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

The course consists two separate parts. The first Theory section 1 is a prerequisite for the second Project section 2.

The Theory section 1 (online) runs through 14.8.-9.9.2023. Theory needs to be completed before taking the Project section 2. Zoom Kick-Start of the course and the theory part is 16.8. at 16.30 - 19.30hrs.

The Project section 2 is an online Design Sprint, which includes a service design project as a teamwork, based on a real-life design challenge. We will use Canvas, digital co-creation tool Miro and Zoom. The Project section 2 (online Design Sprint + Intensive team work) runs through 10.9.-30.10.2023. Design Sprint has three phases: Pre-Sprint, Sprint and After Sprint. Participating in all below listed sprint sessions is mandatory. In addition to the guided sessions, please prepare yourself also for intensive teamwork in-between the sessions.
Please note: THE PARTICIPATION IN ALL THE LISTED SESSIONS IS MANDATORY.

Pre-sprint:
Wed 13.9.2023 at 16.30 – 19.30 in Zoom. Project Kick-off, Customer insight & instructions for the problem interviews, Personas and customer journeys, Interview planning

Sprint:
Wed 27.9.2023 at 16.30 – 19.30 in Zoom. Sprint Day 1: Map
Thu 28.9.2023 at 16.30 – 19.30 in Zoom. Sprint Day 2: Sketch
Wed 4.10.2023 at 16.30 – 19.30 in Zoom. Sprint Day 3: Decide
Thu 5.10.2023 at 16.30 – 19.30 in Zoom. Sprint Day 4: Prototype
Wed 11.10.2023 at 16.30 - 19.30 in Zoom. Sprint Day 5: Test

After Sprint:
Thu 12.10.2023 at 16.30 – 19.30 in Zoom. Finalizing Sprint and Pitch Creation.
Wed 25.10. and Thu 26.10. at 16.30 - 20.00 Service Concept Pitching
Mon 30.10. Finalized Service Design portfolio return deadline

Location and time

[This field is not used at Laurea.]

Learning materials and recommended literature

Stickdorn M., Hormess M., Lawrence A. & Schneider J. 2018. This is service design doing. Sebastopol: O’Reilly.
Ebook: https://laurea.finna.fi/Record/nelli01.4100000002045871?sid=2956837188

Knapp, J., Zeratsky, J. & Kowitz, B. 2016. Sprint: How to solve big problems and test new ideas in just five days. New York: Simon & Schuster.
Ebook: https://laurea.finna.fi/Record/3amk.87746?sid=2956838418

Alternative completion methods of implementation

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.

Co-operation with working life and/or RDI

Project Section 2:
Service Design Project for a partner organization.

Important dates

According to the degree regulations (section 18) “students must be present in the first contact session 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 enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.

Students workload

THEORY SECTION
The course is 3 ECTS which equals approximately 81h of studying.
Work is done individually.

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

Further information for students

The study unit corresponds to the requirements of Bachelors 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.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).
In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

THEORY SECTION: 3 ects
Individual assignments, Quiz and other individual tasks 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.

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