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 must be completed during the period 26.8.-29.9. and needs to be completed before taking the Project section. It is completed independently in Canvas.

The Project section starts with a kick-off on 4.10. and ends on 28.11. with final presentations. The kick-off on campus. The other meetings are in Zoom (see detailed schedule in Pakki and/or Canvas).

Self and peer assessments will be completed after the last meeting.

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

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. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

The project section consists of a Service Design project for a project partner (Varma Insurance).
Student teams (5-6 persons per team) develop a service concept following the service design process.

Important dates

THEORY SECTION (26.8. - 29.9.):
needs to be completed before taking the 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. In order to pass the theory section, a minimum total point score has to be achieved before the project section starts (see details in Canvas). Only students who have passed the theory part will be admitted to the project part.

PROJECT SECTION (4.10. - 28.11.):
will be conducted online according to a pre-defined schedule (see details in Canvas). The project part requires active teamwork, including co-creation. Participation to the project kick off (4.10.) is essential.

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.”

Forms of internationality

The study unit is implemented in English.
The study unit is suitable for exchange students.

Students workload

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

PROJECT SECTION
This part is 7 ects which equals to approximately 189 hours of studying.
Most of the work is done in teams.

Content and scheduling

Both the theory and project parts follow the Double Diamond service design process model: Discover, Define, Develop, Deliver. Each phase will be introduced and teams will apply them to practice during the project.

Further information for students

The study unit corresponds to the requirements of Bachelor's 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."

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).

THEORY SECTION: 3 ects
Individual assignments, 5 Quizzes in 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.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- 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

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- 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

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes


All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information.