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Sales and service development

Sales and service development
  • Code:  BUS8TF158
  • Extent:  3 cr (81 h)
  • Semester: 6
  • Language:  English
  • Level:  Professional studies
  • Type:  Free-choice

Starting level and linkage with other courses

Students are expected to have a basic knowledge of businesses and how they operate in today’s digital world. The course is open to all students studying in degree programmes in English. Students from other degree programmes are also welcome. No specific prerequisites.

Learning objectives

  • The student understands the role of customers and services as key elements of success in the digital era
  • The student understands the role of service design process in delivering value and increasing sales
  • The student is familiar with key service design methods
  • The student is able to use service design methods to improve a service and process of multichannel service delivery

Course contents

  • Digitization and digital services
  • Customer understanding
  • Value proposition and selling
  • Service design process
  • Service design methods (e.g. Customer Journey Canvas, Service Blueprint, Contextual Inquiry, Design with Intent)

Cooperation with the business and other organisations

Guests from selected companies and organizations and use of business cases as examples

International dimension

Use of widely known and applied service design methods with an international origin and acclaim. Use of business cases from international companies. Use of internationally acclaimed literature.

Teaching and learning methods

  • Mini-lectures 12 h
  • Business encounters 10 h
  • Project work in teams and workshops 46 h
  • Self-study 10 h
  • Presentation of results to other students 3 h

Recognition of prior learning (RPL)

To get a passing (P) grade and exemption from the course, student must display and demonstrate the competence by certificates from earlier studies or work experience covering the course objectives and contents. It is possible to participate in the competence demonstration only once before taking the course.

Teacher responsible

Jarmo Sarkkinen

Course materials

  • Bitner, M.J., Ostrom A.L. & Morgan, F.N. 2008. Service blueprinting: A practical technique for service innovation. California Management Review 50:3, 66-94.
  • Holtzblatt, K., Wendell, J.B. & Wood, S. 2005. Rapid contextual design.
  • Lockton, D, Harrison, D. & Stanton, N. A. 2010. Design with Intent. 101 patterns for influencing behaviour through design.
  • Osterwalder et al. 2014. Value Proposition Design: How to Create Products and Services Customers Want.
  • Stickdorn, M. & Schneider, J. 2010. This is service design thinking: Basics – Tools – Cases.
  • Other material related to digitization and digital services will be announced during the course.

Assessment criteria

The course is evaluated on a scale 1 - 5.


1  (min. 50 %)

3  (min. 70 %)

5  (min. 90 %)


The student understands key concepts and methods of sales and service development in a cursory manner. The student is able to apply concepts only superficially if at all.

The student understands key concepts and methods of sales and service development well, and knows how to apply the learned methods.

The student has an excellent knowledge of key concepts of sales and service development. The student has independently explored the related literature. The student has a deep understanding of the learned methods and their applicability and feasibility. The student is able to consider pros and cons of the learned methods based on his/her prior studies and case examples.


The student is able to use learned methods in a development project only mechanically, following the instructions, or uses methods incorrectly. It could have been possible to achieve same results without using the methods at all.

The student is able to use learned methods in a development project well and has a fair understanding of applying the learned methods. The results are good and they have clearly been achieved by using the selected methods.

The student is able to apply the learned methods in a development project outstandingly. The student is able to use and even apply methods that s/he has learned independently. The achieved results are of excellent quality. The results have clear business value as such without a need to refine them further. One could easily sell the results to a right customer segment.


The student team acts passively and is constantly in need of help and further instructions.

The student team acts actively, independently and in a self-guided manner.

The student team is outstandingly active and self-guided. The team shows exceptionally good attitude towards the team goals, aims to learn more constantly and is innovative and open to new ideas throughout the course and project life cycle.


Assessment components and their respective weights:

  • 50% project results
  • 50% project process