Study Guide

Learning outcomes

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

Teaching methods

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.

Location and time

Contact sessions at Laurea Leppävaara campus:
Day 1: Thursday 30.1.2020 at 9-16.30
Day 2: Friday 31.1.2020 at 9-16.30
Day 3: Saturday 1.2.2020 at 9-16.30
The participation to the contact days is compulsory.

Learning materials and recommended literature

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

Co-operation with working life and/or RDI

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

Forms of internationality

International student group.

Students workload

5 ects credits = 135 hours (1 credit = 27 hours of work)
Contact sessions
Reading the literature for the coursework
Doing the coursework and writing a report/making a video

Further information for students

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

Grading scale

H-5

Evaluation methods and criteria

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.

Evaluation criteria, approved/failed

Grade 1-5

Evaluation criteria, satisfactory (1-2)

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

Evaluation criteria, good (3-4)

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

Evaluation criteria, excellent (5)

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.