Service Design in the Delivery of Non-academic Services in Higher Education
| dc.contributor.committeeMember | Squires, Vicki | |
| dc.contributor.committeeMember | Cottrell, Michael | |
| dc.contributor.committeeMember | Benz, Susan | |
| dc.contributor.committeeMember | Tunison, Scott | |
| dc.contributor.committeeMember | Risling, Tracie | |
| dc.creator | Blizzard, Robert | |
| dc.creator.orcid | 0000-0003-2617-1716 | |
| dc.date.accessioned | 2020-03-23T22:10:25Z | |
| dc.date.available | 2020-03-23T22:10:25Z | |
| dc.date.created | 2020-05 | |
| dc.date.issued | 2020-03-19 | |
| dc.date.submitted | May 2020 | |
| dc.date.updated | 2020-03-23T22:10:25Z | |
| dc.description.abstract | The discipline of service design is increasingly used in public sector organizations but to date has rarely been used in the delivery of non-academic services in institutes of higher education. Though organizational culture has been identified as a barrier to operationalization in past studies, the intersection between organizational culture and service design methods has not received dedicated attention in past research. This study used an interpretative phenomenological analysis approach to better describe the perceptions and experiences of staff members in a higher education setting regarding a service design project of which they were a part. Though the research was conducted in a university setting, the results will be of value to service design practitioners in other organizations that are either internally focused, as defined by Cameron and Quinn’s (2006) competitive values framework, or loosely coupled (Weick, 1976). After synthesizing the research data from this study, the relevant literature, and three conceptual frameworks, the researcher found that staff in such institutions place more value in collaborative and culture building activities than service improvement. The implication of this and related findings is that service design methods are best applied and presented as tools to bring staff together. The nature of change, methods of decision making, and organizational culture all come together to create novel applications for service design activity while also explaining why previous design efforts failed to operationalize. The researcher recommended that service design activities in the future could be used to: reframe students as community members; focus on incremental and local change; support policy and budget development; support organizational change processes; strengthen informal networks; and support long term change by changing the locus of service design activity from the point of enactment of a service to instead the selection and retention segments of the sensemaking process within the organization. The dominant organizational culture of the site studied did indeed influence the perceptions of staff members when reflecting on a service design project. By exploring those perceptions and underlying beliefs and values of participants, this study can assist service design practitioners and educational leadership in future design and change management processes. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/10388/12726 | |
| dc.subject | service design | |
| dc.subject | higher education administration | |
| dc.subject | design thinking | |
| dc.subject | journey mapping | |
| dc.subject | interpretative phenomenological analysis | |
| dc.subject | organizational culture | |
| dc.subject | organizational decision making | |
| dc.subject | change management | |
| dc.title | Service Design in the Delivery of Non-academic Services in Higher Education | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Administration | |
| thesis.degree.discipline | Educational Administration | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Education (M.Ed.) |