Service Design Process (5cr)

Learning outcomes

The student is able to:
- describe how value is created for the customers through service
- describe the service design process
- recognize and apply service design tools and methods in practice

Teaching methods

The course is supported by a learning environment built in Canvas. It includes both self-study materials and assignments, as well as scheduled teaching sessions held on campus and online. The course also includes group work, where student teams create a small service design portfolio.

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 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

During this course, students will work in teams of 3–5 members to carry out a service design project. Each team will independently choose a design challenge to work on throughout the course. The challenge can be based on:

- a workplace of one or more team members,
- a general issue that the team identifies,
- or a challenge related to Laurea’s services or operations.

Teams will be formed at the beginning of the course, and the design challenge will be selected collaboratively within each team once the course has started.

Important dates

Project section 19.3. - 26.5.2026 will be conducted online and on campus according to a pre-defined schedule (see details in Canvas). The project part requires active teamwork and co-creation.
Participation to the study unit info 19.9.2026 and the ideation & concept workshop 8.5.2026 are mandatory.

Theory section can be taken at the student's own pace during the given time frame. The theory section covers the service design process methods and tools, and includes 4 tests (Quizzes) to be taken individually.
- Theory part, phases Discover & Define 19.3.2026 - 2.4.2026
- Theory part, phases Develop & Deliver 9.4.2026- 23.4.2026


According to the Degree Regulations (2024), students must confirm their participation within one week of the course start, in the manner instructed by the teacher. In this course, participation is confirmed by introducing oneself and outlining course expectations on the Canvas learning platform as instructed. Failure to confirm participation will result in cancellation of enrollment, and the place may be offered to another student.

Forms of internationality

The course language is English.

Student workload

The workload of the study unit is structured so that one ECTS credit corresponds to an average of 26.7 hours of student work required to achieve the intended learning outcomes. The actual time needed may vary between individuals, for example due to prior knowledge.

Content and scheduling

This course introduces the essentials of service design and how it creates meaningful value for customers. You will learn to understand and articulate how services generate value, explore the key phases of the service design process, and gain hands-on experience with proven tools and methods. Through practical exercises and real-world examples, you will develop the ability to recognize, select, and apply service design techniques that enhance customer experiences and drive business success.

By the end of the course, you will be able to:
- Explain how value is created for customers through service
- Describe the service design process from start to finish
- Apply service design tools and methods in practical contexts

Further information

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."

Evaluation 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).

Project section: 2,5 ects
Team assignment: design portfolio, scale 1-5
Self- and peer assessment, instructor assessment.

Theory section: 2,5 ects
Individual assignments, 4 Quizzes in Canvas, scale 1-5

In the assessment of the study unit, the criteria of competence assessment framework level II for bachelor’s degree students are applied, as described below.

Professional knowledge base, information retrieval and reporting
At grade 5 level, the student is able to: analyze acquired information, draw conclusions, and integrate theoretical and experiential knowledge
At grade 3 level, the student is able to: critically evaluate information and justify their actions based on researched knowledge
At grade 1 (pass) level, the student is able to: consistently use professional terminology and demonstrate familiarity with the knowledge base, report and communicate in a professional manner

Professional practice and development of working life
At grade 5 level, the student is able to: assess the applicability and impact of produced knowledge, skills, or ideas in other contexts, anticipate the needs of clients and/or partners
At grade 3 level, the student is able to: propose solutions to professional tasks by utilizing creativity, promote professional collaboration and develop customer or partner relationships
At grade 1 (pass) level, the student is able to: work independently, considering the operational environment, take responsibility for interacting with clients and/or partners and responding to their needs

Teamwork skills, leadership and responsibility
At grade 5 level, the student is able to: evaluate and develop the group’s entrepreneurial and responsible approach to work, assess opportunities to utilize competence and plan their own and the group’s development
At grade 3 level, the student is able to: promote the group’s entrepreneurial and responsible approach to work through their actions, describe the development of their own competence in relation to the learning outcomes of the study unit
At grade 1 (pass) level, the student is able to: describe the significance of their own actions for successful collaboration, describe their competence in relation to the learning outcomes of the study unit

“A student who has not demonstrated their competence at the level required by the assessment criteria must supplement or retake their performance in the manner and within the time set by the course teacher. If, despite the opportunity to supplement, the student does not achieve a passing grade, they must retake the course as agreed with the teacher.” (Degree Regulations 2024.)

All members of the Laurea community are expected to follow good scientific practices, including proper referencing. Familiarize yourself with these practices and ask if you need clarification. All assignments are to be completed individually unless otherwise instructed. The teacher will provide separate information on the use of plagiarism detection in the evaluation of assignments.