Client
Client
Client
The MSc in Product-Service System Design course at Politecnico di Milano
The MSc in Product-Service System Design course at Politecnico di Milano
The MSc in Product-Service System Design course at Politecnico di Milano
Sector
My role
Education, University-industry collaboration
My role
My role
Service Designer, UX/UI Designer, and Visual Designer
Tools mix
Tools mix
Tools mix
User research and segmentation, co-design, concept development, prototyping, and piloting
User research and segmentation, co-design, concept development, prototyping, and piloting
User research and segmentation, co-design, concept development, prototyping, and piloting
Project time
Project time
9 months
9 months
The challenge
The challenge
The challenge
The challenge
The challenge
The past 50 years have seen a change in how the role of design is perceived by business and society, pushing the practice to transform to confront more complex demands, and designers, to move from product-centered thinking and doing to centering in the interaction of people, things, and places.
For universities, the challenge now lies in preparing designers to face these issues currently and in the future. However, adapting curriculum pushes them to front obstacles that might hinder this very adaptation. The question then is: how might we help specialized design programs, like the Master of Science in Product-Service System Design, create new learning opportunities without disrupting the curriculum?
The past 50 years have seen a change in how the role of design is perceived by business and society, pushing the practice to transform to confront more complex demands, and designers, to move from product-centered thinking and doing to centering in the interaction of people, things, and places.
For universities, the challenge now lies in preparing designers to face these issues currently and in the future. However, adapting curriculum pushes them to front obstacles that might hinder this very adaptation. The question then is: how might we help specialized design programs, like the Master of Science in Product-Service System Design, create new learning opportunities without disrupting the curriculum?
The past 50 years have seen a change in how the role of design is perceived by business and society, pushing the practice to transform to confront more complex demands, and designers, to move from product-centered thinking and doing to centering in the interaction of people, things, and places.
For universities, the challenge now lies in preparing designers to face these issues currently and in the future. However, adapting curriculum pushes them to front obstacles that might hinder this very adaptation. The question then is: how might we help specialized design programs, like the Master of Science in Product-Service System Design, create new learning opportunities without disrupting the curriculum?
The past 50 years have seen a change in how the role of design is perceived by business and society, pushing the practice to transform to confront more complex demands, and designers, to move from product-centered thinking and doing to centering in the interaction of people, things, and places.
For universities, the challenge now lies in preparing designers to face these issues currently and in the future. However, adapting curriculum pushes them to front obstacles that might hinder this very adaptation. The question then is: how might we help specialized design programs, like the Master of Science in Product-Service System Design, create new learning opportunities without disrupting the curriculum?
The past 50 years have seen a change in how the role of design is perceived by business and society, pushing the practice to transform to confront more complex demands, and designers, to move from product-centered thinking and doing to centering in the interaction of people, things, and places.
For universities, the challenge now lies in preparing designers to face these issues currently and in the future. However, adapting curriculum pushes them to front obstacles that might hinder this very adaptation. The question then is: how might we help specialized design programs, like the Master of Science in Product-Service System Design, create new learning opportunities without disrupting the curriculum?
The solution
The solution
The solution
The solution
The solution
The PSSD Tour program: a digital initiative that helps students gain a deeper understanding of service design in the context of the industry they will later develop in. For industry partners, it provides a platform for company exposure, while helping the course enhance the learning experience without investing many resources or changing the curriculum.
The program consists of curated digital company visits for students to understand how context affects service design practice and the role of the service designer, and it serves as a unique opportunity for them to connect with company members, from junior to leadership positions, in a horizontal and informal environment. The program is held yearly with six tours per year, each hosting 15 students.
The PSSD Tour program: a digital initiative that helps students gain a deeper understanding of service design in the context of the industry they will later develop in. For industry partners, it provides a platform for company exposure, while helping the course enhance the learning experience without investing many resources or changing the curriculum.
The program consists of curated digital company visits for students to understand how context affects service design practice and the role of the service designer, and it serves as a unique opportunity for them to connect with company members, from junior to leadership positions, in a horizontal and informal environment. The program is held yearly with six tours per year, each hosting 15 students.
The PSSD Tour program: a digital initiative that helps students gain a deeper understanding of service design in the context of the industry they will later develop in. For industry partners, it provides a platform for company exposure, while helping the course enhance the learning experience without investing many resources or changing the curriculum.
The program consists of curated digital company visits for students to understand how context affects service design practice and the role of the service designer, and it serves as a unique opportunity for them to connect with company members, from junior to leadership positions, in a horizontal and informal environment. The program is held yearly with six tours per year, each hosting 15 students.
The PSSD Tour program: a digital initiative that helps students gain a deeper understanding of service design in the context of the industry they will later develop in. For industry partners, it provides a platform for company exposure, while helping the course enhance the learning experience without investing many resources or changing the curriculum.
The program consists of curated digital company visits for students to understand how context affects service design practice and the role of the service designer, and it serves as a unique opportunity for them to connect with company members, from junior to leadership positions, in a horizontal and informal environment. The program is held yearly with six tours per year, each hosting 15 students.
The PSSD Tour program: a digital initiative that helps students gain a deeper understanding of service design in the context of the industry they will later develop in. For industry partners, it provides a platform for company exposure, while helping the course enhance the learning experience without investing many resources or changing the curriculum.
The program consists of curated digital company visits for students to understand how context affects service design practice and the role of the service designer, and it serves as a unique opportunity for them to connect with company members, from junior to leadership positions, in a horizontal and informal environment. The program is held yearly with six tours per year, each hosting 15 students.
Understanding the problem
Understanding the problem
Understanding the problem
Understanding the problem
Understanding the problem
Before developing the service concept, I conducted primary and secondary research. Secondary research consisted of a general literature review to help understand the competencies and skills designers need to acquire and develop to face current and future design challenges. At the same time, it reflected on the role design education must fulfill to better support students in their formative years. Finally, I analyzed the course’s efforts to build relationships with the industry and identified university-industry collaboration as a means to support student development in graduate programs.
This research also made clear that context is what defines the way of doing design, therefore shaping the designer's role, while also highlighting the interest of both the course and the industry to develop new collaborations through moments outside of the curriculum.
Case studies review
Case studies review
Case studies review
Case studies review
Case studies review
After identifying university-industry collaboration as a possible path for further enhancing the learning of PSSD students through extracurricular moments, study cases identified opportunities to explore when creating them. I compared these cases based on the goals of providing new learning moments and links with industry for students to understand future opportunity areas.
Through a positioning map, I separated the cases depending on their degree of human contact and the knowledge they could acquire through the experience. Additionally, through a Venn diagram, I investigated overlaps among providing learning opportunities, sparking qualitative interactions, and feasibility for both the course and the industry.
After identifying university-industry collaboration as a possible path for further enhancing the learning of PSSD students through extracurricular moments, study cases identified opportunities to explore when creating them. I compared these cases based on the goals of providing new learning moments and links with industry for students to understand future opportunity areas.
Through a positioning map, I separated the cases depending on their degree of human contact and the knowledge they could acquire through the experience. Additionally, through a Venn diagram, I investigated overlaps among providing learning opportunities, sparking qualitative interactions, and feasibility for both the course and the industry.
After identifying university-industry collaboration as a possible path for further enhancing the learning of PSSD students through extracurricular moments, study cases identified opportunities to explore when creating them. I compared these cases based on the goals of providing new learning moments and links with industry for students to understand future opportunity areas.
Through a positioning map, I separated the cases depending on their degree of human contact and the knowledge they could acquire through the experience. Additionally, through a Venn diagram, I investigated overlaps among providing learning opportunities, sparking qualitative interactions, and feasibility for both the course and the industry.
After identifying university-industry collaboration as a possible path for further enhancing the learning of PSSD students through extracurricular moments, study cases identified opportunities to explore when creating them. I compared these cases based on the goals of providing new learning moments and links with industry for students to understand future opportunity areas.
Through a positioning map, I separated the cases depending on their degree of human contact and the knowledge they could acquire through the experience. Additionally, through a Venn diagram, I investigated overlaps among providing learning opportunities, sparking qualitative interactions, and feasibility for both the course and the industry.
After identifying university-industry collaboration as a possible path for further enhancing the learning of PSSD students through extracurricular moments, study cases identified opportunities to explore when creating them. I compared these cases based on the goals of providing new learning moments and links with industry for students to understand future opportunity areas.
Through a positioning map, I separated the cases depending on their degree of human contact and the knowledge they could acquire through the experience. Additionally, through a Venn diagram, I investigated overlaps among providing learning opportunities, sparking qualitative interactions, and feasibility for both the course and the industry.
From this analysis I uncovered:
01
Experiences that are short, require less human contact, and have a conference-type format are successful in providing an overview of a topic (Service Design Fringe Festival, Archivibe)
Experiences that are short, require less human contact, and have a conference-type format are successful in providing an overview of a topic (Service Design Fringe Festival, Archivibe)
Experiences that are short, require less human contact, and have a conference-type format are successful in providing an overview of a topic (Service Design Fringe Festival, Archivibe)
Experiences that are short, require less human contact, and have a conference-type format are successful in providing an overview of a topic (Service Design Fringe Festival, Archivibe)
02
Experiences that are longer, provide more moments of closer and intense interactions, and have a workshop-type format, can produce more specialized learning (Fixperts, SD Jams)
Experiences that are longer, provide more moments of closer and intense interactions, and have a workshop-type format, can produce more specialized learning (Fixperts, SD Jams)
Experiences that are longer, provide more moments of closer and intense interactions, and have a workshop-type format, can produce more specialized learning (Fixperts, SD Jams)
Experiences that are longer, provide more moments of closer and intense interactions, and have a workshop-type format, can produce more specialized learning (Fixperts, SD Jams)
03
Creating informal atmospheres and giving participants tools and moments to kick-start interactions can power quality contact and engagement (Do Lectures, Creative Mornings)
Creating informal atmospheres and giving participants tools and moments to kick-start interactions can power quality contact and engagement (Do Lectures, Creative Mornings)
Creating informal atmospheres and giving participants tools and moments to kick-start interactions can power quality contact and engagement (Do Lectures, Creative Mornings)
Creating informal atmospheres and giving participants tools and moments to kick-start interactions can power quality contact and engagement (Do Lectures, Creative Mornings)
04
Involving participants in activity development can ensure relevance, promote engagement, and boost attendance (Unconferences)
Involving participants in activity development can ensure relevance, promote engagement, and boost attendance (Unconferences)
Involving participants in activity development can ensure relevance, promote engagement, and boost attendance (Unconferences)
Involving participants in activity development can ensure relevance, promote engagement, and boost attendance (Unconferences)
Getting to know the stakeholders
Getting to know the stakeholders
Getting to know the stakeholders
Getting to know the stakeholders
Getting to know the stakeholders
I continued onto field research by meeting with the course’s Advisory Board members and it’s students and alumni through co-design sessions, surveys, and interviews. These activities kick-started a dialogue about how the industry and the course could work together to create extracurricular moments for enhancing learning, uncovering needs and barriers for all three stakeholders.
This research also uncovered opposing behavioral patterns in students related to these extracurricular moments:
This research also uncovered opposing behavioral patterns in students related to these extracurricular moments:
This research also uncovered opposing behavioral patterns in students related to these extracurricular moments:
This research also uncovered opposing behavioral patterns in students related to these extracurricular moments:
This research also uncovered opposing behavioral patterns in students related to these extracurricular moments:
Student mindsets (PDF)
Synthesizing data and problem framing
Synthesizing data and problem framing
Synthesizing data and problem framing
Synthesizing data and problem framing
Synthesizing data and problem framing
After collecting insights and understanding the stakeholders, I defined 6 opportunity areas to address them and develop a possible solution.
The synthesis process also helped define a set of guidelines that would guide me when developing the solution, which were informed by both the previous research and the benchmarking.
The synthesis process also helped define a set of guidelines that would guide me when developing the solution, which were informed by both the previous research and the benchmarking.
01
Boost engagement
Students and industry members made clear they wanted to interact with an engaged group. Minimize the passivity of low engagement by nudging attendees into taking participatory action in the experience, while providing quality contact to spark as many moments of interactions between participants.
02
Keep it casual
In this context, creating an informal atmosphere can support the organic growth of participant interactions. Create a safe and nonthreatening environment that pushes for integration instead of highlighting a hierarchy; in which students and industry members feel confident and comfortable in participating.
03
Shift relevance from outcomes to contributions
In this project, an exchange between active participants is the key to successful interactions. Ensure that rather than just using the activity to further personal goals, participants look to becoming contributors to the group, offering something of value and focusing on the experience.
04
Don't become a roadblock
People want and appreciate some guidance, but they also need room to explore and do things in their way. Don’t obstruct participants by creating unnecessary rules, steps, or procedures.
Design development
Design development
Design development
Design development
Design development
Considering insights from desk research and benchmarking, the changing context, feasibility, and needs, the PSSD Tour program was born.
Piloting the service
The components of the program (outputs) that would create the shifts in students (short and medium impact) that would then achieve the impact; were tested through three piloting experiences with companies linked to the Advisory Board of the course.
These pilots uncovered that for companies to deliver the right information to students during the tours, they needed to share around the same topics. They also confirmed that the tour format should center on conversations and break the existing hierarchies; while making clear that both students and companies should have opportunities to mold the activity.
Logic model (PDF)
Finally, they uncovered that the companies participating in the tours should be categorized to represent contrasting contexts, so students understand how different contexts affect design and designer roles.
Defining the service
Defining the service
Defining the service
The offering
The PSSD Tour program addresses students, companies applying service design, and the MSc in PSSD course. Here, a map clarifies the offering of the service, detailing what the program provides to its actors and dividing its value proposition into specific clusters of features.
The core elements
The program’s stakeholders are any individual or group that has an interest in the program and its outcomes. These are MSc in PSSD students, company partners, the Head of the MSc in PSSD, the tour staff, the MSc in PSSD course, and the Politecnico di Milano.
The following map represents all the stakeholders involved in the program and aims to clarify their roles and relationships. Since the stakeholders have different degrees of engagement in the program, responsibility to the initiative, and influence on each other, to understand these relationships, the map has divided them into three categories.
The program has 4 core elements it needs to function. First, the company partners who not only are service recipients, but they, alongside the tour facilitators, help create the contents of the tours. Second, the facilitators, who develop the program and are staffed as interns. Third, the program toolkit, which has easy to modify materials that the facilitators and other staff use to develop the program. And finally, the website for students to learn about the tour and apply.
How the service works
Before the program, the facilitators select the companies and hold meetings with the company teams to share the tour creation guidelines. With these guidelines, the companies create the tours while the facilitators populate the website. Then, the facilitators share the site with the students so they can apply and be selected. And finally, the tours are held and evaluated by all participants.
Service blueprint (PDF)
How each tour works
First, the facilitators set the ground rules. Then, the participants introduce themselves. After introductions, the company team takes over sharing about one topic, and after, they give a chance to the group to engage in conversations. This process continues until the company has shared all the information. Finally, the tour closes.
During the tours, the cyclical format is key as it not only allows students to keep track and absorb information but it’s providing several moments to start quality interactions between participants.
Service blueprint (PDF)
Brand and visual design
Brand and visual design
Brand and visual design
Brand and visual design
Brand and visual design
I created the brand and its visuals in parallel to the piloting experiences by iterating from mood boards, developing a UI kit, and finally, the style guide.
The brand is rooted in sincerity to help create a down-to-earth, honest, and cheerful atmosphere that makes participants understand the importance of their actions without feeling pressured. The visuals and the written content both aim to represent these intentions.
The brand's elements transmit energy and imagination while positioning the program as independent from the traditional classroom interactions, increasing its appeal to students.
I created the brand and its visuals in parallel to the piloting experiences by iterating from mood boards, developing a UI kit, and finally, the style guide.
The brand is rooted in sincerity to help create a down-to-earth, honest, and cheerful atmosphere that makes participants understand the importance of their actions without feeling pressured. The visuals and the written content both aim to represent these intentions.
The brand's elements transmit energy and imagination while positioning the program as independent from the traditional classroom interactions, increasing its appeal to students.
I created the brand and its visuals in parallel to the piloting experiences by iterating from mood boards, developing a UI kit, and finally, the style guide.
The brand is rooted in sincerity to help create a down-to-earth, honest, and cheerful atmosphere that makes participants understand the importance of their actions without feeling pressured. The visuals and the written content both aim to represent these intentions.
The brand's elements transmit energy and imagination while positioning the program as independent from the traditional classroom interactions, increasing its appeal to students.
I created the brand and its visuals in parallel to the piloting experiences by iterating from mood boards, developing a UI kit, and finally, the style guide.
The brand is rooted in sincerity to help create a down-to-earth, honest, and cheerful atmosphere that makes participants understand the importance of their actions without feeling pressured. The visuals and the written content both aim to represent these intentions.
The brand's elements transmit energy and imagination while positioning the program as independent from the traditional classroom interactions, increasing its appeal to students.
I created the brand and its visuals in parallel to the piloting experiences by iterating from mood boards, developing a UI kit, and finally, the style guide.
The brand is rooted in sincerity to help create a down-to-earth, honest, and cheerful atmosphere that makes participants understand the importance of their actions without feeling pressured. The visuals and the written content both aim to represent these intentions.
The brand's elements transmit energy and imagination while positioning the program as independent from the traditional classroom interactions, increasing its appeal to students.
Homepage (PDF)
Homepage (PDF)
Homepage (PDF)
Homepage (PDF)
Homepage (PDF)
Reflecting on the process
Reflecting on the process
Reflecting on the process
Reflecting on the process
Reflecting on the process
Conclusion
Conclusion
Conclusion
Conclusion
The project's main goal was to enhance the learning experience of PSSD students. However, for the course to successfully achieve this objective, it needs to address it from several angles. The PSSD Tour program covers some of these angles, but I believe it’s value ultimately lies in highlighting how proactive students can shape and create new learning scenarios (from being the ones who receive and react to impulses, like they do in the classroom, to being the ones who create impulses to achieve their own objectives).
The project's main goal was to enhance the learning experience of PSSD students. However, for the course to successfully achieve this objective, it needs to address it from several angles. The PSSD Tour program covers some of these angles, but I believe it’s value ultimately lies in highlighting how proactive students can shape and create new learning scenarios. The piloting experiences helped improve the project and evidenced a change in students: from being the ones who receive and react to impulses (like they do in the classroom) to being the ones who create impulses to achieve their own objectives.
The project's main goal was to enhance the learning experience of PSSD students. However, for the course to successfully achieve this objective, it needs to address it from several angles. The PSSD Tour program covers some of these angles, but I believe it’s value ultimately lies in highlighting how proactive students can shape and create new learning scenarios. The piloting experiences helped improve the project and evidenced a change in students: from being the ones who receive and react to impulses (like they do in the classroom) to being the ones who create impulses to achieve their own objectives.
Next steps
Next steps
Next steps
Next steps
Since the program’s impact requires shifts in the knowledge and behavior of students, it needs to monitor and evaluate these shifts to be successful, starting from understanding the types of companies giving the tours (creating a taxonomy) and then the number of tours the students need to attend. These steps are currently being developed by tour staff.
Since the program’s impact requires shifts in the knowledge and behavior of students, it needs to monitor and evaluate these shifts to be successful, starting from understanding the types of companies giving the tours (creating a taxonomy) and then the number of tours the students need to attend. These steps are currently being developed by tour staff.
Since the program’s impact requires shifts in the knowledge and behavior of students, it needs to monitor and evaluate these shifts to be successful, starting from understanding the types of companies giving the tours (creating a taxonomy) and then the number of tours the students need to attend. These steps are currently being developed by tour staff.
Since the program’s impact requires shifts in the knowledge and behavior of students, it needs to monitor and evaluate these shifts to be successful, starting from understanding the types of companies giving the tours (creating a taxonomy) and then the number of tours the students need to attend. These steps are currently being developed by tour staff.