Opinto-opas

Osaamistavoitteet

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

Toteutustapa

Lectures, group work, individual assignments

Oppimateriaali ja suositeltava kirjallisuus

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.

Työelämäyhteistyö ja/tai TKI

Project work for the case company

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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

Sisältö ja sen jaksotus

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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%)

Arviointikriteerit, tyydyttävä (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.

Arviointikriteerit, hyvä (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.

Arviointikriteerit, kiitettävä (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.

Osaamistavoitteet

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

Toteutustapa

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

Oppimateriaali ja suositeltava kirjallisuus

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.

Kansainvälisyys toteutuksella

International student group and instructor

Opiskelijan ajankäyttö ja kuormitus

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)

Lisätietoja opiskelijoille

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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

Osaamistavoitteet

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

Toteutustapa

Lectures, group work, individual work

A Canvas learning environment is used to support the implementation.

Oppimateriaali ja suositeltava kirjallisuus

The literature list will be provided in Cavas.

Toteutuksen valinnaiset suoritustavat

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.

Toteutuksen tärkeät päivämäärät

Participation to the contact days is mandatory.

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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

Lisätietoja opiskelijoille

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."

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

“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.

Hylätty (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.)

Arviointikriteerit, tyydyttävä (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)

Arviointikriteerit, hyvä (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)

Arviointikriteerit, kiitettävä (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)

Osaamistavoitteet

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

Toteutustapa

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.

Oppimateriaali ja suositeltava kirjallisuus

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

Työelämäyhteistyö ja/tai TKI

Thesis commissioner
Stakeholders of students R&D projects

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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

Sisältö ja sen jaksotus

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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.

Osaamistavoitteet

The student is able to
- develop service logic into a business model
- develop and model innovative service systems, concepts and processes
- analyze the changes in the business environment and develop new business models based on the analysis

Toteutustapa

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

Arviointiasteikko

H-5

Osaamistavoitteet

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

Toteutustapa

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.

Oppimateriaali ja suositeltava kirjallisuus

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

Toteutuksen valinnaiset suoritustavat

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.

Työelämäyhteistyö ja/tai TKI

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

Toteutuksen tärkeät päivämäärät

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

Kansainvälisyys toteutuksella

International student group and instructor.

Opiskelijan ajankäyttö ja kuormitus

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

Sisältö ja sen jaksotus

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.

Lisätietoja opiskelijoille

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

“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.

Arviointikriteerit, tyydyttävä (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)

Arviointikriteerit, hyvä (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)

Arviointikriteerit, kiitettävä (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)

Osaamistavoitteet

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

Toteutustapa

Lectures, group work, individual assignments

Oppimateriaali ja suositeltava kirjallisuus

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

Työelämäyhteistyö ja/tai TKI

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

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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)

Lisätietoja opiskelijoille

It is compulsory to attend the contact sessions.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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

Arviointikriteerit, tyydyttävä (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.

Arviointikriteerit, hyvä (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.

Arviointikriteerit, kiitettävä (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.

Osaamistavoitteet

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

Toteutustapa

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.

Oppimateriaali ja suositeltava kirjallisuus

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

Toteutuksen valinnaiset suoritustavat

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.

Työelämäyhteistyö ja/tai TKI

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

Toteutuksen tärkeät päivämäärät

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

Kansainvälisyys toteutuksella

International student group and instructor.

Opiskelijan ajankäyttö ja kuormitus

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

Sisältö ja sen jaksotus

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.

Lisätietoja opiskelijoille

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

“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.

Arviointikriteerit, tyydyttävä (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)

Arviointikriteerit, hyvä (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)

Arviointikriteerit, kiitettävä (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)

Osaamistavoitteet

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

Toteutustapa

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.

Oppimateriaali ja suositeltava kirjallisuus

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

Työelämäyhteistyö ja/tai TKI

Thesis commissioner
Stakeholders of students R&D projects

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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

Sisältö ja sen jaksotus

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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.

Osaamistavoitteet

The student is able to
- develop service logic into a business model
- develop and model innovative service systems, concepts and processes
- analyze the changes in the business environment and develop new business models based on the analysis

Toteutustapa

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

Arviointiasteikko

H-5

Osaamistavoitteet

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

Toteutustapa

Lectures, group work, individual work

A Canvas learning environment is used to support the implementation.

Oppimateriaali ja suositeltava kirjallisuus

The literature list will be provided in Cavas.

Toteutuksen valinnaiset suoritustavat

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.

Toteutuksen tärkeät päivämäärät

Participation to the contact days is mandatory.

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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

Lisätietoja opiskelijoille

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."

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

“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.

Hylätty (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.)

Arviointikriteerit, tyydyttävä (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)

Arviointikriteerit, hyvä (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)

Arviointikriteerit, kiitettävä (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)

Osaamistavoitteet

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

Toteutustapa

Lectures, group work, individual assignments

Oppimateriaali ja suositeltava kirjallisuus

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

Työelämäyhteistyö ja/tai TKI

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

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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)

Lisätietoja opiskelijoille

It is compulsory to attend the contact sessions.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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

Arviointikriteerit, tyydyttävä (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.

Arviointikriteerit, hyvä (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.

Arviointikriteerit, kiitettävä (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.

Osaamistavoitteet

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

Toteutustapa

Lectures, group work, individual assignments

Oppimateriaali ja suositeltava kirjallisuus

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.

Työelämäyhteistyö ja/tai TKI

Project work for the case company

Kansainvälisyys toteutuksella

International student group

Opiskelijan ajankäyttö ja kuormitus

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

Sisältö ja sen jaksotus

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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%)

Arviointikriteerit, tyydyttävä (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.

Arviointikriteerit, hyvä (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.

Arviointikriteerit, kiitettävä (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.

Osaamistavoitteet

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

Toteutustapa

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

Oppimateriaali ja suositeltava kirjallisuus

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.

Kansainvälisyys toteutuksella

International student group and instructor

Opiskelijan ajankäyttö ja kuormitus

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)

Lisätietoja opiskelijoille

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.

Arviointiasteikko

H-5

Arviointimenetelmät ja arvioinnin perusteet

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