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Marco Vinicio Ferruzca Päivi J. Tossavainen

Metropolitan Autonomous University Laurea Universities of Applied Sciences
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Educating the future generation of service
innovators in emerging markets:

A tale from the land of 100000 lakes

Marco Ferruzca, Virpi Kaartti & Päivi J. Tossavainen

Trigger question

What is the state of art in Service

Innovation Education?
Background

Service…
… economy is ongoing, SI moving ahead
…oriented research has brought new
knowledge too
…innovation is finding its place in emerging
countries or developing regions (REDLAS)
…innovators need to be educated (changing
economy)
 Findings

• Lack of holistic programs in service innovation

(Finland has one of them)
• Lack of SI programs in emergent countries
(developing regions)
• SI education more present in developed
countries (USA, UK, other EU countries)
Explorative approach

• A comparative study on service related programs

ü Top 50 Universities (Times HE World U)
ü SERVISIG (69 Syllabi)
ü Service Design World Map (23 programs)

• Lesson learned through SID in FINLAND

Service design programs Service Marketing Programs
Program type (E=
Executive Orientation to
# Expertise approach is
Education; service design
Pro based on (B=Business;
University Ranking U=Undergraduate (F=Full Orientation;
gra D=Design; T=Technology;
Programs; C=Complementary
m I=Information)
G=Graduate orientation)
Programs
1 G C D&T
Stanford
2 3 G C D

20, 29%
University
3 G C B
4 E F B
5 E F B
University of
6 4 G C T

49, 71%
Cambridge
7 E F B
8 G C B
9 MIT 5 E C B
Harvard
10 6 E F B
University
11 University of U C I
California, 13
12 U C I
Berkeley
13 Cornell E F T
18
14 University G C T
University of
15 19 G C I
Toronto
16
17
U
U
C
C
D
D
USA Others (8)
18 G C D
Carnegie
19 U C B&T
Mellon 22
20 G C T
University
21 G C T

SDW Map: The findings of this study indicate that most

22 U C T
23 U C
London School

24
of Economics
and Political
23 G C B
of the programs are design oriented (88%) and thus they
25
Science
University of U C B
include more curriculum about service design
competences, covering themes like value co-creation
24
26 Edinburgh G C B
27 Northwestern U C D
25
28

29
University
Karolinska
28
G

U
C

C
B&D

B
and user-centric service design. Most of the schools
30
Institute
University of
44 E F B
offer design education.
Honk Kong
 Competences for Service Innovation curriculum (SID-LUAS)
Competence
Business competence in service
innovation
Service design competence
Area of expertise Key contents
Future thinking, analysis of
Developing insights into a business, its customers, business global environment
environment and future trends
Management of networks,
Managing the service business service accounting and
management control systems,
development of revenue models,
productivity, investments and
financial issues, pricing of
services, marketing and selling
of services, intrapreneurship
Change leadership, service
Fostering the service culture and service leadership culture, empowerment of
personnel
Value co-creation (co-design
Creating innovative value propositions and co-production), new service
development, design of service
concept, design of service
resources, design of service
delivery and service process,
use of technology in service
processes
Design thinking, customer
User-centric service design experiences and value creation,
integration of customers in new
service development processes,
customer processes, customer
interactions and touchpoints,
deeply knowing the
customers/end-users, service
design process and methods
(technique and tools)
SID Master program (Best practices)
• A comprehensive feedback collection system that
supports programme development.

• Common follow-up indicators and jointly set targets

• Uniform programme processes and clearly defined tasks

and responsibilities of the actors relevant to the
programme.

• Competent and committed personnel.

• Active participation of the teachers in networks of their

field and close contacts with SID alumni helps to
maintain working life relevance.
SUGGESTED NEED 1 NEED 2 EXAMPLE BENEFITS

CONSIDERATIONS

Discipline-based orientation Discipline clarity Emerging disciplines are more holistic; A staff of teachers with different disciplines; service Better university capacity building;

move away from disciplinary silos to design programs with an integral orientation better sense of multidisciplinary

combinations of knowledge work

Professional and academic Provide range of future Balancing the learning experience with Real problem based learning supported by research Professional practices learned;

orientation pathways professional and disciplinary knowledge. activities, personnel with academic and professional models, processes, methods,

background support this techniques and tools

Personal relevance orientation Sensing the everyday Design meaningful learning experiences Individual and group assignments; learning from Personal growth; lifelong learning;

experiences each other, co-creation, continuous feedback professional growth

discussion and feedback, integrations of the studies

and working life on personal level

Social relevance – reform understanding of social issues Developing service innovation and Transformation of society; business approach Buildings capabilities to strength the

orientation and structures, with a view to design programs for emerging markets change from industrial to service logics, service industry in emerging

social reform markets; Foster multidisciplinary

work to solve societal challenges

Systems design orientation Effective and flexible system for Design better educational technologies Combination of contact and online work, authentic Better digital culture

learning cases integrated to the studies, experimental

learning, uniform programme processes

Other considerations

• Service innovation and design education

should matter to emerging markets.
• According to REDLAS more efforts are needed
to better understand the role of services in
this region.
• Thus an educational perspective should be
also considered.
Future work

• Better understanding of service sector in

emerging markets
• Launching SI programmes in emerging markets
• Identify specific competences for e.m.
• Pedagogical reforms, requisites, etc.
 THANKS

Marco Ferruzca, Virpi Kaartti & Päivi J. Tossavainen

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