Study Guide

Objective

The student is able to describe the key concepts, goals and meanings of service design. The student understands the main principles of service design-oriented thinking in business and learns to search for and interpret user experience, customer needs and expectations. He/she learns to innovatively develop an existing service process with future needs in mind. The goal is to create new value for the customer as cost-effectively as possible. The student adopts the different stages of service design and is able to creatively apply this process thinking in practice. The student learns the most important research methods used in service design, as well as information acquisition and ideation tools. In addition, he/she acquires co-development and workshop facilitation skills.

Content

Key principles of design-oriented thinking
Service design process
Creative data acquisition and ideation tools in service design
Visualization of the service design process, its stages and outcome
Facilitation skills in workshop work
A practical service design case

Location and time

Luennot 2 kertaa viikossa (90 min/kerta). Kurssin loppupuolella tehdään paljon ryhmä- ja kenttätyötä.

Materials

Kurssimateriaali löytyy kootusti Repusta.
Kirjallisuusluettelo käydään läpi kurssin alussa.

Teaching methods

Lähiopetus.
Työkalujen ja -mentelemien harjoitukset tunnilla.
Itsenäiset tehtävät.
Ryhmätehtävät.
Kurssin lopputehtävänä työelämälähtöinen case-study, jossa aito toimeksiantaja.

Employer connections

Kurssin lopputyö tehdään ulkopuoliselle toimeksiantajalle.

Exam schedules

-

International connections

-

Completion alternatives

Kurssi suoritetaan lähiopetuksena. Ei etäopiskelumahdollisuutta. Luentoja ei nauhoiteta.

Student workload

Opinnot etenevät kronologisesti Repun osioiden mukaisesti.
Kurssin etenemisen seuranta on itseohjautuvaa.

Content scheduling

Kurssi alkaa 9.1.2024 ja päättyy toukokuun alussa. Päättymisaikaan vaikuttaa toimeksiantajan kanssa tehtävän yhteistyön aikataulu. (Lopputöiden esityspäivä ja viimeinen luento vahvistetaan kurssin aikana.)

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to describe the content of the service design process, key concepts and elements in a versatile and expert manner. He / she is able to evaluate the wide-ranging strategic choices made in the service design process and the result achieved on the basis of them, as well as the future prospects for different branded companies, and to compare different options in practical situations and reflect on what they have learned. The solutions to the given tasks show a wide range of familiarity with the matter. He/she makes effective use of service design tools.

Assessment criteria, good (3)

The conceptualization and utilization of the different stages of service design and the process is consistent and the structuring of entities is logical. The student is also able to utilize and apply key concepts and elements when analyzing or solving practical case situations and tasks. He/she applies service design tools.

Assessment criteria, satisfactory (1)

The student is able to outline the process of service design and the different stages, basic concepts and their contents. There is a lack of understanding of the whole subject and the use of concepts. The student utilizes the concepts needed in problem solving to some extent, the use of the concepts in application tasks is successful in some respects. He/she makes partial use of service design tools.

Objective

The student is able to describe the key concepts, goals and meanings of service design. The student understands the main principles of service design-oriented thinking in business and learns to search for and interpret user experience, customer needs and expectations. He/she learns to innovatively develop an existing service process with future needs in mind. The goal is to create new value for the customer as cost-effectively as possible. The student adopts the different stages of service design and is able to creatively apply this process thinking in practice. The student learns the most important research methods used in service design, as well as information acquisition and ideation tools. In addition, he/she acquires co-development and workshop facilitation skills.

Content

Key principles of design-oriented thinking
Service design process
Creative data acquisition and ideation tools in service design
Visualization of the service design process, its stages and outcome
Facilitation skills in workshop work
A practical service design case

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to describe the content of the service design process, key concepts and elements in a versatile and expert manner. He / she is able to evaluate the wide-ranging strategic choices made in the service design process and the result achieved on the basis of them, as well as the future prospects for different branded companies, and to compare different options in practical situations and reflect on what they have learned. The solutions to the given tasks show a wide range of familiarity with the matter. He/she makes effective use of service design tools.

Assessment criteria, good (3)

The conceptualization and utilization of the different stages of service design and the process is consistent and the structuring of entities is logical. The student is also able to utilize and apply key concepts and elements when analyzing or solving practical case situations and tasks. He/she applies service design tools.

Assessment criteria, satisfactory (1)

The student is able to outline the process of service design and the different stages, basic concepts and their contents. There is a lack of understanding of the whole subject and the use of concepts. The student utilizes the concepts needed in problem solving to some extent, the use of the concepts in application tasks is successful in some respects. He/she makes partial use of service design tools.

Objective

The student is able to describe the key concepts, goals and meanings of service design. The student understands the main principles of service design-oriented thinking in business and learns to search for and interpret user experience, customer needs and expectations. He/she learns to innovatively develop an existing service process with future needs in mind. The goal is to create new value for the customer as cost-effectively as possible. The student adopts the different stages of service design and is able to creatively apply this process thinking in practice. The student learns the most important research methods used in service design, as well as information acquisition and ideation tools. In addition, he/she acquires co-development and workshop facilitation skills.

Content

Key principles of design-oriented thinking
Service design process
Creative data acquisition and ideation tools in service design
Visualization of the service design process, its stages and outcome
Facilitation skills in workshop work
A practical service design case

Location and time

January - April

Materials

DevMoodle-material
Videos
Webinars
Course literature provided during the course

Teaching methods

Both normal contact lectures as well as online contact lectures (50 % + 50 %)

Employer connections

Work-related projects accomplished at the end of the course.

Exam schedules

-

Completion alternatives

Full online attendance (only with a specific agreement based on the critical factors)

Student workload

Two week sessions. One online lecture, one contact lecture.

Content scheduling

Regular contact or online lectures. 2 lectures / week.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to describe the content of the service design process, key concepts and elements in a versatile and expert manner. He / she is able to evaluate the wide-ranging strategic choices made in the service design process and the result achieved on the basis of them, as well as the future prospects for different branded companies, and to compare different options in practical situations and reflect on what they have learned. The solutions to the given tasks show a wide range of familiarity with the matter. He/she makes effective use of service design tools.

Assessment criteria, good (3)

The conceptualization and utilization of the different stages of service design and the process is consistent and the structuring of entities is logical. The student is also able to utilize and apply key concepts and elements when analyzing or solving practical case situations and tasks. He/she applies service design tools.

Assessment criteria, satisfactory (1)

The student is able to outline the process of service design and the different stages, basic concepts and their contents. There is a lack of understanding of the whole subject and the use of concepts. The student utilizes the concepts needed in problem solving to some extent, the use of the concepts in application tasks is successful in some respects. He/she makes partial use of service design tools.