Service Design
Service Design
- Study facts
- Prog. CodePSED1
- NQF Level5.1
- Credits60
- Valid fromH24
- Version1.0
- Program manager
Service design has been established as important in the last decade, and the demand for this competence is high. A service designer can facilitate processes for the design of a user journey from start to finish. This includes everything from planning, insights, idea development, and concept development to prototyping and implementation. It also includes coordinating service design processes and utilising the appropriate disciplines. There are many tools, methods, and principles in the service design realm, and it is the responsibility of a service designer to know which ones are suitable for various projects commissioned by customers.
The Service Design programme gives a solid foundation for the topic, understanding relevant to the industry, and skills and practical competence through an active learning experience adapted to the competence needs of the industry. Students will learn standardised methods, specific work processes, and relevant tools to adjust, adapt and secure quality user journeys for external customers and users. After completing this programme, candidates can contribute to service design teams of different sizes in various businesses.
The programme’s academic structure consists of practical work with daily tasks parallel to major compulsory assignments. Several activities can also be facilitated for cooperation with fellow students across disciplines at Noroff Vocational School.
The programme starts at a basic level and is appropriate for candidates from upper secondary education and with higher education or work experience. The programme gives students a basic understanding of a service designer and the competence necessary to use the basic principles, tools and methods used in the industry.
All students at Noroff have access to a digital classroom, referred to as the learning platform. Here the student can access relevant academic and practical information about the study programme. The learning platform also contains learning content, activities, delivery deadlines, work requirements and assessments for every course.
Online
Online studies are flexible since students can study from anywhere and at their own pace according to the academic progression and scheduled deadlines. Students access their learning material for each course through the learning platform, and discussion forums are used for communication between fellow students and teachers. Lectures and live-stream sessions are not a part of the delivery model online but may be given as an add-on.
Campus
As part of the campus community, students will have access to on-site teachers, guest lecturers, and other students during their learning journey. Students on campus study in modern working environments and have access to equipment used for practical training.
Vocational education at Noroff can expand career opportunities and lay lifelong learning foundations. Throughout the programme, students will familiarise themselves with key competencies relevant to industry employment.
Career opportunities
After graduation, the candidate may qualify for work within these areas:
- Leading service industry companies, e.g., some of the major companies in the telecom industry or a leading retail company. Various agencies are working with service design for larger and smaller clients in Norway. Candidates would be eligible for such agencies.
- Research and insight work.
- Ideation and concept development.
- Prototyping and testing.
- Service design within startup and innovation processes.
Knowledge:
Understanding theories, facts, principles, procedures in the discipline, subject area and/or occupation.
Skills:
Ability to utilise knowledge to solve problems or tasks (cognitive, practical, creative and communication skills).
General Competence:
Ability to independently utilise knowledge and skills in different situations.
After graduation from this programme, students have acquired the following learning outcomes:
The candidate:
- has knowledge of central principles, methods and tools used in the Service Design processes.
- has insight into relevant regulations, standards and quality requirements that apply in a Service Design context.
- understands the importance of visualisation techniques and tools for communicating user or customer journeys.
- has knowledge of design thinking principles, models, and tools.
- has knowledge of principles and methods used for user research and qualitative and quantitative insights in Service Design projects.
- has knowledge of principles and methods used for ideation and concept development in Service Design projects.
- has knowledge of tools, roles, and processes used to facilitate Service Design workshops.
- understands the importance of the Service Design discipline and its role in creating effective and creative services.
- has knowledge of industry-relevant practices within Service Design and is familiar with the field of work.
- can update their knowledge related to the field of Service Design
The candidate:
- can apply knowledge to use foundational Service Design tools, techniques, and principles.
- masters foundational methods and tools for visualisation and drawing in design.
- masters tools to visualise Service Design solutions and prototypes.
- can apply insight to create customer journey blueprints.
- can study a customer or user journey, identify key problems, and suggest implementing necessary measures.
- can apply knowledge to define a Service Design process’s purpose, goals, stages, and actions.
- can apply knowledge to identify user and context touchpoints in user journeys.
- can apply knowledge to planning and facilitation of Service Design workshops.
- can apply knowledge to visualise, document and present key insights.
- can apply knowledge to use methods and tools for ideation and concept development in a Service design process.
- can find information and material that is relevant within the field of Service Design
The candidate:
- understand the ethical principles of user and customer relations in a Service Design process.
- has developed an ethical attitude in relation to the practising of different Design disciplines.
- can carry out work in a Service Design team consisting of user research, ideation and concept development based on the needs of selected target groups.
- can build relations with peers and collaborate across design discipline boundaries and with external target groups.
- can develop user-centric solutions and contribute to a Service Design team
| Course code | Course name | Semester | Weeks | Hours | Credits |
|---|---|---|---|---|---|
| FSD1-IS05 | Introduction to Service Design | 1 | 4 | 168 | 5 |
| FSD1-RI75 | Research and Insight | 1 | 4 | 168 | 7.5 |
| FSD1-IC75 | Ideation and Concept Development | 1 | 4 | 168 | 7.5 |
| FSD1-P110 | Semester Project | 1 | 7 | 294 | 10 |
| FSD1-WF75 | Workshop Facilitation | 2 | 4 | 168 | 7.5 |
| FSD1-SP75 | Service Proposition | 2 | 4 | 168 | 7.5 |
| FSD1-SD05 | Service Design Planning | 2 | 3 | 126 | 5 |
| FSD1-EP10 | Exam Project | 2 | 8 | 336 | 10 |
| Total | 38 | 1428 | 60 | ||
Noroff offers an engaging and student-active learning experience that prepares candidates for professional working life through unique and industry-relevant teaching and learning activities governed by the current learning outcomes. Teaching and learning engage students in the learning process by promoting a holistic understanding of the different issues and challenges relevant to the subject areas. By fostering critical thinking, creativity, collaboration, and communication, students will develop lifelong learning skills.
Activities can vary for campus and online delivery and are composed of theoretical and practical approaches, providing students with the best possible outcome for each course. Noroff distinguishes between teacher and student-led activities. Both are equally important and tailored to each course’s educational approach. Teaching and Learning activities used in the courses are outlined in the course descriptions.
For all online studies, English is the primary language for teaching. English can also be used as the teaching language on some campuses.
Assessment impacts the student’s learning significantly and concludes if the student has achieved the intended learning outcome and, if so, at what level. Assessments include summative and formative methods depending on the content of the learning outcome of each course.
A course usually consists of one or more work requirements. The most common is compulsory course assignments that assess the acquired competencies outlined in the course learning outcomes. Course assignments are assessed as Passed/Failed or graded from A to F, after which verbal or written feedback is provided. Tests can also evaluate students’ achievements and are usually used in combination with compulsory assignments.
Online studies may also require students to deliver one or more compulsory module assignments during a course. This is to follow up and support the online students’ learning path. Module assignments can be used as learning activities for campus students.
Work requirements and assessment methods for each course are described in the course descriptions.
Information about equipment requirements is available here.
Online students are required to purchase and maintain their equipment.
There are three ways to meet the admission criteria and be enrolled as a student:
1. By upper secondary education (videregående skole)
- Higher education entrance qualification from Norway or abroad
2. By Norwegian vocational upper secondary education
- Documented relevant vocational qualifications diploma (yrkeskompetanse)
- Documented relevant craft certificate (fag og svennebrev)
3. Prior learning and work experience
More Information about admission requirements is available here: https://www.noroff.no/sok/opptakskrav