Study Guide

Learning outcomes

The students is be able to:
- explain the principles of service design
- apply service design process into practice
- use service design methods and tools
- develop the facilitation skills required in service design

Teaching methods

Blended learning implementation:

A Canvas learning environment is used to support the implementation. The study unit includes scheduled teaching (3 workshop days) on campus and online guidance. They are not recorded. The study unit includes working individually and in pairs/groups. You will receive feedback for assignments from the teachers, and peer feedback may also be utilised.

The study unit consists of an orientation task (individual task), a 3-day interactive workshop and a course assignment. The course assignment can be either a practical service design project (this can be done in pairs or in a small group) or a literature-based report with a plan to apply service design approach in your thesis.

Learning materials and recommended literature

Books, dissertations and articles on service design, for example:
Buxton, B. 2007. Sketching User Experiences: Getting the Design Right and the Right Design.
Goodwin, K. 2009. Designing for the Digital Age : how to create human-centered products and service. Indianapolis: Wiley.
Gray, D. et al. 2010. Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers.
Greenberg, S. et al. 2012. Sketching User Experiences: The Workbook. Burlington Morgan Kaufmann.
Kaner, S., Lind, L., Toldi, C., Fisk, S. & Berger, D.2014. Facilitator's guide to participatory decision-making. San Francisco, CA: Jossey-Bass, cop. 2014.
Meroni, A. & Sangiorgi, D. (ed.) 2011. Design for Services. Burlington, VT: Gower.
Miettinen, S. & Valtonen, A. (ed.) 2012. Service Design with Theory. Lapland University Press.
Moritz, S. 2005. Service Design, Practical Access to Evolving Field, Köln International School of Design.
Polaine, A., Loevlie, L. and Reason, B. 2013. Service Design – From insight to implementation, Rosenfeld Media, Brooklyn NY.
Reason, B.; Løvlie, L.; Flu, M.B. 2016. Service design for business: a practical guide to optimizing the customer experience.
Schneider, J. & Stickdorn, M. (ed.) This is Service Design Thinking: basics - tools – cases (2010). Amsterdam: BIS Publishers.
Stickdorn, M.; Lawrence, A.; Hormess, M.E.; Schneider, J. 2018. This is service design doing: applying service design thinking in the real world: a practitioner's handbook. First Edition. O'Reilly Media, Inc.

The complete literature list will be provided in canvas. See also https://libguides.laurea.fi/SID

Alternative completion methods of implementation

According to the degree regulations (2024), "Students are entitled to apply for recognition of prior learning regardless of where, when and how the competence has been acquired. ... At Laurea, there are two different procedures for the recognition and accreditation of prior learning: a) accreditation of prior learning (competence acquired in higher education studies at another institution) and b) demonstration of competence (competence acquired in other ways). The recognition and accreditation of prior learning is initiated by the student themselves. The student is responsible for demonstrating and verifying their competence. The student is entitled to guidance for the recognition and accreditation of their competence." Further information in the student intranet.

You may also assess work-based learning as a way to acquire the competence needed. Read more in the student intranet.

Co-operation with working life and/or RDI

The course assignment can be done for an organisation that is chosen by the student.

Important dates

Participation to the 3-day interactive workshop at Laurea Leppävaara campus in mandatory.

Based on the degree regulations (2024), the student accepted for the implementation is required to confirm his/her participation by showing activity at the start of the study in the following way:

In accordance with the degree regulations (2024), those who have been accepted for the study unit must confirm their participation by doing a pre-assignment according to a given deadline. If the student does not confirm participation by acting in this way, their registration for the implementation will be rejected and another student can be taken in his place.

Forms of internationality

International student group and instructor.

Students workload

Workload of the study is measured in a way that to acquire the goal competence of the study, one credit corresponds to an average of 26.7 hours of work done by the student. The actual time needed varies e.g. according to prior competence.

Orientation task
Contact sessions
Reading the literature for the coursework
Doing the coursework and writing a report/making a video

Content and scheduling

Service design process and methods study unit combines nicely the theories and practice of service design. The content is modified based on the students’ prior knowledge and skills and their feedback. During the workshop days many topics are covered, such as service design principles, service design process models, methods and tools, facilitation and how to scale service design. Students can extend their service design competences according to their learning objectives by selecting a more practical or theoretical assignment.

Further information for students

The study unit corresponds to the requirements of Master's level education.

The prerequisite for participation is always that the possible competence prerequisites according to the curriculum (previous study or similar competence) are fulfilled. The student is responsible for taking into account the prerequisite conditions.

The quality of the study unit implementation has been assessed and the self-evaluation report is available for example in Canvas or Teams.

Grading scale

H-5

Evaluation methods and criteria

"Competence assessment is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the assessment criteria listed in the implementation plan for the studies" (Laurea degree regulations 2024).

All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. If Tournitin is used when assignments are checked, the lecturer will inform the students of this.

Evaluation criteria, fail (0)

“Students who have failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. If the student does not pass the assessment despite the opportunity to complete their study attainment, they must complete the study unit in question in full as specified by the teacher.” (Degree regulations 2024.)

Evaluation criteria, satisfactory (1-2)

To achieve grade 1 (satisfactory) the student is able to:

- create a justified knowledge base on the subject using research sources (e.g. non-peer-reviewed scientific texts). (Knowledge base)
- apply the knowledge base to various professional contexts. (Knowledge base)
- pose essential questions about the topic under consideration.(Knowledge base)
- develop well-founded solutions to development problems. (Development)
- act in development tasks. (Development)
- examine issues openly from different perspectives and design functional solutions based on existing knowledge. (Creativity)
- communicate clearly both orally and in writing. (Communication)
- utilise means of communication. (Communication)
- demonstrate organisational skills in their own activities according to schedules. (Working skills, responsibility and independence)
- demonstrate responsibility, independence, and ethics in their actions. (Working skills, responsibility and independence)
- operate in uncertain situations (Working skills, responsibility and independence)
- work with others (Working skills, responsibility and independence)

Evaluation criteria, good (3-4)

To achieve grade 3 (good) the student is able to:

- create an essential knowledge base by analysing both domestic and international scientific sources. (Knowledge base)
- apply the knowledge base to various professional contexts, demonstrating independent thinking. (Knowledge base)
- reflect on critical questions related to the knowledge base.(Knowledge base)
- develop well-founded solutions to research, development, and/or innovation problems using a development process model or method.(Development)
- act as a developer in development tasks requiring complex and new approaches.(Development)
- evaluate issues openly from different perspectives and build something original and functional based on existing knowledge. (Creativity)
- communicate expertly both orally and in writing. (Communication)
- utilise various means of communication effectively. (Communication)
- apply knowledge and skills demonstrating responsibility and independence. (Working skills, responsibility and independence)
- produce solutions that demonstrate responsibility and ethics. (Working skills, responsibility and independence)
- plan and execute work according to schedules. (Working skills, responsibility and independence)
- act independently in situations requiring tolerance to uncertainty. (Working skills, responsibility and independence)
- work constructively in collaboration with others. (Working skills, responsibility and independence)

Evaluation criteria, excellent (5)

To achieve grade 5 (excellent) the student is able to:

- create a coherent knowledge base by utilising both domestic and international sources comprehensively. (Knowledge base)
- critically analyse current and relevant scientific sources. (Knowledge base)
- apply the knowledge base to various professional contexts with critical thinking. (Knowledge base)
- highlight relevant and critical perspectives related to the knowledge base.(Knowledge base)
- develop new, well-founded solutions to complex research, development, and/or innovation problems using an appropriate development process model or method. (Development)
- act as a developer in development tasks that are complex, unpredictable, and/or require new strategic approaches. (Development)
- evaluate issues openly and boldly from multiple perspectives and build new, innovative, and functional viewpoints based on existing knowledge. (Creativity)
- communicate convincingly both orally and in writing, considering the audience. (Communication)
- utilise creative means of communication. (Communication)
- apply knowledge and skills responsibly and independently. (Working skills, responsibility and independence)
- produce solutions that reflect responsibility and ethics.(Working skills, responsibility and independence)
- organise and manage their own activities. (Working skills, responsibility and independence)
- plan and schedule work systematically. (Working skills, responsibility and independence)
- show tolerance for uncertainty and the ability to overcome challenges independently and justifiably. (Working skills, responsibility and independence)
- work constructively and purposefully in collaboration with others. (Working skills, responsibility and independence)