Postgraduate Course: Introduction to Service Design (fusion on-site) (EFIE11100)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | Service design methods have become an essential approach in bridging the values of multiple stakeholders to support the design and use of valued human-centred services. This course offers a critical approach to service design, with a focus on combining effective frameworks toward practical application. |
| Course description |
This course follows the EFI educational delivery model consisting of a pre-intensive period in which an introduction to the course and background materials will be shared, this is followed by a two-day intensive workshop in which the core materials will be delivered, with a final post-intensive period in which students are expected to work in teams to develop assignments.
Individual, pre-intensive, component comprised of 4 elements:
(i) A reading pack of 8 core papers that provides a background to the histories and development of the discipline;
(ii) An introductory lecture (pre-recorded) that explains the structure of the course, and revisits the core papers to complete the background to the origins, development and applications of service design;
(iii) Four cases studies in the form of short videos that focus upon companies / organisations that either provide design services, or have internal programmes and departments that use methods (e.g. Nile, Sopra Steria, Scottish Government, AndThen),
(iv) An on-line group / activity where participants are able to discuss issues that emerge from the readings and case studies.
The two-day intensive component comprises an initial day for experiencing a selection of methods, followed by a second day which centres upon students working in teams to initiate the development of a service design methodology in response to a design brief. Day 1 is split into 4 parts:
(i) A welcome back introductory talk that gathers students together and explains the two day session;
(ii) A seminar will introduce established service design methods: e.g. persona development, journey mapping, Jobs To Be Done;
(iii) Students will have the opportunity to experience these methods. Facilitators will onboard students allowing them to play particular roles in the use of particular toolkits both onsite and online;
(iv) A collective feedback session will interrogate the applicability, potentials and limitations of each method for particular sectors / challenges.
Day 2 is split into 4 parts:
(i) One or more external parties will present service management and design challenges in which service design methods are required to be adapted to suit a specific audience / community / sector / digital service;
(ii) Students will work in groups to form 'design studios' consisting of online and offline members with different skills. Groups will work together to develop preliminary responses to the brief, assembling a series of components that respond to the challenges. Online tools including Miro will be used to support ideation;
(iii) Presentations back to the group will provide an opportunity for formative feedback in the review of different group responses;
(iv) A further period of ideation will allow teams to revisit their initial plans in order to iterate them in response to group feedback.
They will then use these plans to inform their development through the post-intensive phase. (v) A final seminar will close the intensive two days and detail the expectations for the post-intensive period toward the final submission of coursework.
Groups will remain connected throughout the post-intensive which will consist of 2 elements: (i) Virtual studios will be self-organised by groups to pursue the development of toolkits, and will be facilitated through the provision of online tools linked to assessment. (ii) Presentations delivered synchronously onsite and online, will provide an opportunity for groups to update on progress and receive formative feedback prior to a final submission.
The student experience will integrate personal learning objectives within a group / studio environment. It will combine individual study together with structured tutor led workshops, a virtual studio culture, seminars and tutorials, toward the understanding and subsequent design of a service design toolkit. It will link the work and personal experiences of the student together with the historical and contemporary discipline of service design and appreciate its application in the creation of inclusive human-centred services.
Edinburgh Futures Institute (EFI) - On-Site Fusion Course Delivery Information:
The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities.
Students should be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2022/23, Available to all students (SV1)
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Quota: 20 |
| Course Start |
Semester 1 |
| Course Start Date |
19/09/2022 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 3,
Seminar/Tutorial Hours 4,
Supervised Practical/Workshop/Studio Hours 10,
Online Activities 10,
Formative Assessment Hours 4,
Other Study Hours 7,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
60 )
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| Additional Information (Learning and Teaching) |
Other Study: Scheduled Group-work Hours (hybrid online/on-campus) - 7
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative Assessment:
The course will be assessed by means of the following assessment components:
1) 1500 Word Reflective Essay/Blog (50%)
Students will write a 1500 word reflective essay/blog to critique one of the service design methods they have been introduced to and experienced during the intensive component of the course. They will be expected to highlight the strengths and weaknesses of using this method in a particular domain, context, or with certain stakeholders.
2) Group Presentation Slide Deck / PDF of a Minimum 25 Pages (50%)
Working in a group, they will be asked to develop a creative solution that extends existing toolkits and methods within a specific context. The response would include a description of how particular methods would be used, alongside a demonstration of how they could be refined for the chosen context. Alongside the reflective essay, this should examine students' understanding of how to apply existing methods to new and emerging social, economic and data-driven contexts We anticipate that submissions will take the form of a presentation deck / PDF of a minimum 25 pages. |
| Feedback |
Feedback on the formative assessment may be provided in various formats, for example, to include written, oral, video, face-to-face, whole class, or individual. The course organiser will decide which format is most appropriate in relation to the nature of the assessment.
Feedback on both formative and summative in-course assessed work will be provided in time to be of use in subsequent assessments within the course.
Feedback on the summative assessment will be provided in written form via Learn, the University of Edinburgh's Virtual Learning Environment (VLE).
Students will receive feedback at various points during the course:
- During personal tutorials and group presentations (formative feedback);
- By written feedback on their individual reflective essay, and their group work (summative feedback). |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Express a critical understanding of service design and methods and their role within the design / redesign of products and services.
- Demonstrate an understanding of the existing methods and how these can be applied within the development of a service.
- Critically evaluate the strengths and weaknesses of various service design methods.
- Articulate how and when different approaches, methods and toolkits are appropriate to particular service design challenges and contexts.
- Demonstrate the ability to extend existing service design methods to address emerging contemporary social, economic and data-driven challenges.
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Reading List
Indicative Reading List:
Leading Public Design. Discovering Human-Centred Governance By Christian Bason, Policy Press, 2017.
This Is Service Design Doing: Using Research and Customer Journey Maps to Create Successful Services: Applying Service Design Thinking in the Real World by Marc Stickdorn, Markus Edgar Hormess, Adam Lawrence, Jakob Schneider, O'Reilly Media, 2016.
Dark matter and trojan horses. A strategic design vocabulary by Dan Hill, Strelka Press 2012.
The Design of Everyday Things by Don Norman, MIT Press, 2013.
This is Service Design Thinking: Basics-Tools-Cases by Jakob Schneider, Mark Stickdorn, Schneider Jakob, BIS Publishers 2012.
Service Design: From Insight to Implementation by Andy Polaine, Ben Reason & Lavrans Løvlie, Rosenfeld, 2013.
J Trischler, T Dietrich & S Rundle-Thiele (2019) 'Co-design: from expert- to user-driven ideas in public service design' Public Management Review (21, 11).
I Laitinen, T Kinder & J Stenvall (2018) 'Co-design and action learning in local public services' in Journal of Adult and Continuing Education (24, 1). |
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Service Design,Design,Service Management,Public Services,Value Creation,Co-creation |
Contacts
| Course organiser | Dr Chris Elsden
Tel:
Email: chris.elsden@ed.ac.uk |
Course secretary | Mr David Murphy
Tel:
Email: dmurphy7@ed.ac.uk |
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