Why Teaching Design for Services to Product Design and Product Design Engineering Students Enhances Their Ability to Design Products for Improved User Experiences

DS 74: Proceedings of the 14th International Conference on Engineering & Product Design Education (E&PDE12) Design Education for Future Wellbeing, Antwerp, Belguim, 06-07.9.2012

Year: 2012
Editor: Lyndon Buck, Geert Frateur, William Ion, Chris McMahon, Chris Baelus, Guido De Grande, Stijn Verwulgen
Author: Bailey, Stuart Graham
Series: E&PDE
Institution: Glasgow School of Art, United Kingdom
Section: Service and Systems Design
Page(s): 795-800
ISBN: 978-1-904670-36-0


Over the past four years, a number of benefits have been observed from teaching design for services to undergraduate BDes product design and BEng/MEng product design engineering students resulting in design students that are more aware of the need to, and how to consider users when designing products, and of considering the context of the user experience within which these products exist. The teaching is delivered in a project-based, studio culture as problem-based learning through projects addressing real user issues. Working on real world problems with external clients has provided a focus for developing these skills and a touchstone for assessing project outcomes. Designing for services in the form of service design thinking, methods and tools brings an added perspective to a product design problem and this paper aims to create a debate around introducing service design methods and processes into a product design / engineering curriculum and discusses the benefits to the students’ design learning experience.

Keywords: Service design, undergraduate teaching, product design, product design engineering, innovation, user experience


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