Study Guide

Objective

The student knows the different stages of the service design process (research, ideation, planning, testing and implementation) and is able to use appropriate methods to obtain user information at different stages of the process. Student is able to take the user of the services and his / her conscious and unconscious needs as a starting point for development, and he / she is able to take into account the perspectives of the service provider organization and various stakeholders when designing services.
The student is able to implement co-design prosesses of services with users, organization's staff and various stakeholders.
The student understands the importance and potential of design in organizations and society at large.
The student is aware of the importance of visual appearance and digital communication in forming a corporate image and is able to participate in the design and implementation of a clear graphic image for the company at all levels.

Content

Study module includes the following parts:
- Design thinking
- Service design and strategic design

Materials

Reading

DESIGN THINKING:

Brown, T. 2019. Change by design: how design thinking transforms organizations and inspires innovation

VanPatter, GK, Pastor; E.; Jones, P. 2020. Rethinking Design Thinking: Making Sense of the Future That Has Already Arrived

Burnett, B. & Evans, D. 2016. Designing Your Life, How to build a well-lived, joyful life.

Raami, A. 2015. Intuition unleashed: on the application and development of intuition in the creative process.
https://aaltodoc.aalto.fi/handle/123456789/15347

Raami, A. 2020. Intuitio3: Yhteys mahdottomaan ratkaisuun.

Hyppönen, H. 2020. Luomiskertomus: Matkalla luovuuden tulevaisuuteen.

Miettinen, S. (toim.) 2021: Muotoilun avaimet älykkääseen teollisuuteen ja liiketoiminnan ketterään kehittämiseen.

SERVICE DESIGN:

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

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.

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

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

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. https://books.google.fi/books?id=pCVATIpzYfUC&pg=PA44&hl=fi&source=gbs_toc_r&cad=3#v=onepage&q&f=false

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/

Teaching methods

Exercises, project work, reporting and reflections, peer learning.

International connections

Innovation pedagogy

Student workload

The scope of the course is 10 ects, which corresponds to 270h of work input (1 ects = 27h)
Assignments:
-individual exercises and reports
-team exersices
-team project

Content scheduling

Fall semester 2021, Tuesdays and Fridays in 3-4h periods. Possibly teaching also on Wednesday afternoons.

During the course the student will learn design thinking, strategic design and concepts of service design, methods used in service design and the service design process.

The study programme consists of exercises, assignments, a working life related project and active group work.

The student will familiarize to service design and strategic design through literature, web links and assignments. The learned approach is applied in a service design project for a commissioner. The project is implemented as a team work of 2-4 students.

Design Thinking part is executed mainly by reading and peer reflections with the tutoring teacher.

Evaluation scale

H-5

Assessment methods and criteria

The course is evaluated on a scale of 0 - 5.

The grade is influenced by active participation in the tasks and team work, completion of assignments and a project with professionalism, and adherence to the agreed schedule.

Assessment criteria (Individual exercises and reports, team exercises):
- Extent and utilization of information acquisition in working
- Reflection, understanding perspectives and perceiving wholes
- Diversity of ideas and options
- Returning tasks on agreed schedule

Criteria for assessment of a service design project:
- Active participation in carrying out the project
- Extent and utilization of information acquisition in the project
- Versatile and purposeful use of service design methods
- Versatility and usability of ideas and alternatives
- Understanding the service aspect and outlining the parts and whole of the service
- User orientation
- Clarity and comprehensibility of the returned (visual and written) material
- Returning tasks on schedule

In addition to teachers´ assessment, the peer assessment will be taken into consideration.

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. The implementation in assignments and a real life project are poor.
Research, service design, communication and documentation are hardly acceptable.
Moderate participation.

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

Assessment criteria, good (3-4)

Good 3
Understanding of theory and applicability of methods in assignments and a 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 assignments and a 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 assignments and a real-life project.
Outstanding research, innovative service design and excellent communication and documentation.
Very active participation.