Organization delivering the service describing its

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organization delivering the service describing its goals and resources; identifying the market it is operating within, and any legislation or cultural and social practices that might constrain the service and the organization s resources; articulating what constitutes the service; identifying its customers and end users; and agreeing a point in time at which to gather data in order to determine whether there are improvements. Questions to be considered might include determining the boundaries of the service and of the organization. Should the organization only think about better from the point of view of its existing customers the people who write the cheque (who for a
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business-to-business service might be colleagues in finance, rather than the team who use a service)? What about potential or past customers? Or employees who co- create the service encounter? For a business-to-consumer service, to what extent should the organization consider what better means for members of the customer s family who might also have knowledge and practices that shape the way the customer co- creates a service? Or communities whose habitats and wellbeing are implicated in the resources involved in constituting and experiencing the service? If we take an organization that Manifesto for Designing Bett er Futures 167 is committed to reducing its carbon footprint, how far does the organization go to create a better service if this increases the work that end user has to invest in it? Thus better may be an aspiration but whose aspiration is it? For whom? Judged by what criteria? Determined by whom? The tension between a design approach the desire to change existing situations into preferred ones and approaches in the humanities and social sciences, that query assumptions drawing on extensive studies of power relations, difference, identity, governance and accountability are evident here. Ways of making judgments about what is, and what could be, will rely, whether explicitly or not, on ethics and aesthetics, the study of which must be part of the curriculum. This M(B)A sets out to encourage students to design better futures but it will remove any certainty about what that means. Futures The third term, futures, is also not so simple. The future is understood here as unknown and unknowable. But as Fry (1999) points out, The future is never empty, never a blank space to be filled with the output of human activity. It is already colonised by what the past and present have sent to it (Fry 1999: 11 12). We cannot know what will happen although we may speculate, imagine, model, propose, or hope and fear. Ideas about the future are necessarily connected to individual desires, which in turn relate to group, organization or community hopes and fears. Ways of thinking about the future range from theories rooted in religion (overcoming uncertainty through belief ), philosophical traditions (limiting uncertainty through reasoning),
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