Tourism entrepreneurs adapted to regulations during COVID-19 by introducing creative solutions. The crisis was said to be a unique opportunity for innovating sustainable businesses. This study investigates crisis as a driver for innovation and its relevance to service design. Interviews with entrepreneurs are the empirical base that highlights that finetuning existing services is an established approach instead of innovative service design. Few expressed lessons were learned from the creative solutions made during the pandemic, suggesting that strategies for innovation need to be developed.

Students mental health is declining. StudyWell is a project aiming at positive impact on student mental health in student cities in Norway; by integrating relational welfare with service design, and the study environment as a starting point. We discussfour implementation challenges: First, co-design depends on a shared mindset across disciplinary boundaries. Secondly, balancing the lenses of individuals, community, system and future require facilitation. Thirdly, societal impact requires continuous partner anchoring. Finally, approaches must not further pathologize university student.

To handle the increased complexity within the automotive industry, this paper introduces a guideline, which aims to support development service providers to examine the introduction and if applicable support the introduction of systems engineering. The initial verification was performed through applying the guideline at Porsche Engineering as an exemplary service provider. As a result, the success factors "knowledge basis" and "knowledge transfer" have been improved by two points on a 1-5 Likert-scale by introducing a SE process-specific knowledge platform and a defined knowledge transfer.

The design process in most organizations is often collaborative and interdisciplinary in nature. Yet most institutions of higher learning do not offer students the opportunity to work in multidisciplinary teams. This study follows an experiential service-learning project over 3 years to explore the role of multidisciplinary project teams on design education outcomes. Findings suggest that the quality of designs improved over time and students consider experiential learning in multidisciplinary teams to be a valuable component in their education, increasing their job readiness upon graduation.

There is a mismatch between the way public services are designed, and the chronic dilemmas of the welfare state. Through two case studies we show how tool-dependent, instrumental and systems-oriented approaches fall short in tackling these dilemmas, and how the there is a need for a new, relational turn in design. Relational design takes into account interdependencies and dynamic situation of society, and calls for a new design vocabulary that discusses and approaches the relational aspects and opens up for a more situational and sensitive design agency.

“C-K theory”, a theory of reasoning in design, offers a formal modelling language with the power to describe the unfolding of creativity and the generation of new innovative objects as integral parts of design practice. However, the theory has limited ability to analyze and describe the particulars of design practice when the target area is service. To address this question, the purpose of this paper is to refine the “C-K theory” by embedding service relevant constructs and exploring strategies for enhancing the creative engagement resulting in the innovative service concepts.