisto, M., Säynäjäkangas, J. & Forsberg, S. 2019. Palvelumuotoilun bisneskirja. Alma Talent.

The Lean Service Creation Handbook. The Lean Way to Create. Loveable Services. Better Future. Successful Business. Future-Capable Organisation. 2019. Futurice.
https://futurice.com/lean-service-creation/

Lüftenegger, E., Grefen, P. & Weisleder, C. 2012. The Service Dominant Strategy Canvas: Towards Networked Business Models.
https://www.researchgate.net/publication/278658410_The_Service_Dominant_Strategy_Canvas_Towards_Networked_Business_Models

Moilanen, T., Ojasalo, K., Ritalahti, J. 2022. Methods for Development Work. BoD, Helsinki.

Newbery, P. & Farnham, K. 2013. Experience Design. A Framework for Integrating Brand Experience and Value. Wiley & Sons.

Prahalad, C.K. & Ramaswamy, V. 2004a. Co-creating unique value with customers. In Strategy and Leadership, Vol 32, Iss 3 pp. 4-9.
http://www.emeraldinsight.com/doi/pdfplus/10.1108/10878570410699249

Prahalad, C.K. & Ramaswamy, V. 2004b. Co-creation experiences: The next Practise in Value Creation. In Journal of Interactive marketing, Vol 3, Number 3, 5 – 14.
http://deepblue.lib.umich.edu/bitstream/handle/2027.42/35225/20015_ftp.pdf

Reason, B., Lövlie, L. & Brand Flu, M. 2016. A Practical Guide to Optimizing the Customer Experience. Service Design for Business. Wiley.

Sheppard, B., Sarrazin, H., Kouyoumjian, G. & Dore, F. 2018. The Business Value of Design. Mc Kinsey Quarterly.
https://www.mckinsey.com/business-functions/mckinsey-design/our-insights/the-business-value-of-design#

Stickdorn, M. & Schneider, J. 2011. This is Service Design Thinking. Basics - Tools - Cases. John Wiley & Sons Inc.

Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This is Service Design Doing. O´Reilly Media.

Sundberg, H.K. 2017. Business design. An introduction to Customer-centric Business Development. Gofore Oy. https://gofore.com/wp-content/uploads/business_design_web.pd

Turetken, O. & Grefen, P. 2017. Designing Service-Dominant Business Models.
https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1140&context=ecis2017_rp

Trollbäck & Company. The New Division. (n.d.) The Global Goals Design.
https://www.thenewdivision.world/globalgoals

2030 Agenda for Sustainable Development
https://kestavakehitys.fi/en/agenda2030

Teaching methods

Teaching methods

- The course will be carried out as a development project. The objective is to concentrate on business perspective and apply design thinking and service design approach in the development project, considering sustainability.

- The development target can be approached from different perspectives, e.g. from an economic, market, internal processes or work culture and competence development points of view.

- Group projects are also possible.

Learning methods:
- assignments
- contact and distance learning
- lectures
- exercises in groups
- development project
- presentations
- peer feedback
- active participation and interaction in group work

International connections

The course is based on innovation pedagogy. Peer learning and collaboration with other students are essential to the learning process. The international and interdisciplinary student group enables interaction and knowledge sharing.

Completion alternatives

According to the principles of credit transfer.

Student workload

Work load approximately:
- contact sessions: ca 16 h
- distance studies: ca 120 h

Dimensioning of the student work:

Individual assignments 16 h
Business design project 80 h
Presentations and process portfolio / report 20 h
Peer feedback 4 h

The course will be described in detail on Itslearning platform.

Content scheduling

Pre-assignment published in the ITSlearning environment 23rd of March (Deadline 5th of April).
Contact lessons:
5th and 6th of April at 8.30-12.00
3rd and 4th of May at 8.30-12.00

Deadline for the course assignments 25th of May.


The learning objectives and the content of the course have been updated to following to include perspectives of sustainable development:

After completing the course, the student is able to:
- apply the principles and practices of service design thinking from a business perspective to co-create new values for an organisation and enhance new forms of competitive advantage
- engage an organisation in development work
- utilise and share expertise in teams and networks from different disciplines and cultures
- consider efficiency of alternative service design concepts
- participate in promoting of sustainable, development-oriented policies that support productive activities, entrepreneurship, creativity, and innovation
- participate in developing of effective, accountable, and transparent organisations

Content:
- Perspectives and business benefits of service design
- Perspectives of sustainable development in business design
- Leading business innovation and co-development
- Lean Service Creation
- Service design project - adapting theory to a real working life project with a commissioner or a case study.

Further information

The course is implemented in co-operation with TUAS and Novia UAS.
The contact lessons are at Novia UAS campus at Henrikinkatu 7, Turku.
Itslearning platform

Evaluation scale

H-5

Assessment methods and criteria

1) Project plan.

2) Summary of two articles about business design.

3) A process portfolio or a report which consists of text and visualized perception material and other documents necessary for the reader to be able to understand the process and results.

4) Active participation and interaction in the group work.

5) All the required tasks returned in time.

Assessment criteria for the process portfolio / report:
- Depth of theoretical and analytical approach
- Applying of research and service design methods for business design
- Development of a business / service concept
- Informativeness and visualisation of the process portfolio / report

Lecturers', self and peer evaluation. Scale 0-5.

Assessment criteria, fail (0)

Quantity: the work is not completed and / or,
Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

Sufficient 1
- Theory and methodology are poorly understood and implemented in the project
- Research, business / service design implementation, communication and documentation are hardly acceptable
- Active participation

Satisfactory 2
- Appear to grasp theory and have made a start in showing its applicability in the project
- Research, business / service design implementation, communication and documentation are acceptable
- Active participation

Assessment criteria, good (3-4)

Good 3
- Understanding of theory and applicability of methods in the project, but work could be stronger
- Research, business / service design implementation, communication and documentation are good
- Active participation

Very Good 4
- General understanding of theory and methods, very good implementation in the project
- Reliable research, innovative business / service design implementation and communication and documentation on good level
- Very active participation

Assessment criteria, excellent (5)

Excellent 5
- Mastery of theory and methods, proficiency of implementation of them in the project
- Outstanding research, innovative business / service design implementation and excellent communication and documentation
- Very active participation

Qualifications

-Service Design Methods and Tools course, or corresponding competences.

Objective

After completing the course, the student is able to:
-approach the complex development challenges of organization, economy, and technology by systems thinking
-formulate research problem and research questions for developmental challenges
-search, summarize, and refer to the previous relevant research of the discipline
-apply the methods and tools for acquiring qualitative and quantitative information required in development
-analyse, refine and present the collected information to support decision-making
-evaluate the validity, reliability, and ethics of the information and research
-plan, initiate, and execute the necessary development procedures (thesis project)
-apply the methods and tools on continuous development

Content

-Description of complexity, Cynefin framework
-Technical, social, and economic systems
-Systems analysis and description
-Triangulation
-Knowledge based development: data collection methods
-Knowledge based development: analysing data and presenting knowledge
-Research ethics
-Modelling and developing operations as a system

Materials

Relevant literature: books, articles - own choice
Eriksson, P. & Kovalainen, A. 2008.Qualitative Methods in Business Research. London: SAGE Publications Ltd.

Teaching methods

Individual and group work, peer assessments,
- acquaintance of relevant approaches, research and analysis methods and tools with a help of
scientific publications, seminars etc.: action research, content analysis, interviews, observations, surveys, swot, coding...
- possible collaboration with organizations and companies
- planning of the upcoming thesis

Exam schedules

Assignments instead of exams

International connections

Individual and group / team work, self- and peer-assessments
- individual and group assignments
- discussions
- presentations

Student workload

Qualitative research:
Research and analysis methods and tools
Selected presentations during the contact lessons
Thesis idea: a draft and 2 opposing reports.

Academic writing: a draft

Quantitative statistics and research: analysis methods

Content scheduling

Research methods:
Qualitative and quantitative methods
Academic English
Preparation for the Master’s thesis / Seminars:
Implementation plan:
Content:
- different types of approaches
- research principles
- different research methods
- research and development planning
- data collection - quantitative and or qualitative, mixed; data analysis
- quality issues and ethics in the research, data management, IPR and GDPR
- literature search, evaluation and use of the appropriate research methods for projects and master's thesis

Evaluation scale

H-5

Assessment methods and criteria

Evaluation of the assignments and participation activity
Self and peer assessments

Assessment criteria, fail (0)

No participation to the contact lessons
Quantity: Assignments are not completed to an acceptable level and or not returned assignments - instructions have not been followed
Quality: The minimum learning objectives are not met (look at the course description)

Assessment criteria, satisfactory (1-2)

Participation to the contact lessons
Communication and reflection are acceptable
Appear to grasp theory and have made a start in showing its applicability - assignments partly done according to the instructions

Assessment criteria, good (3-4)

Active participation to the contact lessons
Communication and reflection are good
General understanding of theory and application - assignments done according to the instructions

Assessment criteria, excellent (5)

Very active participation to the contact lessons
Outstanding communication, reflection and application of theory in practice - assignments done according to the instructions and returned on time -by the deadline

Objective

After completing the course, the student is able to:
- Put in practise established, research-based service design methods, especially in order to gain, analyse and utilise customer/user insights
- Use different tools to visualise different stages of the service design process
- Work proactively and creatively and start, manage, validate and analyse a service design project
- Design and offer alternative solutions to service design challenges

Content

- Service design process:
- starting points, definition
- identification of customer's problems and needs
- strategic planning
- engagement, co-design
- design (idea generation, concept design, prototyping)
- service production
- piloting and launching
- evaluation
- Service design methods e.g: probes, observation, service safari, interviews, benchmarking, trend analysis, visualisation, prototyping, validation
- Service design tools e.g: mind map, story board, personas, customer journey map, scenarios, service concept, service blueprint, business model canvas
- Service design project - adapting theory to a real working life project with a commissioner

Materials

Literature:

Clark. T., Pigneur, Y.& Osterwalder, A. 2010. Business model generation: a handbook for visionaries, game changers, and challengers. John Wiley & Sons.

Clark, T., Pigneur, Y. & Osterwalder, A. 2012. Business model you: a one-page method for reinventing your career. John Wiley & Sons.

Curedale, R. 2013. Service Design. 250 essential methods. Design Community College.

Curedale, R. 2016. Experience Maps. Comprehensive step-by-step guide. Design Community College Inc.

GK Van Patter. 2020. Rethinking Design Thinking. Makin Sense of the Future that has already Arrived. Humantific Publishing.

Kimbell, L. 2014. The Service Innovation Handbook. Action-oriented creative thinking toolkit for service organizations. Templates – cases – capabilities. BIS Publishers.

Martin, B. & Hanington, B. 2012. Universal Methods of Design. Rockport Publishers.

Osterwalder, A. 2014. Value proposition design: how to create products and services customers want. John Wiley & Sons.

Polaine, A., Løvlie, L. & Reason, B. 2013. Service design: from insight to implementation. Brooklyn, NY: Rosenfeld Media.

Stickdorn, M., Schneider, J. 2011. This is Service Design Thinking. John Wiley & Sons.

Stickdorn, M., Hormess, M., Lawrence, A. & Schneider, J. 2018. This is Service Design Doing. O'Reilly. An excerpt of the book available: https://www.thisisservicedesigndoing.com/

Tuulaniemi, J. 2013. Palvelumuotoilu. Talentum.

Additional links to resources and tools will be published on the learning platform.

Teaching methods

- Lectures and group work
- Service design group project for a commissioner
- Presentations
- Self and peer feedback
- Process portfolio
- Active participation and interaction in group work

Exam schedules

The process portfolio by

Overdue assignments shall be returned by .

International connections

The course is based on innovation pedagogy and constructivism. The student group is international.

Completion alternatives

According to the principles for credit transfer.

Student workload

Work load approximately 135 h:
- contact sessions: ca 24 h
- distance studies: ca 111 h

Group work:
Working on briefs 4h
Project plan 8h
Research and service design project 70h
Process portfolio 20h
Peer feedback 5h
Presentations 4h

Contact sessions:
Friday 14.10.2022 at 8.30-12.00
Saturday 15.10.2022 at 8.30-12.00
Friday 11.11.2022 at 8.30-12.00
Saturday 12.11.2022 at 8.30-12.00
Friday 9.12.2022 at 8.30-12.00
Saturday 10.12.2022 at 8.30-12.00

Content scheduling

13.10,2023 8.30-12.00
14.10.2023 8.30-12.00
3.11. 2023 8.30-16.15
8.12. 2023 8.30-12.00
9.12 2023 8.30-12.00

Start .
Submission of final assignment

Service design process:
- starting points, definition
- identification of customer's problems and needs
- strategic planning
- engagement, co-design
- design (idea generation, concept design, prototyping)
- service production
- piloting and launching
- evaluation

Service design methods e.g:
- probes, observation, service safari, interviews, benchmarking, trend analysis, visualisation, prototyping, validation

Service design tools e.g:
- mind map, story board, personas, customer journey map, scenarios, service concept, service blueprint, business model canvas

Service design group project - adapting theory to a real working life project with a commissioner

Further information

Katajamäki´s and Vartama´s lessons are in Novia´s premises, Henrikinkatu 7, Turku.

Prerequisities: Competense objectives for Service Design Thinking course or corresponding competences obtained.

Evaluation scale

H-5

Assessment methods and criteria

Objects and methods of assessment:
A process portfolio, which describes the progress of the whole process from the brief to the end with different research and service design development stages. It consists of text and visualized perception material and other documents necessary for the reader to be able to understand the process.

Assessment criteria:
- Development process of the ideas to a service concept
- Applying of different service design methods to gain versatile knowledge for the project
- Informativeness and visualisation of the process portfolio and the appendices
- Active participation and interaction in the group work.
- All the required assignments returned in time.

Teachers´ assessment, self and peer assessment, scale 0-5

Assessment criteria, fail (0)

Quantity: the work is not completed and or,
Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

Sufficient 1
Theory and methodology are poorly understood and implemented in real life project
Research, service design, communication and documentation are hardly acceptable
Active participation

Satisfactory 2
Appear to grasp theory and have made a start in showing its applicability in real life project
Research, service design, communication and documentation are acceptable
Active participation

Assessment criteria, good (3-4)

Good 3
Understanding of theory and applicability of methods in real life project, but work could be stronger
Research, service design, communication and documentation are good
Active participation

Very Good 4
General understanding of theory and methods, very good implementation in real life project
Reliable research, innovative service design and communication and documentation on good level
Very active participation

Assessment criteria, excellent (5)

Mastery of theory and methods, proficiency of implementation of them in real-life project
Outstanding research, innovative service design and excellent communication and documentation
Very active participation

Qualifications

Basics in service design thinking adopted

Objective

After completing the course, the student is able to:

- understand and apply the design thinking process as an iterative way of working

- reflect the possibilities that service design thinking enables as a holistic, interdisciplinary, innovative and sustainable approach to service development

- justify the importance of empathy and user-oriented way of thinking

Content

- Approach and applicability of design thinking
- Empathy
- User-orientation
- Innovation
- Service design process models
- Sustainability in service development
- Current topics of service design

Materials

Pre-assignment:

Clatworthy, S. 2017. Service design thinking.
https://www.researchgate.net/publication/322733238_Service_design_thinking

Articles of design thinking and service design thinking:

Beckman, S.L. 2020. To Frame of Reframe: Where Might Design Thinking Research Go Next?
https://escholarship.org/content/qt5zx787h7/qt5zx787h7.pdf

Dam, R. F. & Siang, T. Y. 2018. Design Thinking: Getting Started with Empathy.
https://www.interaction-design.org/literature/article/design-thinking-getting-started-with-empathy

Dam, R. F. & Siang, T. Y. 2021. Five Stages in the Design Thinking Process.
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process

Gloppen, J. 2009. Service Design Leadership.
http://www.ep.liu.se/ecp/059/007/ecp09059007.pdf

Naiman, L. 2019. Design Thinking as a Strategy for Innovation. https://www.creativityatwork.com/design-thinking-strategy-for-innovation/?amp

Plattner, H. (w.y.) An Introduction to Design Thinking PROCESS GUIDE.
http://web.stanford.edu/~mshanks/MichaelShanks/files/509554.pdf

van Reine, P. P. 2017. The Culture of Design Thinking for Innovation.
https://journalsojs3.fe.up.pt/index.php/jim/article/view/2183-0606_005.002_0006/281

Wright, N. 2020. Principles for Designing Sustainable Services.
https://medium.com/wearesnook/principles-for-designing-sustainable-services-bbf3f3948ac2

Literature of design thinking and service design thinking:

Brown, T. 2019. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Harper Business.

Luchs, M.G, Swan, K.S & Griffin, A. (eds). 2016. Design Thinking. New Product Development Essentials from the PDMA. Wiley.

Miettinen, S. 2014. Muotoiluajattelu. Teknova.
Stickdorn, M. & Schneider, J. 2011. This is Service Design Thinking. BIS Publishers.

Stickdorn, M.,& Hormess, M.E. & Lawrence, A. 2018. This Is Service Design Doing: Applying Service Design Thinking in the Real World. O’Reilly Media. USA.

Tuulaniemi, J. 2011, 2013. Palvelumuotoilu. Talentum.

Van Patter, G.K., Pastor, E. & Jones, P. 2020 Rethinking Design Thinking: Making Sense of the Future That Has Already Arrived. Humantific & NextDesign Leadership Network.

Villani, I. 2019. e-book. Transform Customer Experience: How to Achieve Customer Success and Create Exeptional CX

Teaching methods

Working methods:
Lectures, group work and presentations.
Reflective thinking and writing.

Exam schedules

Final assignment (reflection paper) by 22.10.2023.

Overdue assignments shall be returned by 30.11.2023 or 31.12.2023.

International connections

The course is based on innovation pedagogy and constructivism, reflective, inquiry-based, and experiential learning. The student group is international.

Completion alternatives

According to the principles for credit transfer.

Student workload

Workload approximately 135 h:
- Contact sessions ca 20 h
- Distance studies 115 h

Pre-assignment 8 h
Preparing for, participating in and reflecting on the contact sessions and exercises 50 h
Reading articles and writing the reflection paper 75 h
Self-assessment 2 h

Content scheduling

Content of study unit
- Approach and applicability of design thinking
- Empathy
- User-orientation
- Innovation
- Service design process models
- Sustainability in service development
- Current topics of service design

Start 2.9.2023 – Submission of final assignment 22.10.2023

Contact sessions:
Saturday 2.9.23 8.30-12.00
Friday 15.9.23 13.00-16.15
Saturday 16.9.23 8.30-12.00
Friday 29.9.23 8.30-12.00
Saturday 30.9.23 8.30-12.00

Further information

The contact lessons are in Novia´s Campus Åbo, Henrikinkatu 7.

Evaluation scale

H-5

Assessment methods and criteria

Course Assignments:
1. Pre-assignment to be completed during summer 2023:
Read the following article and make notes on different aspects of service design thinking.
Clatworthy, S. 2017. Service design thinking. https://www.researchgate.net/publication/322733238_Service_design_thinking
2. Finishing and returning exercises from group work from the contact sessions.
3. Self-assessment of one’s own participation in the lessons and group work during the contact days.
4. Individual reflection paper, ca 8 -10 pages (excluding title page, table of contents, reference list), based on articles and course materials. Create a title based on the contents.

Aims:
- To raise the students’ awareness of the possibilities of design thinking and service design.
- To reflect on design thinking and service design as a process and way of working.

Criteria for assessment:
1. Active participation in lessons and group work during the contact days.
2. Versatile processing of the topic in the reflection paper:
- understanding and discussion of the topics and the concepts
- reflection of theory to own career and experiences in working life
- reflection of the possibilities of adapting design thinking in own work in the future

Assessment criteria, fail (0)

- Quantity: the work is not completed and or;
- Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

1 Sufficient
- Ability to reflect and communicate are hardly acceptable

2 Satisfactory
-Ability to reflect and communicate are on an acceptable level
-Appears to grasp the theory

Assessment criteria, good (3-4)

3 Good
- Capacity of thinking and ability to communicate are good
- Shows good understanding and reflection of theory

4 Very good
- Capacity of thinking and ability to communicate are very good
- Shows very good understanding of the topics and reflection of theory

Assessment criteria, excellent (5)

5 Excellent
-Mastery of theory and ability to open up one’s insights
-Outstanding thoughts and ability to communicate

Objective

The Student is able to:

- Analyse changing situations and utilise design thinking for the challenges of society

- Implement service design as a strategic tool for sustainable change processes in businesses and society

- Work in an initiative and proactive way for the change

-Involve organisations to adopt sustainable practices

Content

- Adapting design thinking in complex development needs of the changing society in a sustainable way
- Policies for sustainable development
- Life-centered design
- Analysing operations, and planning and developing strategies for an organisation to deal with changing situations
- Service design project - adapting theory to a real working life project with a commissioner

Materials

Buehring, J. & Bishop, P.C. 2020. Foresight and Design: New Support for Strategic Decision Making. She Ji: The Journal of Design, Economics and Innovation. Volume 6, Issue 3, Autumn 2020, pp 408 – 432. https://www.sciencedirect.com/science/article/pii/S2405872620300423

Kehusmaa, K. 2010. Strategiatyö – Organisaation voimanlähde. https://kauppakamaritieto-fi.ezproxy.turkuamk.fi/ammattikirjasto/teos/strategiatyo2010#kohta:Strategiaty((f6)((20)((2013)((20)organisaation((20)voimanl((e4)hde

Kerestegian, S. 2019. Life-centred Design.
https://creativeregion.org/wp-content/uploads/2019/07/Stiven-Kerestegian-on-Life-Centred-Design.pdf

Lucidchart. 2021. Top Frameworks for Strategic Planning. https://www.lucidchart.com/blog/strategic-planning-frameworks

Mager, B. 2020. The Future of Service Design. https://www.academia.edu/44459133/The_Future_of_Service_Design

Owens, J. 2019. 10 Principles of Life-centered Design. How we May Begin to Design for a Future of Inclusivity.
https://medium.com/the-sentient-files/10-principles-of-life-centered-design-3c5f543414f3

Salmela, K. 2020. Strateginen palvelumuotoilu - kohti vaikuttavampaa palvelukehitystä. Laurea UAS. Master’s thesis.
https://www.theseus.fi/bitstream/handle/10024/353899/Salmela_Kim.pdf?sequence=2

Stroh, P. J. 2014. Business strategy: Plan, execute, win! https://ebookcentral.proquest.com/lib/turkuamk-ebooks/reader.action?docID=1651191

Suri, J.F. 2019. The Future is Life-centered. Podcast. https://www.mixed-methods.org/episodes/2019/7/24/the-future-is-symbiotic-jane-fulton-suri-ideo

Trischler, J., & Charles, M. 2019. The application of a service ecosystems lens to public policy analysis and design: exploring the frontiers. Journal of Public Policy & Marketing. Vol. 38(1), 19-35. https://journals.sagepub.com/doi/full/10.1177/0743915618818566

Trollbäck & Company. The New Division. (n.d.) The Global Goals Design.
https://www.thenewdivision.world/globalgoals

Wataya, H. 2020. Designing for Change through Life Centered Approach.
https://www.linkedin.com/pulse/designing-change-through-life-centered-approach-helena-wataya?articleId=6666080714812866560

2030 Agenda for Sustainable Development
https://kestavakehitys.fi/en/agenda2030

Additional links to tools will be published on the learning platform.

Teaching methods

Lectures, and group work.
Strategic service design project work for a commissioner as a group work
Presentations.
Peer feedback.

Exam schedules

Final assignment (Process portfolio and video/oral presentation)
Overdue assignments shall be returned

International connections

The course is based on innovation pedagogy and constructivism. The student group is international.

Completion alternatives

According to the principles for credit transfer.

Student workload

Workload approximately 135 h:
- Contact sessions ca 16 h
- Distance studies ca 119 h

Pre-assignment 4 h
Research and service design project 80 h
Report, and video/oral presentation for the commissioner 35 h

Content scheduling

Content:
Adapting design thinking in complex development needs of the changing society in a sustainable way
Policies for sustainable development
Life-centered design
Analysing operations, and planning and developing strategies for an organisation to deal with changing situations
Service design project - adapting theory to a real working life project with a commissioner

Start October.2023 – Submission of final assignment December 2023

Contact sessions:
Friday 13.10.2023 at 13.00-16.15
Saturday 22.10.2023 at 8.30-12.00
Friday 24.11.2023 at 8.30-12.00
Saturday 25.11.2023 at 8.30-12.00

Further information

Contact lessons lessons are in Novia´s premises, Henrikinkatu 7, Turku.

Prerequisities: Competense objectives for Service Design Thinking course (5ects) and Service Design Methods and Tools course (5ects) and Service Design and Future Challenges course (5ects) or corresponding competences obtained.

The course and the project are a continuation of the previous course Service Design and Future Challenges, with the same commissioner.

The purpose of the study project is to develop strategies and services for the commissioner.

You will work in groups of 3 – 4 persons. Your goal during the course is to create a strategy (vision, mission, values and culture) with service concepts, and finally design a roadmap for cooperation and engagement of stakeholders concerning the strategy.

Evaluation scale

H-5

Assessment methods and criteria

Objects and methods of assessment:

All the assignments returned in time.
Active participation and interaction in the group work
Report of the process and results including service concepts and strategy, and a video presentation for the commissioner.

Assessment criteria of project work:

Analytical approach
Usage of appropriate methods and tools for development
Contents of service concepts and strategy
Informativeness of documentation

Lecturers’, self and peer evaluation

Scale 1 – 5

Assessment criteria, fail (0)

- Quantity: the work is not completed and or;
- Quality: the minimum content requirements are not met

Assessment criteria, satisfactory (1-2)

Sufficient 1

Theory and methodology are poorly understood and implemented in real life project.
Research, service design, communication and documentation are hardly acceptable.
Active participation.

Satisfactory 2

Appear to grasp theory and have made a start in showing its applicability in real life project.
Research, service design, communication and documentation are acceptable.
Active participation.

Assessment criteria, good (3-4)

Good 3

Understanding of theory and applicability of methods in real life project, but work could be stronger.
Research, service design, communication and documentation are good.
Active participation.

Very Good 4

General understanding of theory and methods, very good implementation in real life project.
Reliable research, innovative service design and communication and documentation on good level.
Very active participation.

Assessment criteria, excellent (5)

Excellent 5

Mastery of theory and methods, proficiency of implementation of them in real-life project.
Outstanding research, innovative service design and excellent communication and documentation.
Very active participation.

Qualifications

-Service Design Methods and Tools course or corresponding competences.

Objective

After completing the course, the student is able to:

- analyse changes in the operating environments and anticipate future developments applying the concepts and methods of futures studies
- evaluate impacts of the changing operating environments on their work, work community and organization, as well on the industry/field at large
- develop one’s competences and expertise in a focused and goal-oriented way in anticipation of the future competence requirements in the work life
- improve and innovate operations and work processes in their work community, taking into account environmental, social and economic sustainability, and using multidisciplinary and multiprofessional futures knowledge.

Content

- Future of work and income
- Future competence needs
- Changing career paths and professional identities
- Future technologies, human–technology interaction
- Sustainable future and ecological reconstruction
- Theories and methods of future studies and foresight
- Importance of foresight for innovations and strategic planning and decision-making

Materials

In the itslearning course platform.

Teaching methods

Studying instructed learning materials, individual written assignments, group work in multidisciplinary groups, reading and discussing in reading groups in your own study programme.

Student workload

Contact days and lectures: 15 h
Online and virtual working individually and in groups: 120 h

Group work and assignments:
• Starting day 28.8.2023: multidisciplinary groups working with SITRA’s megatrend cards.
• Reading groups within each study programme: reading and discussing research articles/papers/reports, creating a visual presentation of the key ideas and publishing it in a discussion forum in the itslearning course platform (tutor teacher evaluates, pass/fail).
• Hackathon 27.11.2023 (a pre-meeting of the hackathon 15.11.2023): multidisciplinary groups work to solve real working-life problems.

Individual work and assignments:
• Orientation assignment: Futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Scenario assignment: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Reflective report on utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).

Content scheduling

The course is compulsory for all Turku UAS Master Students. It will be implemented partly in groups comprised of students across the various study programmes, and partly as team and individual work within each study programme.

There are three contact days (Zoom-meetings: 28.8.2023, 15.11.2023 and 27.11.2023).) common to all students of the various study programmes, and further, there are common study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.

***

THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 35-37)
• Common starting day 28.8. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Orientation assignment: Futures consciousness and attitudes towards future (DL 17.9.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)

***

THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 38-41)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Scenario assignment: imagining alternative professional futures (DL 15.10.)

***

THEME 3: CHANGING WORKING LIFE IN MY FIELD (calendar weeks 42-45)
• Reading groups: reading and discussing research articles in groups that meet virtually or face to face, and creating a visual presentation based on the key ideas of the discussion. Readings are related to the changing work, working environment and competence requirements in the field of the study programme. The visual presentation will be shared in the itslearning course platform (DL 12.11.).

• Tutor teacher organizes the reading groups and compiles the list of readings (or guides students to find relevant research articles and reports).

***

THEME 4: SHAPING MY OWN FUTURE (calendar weeks (viikot 46-49)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Common Hackathon day 27.11. (a pre-meeting of the hackathon 16.11.) for all students of the various study programmes: group working to solve real working-life problems related to sustainable future. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 3.12.).

There are two possible ways to participate in the hackathon: 1) as a commissioner or 2) as a student solving working life problems in a multidisciplinary small group.

• Final assignment: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 10.12.).

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days.

Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.

Qualifications

-

Objective

The aim of these study module is to develop and demonstrate the student's ability to apply research data, and to use selected methods for analysing and solving workplace problems and for development projects. The master's thesis is a development task or applied research study based on the existing theoretical knowledge in the field of expertise and on the empirical data acquired in the target organisation.

After completing the Master's Thesis, the student is able to:
- Combine theoretical frameworks and field work with the contextual needs into a meaningful development project
- Act contributively as a change agent
- Network and communicate with relevant professional communities
- Evaluate critically the sources and methods, select the applicable ones and use them systematically
- Document and report the project status and the final results
- Give a presentation on the development project

Content

The Master's Thesis project will progress as follows:
- Defining the development/research project
- Discussing the project with thesis supervisor and commissioner
- Planning the project, making agreement on commissioning the thesis
- Carrying out the research and development project with relevant approaches and methods
- Presenting the status of the project in thesis seminars
- Writing a maturity test
- Publishing the report

Materials

Relevant literature, materials

Teaching methods

Individual / teamwork, peer assessments = opposing reports

Exam schedules

Seminars:
26. and 27.1.2024 8.30-16.15
22. and 23.3.2024 8.30-16.15
17. and 18.5.2024 8.30-16.15


Thesis workshops:
24.11.2023 13.00–16.15
16.2.2024 13.00–16.15

International connections

Individual / teamwork, self and peer assessments
- discussions
- presentations

Student workload

Master's thesis: the whole process
27h x 30 ects

Content scheduling

Student's own Master's Thesis
At the first stage the thesis objective is discussed with the supervisor, and the research project is identified and defined. The thesis project is presented at the starting seminar.

At the second stage the process continues by gathering information and combining the theoretical framework and pragmatic work. A meaningful development project is based on the requirements of the working life commissions. The student is able to critically evaluate the sources and methods, select the applicable ones and to use them systematically. On the second seminar the student presents the phase of the process. The project will be processed with the seminar participants and the supervisor. The student is able to self-evaluate the process of this stage.

At the third stage the student masters the methods and practices used in the branch to be able to analyse and complete the thesis. The student is able to document the final results and report the project according to good ethical principles. At the final seminar the student is capable to give a presentation as well as to publish the thesis. The main responsibility for completing the thesis lies upon the student.
After the final seminar the thesis is evaluated by the supervisors.

Evaluation scale

H-5

Assessment methods and criteria

Check Messi: Studying - Thesis - Master's Thesis - Thesis Evaluation

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Assessment criteria, fail (0)

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Assessment criteria, satisfactory (1-2)

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Assessment criteria, good (3-4)

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Assessment criteria, excellent (5)

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