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Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara

Degree:
Liiketalouden ylempi ammattikorkeakoulututkinto

Degree title:
Tradenomi (ylempi AMK)

Credits:
90 ects

Degree Programme in Service Innovation and Design, yamk, S24, Leppävaara
Curriculum code
(HYA224SJ)
Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara
Curriculum code
(HYA223SJ)
Degree Programme in Service Innovation and Design, yamk, S22, Leppävaara
Curriculum code
(HYA222SJ)
Degree Programme in Service Innovation and Design, yamk, S21, Leppävaara
Curriculum code
(HYA221SJ)
Degree Programme in Service Innovation and Design, yamk, S20, Leppävaara
Curriculum code
(HYA220SJ)
Degree Programme in Service Innovation and Design, yamk, S19, Leppävaara
Curriculum code
(HYA219SJ)
Enrollment

22.05.2023 - 28.05.2023

Timing

01.09.2023 - 31.12.2023

Number of ECTS credits allocated

5 op

Virtual proportion

1 op

RDI proportion

3 op

Mode of delivery

80 % Contact teaching, 20 % Distance learning

Unit

Korkeakouluyksikkö D, Leppävaara, liko

Campus

Laurea Leppävaara

Teaching languages
  • English
Seats

20 - 40

Degree programmes
  • Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Teachers
  • Hannu Tikkanen
  • Taneli Heinonen
Groups
  • HYA223SJ
    Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara

Learning outcomes

The student is able to
- use the ethnographic approach in service development
- apply qualitative research methods
- discover unarticulated customer/user needs and envision the opportunities this opens up
- analyse customer/user experiences across all the touch points of an organisation

Teaching methods

Lectures, group work, individual assignments

Learning materials and recommended literature

Portigal, Steve. 2013. Interviewing users. How to uncover compelling insights. Brooklyn, New York, USA: Rosenfeld media.
Madsbjerg, C. & Rasmussen, M.B. 2014. The Moment of Clarity: Using the Human Sciences to Solve Your Toughest Business Problems. Chapters 4-5 p. 75-122.
The literature list is subject to changes and will be published in more detail in Canvas.

Co-operation with working life and/or RDI

Project work for the case company

Forms of internationality

International student group

Students workload

5 ects = appr. 135 hours
Contact sessions
Reading
Project work

Content and scheduling

In this study unit there are three contact sessions, pre-assignment and a course assignment which consists of several steps: interviews, observation, analysis, crafting of insights, giving a presentation, reporting and reflecting your learnings. The work is done individually and in small groups.

Grading scale

H-5

Evaluation methods and criteria

Assessment criteria for master level study units.
The assessment is based on
- Pre-assignment, pass/fail
- Course assignment, 1-5 (30%)
- Student's individual work and learning diary, 1-5 (70%)

Evaluation criteria, satisfactory (1-2)

Grade 1 - Student is able
Knowledge base: To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving: To solve problems in research, development and/or innovation activities.
Development: To recognise and analyse focuses of development making use of the knowledge base.
Communication: To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

Grade 3 - Student is able
Knowledge base: To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving: To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development: To create target-oriented, justified development plans considering the community.
Communication: To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

Student is able
Knowledge base: To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.
Problem solving: To solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields.
Development: To develop the activities of the competence area in a target-oriented and communal fashion.
Communication: To communicate convincingly both orally and in writing to audiences within and exterior to the field.

Enrollment

22.05.2023 - 28.05.2023

Timing

21.08.2023 - 31.10.2023

Number of ECTS credits allocated

5 op

Virtual proportion

2 op

Mode of delivery

60 % Contact teaching, 40 % Distance learning

Unit

Korkeakouluyksikkö D, Leppävaara, liko

Campus

Laurea Leppävaara

Teaching languages
  • English
Seats

20 - 35

Degree programmes
  • Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Teachers
  • Virpi Kaartti
Groups
  • HYA223SJ
    Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara

Learning outcomes

The student is able to
- classify the principles of design thinking
- apply design thinking approach and basic tools in innovation processes
- develop the skills required in creative thinking

Teaching methods

Lectures, hands-on workshop, group work, assignment in pairs, individual assignment

Learning materials and recommended literature

Brown, Tim 2009. Change by design: how design thinking can transform organizations and inspire innovation. New York: HarperCollins Publishers.
Creating desired futures: how design thinking innovates business 2010. Edited by Shamiyeh, Michael. Basel: Birkhäuser.
Cross, Nigel 2011. Design thinking: understanding how designers think and work. Oxford: Berg Publishers.
Kelley, David and Kelley, Tom (2013) Creative Confidence: Unleashing the Creative Potential Within Us All. Crown Business. (http://www.creativeconfidence.com/)
Design thinking: integrating innovation, customer experience and brand value 2010. Edited by Lockwood, Thomas. New York: Allworth Press.
Liedtka, Jeanne & Ogilvie, Tim 2011. Designing for growth: a design thinking tool kit for managers, New York: Columbia University Press.
Meinel, Christoph 2011. Design Thinking: understand - improve – apply. Dordrecht: Springer.
Michlewski, Kamil 2015. Design Attitude. Farnham, Surrey: Gower.
Mootee, Idris (2013) Design Thinking for Strategic Innovation: What They Can't Teach You at Business or Design School. Wiley.
Sangiorgi, D. & Prendiville, A. 2017. Designing for service. Key issues and new directions. Bloomsbury.

The final literature list will be published in Canvas e-learning environment.

Forms of internationality

International student group and instructor

Students workload

5 ects credits = 135 hours (1 credit = 27 hours of work)
Contact sessions
Reading the literature for the pre-assignment and the coursework
Writing the coursework (a blog post)

Further information for students

The instructor of the course during the contact sessions is Daniela Marzavan.

It is compulsory to attend the contact sessions.

This course is for the master degree students only.

Grading scale

H-5

Evaluation methods and criteria

Passing the Design Thinking study unit requires:
1) Presence and constructive activity on the contact days AND 2) pre-assignment and coursework

Enrollment

27.11.2023 - 03.12.2023

Timing

01.01.2024 - 09.06.2024

Number of ECTS credits allocated

5 op

Mode of delivery

Contact teaching

Unit

Korkeakouluyksikkö D, Leppävaara, liko

Campus

Laurea Leppävaara

Teaching languages
  • English
Seats

20 - 35

Degree programmes
  • Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Teachers
  • Virpi Kaartti
  • Minna Koskelo
Groups
  • HYA223SJ
    Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara

Learning outcomes

The student is able to
- explain the principles of futures thinking
- use foresight methods and practices in service innovation

Teaching methods

Lectures, group work, individual work

A Canvas learning environment is used to support the implementation.

Learning materials and recommended literature

The literature list will be provided in Cavas.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Important dates

Participation to the contact days is mandatory.

Forms of internationality

International student group

Students workload

5 ects credits = 135 hours (1 credit = 27 hours of work)

Further information for students

This course is only for the students who make their master's degree in service innovation and design. We are not able to take any other students to the course.

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

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula and the evaluation criteria provided in the study unit’s implementation plan” (Laurea degree regulations).

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 Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Evaluation criteria, fail (0)

“Students who has 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. A failed exam or other study attainment can be retaken twice." (Laurea degree regulations.)

Evaluation criteria, satisfactory (1-2)

To achieve grade 1 (satisfactory) the student must be able to:
- gather, process, produce and evaluate information widely. (Knowledge base)
- use concepts of the area of expertise systematically. (Knowledge base)
- solve problems in research, development and/or innovation activities. (Problem solving)
- recognise and analyse focuses of development making use of the knowledge base. (Development)
- communicate clearly both orally and in writing. (Communication)

Evaluation criteria, good (3-4)

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

- gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. (Knowledge base)
- use concepts of the area of expertise fairly. (Knowledge base)
- solve problems in research, development and/or innovation activities by applying and combining information from different fields. (Problem solving)
- create target-oriented, justified development plans considering the community. (Development)
- communicate in a competent, clear and consistent manner both orally and in writing. (Communication)

Evaluation criteria, excellent (5)

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

- create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. (Knowledge base)
- solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields. (Problem solving)
- develop the activities of the competence area in a target-oriented and communal fashion. (Development)
- communicate convincingly both orally and in writing to audiences within and exterior to the field. (Communication)

Enrollment

22.05.2023 - 28.05.2023

Timing

01.01.2024 - 31.07.2025

Number of ECTS credits allocated

30 op

RDI proportion

30 op

Mode of delivery

Contact teaching

Unit

Korkeakouluyksikkö D, Leppävaara, liko

Campus

Laurea Leppävaara

Teaching languages
  • English
Seats

20 - 40

Degree programmes
  • Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Teachers
  • YAMK Virtuaali
  • Virpi Kaartti
  • Päivi Tossavainen
  • Kaisa Airo
  • Jukka Ojasalo
  • Tarja Chydenius
  • Anna Salmi
Teacher in charge

Virpi Kaartti

Groups
  • HYA223SJ
    Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara

Learning outcomes

The student is able to
- plan, carry out and evaluate a service development project within a given timeframe by applying appropriate methods
- manage and transform work contexts that are complex, unpredictable and require new strategic approaches
- identify and formulate problems and solutions critically, independently and creatively
- use the specialised problem solving skills required in research and innovation in order to develop new procedures and knowledge and to integrate knowledge from different fields
- take responsibility for contributing to professional practice and knowledge
- carry out and manage project tasks, take initiatives, adopt a developmental approach to work and initiate and implement change processes

Teaching methods

Thesis workshops
Supervision in small groups
Individual supervision

A Canvas learning environment is used to support the implementation.

The thesis process progresses as a collaboration between the student, its commissioner and the supervisors. Students’ work is guided through workshops and personal tutoring.

Learning materials and recommended literature

See https://libguides.laurea.fi/SID

Co-operation with working life and/or RDI

Thesis commissioner
Stakeholders of students R&D projects

Forms of internationality

International student group

Students workload

The extent of the master thesis is 30 ects. One credit equals approximately 26.7 hours of work performed by the student.

Content and scheduling

The aim of the Master’s thesis is to develop the students’ ability to carry out a demanding research and development project independently. The aim is to allow students to deepen their ability to apply theories in practice, their analytical skills, their project management and R&D competence and their social skills. According to the Government Degree (423/2005), the aim of the Master’s thesis is to develop and demonstrate students’ ability to apply research data, to use selected methods for analyzing and solving work life problems and to carry out demanding specialist tasks independently.

Grading scale

H-5

Evaluation methods and criteria

Thesis evaluation criteria

The quality requirements of the University of Applied Sciences Master’s degree thesis comply with the National Qualifications Framework (NQF) and the European Qualifications Framework (EQF). The thesis is evaluated from the perspective of three dimensions: workplace development, research-orientated approach, as well as independence and creativity:

Workplace development:
- workplace orientation
- cooperation with workplaces
- management of the development process and methods
- applicability of the results to workplaces

Research orientated approach:
- research-orientated settings
- knowledge basis of the thesis
- application of research methods
- reporting

Independence and creativity:
- independence and responsibility of the thesis process
- creativity and problem-solving preparedness
- independent thinking
- innovative or expanded transferability of the thesis results (Table 1).

The thesis is evaluated by the supervisor and another teacher. A workplace representative may also assess the applicability of the thesis. The student receives a written opinion on their thesis, prepared jointly by the teachers who evaluated the thesis.

Enrollment

27.11.2023 - 03.12.2023

Timing

01.01.2024 - 31.07.2024

Number of ECTS credits allocated

5 op

Mode of delivery

Contact teaching

Unit

Korkeakouluyksikkö D, Leppävaara, liko

Campus

Laurea Leppävaara

Teaching languages
  • English
Seats

20 - 40

Degree programmes
  • Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Teachers
  • Otto Mäkelä
Groups
  • HYA223SJ
    Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara

Learning outcomes

The student is able to
- develop service logic into a business model
- develop and model innovative service systems, concepts and processes

Teaching methods

A9301 New Service Development and Innovative Business Models, 5 ects
Contact days are at Leppävaara campus: 12.1., 8.3. & 3.5.2024 at 9-16:30
Responsible teacher: Otto Mäkelä

The students will be able to
• analyze, develop and design business models
• develop and model innovative service concepts as a part of a service system

Learning materials and recommended literature

[Enter here information on the books and articles to be used. Add links to Laurea’s Finna.

Contact your Laurea library well in advance to let the library know the study unit for which you need the books and the number of students in the study unit. The library can also help you find a suitable knowledge basis.]

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

[Describe the opportunities for accreditation of prior learning or other alternative completion methods.]

Co-operation with working life and/or RDI

[Use this field to describe the project/venture cooperation and other cooperation carried out with workplaces.
The contents of this data field are used to monitor the implementation methods and the realisation of the strategic objectives. Filling in this field does not substitute for the need for the PRM entry.]

Important dates

[According to the degree regulations (section 18 ) compulsory attendance in a study unit must be specified and justified in the study unit’s implementation plan. Indicate the dates of the submission of assignments, exams and opportunities to retake examinations in the implementation. The actual implementation schedule is directly visible to students in Pakki as implementation reservations, so this information does not need to be repeated in this field.]

Forms of internationality

[Use this field to describe the possible realisation of internationality in the study unit (e.g. international partners).
The contents of this data field are used to monitor the implementation methods and the realisation of the strategic objectives.]

Students workload

[One credit equals approximately 26.7 hours of work performed by the student. You can evaluate the student’s time management in different assignments. A tool for calculating the workload is available in the “Implementations” menu of the teacher’s desktop in Peppi.]

Content and scheduling

[If you are able to specify the content, please describe the content by using the vocabulary used in the world of work. From this field you should be able to find same words, which are being used in job postings. The field will be used in a service using AI to match studies, jobs and personal competences.]

Further information for students

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

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies, Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."


[If there are quota for certain type of students, open UAS, 3AMK etc please tell about the quota and the amount of study places reserved for those students in this field. . If needed, you can also specify the target group the complementary competence study is primarily aimed at, if the target group is to be prioritised when students are accepted on the implementation.]

The quality of the study unit implementation has been assessed and the self-evaluation report is available in [Canvas, Teams, or elsewhere; you can also add OneDrive link].

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula and the evaluation criteria provided in the study unit’s implementation plan” (Laurea degree regulations).

[Enter here the items to be evaluated, emphases, evaluation methods, evaluators and evaluation date.]

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

- create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. (Knowledge base)
- solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields. (Problem solving)
- develop the activities of the competence area in a target-oriented and communal fashion. (Development)
- communicate convincingly both orally and in writing to audiences within and exterior to the field. (Communication)

To achieve grade 5 (good) the student must be able to:

- gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. (Knowledge base)
- use concepts of the area of expertise fairly. (Knowledge base)
- solve problems in research, development and/or innovation activities by applying and combining information from different fields. (Problem solving)
- create target-oriented, justified development plans considering the community. (Development)
- communicate in a competent, clear and consistent manner both orally and in writing. (Communication)

To achieve grade 1 (satisfactory) the student must be able to:
- gather, process, produce and evaluate information widely. (Knowledge base)
- use concepts of the area of expertise systematically. (Knowledge base)
- solve problems in research, development and/or innovation activities. (Problem solving)
- recognise and analyse focuses of development making use of the knowledge base. (Development)
- communicate clearly both orally and in writing. (Communication)


[Leave the parts that apply] “Students who has 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. Laurea provides examination retake dates. Students must register for these examinations no later than 10 days before the retake date. A failed exam or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt." (Laurea degree regulations.)

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 Urkund is used when assignments are checked, the lecturer will inform the students of this.]

Enrollment

27.11.2023 - 03.12.2023

Timing

08.01.2024 - 31.05.2024

Number of ECTS credits allocated

5 op

Virtual proportion

1 op

RDI proportion

3 op

Mode of delivery

80 % Contact teaching, 20 % Distance learning

Unit

Korkeakouluyksikkö D, Leppävaara, liko

Campus

Laurea Leppävaara

Teaching languages
  • English
Seats

20 - 35

Degree programmes
  • Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Teachers
  • Virpi Kaartti
Groups
  • HYA223SJ
    Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara

Learning outcomes

The student is able to
- explain the principles of service design
- use service design processes and methods

Teaching methods

A Canvas learning environment is used to support the implementation. The study unit includes scheduled teaching at Laurea Leppävaara campus and guidance online. 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 SD approach in your thesis.
You will receive feedback for assignments from the teacher, and possibly from working life. Peer feedback may also be utilised.

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

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

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.

Forms of internationality

International student group and instructor.

Students workload

5 ects credits = 135 hours (1 credit = 27 hours of work)
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

This course is only for the students who make their master's degree in Service innovation and design programme. We are not able to take any other students to the course.

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

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies. Alternatively, the teacher can specify a different manner for the student to confirm that they intend to participate in the studies. The completion of these measures can be required within a week of the studies having begun. The application of the aforementioned approach requires that the teacher notifies the students accepted to the study unit of the practice and that the practice is specifically mentioned in the study unit’s implementation plan.

If the student has a justified reason for not attending the first contact teaching session or for not notifying the teacher of their intention to be involved in studies in the manner required by the teacher, the student must contact the responsible teacher to agree on participation in the studies. Their registration for the study unit will be rejected, of the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified, Another student who is in line for the study unit can be selected in their place."

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

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula and the evaluation criteria provided in the study unit’s implementation plan” (Laurea degree regulations).

Evaluation of the study unit is based on the active attendance and course assignments.
The evaluation criteria of a study unit on master degree level will be followed.

Evaluation criteria, approved/failed

Grade 1-5

Evaluation criteria, satisfactory (1-2)

Grade 1 - Student is able
- gather, process, produce and evaluate information widely. (Knowledge base)
- use concepts of the area of expertise systematically. (Knowledge base)
- solve problems in research, development and/or innovation activities. (Problem solving)
- recognise and analyse focuses of development making use of the knowledge base. (Development)
- communicate clearly both orally and in writing. (Communication)

Evaluation criteria, good (3-4)

Grade 3 - Student is able
- gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. (Knowledge base)
- use concepts of the area of expertise fairly. (Knowledge base)
- solve problems in research, development and/or innovation activities by applying and combining information from different fields. (Problem solving)
- create target-oriented, justified development plans considering the community. (Development)
- communicate in a competent, clear and consistent manner both orally and in writing. (Communication)

Evaluation criteria, excellent (5)

Grade 5 - Student is able
- create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. (Knowledge base)
- solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields. (Problem solving)
- develop the activities of the competence area in a target-oriented and communal fashion. (Development)
- communicate convincingly both orally and in writing to audiences within and exterior to the field. (Communication)

Enrollment

22.05.2023 - 28.05.2023

Timing

04.09.2023 - 31.12.2023

Number of ECTS credits allocated

5 op

Virtual proportion

1 op

RDI proportion

3 op

Mode of delivery

80 % Contact teaching, 20 % Distance learning

Unit

Korkeakouluyksikkö D, Leppävaara, liko

Campus

Laurea Leppävaara

Teaching languages
  • English
Seats

20 - 35

Degree programmes
  • Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Teachers
  • Virpi Kaartti
  • Jukka Ojasalo
Groups
  • HYA223SJ
    Degree Programme in Service Innovation and Design, yamk, S23, Leppävaara

Learning outcomes

The student is able to
- explain the strategic shift to service-based business logic and its impact on corporate level
- analyse a company’s strategy and strategic choices
- master the key concepts, principles and methods of strategic management

Teaching methods

Lectures, group work, individual assignments

Learning materials and recommended literature

Lusch, Robert F. & Vargo, Stephen L. 2014. Service-Dominant Logic. Premises, Perspectives,
Possibilities. Cambridge University Press, UK.
Literature list will be published in Canvas.

Co-operation with working life and/or RDI

Each student may select the case company/organization for the course assignment him/herself.

Forms of internationality

International student group

Students workload

5 ects credits = 135 hours (1 credit = 27 hours of work)
Contact sessions
Reading the literature for the assignments
Collaboration with the case company/organization
Writing the assignments (notes, reports)

Further information for students

It is compulsory to attend the contact sessions.

Grading scale

H-5

Evaluation methods and criteria

Assessment
- Pre assignment (individual/group assignment): fail/pass
- Literature analysis (individual assignment): 30%
- Focus of the development case (individual assignment): 10%
- Final development plan for strategic service innovation or business model in the case organizations (individual assignment): 60%
Oral presentations and activity in classes
- Thoroughness of the analysis presented
- Logical flow and clarity of presentations
- Comments and contribution to discussion during classes
- Presence and activeness
Reports
- Comprehensiveness of the theoretical foundation
- Logic, objectivity, thoroughness and motivation of the arguments and ideas presented in the literature analysis as well as in the final report
- Concreteness of the action plan provided in the final report
- Clarity of the written reports

Evaluation criteria, satisfactory (1-2)

Grade 1 - Student is able
Knowledge base: To gather, process, produce and evaluate information widely. To use concepts of the area of expertise systematically.
Problem solving: To solve problems in research, development and/or innovation activities.
Development: To recognise and analyse focuses of development making use of the knowledge base.
Communication: To communicate clearly both orally and in writing.

Evaluation criteria, good (3-4)

Grade 3 - Student is able
Knowledge base: To gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. To use concepts of the area of expertise fairly.
Problem solving: To solve problems in research, development and/or innovation activities by applying and combining information from different fields.
Development: To create target-oriented, justified development plans considering the community.
Communication: To communicate in a competent, clear and consistent manner both orally and in writing.

Evaluation criteria, excellent (5)

Student is able
Knowledge base: To create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion.
Problem solving: To solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields.
Development: To develop the activities of the competence area in a target-oriented and communal fashion.
Communication: To communicate convincingly both orally and in writing to audiences within and exterior to the field.