After studying service design and completing the development project, students are experts in their multidisciplinary roles and are able to
• apply the models and methods of multi-actor co-operative development
• recognise different actors and roles in a multi-actor development community
• name and explain the different stages of the service design process: understanding the customer, conceptualisation, prototyping, piloting and evaluation
• apply the process and working methods of service design to a challenge from the working life and solve it
• utilise their substance competence in a multi-actor development community
• explain the importance of an evidence-based approach in social welfare and health care
• work as a team member and participate in solving the development challenge
• utilise researched knowledge in the development of activities
• guide and reform the activities of the work community and work

During the development project, the objectives form an entity that allows the student to expand their competence in developing digital services in the social services and health care sector. In the specialisation education, new knowledge is built in a multi-actor manner based on one's core competence.
This creates a path for each student to develop their competence and gives them opportunities to utilise this competence after graduation in various social welfare and health care contexts and tasks.

The development project is carried out in multi-actor cooperation between citizens, and the public, private and/or third sector. The development project utilises the service design process and working methods in solving a real working life challenge. A working life oriented development project is based on an understanding of the service users, the service and its context and analysing it. Through this, the creative and experimental process helps build service experiences that are competitive and human-oriented.
Students work in multi-actor development communities, considering the needs and views of different parties so that the evaluation of different trials already takes place during the development process, taking evidence-based information into account. The development project is carried out in small groups (3 students/group). The development project comprises: different phases of the entire service design process: understanding the customer, conceptualisation, prototyping/piloting and evaluation. Students may interview and/or observe service customers, employees or patient organisation’s experts/experts by experience. Working life representatives are involved in co-operative workshops to brainstorm and prototype solutions. Clients/stakeholders are the testers of the developed service.