Study Guide

Learning outcomes

The student is able to
- describe how value is created for the customers through service
- recognize the essence of Service Design thinking and methods
- plan, implement and evaluate a Service Design project using service design methods
- apply creative problem-solving and develop working methods individually and in teams
- foster entrepreneurship through service design

Teaching methods

This implementation consists of two separate parts. The first part (Theory section) is a prerequisite for the second part (Project section).

The Theory section (online) runs through 17.1. - 27.2. 2022 and needs to be completed before taking the Project section.

The Project section (on campus) starts with a kick-off on 3.3. and ends on 6.5. with final presentations and self and peer evaluations.

The project section will be held at the Leppävaara campus during the daytime (from 9 to 15); please check the schedule in Pakki. Taking part in the contact sessions on campus is crucial as we work in teams and use co-creation methods during the sessions. Between the contact sessions the teams will work according to their own agreement (online or off), following the service design process.

In case you are unable to take part in the contact sessions on campus, please choose another implementation for this study unit.

Location and time

[This field is not used at Laurea.]

Learning materials and recommended literature

Stickdorn, M., Lawrence, A. and Hormess, M., Schneider, J. 2018.This is service design doing : applying service design thinking in the real world : a practitioner's handbook.Canada: O'Reilly.

Ebook:
https://laurea.finna.fi/Search/Results?lookfor=this+is+service+design+doing&type=AllFields

Alternative completion methods of implementation

According to degree regulations “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 module or study unit or another person designated by the director of the UAS unit. The assessment is carried out according to the same criteria and grading scale as that adopted for the corresponding study unit.” For further information visit Link.

Theory section: no alternatives

Project section:
A prior knowledge and competence in an applied service design project can be manifested through alternative methods. For example, as a detailed 12-15 page project report which includes the project partners' evaluations. For further consultation, please be in touch with the instructor.

Co-operation with working life and/or RDI

Project section will include a Service Design project for Staffpoiint.
Student teams (5-6 persons per team) will develop a service concept following the service design process.

Important dates

THEORY SECTION
(17.1. - 27.2.) needs to be completed before taking the Project section.
The theory section covers the service design process (Double Diamond), methods and tools, and includes 5 tests (Quizzes) to be taken individually. All tests can be taken at the student's own pace during the given time frame and need to be passed.

PROJECT SECTION
(3.3. - 6.5.) will be conducted on campus according to the pre-defined schedule. The project part requires active team work, including co-creation.

Please check the Schedule in Pakki. In case the project schedule does not fit your schedule, please choose another implementation for the study unit.

Forms of internationality

Theory and Project section: implementation in English.
The study unit is suitable for exchange students.

Students workload

THEORY SECTION
The course is 3 ects which equals to approximately 81 hours of studying.
Work is done individually.

PROJECT SECTION
The course is 7 ects which equals to approximately 189 hours of studying.
Most of the work will be done in teams.

Content and scheduling

THEORY SECTION 17.1. - 27.2.
The theory section covers service design process (Double Diamond), methods and tools, and includes various tasks and tests to be taken individually. All tests can be taken at the student's own pace and need to be passed.

PROJECT SECTION 3.3. - 6.5.
Conducting a service design project for Laurea student wellbeing services, in project teams.
Study unit consists of the following:

- Service Design project kick-off on 3.3. at 9 on Campus

-Online work in teams in the following Double Diamond development phases:
*Discover (3 weeks)
*Define (1 week)
*Develop (3 weeks)
*Deliver (2 weeks)
-Final presentations on 6.5. at 9-15 on Campus
-Self- and peer evaluation in Canvas.

Further information for students

According to the degree regulations (section 18) “students must be present in the first contact session (3.3.) or notify their 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. Another student in the queue may be enrolled in the study unit in the place of the absent student.”

In the case of online studies the lecturer can also specify some other way than participation on an online meeting what is required from the student so that he/she verifies his/her attendance on the study unit (Decision by the vice president, education 7/2019).

Grading scale

H-5

Evaluation methods and criteria

THEORY SECTION: 3 ects
Individual assignments, 5 Quizzes on Canvas, scale 1-5

PROJECT SECTION: 7 ects
Team assignment: service concept and service design portfolio, scale 1-5
Self- and peer assessment, instructor assessment.


In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Evaluation criteria, satisfactory (1-2)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– use professional concepts in a consistent manner and demonstrate his/her familiarity with the knowledge basis
– report and communicate in a professional manner
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– act independently taking into account the operating environment
– take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– describe the significance of his/her actions for successful co-operation
– describe his/her competence in relation to the learning outcomes

Evaluation criteria, good (3-4)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– critically evaluate information and justify their actions with science-based knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– propose creative solutions at work
– promote professional co-operation and enhance customer and partner relationships
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– act in a manner that promotes the team’s entrepreneurial and responsible approach to work
-describe the development of his/her competence in relation to the learning outcomes

Evaluation criteria, excellent (5)

PROFESSIONAL KNOWLEDGE BASIS, INFORMATION SEARCHING AND REPORTING
– analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge
PROFESSIONAL PRACTICE AND WORKPLACE DEVELOPMENT
– evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
– anticipate needs of customers and/or co-operation partners
TEAMWORK SKILLS, LEADERSHIP AND RESPONSIBILITY
– evaluate and develop the team’s entrepreneurial and responsible approach to work
– evaluate the possibilities for utilising competence and plan his/her personal development and development of the team