Public services

We used service design and business design methodology to visualize and facilitate the process of identifying a clearer focus and direction. This way, we could strengthen Rockwool's team, contribute with a design perspective, and enable existing competencies.

With increasingly stricter admission requirements for secondary education in Denmark, kids with lower academic abilities are at risk of not receiving further education. In 2019 alone, nearly 7000 9th graders graduated without sufficient grades. The 

 aims to support students at risk of not graduating by giving them learning experiences in a different context and strengthening the collaboration between teachers and students.

 Interventions team has extensive material, knowledge, and experience related to the intervention. However, they needed help creating a unifying identity to which the students could relate.

Need for a relatable identity and sense of ownership  

The journey of the intervention. During the intervention, teachers, training counsellors, students, and their parents form groups that work together on the specific issue the students have in a new environment. This allows them to get valuable experience from outside the school environment that can help them and the teachers strengthen their abilities once back in school.  

By working closely with the ROCKWOOL team and the different actors, we created an engaging direction for the 

 of ‘Back in Business.' One of the most important outcomes was a service description of the 

, which describes the activities, core concepts, and the different roles in the process.

Service Identity

Service Proposition

We also provided dialogue tools with a new visual direction in collaboration with social and pedagogy experts. The tools consist of a series of games that can be used in the intervention's interactions between the students and teachers. They allow the teacher and student to set goals and uncover the student’s ambitions and development opportunities. The tools development was based on user tests in earlier prototype phases with both students and teachers and reflected their insights and needs.

Visual identity, service description, and tools for dialogue

By including the target group in developing the visual identity, we created an identity that students could identify with. 

As Back in Business is a social intervention, it must promote empowerment and togetherness. Not only do the students go through a journey - so do the teachers and counsellors. Therefore, we ensured that the visual identity communicates and promotes this message to all stakeholders – students, teachers, politicians, and institutions. The identity is an adaptable and versatile one that the students can and want to identify with. Together, the service description, tools, and identity provided direction, focus and promoted a sense of ownership among the stakeholders.

Social innovation helps 8th graders succeed at school