Study Guide

Objective

The Student
* is able to plan, organize and develop the studies for meaningful and individual education
* perceives the possibilities that design and service design enables as a holistic and interdisciplinary approach in the context of developing business and society
* develops one's approach to problem solving, innovativeness and creativeness through service design thinking
* practices and shares expertise in teams and networks from different disciplines and cultures
* creates and manages professional networks

Content

Guidance to studies and innovation pedagogy
Introduction to ISP (Individual Study Plan)
Multicultural communication
Definition and concept of Design thinking, Service Design thinking, Leadership, Networks

Materials

Gloppen, J. 2009. Service Design Leadership.
http://www.ep.liu.se/ecp/059/007/ecp09059007.pdf
Design thinking and service design thinking:
Clatworthy, S. 2017. Service design thinking.
Dam, R. & Siang, T. 2018. Design Thinking: Getting Started with Empathy.
Leadership:
Schaltegger, S., Hansen, E.G., & Lüdeke-Freund, F. 2016. Business Models for Sustainability:
Origins, Present Research, and Future Avenues. Organization & Environment, Vol. 29(1) 3–10.
Schaltegger, S., Hansen, E.G., & Lüdeke-Freund, F. 2012. Business Cases for Sustainability
The Role of Business Model Innovation for Corporate Sustainability. International Journal of Innovation and Sustainable Development. 6(2):95–119.
Multicultural communication:
Washington, E.G., Okoro, E.A. & Thomas, O. 2012. Intercultural Communication In Global Business: An Analysis Of Benefits And Challenges , International Business & Economics Research Journal (IBER): Vol 11 No 2
Washington, M.C., Okoro, E. A & Okoro, S.U. 2013. Emotional Intelligence And Cross-Cultural Communication Competence: An Analysis Of Group Dynamics And Interpersonal Relationships In A Diverse Classroom , Journal of International Education Research (JIER): Vol 9 No 3

Teaching methods

Lectures, teamwork, presentations and discussions
Contact days:
Introduction to each theme and different perspectives.
The idea is that the lessons provide the students with a framework in the form of different theories and models.
Group discussions and / or workshops (ideating alone, working further in groups).
In the end of each session the topic is summarized and the lessons learned are taken to the next session by the students.
During the course the student reads at least one article of each topic, see the examination.
At the end a learning café to discuss all the topics.

International connections

Constructivism, reflective, inquiry-based, and experiential learning
Contact days:
Introduction to each theme and different perspectives.
The idea is that the lessons provide the students with a framework in the form of different theories and models.
Group discussions and / or workshops (ideating alone, working further in groups).
In the end of each session the topic is summarized and the lessons learned are taken to the next session by the students.
During the course the student reads at least one article of each topic, see the examination.
At the end a learning cafe is organised to discuss all the topics.

Completion alternatives

According to the principles for credit transfer.

Student workload

Examination:
1. Pre-assignment to be completed in the summer 2019:
Read the following article and make notes on different aspects of leadership, design thinking and service design.
Gloppen, J. 2009. Service Design Leadership.
http://www.ep.liu.se/ecp/059/007/ecp09059007.pdf
Course Assignments
2. Self-assessment of one’s own participation in the lessons during the contact days and workshops..
3. Individual reflection paper, max 5 pages (excluding title page, table of contents, reference list), based on articles. Choose one article of each topic from the literature list. See the separate instructions for reflections.
Aims:
- To cover the different topics and reflect on them in relation to the competences of the course.
- To raise the students’ awareness of how they express themselves, both in writing and speaking.
The reflection paper could be published as an article on UAS’ webpages, in a blog, in Tuas publication Talk or in Novia’s publication series.
Dimensioning:
Work load approximately 135 h:
- Contact sessions ca 30 h
- Distance studies 105 h
Pre-assignment 10 h
Introduction to studies and individual study plan 20 h
Preparing and participating in the lectures and seminars 30 h
Reading articles and writing the reflection paper 70 h
Self-assessment 5 h

Content scheduling

Quidance to studies
Introduction to ISP (Individual Study Plan)
Definition and concepts of Design Thinking, Service Design Thinking, Leadership and Multucultural Communication
August 2019-September.2019

Further information

For more information contact:
Ulla Seppälä-Kavén
ulla.seppala-kaven@turkuamk.fi
Elina Vartama
elina.vartama@novia.fi
Dr. Otieno Mbare
Email: Otieno.Mbare@turkuamk.fi
Tel. +358 40 355 0175
Päivi Katajamäki
paivi.katajamaki@turkuamk.fi
Maria Engberg
maria.engberg@novia.fi

Evaluation scale

H-5

Assessment methods and criteria

Course Assignments:
1. Pre-assignment to be completed in the summer 2019:
Read the following article and make notes on different aspects of leadership, design thinking and service design.
Gloppen, J. 2009. Service Design Leadership.
http://www.ep.liu.se/ecp/059/007/ecp09059007.pdf
2. Self-assessment of one’s own participation in the lessons and workshops during the contact days.
3. Individual reflection paper, max 5 pages (excluding title page, table of contents, reference list), based on articles. Choose one article of each topic from the literature list. See the separate instructions for reflections.
Aims:
- To cover the different topics and reflect on them in relation to the competences of the course.
- To raise the students’ awareness of how they express themselves, both in writing and speaking.
The reflection paper could be published as an article on UAS’ webpages, in a blog, in Tuas publication Talk or in Novia’s publication series.
Criteria for assessment:
1. Active participation in lessons and workshops during the contact days.
2. Publishable reflection paper.

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