The student is able to
- explain the principles of qualitative data analysis
- explain the stages in the analytical process
- code and categorize qualitative data
- outline the different approaches of qualitative data analysis
Please select the curriculum by the start year of studies and track.
Face-to-face
Literature will be discussed in the first contact session. Here are some recommendations:
Alvesson, M., & Kärreman, D. (2011). Qualitative research and theory development. London: Sage Publications.
Berg, B.L. (1989). Qualitative research methods for the social sciences. Massachusetts: Allyn and Bacon.
Bogdan, R., & Taylor, S.J. (1975). Introduction to qualitative research methods. New York: John Wiley & Sons.
Corbin, J., & Strauss, A.L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles: Sage.
Dey, I. (1993). Qualitative Data Analysis. London and New York: Routledge.
Eisenhardt, K.M., & Graebner, M.E. (2007). Theory building from cases: Opportunities and challenges. Academy of Management Journal, 50(1), 25-32.
Eisenhardt, K.M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532–550.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Eskola, J., & Suoranta, J. (2002). Johdatus laadulliseen tutkimukseen. Tampere: Vastapaino.
Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing Company.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). CA: Thousand Oaks.
Josephson, J. (1996). Conceptual analysis of abduction. In J.R. Josephson & S.G. Josephson (Eds.), Abductive inference: Computation, philosophy, technology (pp. 5–30). Cambridge: University Press.
King, N. (1994). The qualitative research interview. In C. Cassell & G. Symon (Eds.), The Qualitative Methods in Organizational Research (pp. 14-36). London: Sage.
Kirk, J., & Miller, M.L. (1986). Reliability and validity in qualitative research. Beverly Hills: Sage.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks: Sage.
Kvale, S. (2007). Doing interviews. London: Sage.
Kvale, S. (1996). InterViews. An introduction to qualitative research interviewing. London: Sage.
Marton, F. (1986). Phenomenography - A research approach investigating different understandings of reality. Journal of Thought, 21(2), 28-49.
Mäkelä, O. (2015). Integrating business models and knowledge management (Doctoral dissertation). Online available at: http://urn.fi/URN:ISBN:978-952-60-6494-9
Patton, M.Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). London: Sage.
Silverman, D. (2010). Doing qualitative research (3rd ed.). California: Sage.
Silverman, D. (2006). Interpreting qualitative data: Methods for analysing talk, text and interaction (3rd ed.). London: Sage.
Yin, R.K. (1994). Case study research: Design and methods. Thousand Oaks: Sage.
Content: principles of qualitative data analysis, analysis process, coding, reporting
Implementation method: 3 contact days and individual work
Students must be present in the first contact session or notify the teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrolment will be rejected.
English
04.10.2019 - 31.12.2019
31.05.2019 - 31.07.2019
15 - 20
Otto Mäkelä
This study unit is useful for Master students who are using qualitative methods in their theses. Besides the students of the Service Innovation and Design programme, students representing other Master programmes can enroll for the study unit.
Having completed the study unit the student is able to
•explain the principles of qualitative data analysis
•explain the stages in the analytical process
•code and categorize qualitative data
•outline the different approaches of qualitative data analysis
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
Approved/Failed
Kaija Koivusalo
60% Face-to-face, 40% Distance learning
English
01.08.2019 - 31.12.2019
31.05.2019 - 31.07.2019
20 - 40
Seppo Luode, Kaija Koivusalo
This study unit is only for Master's degree students.
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
3 credits
2 credits
60% Face-to-face, 40% Distance learning
Study materials and suggested literature will be planned together with the student group at the beginning of the study unit.
Learning objectives of the study unit: Understand the essentials of change; Distinguish between change leadership and change management; Promote culture creation in an organization; Know the essentials of personal leadership.
Contents: Different approaches to leadership; Understanding cultures; Why, what and how of change; Understanding emotions and behavior; Future prospects.
Implementation: On Laurea Leppävaara Campus; lecturing, expert lectures;
Learning assignment: Initiating change in your own organization; instructions for the assignment will be given at the beginning of the study unit.
Tutoring and communication: Face-to face and via Optima.
Study unit-specific evaluation criteria will be announced at the beginning of the course.
English
01.08.2019 - 31.12.2019
31.05.2019 - 31.07.2019
15 - 40
Pekka Matvejeff
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
2 credits
H-5
If needed, possible optional ways of completing the course can be negotiated with the teacher in charge.
The learning assignment will be done in a real organizational environment (student´s own organization).
Study days are announced in the student group calendar.
It is essential to join the starting session in order to reach the anticipated learning objectives.
Student´s learning assessment is based on the assignments. No traditional exam.
Based on the student mix, learning asseignment is done in international context.
To be discussed at the beginning of the course.
Content scheduling is done together with the student group at the beginning of the study unit.
Inbetween the study days students are expected to work independently. If needed, coaching is provided outside the actual study days.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Generic Laurea UAS evaluation criteria and study unit-specific criteria will be presented at the beginning of the course.
Study unit-specific evaluation criteria will be announced at the beginning of the course.
Virpi Kaartti
60% Face-to-face, 40% Distance learning
This elective study unit consists of diverse seminars, conferences, workshops and other events in the field of services, innovation, and design.
The assessment is based on the following elements:
1) Students' description of their current knowledge of the topic and their learning objectives for the study unit.
2) The blog posts published during the study unit.
3) Students' reflection of their learning compared to the objectives set in the beginning of the study unit and self-assessment.
English
01.08.2019 - 01.03.2020
27.05.2019 - 10.06.2019
20 - 35
Virpi Kaartti
The accomplishment of the study unit requires students' activity to find suitable events, even though there will be some suggestions as well.
This course is for the master degree students only. In this study unit students deepen their knowledge in service innovation and design, thus it is not suitable as a first course of service design if the student does not have any prior knowledge of the topic.
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
1 credits
2 credits
H-5
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.
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.
Grade 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
80% Face-to-face, 20% Distance learning
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 will be published in more detail in optima.
Lectures, group work, individual assignments
Assessment criteria for master level study units.
The assessment is based on
- Pre-assignment, pass/fail
- Course assignment, 1-5 (50%)
presentation (25%)
report (25%)
- Student's individual work and learning diary, 1-5 (50 %)
field notes (20%)
reflection inc. comments on peer review (30%)
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
20 - 35
Virpi Kaartti, Taneli Heinonen
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
3 credits
1 credits
H-5
Project work for the case company
International student group
5 ects = appr. 135 hours
Contact sessions
Reading
Project work
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.
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.
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.
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.
80% Face-to-face, 20% Distance learning
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 literature list will be updated.
Lectures, hands-on workshop, group work, individual assignment
Passing the Design Thinking study unit requires:
1) Presence and constructive activity on the contact days AND 2) coursework
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
20 - 35
Virpi Kaartti
The instructor of the course during the contact sessions is Katja Tschimmel.
It is compulsory to attend the contact sessions.
This course is for the master degree students only.
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
1 credits
Approved/Failed
Contact days 6.-7.9.2019
International student group and instructor
5 ects credits = 135 hours (1 credit = 27 hours of work)
Contact sessions
Reading the literature for the coursework
Writing the coursework (a blog post or a report)
Face-to-face
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
Anne Martola
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
80% Face-to-face, 20% Distance learning
The literature will be announced in Optima - a selection of books and articles to choose from.
Recommended literature includes:
- Kaner, S., Lind, L., Toldi, C., Fisk, S. & Berger, D. (2014) Facilitator's guide to participatory decision-making. 3rd ed. San Francisco, CA : Jossey-Bass.
- Schwarz, R. (2017) The Skilled Facilitator. A Comprehensive Resouces for Consultants, Facilitators, Coaches, and Trainers. 3rd edition.
- Unger, R., Nunnally, B. & Willis, D. (2013) Designing the conversation: techniques for successful facilitation. Berkeley, Calif.: New Riders.
Having completed this study unit the student will be able to:
- explain the principles of facilitation and what is facilitation in different contexts
- identify the role of a facilitator
- classify facilitation competences and tools, and to master their business applications
- develop workshops to be more interactive and productive, and
- develop a basic facilitated workshop process with relevant tools and guidelines.
Evaluation is based on 1) Contact day attendance and activity during exercises, and 2) The quality of the written learning assignment and presentation.
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
12 - 30
Päivi Pöyry-Lassila
The students must have basic knowledge of service design when enrolling to this study unit.
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
3 credits
1 credits
Approved/Failed
The study unit includes a learning assignment to be carried out in collaboration with a worklife partner. The learning assignment includes planning, organizing, and rerporting a facilitated workshop. Detailed instructions will be published in Optima.
Face-to-face
The literature list will be provided later.
Lectures, group work, individual work
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
20 - 35
Virpi Kaartti, Minna Koskelo
This course is only for the students who make their master's degree in service innovation and design. We are not able to take anyother students to the course.
It is compulsory to attend the contact sessions.
Laurea Leppävaara, liko
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
2 credits
H-5
International student group
5 ects credits = 135 hours (1 credit = 27 hours of work)
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.
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.
Grade 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.
Grade 1-5
Face-to-face
Evaluation criteria for master thesis
English
01.08.2019 - 31.12.2020
02.07.2019 - 31.07.2019
Pekka Matvejeff, Päivi Pöyry-Lassila, Päivi Tossavainen, Anne Äyväri, Kaisa Airo, Jukka Ojasalo, Maria Ekström
Korkeakouluyksikkö D /YAMK
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
30 credits
H-5
International student group
Face-to-face
To be announced in Optima. Selection of books and articles related to various aspects of new service development.
The study unit consists of two parts: participation in contact days and learning assignments.
Scale 0...5.
See Laurea's evaluation criteria for Master's studies: https://laureauas.sharepoint.com/sites/linkfi/Dokumentit/Evaluation_criteria_of_a_study_unit_master.pdf
English
01.01.2020 - 31.05.2020
25.11.2019 - 01.12.2019
0 - 30
Otto Mäkelä
Having completed the study unit the student is able to
- develop and model innovative service concepts and processes
- analyse and conceptualise evolving business environments collaboratively
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
2 credits
H-5
Learning assignment in collaboration with a case company.
5 credits = 5x 27 hours (135h)
80% Face-to-face, 20% Distance learning
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 optima.
This study unit consists of a 3-day interactive workshop and an individual course assignment. The course assignment can be either a practical service design project (this can be done in pairs as well) or a literature based report with a plan to apply SD approach in your thesis.
Evaluation of the study unit is based on the attendance and course assignment.
The evaluation criteria of a study unit on master degree level will be followed.
English
01.01.2020 - 31.07.2020
25.11.2019 - 01.12.2019
20 - 30
Virpi Kaartti, Virtuaali Tarvainen
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.
Laurea Leppävaara, liko
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
3 credits
1 credits
H-5
The course assignment can be done for an organisation that is chosen by the student.
International student group.
5 ects credits = 135 hours (1 credit = 27 hours of work)
Contact sessions
Reading the literature for the coursework
Doing the coursework and writing a report/making a video
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.
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.
Grade 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.
Grade 1-5
Kaisa Airo
Face-to-face
The literature list will be provided later.
In this study unit students learn basics of digital service design related topics: user-experience design (UX Design), interaction design (IXD), user-interface design (UI Design) and digital prototyping. Students form small design teams (3-4 persons) to work with a real client whose service is / will be strongly delivered in digital channels. In the Grand Finale students give their pitch talks and present their digital service prototypes.
The client will be announced in the first contact session.
NOTE: As students collaborate closely together, student must be present and participate each contact session to complete this study unit successfully.
The study unit is evaluated based on teamwork and individual learning diary. The team work consists 40% and individual learningdiary 60% of the final grade.
The team work is formulased from visual report of the process, which includes the final service concept. The visual report should include the service design process, business model, value propotition, prototype, usertesting report and future development ideas. The visual report is evaluated based on general evaluation criteria.
The Learning diary should reflect the learning objectives of the study unit. (not translated)
English
01.08.2019 - 31.12.2019
31.05.2019 - 31.07.2019
20 - 40
Antti Kytö, Kaisa Airo
As students deepen their service design skills into digital context, the following completed study units are prerequisites into this study unit :
- Design Thinking A9299
AND:
- Service Design Process and Methods A9303
OR:
- Methods of Service Design A9408
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
2 credits
H-5
Students work with a real client to solve client's challenges in digital service context.
International student group
5 ects credits = 135 hours (1 credit = 27 hours of work)
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.
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.
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.
80% Face-to-face, 20% Distance learning
Lusch, Robert F. & Vargo, Stephen L. 2014. Service-Dominant Logic. Premises, Perspectives,
Possibilities. Cambridge University Press, UK.
Literature list will be published in optima.
Lectures, group work, individual assignments
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
English
01.08.2019 - 31.12.2019
13.05.2019 - 26.05.2019
20 - 35
Virpi Kaartti, Jukka Ojasalo
It is compulsory to attend the contact sessions.
Laurea university of applied sciences
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
3 credits
1 credits
H-5
Each student may select the case company/organization for the course assignment him/herself.
Contact days 5.10., 8.11. and 30.11.2019 at 9-16:30
International student group
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)
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.
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.
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.
80% Face-to-face, 20% Distance learning
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 will be published in more detail in optima.
Lectures, group work, individual assignments
Assessment criteria for master level study units.
The assessment is based on
- Pre-assignment, pass/fail
- Course assignment, 1-5 (50%)
presentation (25%)
report (25%)
- Student's individual work and learning diary, 1-5 (50 %)
field notes (20%)
reflection inc. comments on peer review (30%)
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
20 - 35
Taneli Heinonen
Laurea Leppävaara, liko
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
3 credits
1 credits
H-5
Project work for the case company
International student group
5 ects = appr. 135 hours
Contact sessions
Reading
Project work
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.
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.
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.
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.
80% Face-to-face, 20% Distance learning
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 literature list will be updated.
Lectures, hands-on workshop, group work, individual assignment
Passing the Design Thinking study unit requires:
1) Presence and constructive activity on the contact days AND 2) coursework
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
20 - 35
Päivi Pöyry-Lassila, Virtuaali Tarvainen
The instructor of the course during the contact sessions is Katja Tschimmel.
It is compulsory to attend the contact sessions.
This course is for the master degree students only.
Laurea Leppävaara, liko
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
1 credits
Approved/Failed
International student group and instructor
5 ects credits = 135 hours (1 credit = 27 hours of work)
Contact sessions
Reading the literature for the coursework
Writing the coursework (a blog post or a report)
Face-to-face
English
01.01.2021 - 31.07.2021
23.11.2020 - 29.11.2020
20 - 35
Ulkoiset Leppävaara
Laurea Leppävaara, liko
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
Approved/Failed
Face-to-face
Finnish
01.01.2021 - 31.12.2021
23.11.2020 - 29.11.2020
20 - 35
Pekka Matvejeff, Virpi Kaartti, Päivi Pöyry-Lassila, Päivi Tossavainen, Kaisa Airo, Jukka Ojasalo, Maria Ekström, Tarja Chydenius
Korkeakouluyksikkö D, Leppävaara, palvelu
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
Approved/Failed
Face-to-face
English
01.01.2021 - 31.07.2021
23.11.2020 - 29.11.2020
20 - 35
Virpi Kaartti, Ulkoiset Leppävaara
Laurea Leppävaara, liko
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
Approved/Failed
Face-to-face
Lusch, Robert F. & Vargo, Stephen L. 2014. Service-Dominant Logic. Premises, Perspectives,
Possibilities. Cambridge University Press, UK.
Literature list will be published in optima.
Lectures, group work, individual assignments
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
English
01.08.2020 - 31.12.2020
18.05.2020 - 24.05.2020
20 - 35
Pasi Hario, Jukka Ojasalo
It is compulsory to attend the contact sessions.
Laurea Leppävaara, liko
HYA2 Degree Programme in Service Innovation and Design, Laurea Leppävaara
Laurea Leppävaara
3 credits
H-5
Each student may select the case company/organization for the course assignment him/herself.
International student group
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)
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.
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.
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.