Study Guide

Objectives (course unit)

In this course students will learn service design thinking in a digital business environment. The student will study how service design thinking is applied to customer centric business development and how the customer centric value chains are formed. Students will use service design tools and methods to design a business development plan for an e-commerce company.

After completing the course, the students will be able to:
- develop innovative business development plan by using different kind of tools, like Storytelling, Design Scenarios, Service Blueprints, Empathy Map etc.
- search different kind of relevant customer information using design thinking tools
- describe the value chain in e-commerce

Content (course unit)

• Service Design as an inter-disciplinary approach
• Fields of Service Design
• Service Design Thinking tools

Prerequisites (course unit)

-

Assessment criteria, satisfactory (1-2) (course unit)

The student has rudimentary knowledge of service design thinking, including data collection methods such as surveys, interviews and observations. He/she is capable of using basic design thinking tools such as Empathy Map. The student has elementary skills in planning and implementing a research project in the context of service design thinking.

Assessment criteria, good (3-4) (course unit)

The student has advanced knowledge of Service Design Thinking methods, including such as Value Proposition Canvas and Lean Canvas. The student knows the difference between customer centric and customer based. He/she is able to select suitable Service Design methods for a variety of situations and provide reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student is skilled in planning and implementing a service design project in the context of e-commerce.

Assessment criteria, excellent (5) (course unit)

The student has excellent knowledge of service design methods, including interviews, observations, document analysis and others. He/she is able to select accurate service design methods for a variety of situations and justify reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student has profound skills in planning and implementing a service design project in the context of e-commerce. The student thoroughly understands how service design, value chain and customer-centricity work together.

Location and time

Sessions will be held according to the schedule in Pakki. Contact days will be announced in the first meeting.

Exam schedules

N/A

Assessment methods and criteria

According to TAMK evaluation criterias (0,1-5)
- Knowing
- Doing
- Being

The evaluation is based on the team's service design project outcome and individual learning diary.

Assessment scale

0-5

Teaching methods

- Lectures and workshops
- Flipped classroom sessions
- Inquiry-based learning
- Collaborative learning
- Independent study and research

Learning materials

- Presentation material
- Articles
- Case studies
- Videos
- Assigned E-books

Student workload

According to TAMK schedule, ECT credits and Moodle timing instructions. Students are expected to:
- Attend sessions
- Participate in group discussions and workshops
- Complete the course project
- Study materials given to them on their own time

Content scheduling

Details given in the first lesson

Completion alternatives

N/A

Practical training and working life cooperation

Knowledge gained from the course can be applied to various projects in which service design/ design thinking is applicable.

International connections

Multiple global case studies will be used in the course

Further information

N/A

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student has rudimentary knowledge of service design thinking, including data collection methods such as surveys, interviews and observations. The student is capable of using basic design thinking tools such as empathy maps. The student has elementary skills in planning and implementing a research project in the context of service design thinking.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student has advanced knowledge of service design thinking methods, such as value proposition canvas and lean canvas. The student knows the differences between customer-centric and customer-based. The student is able to select suitable service design methods for a variety of situations and provide reasons for the selection. The student knows how to build a value chain. The student is able to utilize gained insights to improve business processes. The student is skilled in planning and implementing a service design project in the context of e-commerce.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student has excellent knowledge of service design methods, including interviews, observations, document analysis and others. The student is able to select accurate service design methods for a variety of situations and justify reasons for the selection. The student knows how to build a value chain. He/she is able to utilize the gained insights to improve business processes. The student has profound skills in planning and implementing a service design project in the context of e-commerce. The student thoroughly understands how service design, value chain and customer-centricity work together.