Study Guide

Objective

After completing 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

Literature:

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

- Morelli, N., de Götzen, A. & Simeone, L. 2021. Service Design Capabilities. Cham, Switzerland. Springer Series in Design and Innovation.

- 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

Teaching methods

Lectures
Individual assignments
Group work
Workshops
Project work
Presentations
Guest speakers
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: 100 h
- Individual assignments: 12 h
- Self- and peer evaluations: 2 h

Content scheduling

The course starts on 26 September 2024 and ends on 29 November 2024.

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

Further information

Itslearning and email.

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 (pre-task, individual task, 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.

Self- and peer assessments affect to the grade, too.

Attendance activity 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. 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.