From Compliance to Co-Design: Transforming Accommodation Services at a Canadian College Through a People-Centred Service Design and Change Management Approach

It is widely accepted that service design is a discipline that is becoming increasingly recognized as a key element for productive collaboration between multidisciplinary stakeholders. However, it is difficult to understand the interplay between service design and product innovation in higher education. There is a gap in the service design literature on how its way of teaching can enable better product innovation if introduced within product innovation degrees. This study seeks to explore how product innovation might be stimulated by service design teaching, with a focus on collaborative participant activities often used within the service design discipline. Previous studies on service design pedagogy have provided various frameworks for teaching service design that are often drawn from different disciplinary perspectives, such as engineering, social sciences, marketing, business, etc. This article, in contrast, examines service design pedagogy strategies applied in design education within the realm of product innovation. A bibliometric analysis method was adopted to review the existing literature. We found that the selected studies touched upon several themes, which all relate to collaboration among participants and stakeholders in service design and product innovation. The findings shed light on specific projects and case studies that were implemented via team collaboration. Further analysis proposes that the service design pedagogy in design education enhances product design via wider value considerations such as sustainability principles and methods. This study begins to illustrate how service design as a systemic approach to designing products might better enable product innovators to consider wider aspects of value co-creation and sustainability via explicitly involving and considering wider stakeholder networks beyond simply designing a product for a user.

The implementation of the Integrated Model of Care for the Prevention & Management of Chronic Disease (MoC) in Ireland aims to deliver patient centred care and is being implemented at scale. This workshop aims to present examples of implementation of this change in Ireland and how we are supporting the implementation of the MoC and ensuring fidelity. We will also demonstrate specific local examples of interdisciplinary working. Background: An interdisciplinary approach involves team members from different disciplines working collaboratively, with a common purpose to set goals, make decisions, share resources and responsibilities. Interdisciplinary working is being supported using a service improvement and change management approach through our MoC, design of metrics, governance structures and communication and stakeholder engagements. The MoC takes a generic, multi-morbidity approach to the prevention and management of four major chronic diseases: type 2 diabetes; asthma; COPD; cardiovascular disease. Aims and Objectives: To describe and showcase some successful local examples of our real-world experience of implementing good interdisciplinary working to implement a MoC placing an emphasis on the delivery of a person-centred service to improve population health. Objectives: 1.Provide an overview of the MoC and progress to date 2.To describe how we are supporting and enabling interdisciplinary working through service improvement and change management approaches 3.To demonstrate local examples of interdisciplinary working 4.To outline initial evaluation outcomes and impact including PROMS. 5.To discuss the future of integrated care in Ireland: building on successes & learning from challenges Target audience: We anticipate that this workshop will appeal to a broad international audience and range of integrated care professionals (from primary care, community care to acute care, public health physicians, commissioners and health service managers) – as well as to patients themselves. Format: A.Presentations a.Overview of the Integrated MoC (5 mins) b.Supporting interdisciplinary working through service improvement (5 mins) Change management approaches (5 mins) d.Local examples of interdisciplinary working (20 mins) i.Cardiology –Dr. Susan Connolly, Cardiology Integrated Care Consultant, ii.Respiratory –Dr. Sinead Walsh, Respiratory Integrated Care Consultant, iii.Diabetes – Anne Fitzpatrick, Advanced Nurse Practitioner e.Evaluating impact and benefits for patients: Implementing PROMs as part of the MoC (5 mins) B.Interactive discussion – What can we learn from teams and how they work in an interdisciplinary approach (All) a.20 min small group work using post-its and flip charts, 10 min feedback and final questions to panel with discussion C.Sum up of learning and closing remarks (SOB) (5 min) Key Learnings/Take away: We are implementing an integrated model of care that requires interdisciplinary working to deliver patient centred care which is already demonstrating evidence of positive impact We must now continue to build on the work to ensure teams maintain an interdisciplinary way of working, and harness ideas of other roles that should be considered

Bringing service design to the development of health information systems: The case of the Portuguese national electronic health record

Online learning technology offers many benefits to students and educators, but at the same time presents challenges and issues which can cause negative student experiences. These negative experiences may severely affect student learning, particularly for students who are studying remotely and may have complex causes. How does a small organisation understand, maintain, and enhance the student experience of increasingly complex online learning environments in an atmosphere of increasing student expectations?
 Design Thinking and Service Design tools were used by the Learning Innovation and Insights (LII) Team at NMIT to examine their value in understanding and enhancing a challenging fully online course to improve student experience. This Action Research intervention had a profound effect on our thinking and practice as learning designers and technologists. Use of the user-centred Design Thinking tools and techniques challenged unwritten assumptions and helped the team gain understanding of the key factors and issues affecting the experience of the students on this course, and prioritise the change strategy required to improve it. The Service Design approach helped understanding of the students’ changing needs over time. The artefacts produced by the tools proved helpful in untangling complexity, helped the team discuss and gain a shared understanding of the issues, and communicate issues to other stakeholders within the organisation.
 There are significant implications for future practice of the LII Team at NMIT:
 
 Design Thinking tools will be embedded in standard practice in the LII Team.
 A widening priority from Learning Design to Learning Environment Design.
 A refocus in the priority of LMS development from UI Design to UX Design, within a Service Design context.
 A focus on adoption and use of “empathising” and listening tools and skills.
 
 This presentation will focus on the use and impact of Design Thinking and Service Design tools and techniques such as the Hypothesis Map, the Journey Map, the Stakeholder Map, Personas and Extreme Users.

Digital Transformation (DT) requires governments to swiftly adapt to meet society’s growing demands. In Brazil, the Startup Gov.BR program aims to speed up DT through the deployment of temporary multidisciplinary teams. This paper introduces a Service Design (SD) approach derived from experiences in supporting this governmental program, leveraging collaborative methodologies like co-design and co-creation to facilitate the redesign and creation of digital services. This work highlights the facilitators and hinderers of adopting the proposed SD approach. The findings underscore the critical role of SD adoption in aligning with citizen needs, thereby improving public services and promoting DT that delivers public value for stakeholders.

This article presents findings on learning with challenge-based innovation (CBI) in higher education. It describes how different dimensions of Significant Learning are enhanced with challenge-based innovation among multidisciplinary students in higher education. It is based on a case study on designing and implementing a master’s-level course for learning service design by solving societal challenges related to United Nations’ sustainable development goals (SDG) with challenge-based innovation at CERN IdeaSquare. As a result, this article describes how the case CBI enhances Significant Learning, and what is critical for instructors and organizers of challenge-based innovation.

Afrocentric Innovations in Higher Education steps beyond the traditional texts centered on limited improvements to higher education by reconceptualizing and outlining Afrocentric interventions that enhance and improve the education of specifically people of African descent. This volume includes seven essays that highlight the transformative power of Africana Studies as a fundamentally liberatory discipline. In these thought provoking essays, readers encounter Afrocentric concepts that reevaluate the intent and design of higher education as a precursor for improving the educational outcomes and experiences of Black students. Afrocentric Innovations in Higher Education provides well-researched and pioneering perspectives on student services, teacher preparation, Africana Studies, career preparation, and the role of Africana Studies in Historically Black Colleges and Universities.

Service innovation has received less attention in science over the last years compared to product innovation, although the importance of service innovation is steadily growing. In fact, for the printing industry service innovation and the service design approach have received almost no attention at all. Because of the current crisis in the printing industry that is due to digitalising, there is considerable pressure to find new business opportunities. Service innovation and design can perhaps help to overcome the crisis, so that companies can remain competitive in a dynamic business climate. Therefore, this chapter analyses cross-industry benchmarks in the field of service innovation and service design. The use of the Circle of Service Design is shown in order to highlight possible opportunities for the printing industry to develop better and optimised services in the future.

Whilst attention has been given to the sacred in consumer behaviour, often highlighting its potential for meaningful experiences and customer loyalty, little research has been undertaken which investigates how such experiences might be designed for. This article describes a new service design approach that marries material from sacred theory and the tools of service design with the aim of designing for sacred service experiences. The method was developed through a research by design approach during three service design projects. Although not fully implemented and limited to a Norwegian context, the solutions show innovation in process and outcome, particularly when it comes to designing for meaningful experiences, incorporating central elements of the sacred experience. It can be concluded that the method operationalizes the sacred and was considered a useful and usable addition to existing service design approaches. The method is one of the first approaches that specifically incorporate cultural material into the service design process, raising the importance of meaning and values alongside that of the functional. It shows that service designers can act as cultural intermediaries and that service design lacks a cultural orientation in its existing practice. Based upon this, the article encourages the rethinking of several service design terms and suggests how the approach that has been developed could form part of a ‘semantic turn’ in service design. The article contributes to the research and practice in service design by introducing an approach for the design for sacred experiences and for incorporating cultural influences into service design. Further, it introduces cultural theory in the form of sacred theory as material for service design and establishes a discourse regarding the service designer as cultural intermediary. It introduces a discussion about exploring culture as a design material in service design.

My major research paper (MRP) focuses on the service design of WestJet’s domestic check-in space at Toronto International Pearson Airport. In the context of this micro space, service design refers to all of the touch points or points of contact between the customer and the organization designed into this space. This includes anything that communicates with the customer in this space to direct their behavior. My central research question is: how does the service design of the domestic check-in space at WestJet affect customer behavior? In exploring this question, I examined two main aspects: (1) service design and (2) customer behavior. Service design theory is concerned with managing customers’ experience of service quality through the design of services. I observed how customers experienced the service design of the check-in space through their visible behaviors and reconstructed a service blueprint or map of each step in the check-in service with which to track these behaviors. This allowed me to identify variances between customers’ actual behaviors and the desired customer behaviors in the check-in space. I also conducted a series of interviews with select WestJet employees to understand the service objectives of the check-in space and the strategic objectives of the organization. An analysis of the self-service route of the check-in space indicates that some sub-touch points are not positioned at natural decision points for customers. This is despite the fact that the sub-touch points are designed to supply customers with information to make decisions at each major touch point in the check-in service. Consequently, actual customer behaviors vary from WestJet’s desired customer behaviors in the self-service route of the check-in space. These findings suggest that there are nuisances in the design of the check-in service that are impeding WestJet’s service objectives and resulting in inconsistent and potentially confusing customer experiences.

My major research paper (MRP) focuses on the service design of WestJet’s domestic check-in space at Toronto International Pearson Airport. In the context of this micro space, service design refers to all of the touch points or points of contact between the customer and the organization designed into this space. This includes anything that communicates with the customer in this space to direct their behavior. My central research question is: how does the service design of the domestic check-in space at WestJet affect customer behavior? In exploring this question, I examined two main aspects: (1) service design and (2) customer behavior. Service design theory is concerned with managing customers’ experience of service quality through the design of services. I observed how customers experienced the service design of the check-in space through their visible behaviors and reconstructed a service blueprint or map of each step in the check-in service with which to track these behaviors. This allowed me to identify variances between customers’ actual behaviors and the desired customer behaviors in the check-in space. I also conducted a series of interviews with select WestJet employees to understand the service objectives of the check-in space and the strategic objectives of the organization. An analysis of the self-service route of the check-in space indicates that some sub-touch points are not positioned at natural decision points for customers. This is despite the fact that the sub-touch points are designed to supply customers with information to make decisions at each major touch point in the check-in service. Consequently, actual customer behaviors vary from WestJet’s desired customer behaviors in the self-service route of the check-in space. These findings suggest that there are nuisances in the design of the check-in service that are impeding WestJet’s service objectives and resulting in inconsistent and potentially confusing customer experiences.

Obesity is a chronic disease, and while weight loss is achievable, long-term weight loss maintenance is difficult and relapse common for people living with obesity. Aiming to meet the need for innovative approaches, digital behavior change interventions show promise in supporting health behavior change to maintain weight after initial weight loss. Implementation of such interventions should however be part of the design and development processes from project initiation to facilitate uptake and impact. Based on the development and implementation process of eCHANGE, an evidence-informed application-based self-management intervention for weight loss maintenance, this manuscript provides suggestions and guidance into; (1) How a service design approach can be used from initiation to implementation of digital interventions, and (2) How a technology transfer process can accelerate implementation of research-based innovation from idea to market.

Service design has gained ground in the field of education. This article aims to reveal current approaches of service design applied to higher education pedagogy. The methodological approach is thematic literature review. Great variation in the application of service design can be found through review of selected literature. Three key categories were used for analysis: service, method and value. Four main approaches emerge from the results: service design applied on (1) courses and assignments; (2) pedagogical methods or models; (3) pedagogical applications for specific groups and (4) pedagogy outside formal education. Managers, teachers or researchers can use the results of this study to develop higher education pedagogy with service design approaches. Results also indicate possibilities for further research in the area of participatory design, international and national collaboration or value creation.

This study investigated the knowledge of academic integrity and associated emotions of a small sample of international students studying at Canadian postsecondary institutions (n = 60) using survey methodology. Depending on the survey item, 25–60 participants provided responses. Many respondents appeared knowledgeable about academic integrity and misconduct and reported that expectations in their home countries and in Canada were similar. There was, however, disagreement on the concept of duplicate submission/self-plagiarism, indicating an important gap in educating students about specific aspects of policy in postsecondary education in Canada. In addition, more than a third of respondents provided neutral responses to a situation involving contract cheating, suggesting a lack of certainty in how to respond when witnessing peers’ engagement in outsourcing academic work. Many respondents reported feeling confident upon reading the academic integrity and misconduct policies of their Canadian postsecondary institution, although nearly one third indicated feeling fearful, anxious, and/or confused. These negative feelings were associated with reduced knowledge of academic integrity and misconduct. Future research should further explore the experiences and emotions of international students related to academic integrity and misconduct to better understand the successes and challenges that they face in their postsecondary studies in Canada. Our findings have important implications for the delivery of academic integrity education, enhancing supports and resources, and refining academic integrity policies and procedures to improve the experience of students who come from abroad to study in Canada.

The increasingly interconnected world is leading to continuous and profound transformations within and among service systems (e.g., firms, industries, societies). While service research studying such transformations is growing, the literature is missing a conceptualization of service system transformation (SST) that accounts for the richness and diversity of the phenomenon. This hinders the development of approaches to intentionally influence SST toward desired paths. Providing an integrated, multidimensional understanding of SST, this paper explores how service design can intentionally influence SST. To do so, the paper contributes by advancing conceptual clarity of SST and delineating three analytical dimensions—scope, endurance, and paradigmatic radicalness—that, in combination, provide a framework for understanding the diversity of the transformations unfolding within and across service systems. Building upon this conceptualization, the paper systematizes how service design approaches can foster SST along these dimensions, setting the ground for service design to further strengthen its transformative potential.