Study Guide

Learning outcomes

The student is be able to
- apply service design approach and basic tools to design sustainable innovations
- recognize opportunities to solve societal problems with innovations and understand their impact
- act as a developer in open innovation networks and environments
- conceptualize and commercialize services

Teaching methods

A Moodle learning environment is used to support the implementation. The study unit includes scheduled teaching and guidance both on campus and online. Online teaching/guidance is not recorded. The study unit includes working in groups. You will receive feedback for assignments from the teacher, and working life and peer feedback will also be utilised.

Learning materials and recommended literature

Knapp, J., Zeratsky, J. & Kowitz, B. 2016. Sprint: how to solve big problems and test new ideas in just five days. Bantam Press.

Portigal, Steve. 2013. Interviewing users. How to uncover compelling insights. Brooklyn, New York, USA: Rosenfeld media.

Stickdorn, M, Lawrence A, Hormess ME, 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.

More literature on service design, design thinking and systems thinking will be provided during the study unit implementation.

See also https://libguides.laurea.fi/SID

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 study unit implementation is integrated to the ATTRACT project https://attract-eu.com/ .
Students will collaborate with a selected technology providers.

Important dates

Kickoff in Finland 14.-15.3.2024
Intensive week in Geneva 3.-7.6.2024 (flights on 2.6. and 8.6.)

Participation to the kickoff days and intensive week is mandatory.

Forms of internationality

International student group and stakeholders
Intensive week in Geneva, Switzerland

Students workload

The extent of the study unit is 10 ects. One credit equals approximately 26.7 hours of work performed by the student. The workload is split to the time frame from March to June. Approximately half of the workload will be done prior June.

Content and scheduling

CERN Bootcamp is an innovative study concept, which is implemented together with CERN Ideasquare, universities and ATTRACT project. Bootcamp provides a unique international learning experience to the group of Master’s degree students with multidisciplinary educational background. The focus of the studies is to solve societal problems or challenges by applying service design methods to have a genuinely people centered, empathetic approach.

See further information on
https://www.3amk.fi/cern-bootcamp-10-ects/
https://www.laurea.fi/en/degree_programmes/cern-bootcamp/

Further information for students

The study unit corresponds to the requirements of Master'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 evaluation criteria provided in the study unit’s implementation plan” (Laurea degree regulations).

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. A failed exam or other study attainment can be retaken twice. ." (Laurea degree regulations.)

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. All study assignments are to be done as individual work unless otherwise instructed. If Ouriginal is used when assignments are checked, the lecturer will inform the students of this.

Evaluation criteria, satisfactory (1-2)

To achieve grade 1 (satisfactory) the student must be able to:
- gather, process, produce and evaluate information widely. (Knowledge base)
- use concepts of the area of expertise systematically. (Knowledge base)
- solve problems in research, development and/or innovation activities. (Problem solving)
- recognise and analyse focuses of development making use of the knowledge base. (Development)
- communicate clearly both orally and in writing. (Communication)

Evaluation criteria, good (3-4)

To achieve grade 3 (good) the student must be able to:

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

Evaluation criteria, excellent (5)

To achieve grade 5 (excellent) the student must be able to:

- create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. (Knowledge base)
- 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. (Problem solving)
- develop the activities of the competence area in a target-oriented and communal fashion. (Development)
- communicate convincingly both orally and in writing to audiences within and exterior to the field. (Communication)