ABSTRACT
Designing services begs the question of who the services are for, so dig more deeply into the question of services and service users in higher education. This leads naturally to a discussion of how services are co-produced and even co-designed. One shared characteristic of designing and planning across the three fields of practice is that core problems and solutions are often product focused. For example, in the area of educational design – also known as instructional design, or design for learning – there is a long tradition of focusing on the design of instructional resources, such as textbooks, audio-visual materials and computer simulations. Service design emerged in recognition of a transition in Western economies from markets dominated by the exchange of tangible products (goods) to markets, and other social arrangements, in which intangible or less tangible services play an increasingly important role.
