Expert perspectives on the service design learning model | Centre for Teaching and Learning (CTL)
“I think what she gives as a course should have other students from other faculties, having to participate in the course. Mandatory for like engineers for example, for HR and so on and so forth because this humanistic approach is not just a marketing issue, it’s actually an organizational issue and it’s a social structure issue. And the gap is becoming bigger and bigger as we evolve, as with this new generation using AI, for an example. It’s creating these huge holes, huge gaps. And that’s what kind of makes it feel good, that she’s actually eliminating that gap. She’s trying to say, listen, let’s talk, let’s discuss, let’s put away your phones, let’s understand where we’re coming from, understand where everyone comes from and what they’ve lived, and understand the situation and empathy and so on and so forth like that”.
“I would be involving many different students so that they develop the humanistic approach, the service dominant approach, you know, and breaking those barriers down.”
“This whole humanistic approach of getting that synergy of the class together, it’s transforming.”
“You can get lost in what’s going on today, especially with social media and the way we’re basically pigeonholed based on our consumption.”
“I think that awakening is the first word that comes to mind. She wakes people up… what’s the situation, what real?”
“Then she asks to think about yourself, and that’s hard to do. When you start thinking about yourself you starting thinking also how does that impact others. And that’s how you kind of look at marketing because you always see you want to have an impact on someone else, right? But if you don’t understand where you’re coming from, right, then you don’t understand how it has an impact on someone else. And I think that’s another element that comes up. She pulls you outside your comfort zone, like a mile out of there, and this is good because that’s how you learn. Especially in the performance stuff that you’re doing. It’s not a theater class. These are people who are studying business, but in business, you’ve got to sell your salad. You have to do your pitch, your marketing pitch, or your pitch to the board of directors, or to a customer, or to employees, you have to pitch it. Well, you’re getting some experience in how to do that. And it’ll be very valuable for them, after their academic years.”
“I just think the transformation of the class, it just happened. I think it was a first or second presentation I said, where did these guys come from? It wasn’t the same students three weeks ago. It was just a transformation.”
Martin Gonthier, Senior Non-Credit Program
(Audited Marketing 451, Winter 2025)
“The course, I would call the course an introduction to the logic—or even the philosophy—of Service. It’s an introduction to humanistic service thinking. The course is great. Michèle doesn’t present service design as something trendy or new; rather as something that has been growing from international best practices and research; she’s drawing from top institutions in Europe, MIT, and the likes. I don’t think students fully realize yet that this (field) is something that’s coming next, and an actual practice that’s been developing in Europe for about fifteen years.”
“Basically, what I’m trying to do in the course is study the method and its potential applications—almost evaluating it. I’m interested in instructional design as well, possibly in the arts, and I’m also a marketing student. So for me, it’s very interesting. Now I can tell you more about the method itself.”
“I would say movement and realness are the two things Michèle embodies in the classroom. You rarely encounter a class that moves—and by movement I mean movement of ideas, of people, of energy: dynamic, dynamic, dynamic.”
“And Michèle stands behind everything she says, intensely, and that’s very admirable. I call it realness. And of course, as with most of the best teachers—I think, best are those who know their stuff, are proud of it, can defend it, and can engage in constructive arguments with students. That’s how, you know, dialectics happen. For me, these are the kinds of things that enhance the ‘theatrical production’ mode of the classroom in a constructive, dynamic, and fresh experiential learning modality. And I think that freshness is something very important right now, across all curriculums and fields.”
“And here, in every class, you leave with something—a whole set of ideas to think about. It’s overwhelming, it’s direct, it’s in your face. It puts you in vulnerable situations at times. And because of the deeply collaborative nature of the course, every decision has to be negotiated with your classmates. That can be frustrating, and it’s definitely an often overlooked – though highly valuable – leadership skill.”
“Those relational dynamics, I feel, are very important because they’re refreshing and really hard to find.”
“I will say it’s an introduction to humanistic critical thinking, to empathetic, relational fundamentals for service marketing. That’s kind of how it works. I’m big on professors who are authentic.”
Emiliano Guevara, BA, Communication and Cultural Studies
(Audited Marketing 451, Winter 2025)
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