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The integration of the business model canvas and the service blueprinting to assist the conceptual design of new product-service systems

The capacity to guide the evolution and creation of new products (manufactured goods or services) is crucial for the enterprise's profitability. Hence, enterprises have acquired the capacity to manage the future of their product portfolio. However, companies that offer a combination of manufactured goods and services as an integrated system or a Product-Service System confront challenging conditions to maintain or increase their market share due to the complex relationship between manufacturing and service production systems. The complexity of a PSS makes it challenging to adapt its physical products to new customer requirements, satisfy new standards, or develop/adopt new technologies because any modification in one part of the system will undoubtedly affect the other. Therefore, it is necessary to propose an approach for managing the development process of a PSS from a broad perspective. The approach presented in this article combines the advantages of the Business Model Canvas to define the crucial functions of a business model with the service blueprinting capacity to represent service processes. The proposal describes a five stages methodology: Conceptualization, Business Model Design, Product-Service System (PSS) Scenarios, Blueprint design, and Validation. The methodology helps the analysis of a PSS from three perspectives: product, use, and result, which are the typical PSS scenarios. A case study applied to a company that distributes purified water is helpful to illustrate the methodology. Finally, the methodology includes some aspects that favor implementing creative and dynamic business models, emphasizing the constant changes in the evolution of products and services.

Blueprint Sector Skills Alliance : Next Tourism Generation Alliance

Blueprints: Systematizing Behavior Change Designs

To improve people’s lives, human-computer interaction researchers are increasingly designing technological solutions based on behavior change theory, such as social comparison theory (SCT). However, how researchers operationalize such a theory as a design remains largely unclear. One way to clarify this methodological step is to clearly state which functional elements of a design are aimed at operationalizing a specific behavior change theory construct to evaluate if such aims were successful. In this article, we investigate how the operationalization of functional elements of theories and designs can be more easily conveyed. First, we present a scoping review of the literature to determine the state of operationalizations of SCT as behavior change designs. Second, we introduce a new tool to facilitate the operationalization process. We term the tool blueprints. A blueprint explicates essential functional elements of a behavior change theory by describing it in relation to necessary and sufficient building blocks incorporated in a design. We describe the process of developing a blueprint for SCT. Last, we illustrate how the blueprint can be used during the design refinement and reflection process.

ACHALLENGEBASEDLEARNINGCOMMUNITYFORHYDROGEN DEVELOPMENT ANDAPPLICATION

TheUniversity of Twente, SaxionUniversityofAppliedSciences, ROCofTwente(vocationaleducation), centre of expertise TechYourFuture and the H2Hub Twente, in which various regional hydrogen interested corporations are involved, work together to shape a learning community (LC) for the development of innovative hydrogen technology. The cooperation between company employees, researchers and students provides a means to jointly work on solutions for real-life problems within the energy transition. This involves a cross-chain collaboration of technical programs, professorships and (field) experts, supported by human capital specialists. In the LC, a decentralized hydrogen production unit with storage of green hydrogen is designed and built. The main question for this research is: how can the design and construction process of an alkaline electrolyzer be arranged in a challenge based LC in which students, company employees (specialists) and researchers from the three educational institutions can learn, innovate, build-up knowledge and benefit? In this project the concept of a LC is developed and implemented in collaboration with companies and knowledge institutions at different levels. The concrete steps are described below: 1. Joint session between Human Resource and Development (HRD) specialists and engineers/researchers to explore the important factors for a LC. The results of this session will be incorporated into a blueprint for the LC by the human capital specialists. 2. The project is carried out according to the agreements of the blueprint. The blueprint is continuously updated based on the periodic reflections and observed points for improvement. 3. Impact interviews and periodic reflection review the proceeding of the LC in this engineering process. The first impact interview reveals that the concept of the LC is very beneficial for companies. It increases overall knowledge on hydrogen systems, promotes cooperation and connection with other companies and aids to their market proposition as well. Students get the opportunity to work in close contact with multiple company professionals and build up a network of their own. Also the cooperation with students from different disciplines broadens their view as a professional, something which is difficult to achieve in a mono-disciplinary project.

Best of both worlds: combining evidence with local context to develop a nursing shift handover blueprint

OBJECTIVE: Standardization of the handover process is deemed necessary to ensure continuity and safety of care. However, local context is considered of equal importance to improve the handover process. Our objective was to determine what recommendations on standardized shift handover nurses make, if we combine evidence from the literature with the local context of the nurses.DESIGN: A RAND-modified Delphi consensus process that combines evidence from systematic reviews with expert opinion of local nurses and an evaluation of the consensus process with a survey.SETTING: One academic medical center in the Netherlands.PARTICIPANTS: Twenty nurses from surgical, medical, neurological, psychiatric, cardiology, children's and gynecology departments.RESULTS: Four systematic reviews on nursing handover were included to compose provisional recommendations on how, what, where and the preconditions of shift handover. Nurses reached consensus on a final set of 18 recommendations for a nursing shift handover blueprint: how (1 recommendation), what (12 recommendations), where (3 recommendations) and the preconditions (2 recommendations), which were structured with the mnemonic NURSEPASS. The nurses assessed the method as an effective approach to develop a local blueprint.CONCLUSIONS: Evidence-based consensus is a feasible method to combine evidence from the literature with local context. We anticipate that implementation of the resulting tailored blueprint for nursing shift handover will be facilitated due to the method used. Through evaluation of its effectiveness, we intend to add to the body of evidence on development and implementation of effective nursing handover, which is an essential link for continuity and safety of care.

CDIO as Blueprint for Community Service Engineering Education

This paper is a case report of why and how CDIO became a shared framework for Community Service Engineering (CSE) education. CSE can be defined as the engineering of products, product-service combinations or services that fulfill well-being and health needs in the social domain, specifically for vulnerable groups in society. The vulnerable groups in society are growing, while fewer people work in health care. Finding technical, interdisciplinary solutions for their unmet needs is the territory of the Community Service Engineer. These unmet needs arise in local niche markets as well as in the global community, which makes it an interesting area for innovation and collaboration in an international setting. Therefore, five universities from Belgium, Portugal, the Netherlands, and Sweden decided to work together as hubs in local innovation networks to create international innovation power. The aim of the project is to develop education on undergraduate, graduate and post-graduate levels. The partners are not aiming at a joined degree or diploma, but offer a shared short track blended course (3EC), which each partner can supplement with their own courses or projects (up to 30EC). The blended curriculum in CSE is based on design thinking principles. Resources are shared and collaboration between students and staff is organized at different levels. CDIO was chosen as the common framework and the syllabus 2.0 was used as a blueprint for the CSE learning goals in each university. CSE projects are characterized by an interdisciplinary, human centered approach leading to inter-faculty collaboration. At the university of Porto, EUR-ACE was already used as the engineering education framework, so a translation table was used to facilitate common development. Even though Thomas More and KU Leuven are no CDIO partner, their choice for design thinking as the leading method in the post-Masters pilot course insured a good fit with the CDIO syllabus. At this point University West is applying for CDIO and they are yet to discover what the adaptation means for their programs and their emerging CSE initiatives. CDIO proved to fit well to in the authentic open innovation network context in which engineering students actively do CSE projects. CDIO became the common language and means to continuously improve the quality of the CSE curriculum.