3. LUEC support students and staff in their enterprise or project creation journey.
LUEC provides personnalised advices, workshop, skill developement session,
coaching and networking activies, business planning and funding application...
Their main customers have the following typologies:
-- Staff
-- Student
-- Alumni
CONTENT
LUEC (Lancaster University Enterprise center)
4. The aim of this research project is to help LUEC provide a consistent and highly
qualitative customer experience.
The main points of concern:
-- Efficient customer service
-- Consistency
-- Data recording system
AIM OF THE RESEARCH PROJECT
5. ● ethnography
● survey research
● case study
RESEARCH METHODOLOGY & METHODS
● shadowing
● observation
● interviews
● questionnaires
● co-design
● role-play
12. Co-design session 1
Participants: Three LUEC Staff
Activity process:
Creating personas
Defining the steps in the process for each personas
Defining type of information and location on the process board
Rating the importance of communicating at each step from both sides.
Co-design session 2
Participant: One Former LUEC Customer
Activity process:
Observation/Recognition of the steps in the process
Rate the importance of communicating at each step
from the customer point of view.
ACTIVITIES & FINDINGS - CO-DESIGN
13. By creating personas, LUEC staff divided their customers into two main categories.
Drop-in → Follow-up → Canvas tool → Follow-up → Refer to specialist → After LUEC
ACTIVITIES & FINDINGS - CO-DESIGN
14. Finding:
Highly important for LUEC at every stage but
perceived as incrementally important for
customer
Finding:
Highly important for Customer at
every stage but special emphasise on
the after LUEC step
ACTIVITIES & FINDINGS - CO-DESIGN
16. Competitive Advantage
No real “keep in touch” need to improve
Retain relation with the clients, invite former clients to Lancaster University to share their experience
Need for an efficient record system to track of the clients journey, easier access information
Other areas for improvements:
Need to keep in contact with former clients
Creation of events (successful stories of former clients) such as conferences, masterclasses
Improved services will bring added values for attracting potential students when comparing the
Entrepreneurship service available across universities.
KEY INSIGHTS - PROBLEMS RE-DEFINETION
18. The cluster mapping allowed us to brainstorm different
ideas and concepts.
Concept I:
(With existing ressrouces)
Type: Data recording system
Ressources: Folders and Excel spreadsheet
Aim: Categroisation allowing Prioritisation and Profile
creation
Concept II:
(With additional ressources)
Type: Data recording system
Ressources: Tablet, software, website
Aim: Categorisation allowing Prioritsation, integrated
system, seamingless communication and Profile
creation
GENERAL OUTCOMES
19. First recommendation: Data recording system (Solution with existing resources)
DESIGN SOLUTION / RECOMMENDATION
21. The two recording systems we designed both have the outcome of creating a post-LUEC profile that would need to be
kept up to date and allow the LUEC to send relevant information, follow the pogression of their clients, ask for feedback
and eventually find future mentors.
POSSIBLE OUTCOMES
22. ● Design for Service
● Service Thinking
● Co-design
● Relationship Management
● Customer Journey Map
● Add Value to Service
● Interaction Design
● Data System Design
● Visualization
LIMITATIONS & REFLECTIONS
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Impact Publishers.
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model-for-university-entrepreneurs. [Accessed 1 Feburary 2015].
NACE (2014). NACE 2013-2014 Career Services Benchmark Survey for Colleges and Universities, National Association of Colleges &
Employers, p. 12.
Smith, D. D., & Gast, L. K. (1998). Comprehensive career services for seniors. In J. N. Gardner, G. Vand der Veer, & Assoc. (Eds.), The
senior year experience (pp. 187-209). San Francisco: Jossey-Bass.
Smith, S. L., Myers, J. E., & Hensley, L. G. (2002). Putting more life into career courses: The benefits of a holistic wellness wheel.
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Wuthnow, R. (2003). Changing nature of work in the United States: Implications for vocation, ethics, and faith. The Cresset, 67(1), 4-13.
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