%0 Journal Article %1 LovSri01 %A Lovejoy, William S. %A Srinivasan, V. %D 2002 %I Blackwell Publishing %J Journal of Product Innovation Management %K multidis %N 1 %P 32--45 %R 10.1111/1540-5885.1910032 %T PERSPECTIVE: Ten Years Of Experience Teaching A Multi-Disciplinary Product Development Course %U http://dx.doi.org/10.1111/1540-5885.1910032 %V 19 %X Integrated Design for Marketability and Manufacturing (IDMM at Stanford) is an Integrated Product Development course (IPD at Michigan) that is distinguished by hands-on manufacture of customer-ready prototypes executed by cross-disciplinary teams of students (MBAs and graduate Engineering and Design students) in a simulated economic competition against benchmark products and against each other. The course design is such that teams can succeed only by performing well in each of the marketing, manufacturing, engineering, and design dimensions. Student failure modes include adopting the wrong product strategy, failure to execute a sound strategy of producing a product that meets market needs, failure to drive costs down, poor product positioning and/or communication, poor forecasting and inventory management, and poor team dynamics. Instructors adopting this course model will face challenges that derive from its definitively cross-functional nature. The course involves faculty from Business, Engineering, and Design in a world where teaching load, compensation and infrastructural support is most often tallied on a unit-specific basis. The course requires faculty with broad interests in a world in which narrow academic depth is often more highly valued. Other challenges the course presents include maintaining a sense of fairness in the final product competition, so that students can move beyond the anger of a potential failure to learn from their experience. Also, in its current manifestations on the Stanford and Michigan campuses the course requires expensive general-purpose machine tools and instruction for students to build fully functional (customer-ready) product prototypes. We provide our current resolutions to these challenges, and the rewards for making the effort. In the end, the course's survivability can be traced to the benefits it provides to all stakeholders: students, faculty, and administrators. These benefits include a course that integrates disciplines in a way that students believe will increase their integrative skills and marketability, a course that faculty can embrace as a vehicle for their own development in teaching and research, and that administrators find sufficiently novel and engaging to attract the attention of outside constituencies and the press. © 2002 Elsevier Science Inc. All rights reserved.

@article{LovSri01, abstract = {Integrated Design for Marketability and Manufacturing (IDMM at Stanford) is an Integrated Product Development course (IPD at Michigan) that is distinguished by hands-on manufacture of customer-ready prototypes executed by cross-disciplinary teams of students (MBAs and graduate Engineering and Design students) in a simulated economic competition against benchmark products and against each other. The course design is such that teams can succeed only by performing well in each of the marketing, manufacturing, engineering, and design dimensions. Student failure modes include adopting the wrong product strategy, failure to execute a sound strategy of producing a product that meets market needs, failure to drive costs down, poor product positioning and/or communication, poor forecasting and inventory management, and poor team dynamics. Instructors adopting this course model will face challenges that derive from its definitively cross-functional nature. The course involves faculty from Business, Engineering, and Design in a world where teaching load, compensation and infrastructural support is most often tallied on a unit-specific basis. The course requires faculty with broad interests in a world in which narrow academic depth is often more highly valued. Other challenges the course presents include maintaining a sense of fairness in the final product competition, so that students can move beyond the anger of a potential failure to learn from their experience. Also, in its current manifestations on the Stanford and Michigan campuses the course requires expensive general-purpose machine tools and instruction for students to build fully functional (customer-ready) product prototypes. We provide our current resolutions to these challenges, and the rewards for making the effort. In the end, the course's survivability can be traced to the benefits it provides to all stakeholders: students, faculty, and administrators. These benefits include a course that integrates disciplines in a way that students believe will increase their integrative skills and marketability, a course that faculty can embrace as a vehicle for their own development in teaching and research, and that administrators find sufficiently novel and engaging to attract the attention of outside constituencies and the press. © 2002 Elsevier Science Inc. All rights reserved.}, added-at = {2014-10-28T08:51:54.000+0100}, author = {Lovejoy, William S. and Srinivasan, V.}, biburl = {https://www.bibsonomy.org/bibtex/26c4152ba65b617de583d9cd3cf7c52fc/juheikki}, description = {PERSPECTIVE: Ten Years Of Experience Teaching A Multi-Disciplinary Product Development Course - Lovejoy - 2003 - Journal of Product Innovation Management - Wiley Online Library}, doi = {10.1111/1540-5885.1910032}, interhash = {e7e6f34fe5860c668f31bf344f619de6}, intrahash = {6c4152ba65b617de583d9cd3cf7c52fc}, issn = {1540-5885}, journal = {Journal of Product Innovation Management}, keywords = {multidis}, number = 1, pages = {32--45}, publisher = {Blackwell Publishing}, timestamp = {2014-10-28T08:51:54.000+0100}, title = {PERSPECTIVE: Ten Years Of Experience Teaching A Multi-Disciplinary Product Development Course}, url = {http://dx.doi.org/10.1111/1540-5885.1910032}, volume = 19, year = 2002 }