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The Needs of Students and Practitioners on the Education Curriculum of Innovative Product Development  

Lee, Won-Sup (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Jung, Ki-Hyo (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Chang, Joon-Ho (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Chang, Jun-Ho (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
You, Hee-Cheon (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Chang, Soo-Y. (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Jun, Chih-Yuck (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Jung, Moo-Young (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Han, Sung-H. (Division of Mechanical and Industrial Engineering, Pohang University of Science and Technology)
Publication Information
Journal of Engineering Education Research / v.11, no.4, 2008 , pp. 11-18 More about this Journal
Abstract
Companies have been making considerable efforts to develop innovative products for better competitiveness in the market, however, the education curriculum for innovative product development (IPD) in domestic universities needs has not been well developed. The present study was intended to identify the needs of students and practitioners regarding teaching subjects, pedagogical methods, and industry-academia collaboration that can be reflected in the development of IPD education curriculum. Through a literature survey 46 IPD teaching subjects of 7 categories (planning, feasibility analysis, concept development, product design, manufacturing process design, production, and ethics & law) were selected. Opinions on the preferences and importances of the teaching subjects, pedagogical methods, and industry-academia collaboration were collected from 53 college students who took courses of product development and 36 practitioners working in product development. While the students preferred the balanced teaching of all the subject categories, the practitioners suggested planning and concept development be taught with high importance; 6 subjects (product development strategy, customer needs identification, market research, concept generation method, design ideation method, and ergonomic design) received high ratings of preference and importance. The students preferred the mix of various pedagogical methods (lecture, discussion, presentation, practice, and case study) and provided needs on each pedagogical method. Lastly, the students wanted an opportunity of learning through industry-academia collaboration and the practitioners provided ideas for mutual benefits between industry and academia. The needs of students and practitioners identified in the study can be effectively applied to develop a better IPD education curriculum.
Keywords
Innovative product development; education curriculum; teaching subjects; pedagogical methods; industry-academia collaboration;
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