FSD1-IS05 Introduction to Service Design

FSD1-IS05 Introduction to Service Design

  • Course description
    • Course code
      FSD1-IS05
    • Level of study
      5.1
    • Program of study
      Service Design
    • Credits
      5
    • Course coordinator
      Marna Haskins
Teaching term(s)
2024 Autumn
2025 Spring
About the Course

Introduction to Service Design explores the nuanced art of creating profound and impactful interactions between customers and services. This comprehensive approach emphasises improving every interaction, from the first contact to the last, ensuring that services are not merely functional but truly transformative. Service design understands that services extend beyond mere transactions; they become integral journeys in the tapestry of people’s lives, underpinning our contemporary service-centric economy.

In this course, students will be introduced to the core principles and methodologies of service design and how they impact how organisations conduct and design customer relationships. It introduces students to human-centred design and customer-centricity through case studies, with an introduction to the history of service design and the service design toolbox. 

The course provides knowledge and skills in design thinking principles, the service designer’s role and the processes embedded in the double/triple diamond approach. Through practical insights and tasks, candidates learn about the importance of user research, customer journey mapping, personas, and how to choose from a complex and varied toolbox, given a specific challenge. An introduction to relevant agile planning tools is also given

A portion of this course is dedicated to a small, guided project to let candidates explore the new concepts they have recently learned.

The students will be able to define service design and how to do service design in brief. Knowledge and skills acquired during this course will give students a relevant framework for the whole programme and the opportunity to holistically relate to every tool, process, and method. The student gains a broader perspective of their own field, which provides a basis for interdisciplinary collaboration with other areas of the disciplines.

Course Learning Outcomes
Learning outcomes - Knowledge

The candidate:

  • has knowledge of the historical development and key milestones in the evolution of the service design field.
  • understands how service design is used in leading organisations and bureaus internationally and locally.
  • has knowledge of design thinking principles and methodologies, including the double/triple diamond framework.
  • understands the fundamental principles of design thinking, including empathy, ideation, and prototyping.
  • has knowledge of the role and responsibilities of a service designer within multidisciplinary teams and projects.
  • has knowledge of the service design overall stages, the brief, the purpose of ensuring problem-solution fit, research and insight, ideation, testing, and prototyping.
  • has knowledge of various tools and techniques used in service design, including customer journey mapping, persona development, and prototyping.
  • understands how visualisation methods convey service concepts and strategies effectively.
  • has knowledge of agile methods and planning tools for service design projects.
Learning outcomes - Skills

The candidate:

  • can navigate the stages and actions involved in the service design process, as guided by the double/triple diamond framework.
  • can apply practical insights into how service designers contribute to creating holistic service experiences.
  • can apply a creative thinking mindset by practising idea generation, problem-solving, and innovation techniques.
  • can approach challenges with a professional perspective and independent attitude.
  • can apply visualisation tools and other service design methods effectively to tackle complex service design challenges.
General Competence

The candidate:

  • understands what it takes to develop the skills necessary for a service designer within multidisciplinary teams, fostering collaboration, empathy, and a human-centred approach to problem-solving.
  • has an understanding of the historical context and evolution of service design as a discipline, allowing for informed and contextualised decision-making in service design projects.
  • has developed an understanding of how service designers collaborate effectively with professionals from various backgrounds, promoting interdisciplinary teamwork.
  • can apply ethics and values to the domain of service design.
Teaching and Learning

In this course, the following teaching and learning methods can be applied, but are not limited to:

  • Lecture: Educator-led presentations or activities providing knowledge, skills, or general competencies in the subject area.
  • Group work: Collaborative activities where students work together to solve problems or complete tasks.
  • Tutoring: One-on-one or small group sessions with an instructor for personalized guidance and support.
  • Student presentations: Opportunities for students to demonstrate their understanding of course material by presenting to peers.
  • Online lessons: Digital content delivered via an online learning platform.
  • Guidance: Individualized advice and direction from instructors to support students in their learning journey.
  • Workshops: Practical sessions focused on hands-on application of theoretical concepts or skills.
  • Self-study: Independent study where students engage with course material on their own without any teacher support.
Reading list

Teaching materials, reading lists, and essential resources will be shared in the learning platform and software user manuals where applicable.

Assessments
Form of assessmentGrading scaleGroupingDuration of assessment
Course Assignment
Pass / Fail