Study Guide

Objective

Having completed the course, the student is able to
- explain the principles of user-centric service design
- describe the process of service design
- use the methods of service design
- carry out a service design project
.

Content

- Principles and processes of service design
- Methods of service design
- User-centric service planning

Materials

Kirjallisuutta:

- 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.E., Lawrence, A., Schneider, J. 2018. This Is Service Design Doing: Applying Service Design Thinking in the Real World. O'Reilly Media. (www.thisisservicedesigndoing.com)

Lecture materials shared by the teacher

Articles

Teaching methods

Lectures
Individual assignments
Group work
Workshops
Project work
Presentations
Portfolio
Self- and peer evaluation

International connections

Innovation pedagogy
Group work
Project work

Student workload

The course is 5 ECTS of which corresponds to 135 working hours.

Division of workload:
Contact lessons: 21 h
Distant studies: 114 h
- Service design project: 86 h
- Individual assignments 1 & 2: 8 h
- Portfolio: 18 h
- Self- and peer evaluations: 2 h

Content scheduling

The course starts on 24 October 2022 and ends on 5 December 2022.

Content of the study unit:
- Service design concept and terminology
- Principles and processes of service design
- Methods and tools of service design

Evaluation scale

H-5

Assessment methods and criteria

The study unit is assessed on scale 0-5.

The following, weighted components affect the grade:
- Individual assignments (1 & 2, portfolio, presentations) 40 %
- Group work (project assignment) 60 %

Returning the assignments on time affects the grade.

Aiming at professional work, the comprehensiveness, and the consideration of customer orientation, is assessed in both individual and group work.

Attendance activity can raise or lower the grade.

Assessment criteria, fail (0)

The student has not returned individual assignments and/or has not been participating to group work.

Assessment criteria, satisfactory (1-2)

The student demonstrates mastery of the minimum skills required to complete the tasks, but there are significant gaps in skills or several tasks remain unreturned. Satisfactory application of theory and methodology. Moderate communication and documentation.

Assessment criteria, good (3-4)

The individual tasks are well done and clearly presented. The student demonstrates a high level of mastery of the skills required to complete the tasks. Almost all assignments are returned on time. Good level of application of theory and methodology. Good communication and documentation.

Assessment criteria, excellent (5)

The individual tasks have several notable merits, taking into account the assessment criteria. All assignments have been returned on time. Excellent application of theory and methodology, as well as communication and documentation.