Service Design Working Group
Cumulus 2022 Detroit
Us
Mari Suoheimo
Associate Professor in Service Design
Oslo School of Architecture and Design, Norway
Satu Miettinen
Dean & Professor of Service Design
University of Lapland, Finland
John Knight
Service Design Trainer
Aalto University,�Finland
Nicola Morelli
Professor, Service Design
Aalborg University, Denmark
Us
Amna Qureshi
Researcher, Doctoral Candidate
University of Lapland, Finland
Miaosen Gong
Associate Professor
School of Design, Jiangnan University, China
Ted Matthews
Associate Professor and Chir of Service Design
Oslo School of Architecture and Design, Norway
Aim
How do we share information about service design teaching: introductory courses, briefs to students, both defining and sharing tools/online resources? How we share information about specific areas of service design such as architecture, housing, healthcare?
How do we discuss the topics such as creativity, designerly ways of thinking, moving from problem space into solution space, not becoming too strictly tied with double diamond process?
What aspects (interaction, social innovation, systems, organisational aspects, practise-based cases etc.) of service design are relevant to your teaching?
(reply in slide 1)
How do we bring in design theory into service design teaching?
(reply in slide 1)
How schools approach implementing/teaching practical service design cases?
Can you make an example of the introductory exercise you propose to your students?
(reply in slide 2)
Aalborg University
COURSES:
User Experience Design for Service Interaction 5 ECTS
Designing Product Service Systems 5 ECTS
Programming for Services 5 ECTS
(Visualising and prototyping in services)
SEMESTER PROJECT:
Services as interaction
15 ECTS
COURSES:
User Participation and Social Innovation 5 ECTS
Perspectives in Service Design 5 ECTS
Services Representation and Prototyping 5 ECTS
SEMESTER PROJECT:
Services as Systems 15 ECTS
COURSE:
Strategy and Business in Services
5 ECTS
CHOOSE BETWEEN:
25 ECTS
Master’s Thesis 30 ECTS
END WITH A TOTAL OF 120 ECTS
A PROJECT ON A WELL-KNOWN SERVICE
A BRIEF PROPOSED BY A COMPANY /PUBLIC SERVICE / INSTITUTION
Aalto University
Industry Service Design Training Model
Full Industry Design Curricula
University of Lapland
Slide 1
A Learning model for sustainable service design including the theoretical framework to develop learning models that can support sustainable development goals and inclusive learning experiences.
Slide 2
Teaching model for sustainable service design teaching in a digital context by examining the forms of haptics, materiality and blended and flipped learning approaches in three case studies. These case studies are specific study courses included in the curricula of advanced project studies on service design: 1) digital service design, 2) story-based service design and 3) spatial-oriented service design. This was taught in Master’s programme on multidisciplinary service design, University of Lapland.
Oslo School of Architecture and Design
Slide 1.a
What aspects (interaction, social innovation, systems, organisational aspects, practise-based cases etc.) of service design are relevant to your teaching?
At AHO our Masters students have the opportunity to complete 7 semesters of service design related studies (including Systems Oriented Design and combined Interaction and Service Design courses. The school promotes practice-based learning by engaging with material through making in the context of a broad variety of real-life collaborative projects.
Students choosing to take Service Design semesters will engage with a variety of thematics drawn from our research areas of interest. These are; experientiality, culture, social services, service systems. Students therefore work with interaction, social innovation, systems, organizational aspects, practice-based cases, but also, public service sector innovation, highly experiential services, culture, community, ritual and the design for meaningful experiences, wicked problems.
How do we bring in design theory into service design teaching?
Despite our education being practice based we are careful to bring design theory to our students in ways that relate to the projects they are working on at the time. For example, in their 3rd semester when they are first fully introduced to service design we frame their final module with in a double diamond structure as it is a useful way for them to plan their design activities. This then becomes the ideal opportunity to critique the double diamond as a way to understand the process of designing, not at least in comparison to other ways of designerly thinking from abductive problem solving, to problem – solution space, to design as bricolage to Schön, etc.
Slide 1.b: Service design semesters at AHO
Slide 2
How schools approach implementing/teaching practical service design cases? Can you make an example of the introductory exercise you propose to your students?
We try to work with partners throughout the 5 -years masters. However, the focus of each collaboration changes depending on the framing of the work and the level of the students. Students at the start of their service design education work with projects that focus primarily on the front stage delivery, digging deep into the taxonomies and qualities of a service experience and the approaches to design for them. Later in their education they may focus more on back stage complexity and designing for cross-disciplinary and cross-silo stakeholders.
The introductory exercise the students undertake in their 3rd semester is 4 tasks delivered over 2 weeks in teams of 4. The exercise allows the students to understand and analyze the service experience ‘as is’, to work with iterative improvement, to begin to consider other user experiences and finally to consider how brand might play a part in totally rethinking services. It works very well as a practical, hands on and fun way to introduce service design to younger students.
Task 1: Service Safari. Students go out and experience a mode of public transport in the Oslo area and create a customer journey together with other supporting visual material to express their experience of the service. Students analyze and reflect on high and low points of the journey
Task 2: Iterative Improvements: Students agree on what is the worst pain point in the journey and discuss which experiences/feelings this point triggers. They then design a new solution where they design for the opposite experience at this point in the journey. They must discuss how the new solution changes the "back stage" service; Do employees need to be trained in new routines? Is a new infrastructure needed? Or new technology? Does the organization need to change? Are more employees needed? They also discuss what effect the solution will have on others, for example the users of the service, "front stage" employees or on people who do not use the service.
Task 3: Taking the you out of users; raising empathy for others. Students are introduced to a series of methods for understanding user experience. In conclusion students get the chance to try disabling suits. The use of these suits are problematized and critiqued, however the student then design and make their own disabling suits or equipment and then go out and experience their chosen transport experience again creating photo documentation. They then report back reflecting on the experience, the problems and values of such devices.
Task 4: Service Takeover: Students are given a famous brand at random and tasked with redesigning their public transport service experience if it had been delivered by for example IKEA, Apple, Supreme, Ryanair. The students have to pay attention to how the service experience and system would change if delivered by another brand whilst still delivering on customer needs. The students deliver rich experiential presentations of their concepts.
Linköping University
Slide 1
Aspects: we assume a systems perspective on service and designing, using social innovation, the public and welfare as contexts. This gives us the possibility to highlight multiple levels of the systems, and aspects of those, such as interactions, practices, organisations, social structures, policy etc.
Theory: we require the students to mix reading with doing, and to clearly show when they have theory or literature support in their work. Teachers introduce and frame theory and theoretical concepts through lectures, and together with students explore what they mean in practice.
LAB University of Applied Sciences
Slide 1
Slide 2
Practical service design: We use practice-based cases, projects with external clients, and challenge-based learning, for reflexive learning of service design as a practice. We expect students to learn why practical tools are used, and to be able to choose and make tools for their own needs.
Exercise: One of the introduction exercises is to sketch sharing solutions
Jiangnan University
Slide 1
We combine social innovation and system perspectives in service design teaching. We introduce social problems, such as the pandemic and population ageing, into service design course. Students are required to solve these problems with PSS methods.
We recommend students some literature related to service design and social innovation at the beginning of the course. Students will solve the practical problems with the support of the theory during the course. The are also required to reflect how theory can support the problem-solving. Besides service design and social innovation related theory, we also introduce theories related to practical project.For example, when the practical project are focused on population ageing, we introduce inclusive design theory into the course.
Slide 2
The service design course is project-based. We introduce 2 kinds of practical projects. One is based on theme, such as public health. Students are expected to propose innovative solutions for specific problems related to public health using service design theories and methods. The other is based-on specific cases. Students analyze existing service design cases and optimize the experience through service design approach. Both two are based on specific practical context.
One exercise is wheelchair sharing. We collaborated with a NGO who is dedicated to exploring solutions in the field of public health and care. This NGO introduced existing design cases in wheelchair sharing and their design demand to share wheelchair in specific scenario, hospital.