Drawing on the reflective practice theories of Kolb and Schon, the authors will propose that the service designers tool kit requires updating to enable the professional move beyond process and articulate how best service designers’ might master reflection-in-action. ​​

UK universities are at a juncture as the UK government intensifies downward pressure on budgets while simultaneously increasing demand for evidence on the value of a university education. Service Design has significant potential to transform student, staff and employer experience of H.E. However there is little evidence that the sector in the UK, or more generally, has embraced the service design approach to the extent that UK public bodies and businesses have done to enable digital transformation, innovation, or organisational change. Phillippa and Sharon will share lessons learnt from three case studies, and consider future implications for moving beyond methods to an overarching reflective practice to enable more meaningful impact.  

The chapter will enquire into: How this creativity might be fostered to train and educate future service designers; and to ask ‘how might we as a service design community instigate and facilitate a ‘reflective conversation’ on identifying and mastering the service design mindset.  ​