Course content
The public and private sphere is an increasingly complex and entangled space: communities, teams, departments and laboratories face challenges that transcend traditional organisational boundaries, which can only be met by staff working across departments and intellectual disciplines. This programme aims to equip people with the skills and tools to explore diverse perspectives, structures, power balances, and interrelationships that make up public sector or private systems.
Throughout the course you will:
- Gain theoretical and practical foundations in systems thinking and service design.
- Receive instruction in trans -disciplinary problem-solving; delivering services under complexity, risk, and uncertainty; and equality, diversity, and inclusive practices.
- Complement your learning in taught modules with two work-based practice modules, which give you as an apprentice the opportunity to put your skills and learning into practice, supported by systems and service designer practitioners.
- Improve the understanding of problems and explore potential improvements within your organisation.
- Gain practical experience of using applied systemic approaches.
Please note that the module information displayed here is subject to change.
90 credits of compulsory and non-condonable modules.
Compulsory modules
| Code | Module | Credits |
|---|---|---|
| Compulsory 1 | ||
| Systemic Service Design | 30 | |
| Inclusive Systemic Evaluation | 30 | |
| Intervention 1 | 30 | |
POLM811DA: Systemic Service Design
Systemic Service Design is the first module of the Systems Thinking for Service Design MSc Programme and explores the applicability of systems thinking for service design. Students and Workplace Mentors are inaugurated in the Standard by the Academic Mentors, which is facilitated by a three-way relationship and regular meetings between them – every 10-12 weeks. The module introduces key Service Design theories and methodologies, discusses user-centric approaches and prototyping. Core systems concepts such as boundary, environment, worldview and feedback are included. Systemic approaches to modelling and ideation are explored and students are encouraged to implement them in their assignments.?
POLM812DA: Inclusive Systemic Evaluation
Inclusive Systemic Evaluation (ISE) moves beyond simply tracking outputs or results, placing emphasis instead on participatory learning, impact analysis, and transformative change. By incorporating diverse worldviews, ISE uncovers external influences—such as policies, conflicts, elections, or socio-environmental shocks—that can shape outcomes in unexpected ways. It treats every evaluation as an opportunity for broad stakeholder groups—including public and private sectors, organisations, and communities—to reflect, rethink, and adapt their actions. Rooted in critical systems thinking, ISE enables service designers to capture multiple perspectives, explore interrelationships, and consider intervention boundaries, helping them see the bigger picture rather than isolated parts.
POLM813DA: Intervention 1
Intervention 1 is a work-based module that allows students to implement service design and evaluation techniques, delivered in the first two modules. It is key that students choose a work-based intervention that is aligned to their role and brings value to the organisation. Importantly, apprentices will be introduced and will practice qualitative and quantitative user research to arrive at user-centric design. The student discusses and selects the intervention with the support of the Workplace Mentor and the Academic Mentor. This choice is formalised in a Progress Review meeting before the module starts, to allow the student and Workplace Mentor to scope, plan and prepare stakeholder engagement strategies and other resources necessary for the intervention.
Please note that the module information displayed here is subject to change.
90 credits of compulsory and non-condonable modules.
Compulsory modules
| Code | Module | Credits |
|---|---|---|
| Compulsory 1 | ||
| Service Design Ethics | 30 | |
| Intervention 2 | 30 | |
| End Point Assessment Preparation | 30 | |
POLM814DA: Service Design Ethics
Service Design Ethics aims to equip apprentices with a sophisticated understanding of ethical, inclusive, and responsible service design by leaning into critical systems thinking. Apprentices will critically interrogate and implement ethical frameworks, regulatory compliance, and sustainable design approaches within complex, real-world service contexts. Students will develop advanced competencies in applying human-centred and participatory design approaches, while recognising and addressing potential biases, inequities, and unintended consequences in service delivery. Through case studies, design challenges and reflective activities, students will learn to balance user needs, organisational objectives, and societal impacts. Students will be invited to demonstrate critical awareness of power, accountability, and long-term consequences of design decisions.?
POLM815DA: Intervention 2
Intervention 2 is a practical, work-based module. Like As in Intervention 1, apprentices apply theory and methodologies covered in Modules 1, 2 and 4. It is essential that the chosen intervention aligns with the student's professional role and delivers value to the workplace. With guidance from both the Workplace Mentor and Academic Mentor, the student selects an appropriate intervention. This selection is confirmed during a Progress Review meeting held before the module begins, enabling the student and Workplace Mentor to define the scope, plan the intervention, and prepare stakeholder engagement strategies and other required resources. It is possible to continue the project initiated in Intervention 1 or to start a new service design initiative.
POLM816DA: End Point Assessment Preparation
This module serves as the concluding stage of the MSc in Systems Thinking for Service Design and is designed to prepare apprentices for their End-Point Assessment (EPA), required for completion of the Level 6 Service Designer Apprenticeship. Participation in the EPA is mandatory once the MSc programme is complete. The assessment is administered by an independent End-Point Assessment Organisation (EPAO) and comprises two distinct methods:?
Employer information
Do you have staff engaged with addressing complex and cross-disciplinary challenges across your organisation? Are you looking to develop their skills and knowledge? This programme has been designed to offer training in systems thinking methodologies, leadership and ethics, evidence-based service design practice, stakeholder analysis and ultimately the skills and experiences for delivering services under complexity, risk and uncertainty.
Apprentices will receive instruction in the latest theory and practice for systems approaches and service design methods across a variety of modules. They will gain practical experiences of using key systems approaches in terms of boundary analysis and design, system modelling, surfacing assumptions and negotiating improvement among diverse stakeholders. These theory-led modules are combined with work-based projects where apprentices get to use the new skills and learning on practical real-world challenges within your workplace.
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Entry requirements
| Qualifications | Typical Offer | Required Subject |
|---|---|---|
| A level | CCC | |
| Equivalences | View other grade equivalences |
The Systems Thinking for Service Design programme has two entry routes:
- Application through A-Levels CCC or equivalent Level 3 qualification, OR
- Application through experience
Applicants will be in a role that supports the gathering of evidence required for the Service Designer apprenticeship ‘standard’.
Additional entry requirements
As an apprenticeship funding requirement, all apprentices aged 16-18 studying for a level 3 apprenticeship or higher are required to evidence achievement at level 2 in Mathematics and English before their gateway to endpoint assessment.
If the apprentice is aged 19+ when they begin their apprenticeship training, and they do not already hold a suitable equivalent qualification, English and / or maths is an optional part of the programme under the funding rules. However, L2 English remains a standard entry requirement for University of Exeter programmes.
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Applicants must also have a valid and eligible residency status to gain entry onto the apprenticeship – please see the Department for Education website for further information.
How to apply
Selection to this programme is made by employers; candidates should already hold a post with the employer and continue working for them throughout the duration of the apprenticeship. The candidate should initially speak to their HR department and/or manager to gain sign off to undertake this apprenticeship.
Once the employer agrees for the candidate to go on the apprenticeship, the candidate will then be required to undertake an application for the University. If successful, applicants will be offered a position. Their place will be confirmed by the University of Exeter, and we will send further information about how to enrol as an apprentice.
Funding
Full programme cost: £15,000
Employers who pay the Apprenticeship Levy will pay for the eligible apprenticeship fees (£15,000) directly through that contribution. See further information about the Apprenticeship Levy funding.
Employers must pay their apprentices a salary at least consistent with national legislation.
Funding eligibility criteria
- To be eligible for levy funding, the apprentice must meet the criteria listed in the Department for Education guidance.
- If you / your company are not eligible for levy funding, it can be commercially funded in full by your organisation.
- The apprentice must have a valid and eligible residency status to gain entry onto the apprenticeship.
Learning
This programme is delivered entirely online.
How you will learn
Approximately 20 per cent of an apprentice's contractual working time will be given over to study. Our model is designed to be flexible around the needs of apprentices and workloads.
The blended learning format incorporates:
- Approximately 12 engaging online master classes over 24 months.
- Online learning activities.
- Two major work-based practice modules - applying learning to real challenges.
- Apprentices are allocated a workplace mentor within their organisation and an academic mentor to help ensure their successful completion of the programme.
Apprenticeship Standard
The apprenticeship standard is made up of knowledge, skills and behaviours that are demonstrated in a portfolio of evidence. The University will support you in completing your portfolio in partnership with your workplace. The modules will provide you with the skills and opportunities to apply systemic approaches and plan interventions at your home organisation. Upon completing your portfolio, you will attend the End Point Assessment which consists of a written component (a work-based report) and an oral component (a professional discussion).
Careers
Addressing the needs of public, private and third sector employers
The Service Designer apprenticeship strengthens the UK economy by building a skilled workforce that improves service efficiency, productivity, and value for money across public, private and third sectors. Apprentices apply user-centred, collaborative design methods to streamline end-to-end services, reduce waste, and improve customer and citizen outcomes. By supporting organisations to modernise services, integrate front and back-office operations, and adapt across multiple channels, your apprentices will help drive innovation, competitiveness, and sustainable economic growth centred, collaborative design methods to streamline end to end services, reduce waste, and improve customer and citizen outcomes.
Find out more about our Service Designer Degree Apprenticeship
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