The paper outlines the potential of service design as an approach to transformational review of students’ experiences on University degree programmes. The paper presents the Inclusive Programme Review method that has been developed as a human-centered
approach to understanding holistic student experience during their programme of study. The focus of the paper is on the divergent stage of gathering insights through collaborative generative sessions between students and programme teams who cocreate boundary objects as a means of communication and shared understanding as well as a stimulus for value-add improvements on the degree programme. The paper challenges the dominant methods of transactional student surveys that generate
impersonal facts, depriving educators of a deeper understanding of their heterogeneous cohorts. The aim is to explore the potential of service design, in particular through persona co-creation and emotional journey mapping, to stimulate empathy and purposeful student-staff engagement complementing survey results and feedback forms. The paper showcases the utility of these service design methods not only within formal curriculum design, but also in the overall management and practical delivery of degree programmes. The innovative practice presented here celebrates students’ agency and empowerment for change and contribution to their University experience.
This practice is outlined step-by-step, and accompanied by reflections and visual representations, so that any educator is able to apply it to their own context.