Reframing curriculum as a service: A service design approach to analyzing a flexible learning program

As universities around the world adopt flexible and hybrid learning, there is a growing need to improve how curricula are designed. A common problem is that while teaching delivery becomes more flexible with technology, the underlying curriculum design often remains rigid, leading to a fragmented student experience. This paper uses a service design framework to analyze a flexible curriculum of the Communication Arts and Digital Media program at Ramkhamhaeng University in Thailand, using its official curriculum plan (TQF 2) and annual outcome reports (TQF 7) as a case study. The findings identify a "Guidance Gap" between the need for student support and the system's focus on independence, and a "Holistic Skills-Assessment Gap" between the practical skills taught and the final exam used for assessment. This research contributes a practical framework for using service design to diagnose these experience-based problems and offers design principles for creating more holistic and student-centered flexible curricula.