Overall objectives:

1 - Develop advanced knowledge of project development through a service project.
2 - Achieve advanced knowledge of project process models in service design.
3 - Dominate tools of creating an advanced service design solution.
4 - Develop competencies to prototype and produce a service design solution.
5 - Develop an advanced service design solution.

Syllabus:

1 - The design of services: definitions, methodologies, and field overview.
2 - Methods and tools of service design.
3 - Design principles for sustainable development: how to design services and systems which respond to a circular economy.
4 - Methods and tools for visualisation and communicating solutions of service and systems.

Literature/Sources:

Ceschin, F., & Gaziulusoy, İ. , 2021 , Design for Sustainability: A Multi-level Framework from Products to Socio-technical Systems , Routledge
Fioramonti, L. , 2017 , Wellbeing Economy: Success in a World Without Growth , Pan Macmillan SA
Manzini, E., Dilnot, C., & Staszowski, E. , 2019 , Politics of the Everyday (Designing in Dark Times). , Bloomsbury Visual Arts
Meroni, A., & Sangiorgi, D. , 2011 , Design for Services (Design for Social Responsibility) , Routledge
Penin, L. , 2018 , An Introduction to Service Design: Designing the Invisible. , Bloomsbury Visual Arts
Stickdorn, M., Schneider, J. , 2012 , This is Service Design Thinking: Basics, Tools, Cases. , BIS Publisher
Stickdorn, M., Hormess, M.E, Lawrence, A., Schneider, J. , This Is Service Design Doing: Applying Service Design Thinking in the Real World. , OReilly Media
Raworth, K. , 2018 , Doughnut Economics: Seven Ways to Think Like a 21st-Century Economist , Chelsea Green Publishing
Ellen Macarthur Foundation , 2013 , Towards the Circular Economy: Economic and business rationale for an accelerated transition. ,

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
This CU adopts the Evaluation Model C. The discipline will consist of 2 main evaluation components: continuous evaluation (20%) and design project practical (80%). This CU being more practical in nature, students are expected to regularly apply laboratory tools and techniques and evidence this application through development of their design projects. During the diverse phases of the project development, students are expected to present constant progress and demonstrate autonomy. The students will be judged on visual perception, drawing, composition, modeling, and communication skills. The evaluation of the project practice (80%) is subdivided into parts (maximum 3) corresponding to the project phases and according to the University of Madeira Learning Evaluation Regulation.