| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Digital Transformation: Service Design (Masters) |
| Unit ID: | GPSIT5010 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 020109 |
| Other Change: | |
| Brief description of the Unit |
This project prepares students to engage in digital transformation through service design. Teams will learn foundational skills in research, prototyping, and strategic planning, working with real-world problems to create digital service solutions. The course introduces key methods and tools used in service design projects, preparing learners for further studies and professional application |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse and articulate the core principles and advanced methodologies of service design within the context of digital transformation, integrating theoretical and practical perspectives. |
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| K2. | Synthesize knowledge of the iterative process of developing and refining prototypes for user-centered service design, incorporating feedback loops and user testing insights. |
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| K3. | Assess the strategic importance of aligning service design strategies with user needs and business objectives, integrating insights from both qualitative and quantitative data. |
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| Skills: |
| S1. | Conduct comprehensive primary and secondary research for service design purposes, utilizing advanced analytical tools and methods to generate actionable insights. |
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| S2. | Design and present sophisticated user journey maps, personas, and service prototypes, employing advanced visualization techniques and storytelling methods to effectively communicate design concepts. |
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| S3. | Utilize advanced tools and methodologies to develop and justify service design recommendations, incorporating iterative feedback and strategic insights into the decision-making process. |
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| Application of knowledge and skills: |
| A1. | Analyse and apply research findings to define and articulate complex service design problems, integrating advanced problem-solving techniques to address identified issues. |
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| A2. | Develop and refine high-fidelity prototypes that align with user needs and business goals, utilizing iterative design processes and user feedback to ensure effectiveness and relevance. |
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| A3. | Conduct a reflective evaluation of the service design process and team outcomes, both in-person and online, applying advanced analytical methods to assess effectiveness, identify areas for improvement, and integrate lessons learned into future projects. |
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| Other outcomes: |
| Unit Content: |
Sprint 1 (2 Weeks) Introduction to service design and digital transformation. Teams will explore the problem scenario, define project goals, and set up project roles and responsibilities. Sprint 2 (2 Weeks) Teams will collect and analyse data using primary and secondary research methods to identify user needs and service design opportunities. Sprint 3 (2 Weeks) Teams will develop user personas and journey maps to visualise the service experience, focusing on aligning with user needs. Sprint 4 (2 Weeks) Teams will create simple prototypes based on the research and user journey insights. This sprint focuses on iterative design and feedback loops. Sprint 5 (2 Weeks) Teams will refine their prototypes based on feedback, perform basic usability testing, and make necessary adjustments. Sprint 6 (2 Weeks) Teams will present their final service design solutions to stakeholders, accompanied by a reflective report on the process, outcomes, and areas for improvement. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | Learning outcomes (KSA) | Assessment task (AT#) | FEDTASK 1 Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Not applicable | Not applicable | FEDTASK 2 Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Not applicable | Not applicable | FEDTASK 3 Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Not applicable | Not applicable | FEDTASK 4 Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Not applicable | Not applicable | FEDTASK 5 sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Not applicable | Not applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, S1, S2, A1 |
A report analysing primary and secondary research findings, focusing on user needs |
Research Findings and User Analysis |
20-30% |
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| 2. |
K3, S3, A2 |
A simple prototype of the service design solution, with iterations based on feedback. |
Prototype Development |
25-30% |
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| 3. |
K2, K3, S3, A3 |
A team presentation of the final service design solution, accompanied by a reflective report. |
Final Presentation and Reflective Report |
40-55% |
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