Please select the curriculum by the start year of studies and track.
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
Virpi Kaartti, Taneli Heinonen
Korkeakouluyksikkö D /YAMK
Degree Programme in Service Innovation and Design (HYA2), 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.
Korkeakouluyksikkö D /YAMK
Degree Programme in Service Innovation and Design (HYA2), 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
The literature list will be provided later.
Lectures, group work, individual work
English
01.01.2021 - 31.07.2021
23.11.2020 - 29.11.2020
20 - 35
Minna Koskelo
This course is only for the students who study in the Master's degree programme in service innovation and design. We are not able to take any other students to the course.
It is compulsory to attend the contact sessions.
Korkeakouluyksikkö D /YAMK
Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Laurea Leppävaara
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
Five workshops during the year 2021. Detailed programs and learning materials will be published in Canvas.
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, Maria Ekström, Jukka Ojasalo, Virtuaali_yamk pamulehtori, Tarja Chydenius, Anna Salmi
Korkeakouluyksikkö D, Leppävaara, palvelu
Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Laurea Leppävaara
Approved/Failed
Face-to-face
To be announced in Canvas. 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
01.01.2021 - 18.06.2021
23.11.2020 - 29.11.2020
Otto Mäkelä
Having completed the study unit a student is able to
- analyse, develop and design business models
- develop and model innovative service concepts as a part of a service system
In addition, the aim is to foster a comprehensive understanding of service design: How design thinking is integrated with business design and how this is realised through the business model concept?
Korkeakouluyksikkö D /YAMK
Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Laurea Leppävaara
H-5
Learning assignment in collaboration with a case company.
5 credits = 5x 27 hours (135h)
60% Face-to-face, 40% 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 canvas.
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
01.01.2021 - 31.07.2021
23.11.2020 - 29.11.2020
20 - 35
Virpi Kaartti, Ulkoiset Leppävaara
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 participation to the online sessions (3-day workshop) is compulsory.
Korkeakouluyksikkö D /YAMK
Degree Programme in Service Innovation and Design (HYA2), Laurea Leppävaara
Laurea Leppävaara
3 credits
2 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)
Online 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
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.
Korkeakouluyksikkö D /YAMK
Degree Programme in Service Innovation and Design (HYA2), 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.
There is no implementations attached to this degree programme.
