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70 602 Service Design 2: Service Design Futures
Passed foundation level (BA-level) at AHO or equivalent education with 180 ECTS.
Students who have taken Service Design 1 will be preferred, but this is not a requirement for this course.
International 2 year master students must have been approved for service design.
Recommended previous knowledge.
- Service Design concepts and methodologies
- User centred design methodologies
- Qualitative data analysis
- Ideation techniques
- Prototyping
- Concept communication
The course focuses on honing existing Service Design knowledge and competencies through practice by direct access to the schools focus areas of research whilst actively contributing to their development.
In addition undertaking this form of learning through contributing to research, the students will develop their ability to reflect on their own design practice within the rigorous framework of research practice.
These research focus areas are:
- Service design for public sector innovation and social innovation.
- Speculative, experimental service futures.
- Design for highly complex service environment.
- Stakeholder engagement and holistic service design.
By working with these areas students will practice what they have learnt in Service Design I and/or GK5 and GK6 by applying these design skills through ‘research-by-design’, 'research-through-design' or participatory action research to ongoing research projects with in-house researchers together with their external partners.
KNOWLEDGE
- Understand and appropriate research methodologies used within design research projects.
- Develop an analytical approach and critical perspective on the field of Service Design.
- Reflection on what design research and its methodologies mean for service design practice and vice versa.
SKILLS
- Ability to read, understand and contribute to design research
- Ability to analyse a service design problem in relation to relevant research theories and models
- Ability to translate theoretical models into practical tools
- The ability to reflect upon the nature of service design in relation to other disciplines
- The ability to describe your position within the field of service design
- Skills of diplomacy
- Working ethically and thoughtfully with marginalized populations.
GENERAL COMPETENCE
- Gain an overview of the state of the art of Service Design research
- Promote an active and designerly participation within research projects
- Learn to engage and collaborate with external partners
- Promote citical reflection on the unintended consequences of service design decisions
The course is run differently from Service Design 1. In Service Design 2 students will be working more independently and in close collaboration with service design researchers at the school. It is organized in two main modules.
The main learning activities will be based upon research projects in collaboration with external partners, where the students will be part of the research team. The course also integrates studio work (group and individual), tutoring and reflective sessions in the classroom, workshops, structured presentations, and discussions with the course participants.
There will also be lectures with invited guests, designers and researchers. The students are expected to read some curriculum literature.
Candy, S., & Kornet, K. (2019). Turning foresight inside out: An introduction to ethnographic experiential futures. Journal of Futures Studies, 23(3), 3-22.
Neeley, J.P. (2021). Consider everything: Aligning service design practice with our complex reality. Touchpoint: The Service Design Journal. Special Issue: Service Design and Systems Thinking.
Dunne, A., & Raby, F. (2013). Speculative everything: design, fiction, and social dreaming. MIT press.
Hirsch, T. (2020, April). Practicing without a license: Design research as psychotherapy. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-11).
Vink, J., Koskela-Huotari, K., Tronvoll, B., Edvardsson, B., & Wetter-Edman, K. (2021). Service ecosystem design: Propositions, process model, and future research agenda. Journal of Service Research, 24(2), 168-186.
Vink, J., & Koskela-Huotari, K. (2021). Social structures as service design materials. International Journal of Design, 15(3), 29-43.
Duan, Z. (2022). Professional Design in between Plural Makings. In Satu Miettinen, Mikkonen Enni, Maria Cecilia Loschiavo dos Santos, and Sarantou Melanie (Eds), Artistic Cartography and Design Explorations to Pluriverse. Taylor and Francis.
Further readings to be confirmed.
| Form of assessment | Grouping | Grading scale | Comment |
|---|---|---|---|
| Portfolio assessment (Vurderingsmappe) | Individual | Pass / fail | Being a practice-driven course, the student’s progression through both projects will be presented by means of: • Group and individual mid-term deliverables • Workshops & interviews • Evidencing material In each module students will have group and individual deliverables that will receive qualitative assessment to identify their strengths and weaknesses. Groupwork will be assessed individually. Each module will have a final presentation and report or equivalent deliverable that will be assessed in pass/fail by an external sensor and the course leader. The details for each project regarding particular deliverables and the evaluation criteria will be described in the brief for each project at the beginning of the module. The students need to pass both modules to pass the course. For students that fail the first module, a supplementary delivery can be submitted before the final assessment. The course leader will inform the students, if they are close to failing. |
| Workload activity | Comment |
|---|---|
| Attendance | This is an intensive course, and it demands consistent and hard work from the participants. Students are required to attend at least 80% of the main course events described in the detailed calendar for each project. This includes workshops, lectures, group sessions and tutoring sessions. The course leader will take assistance 15 minutes after the beginning of each session. The students are expected to keep count on their absences. In case of sickness or other serious reasons for not being able to follow the course activities, the student can contact the course leader to see if adaption is possible. |