Integrating R&D and marketing in new product development

R&D - marketing integration is considered to be a critical activity within New Product Development (NPD). A theoretical framework for the study of R&D - marketing integration levels developed by Gupta et al (1986) is one of the most widely cited R&D - marketing integration frameworks in scientific literature. It is based on the presumption that strategy, environmental, organizational and individual factors are those determining R&D - marketing integration levels and consequently NPD success. Several empirical studies have been conducted to test this framework, however most of them have dealt only with portions of Gupta et al (1986)'s model. This paper is an attempt to put forward and test an integrated research protocol for the study of R&D - marketing integration, based on this theoretical framework. Empirical evidence gained from a questionnaire survey and two company case studies show, that people active within the R&D - marketing interface perceive the studied constructs as relevant for R&D - marketing integration, thus giving confirmation to Gupta et al (1986)’s model. The presented research protocol can therefore be considered as a valid start into R&D - marketing integration research within an integrated framework

Evaluation of a method and a computer tool for generating concept designs

The authors have developed a method/computer tool to assist (student) engineering designers in generating concept designs. The method is based on the chaining of physical laws and complementary basic schemata (BS). The tool generates chains which serve as an aid in the development of concept designs. In this paper, the authors compare concept designs generated by a control group (which used functional structure and morphological matrix) with those from an experimental group that used computer-generated chains. The experimental group was found to have generated a greater number of different solutions than the control group; the generation of different solutions indicates a high level of variety and a better chance to find potentially innovative solutions. The established difference in the number of different solutions is statistically significant and the results indicate that the BS facilitate greater variety of concept designs

Educating future product developers in collaborative product development : lessons learned from the european global product realization (EGPR) international course

Changes in the business environment, responses of companies to these changes and the available information and communication technologies (ICT) pose a number of challenges to present and future product developers, as well as to educational institutions. An appropriate response to these challenges is to create a solid basis for strategies to combat stronger competition, since existing educational programs have provided this only to a small extent. In our opinion, the E-GPR course carried out by 5 European universities reflects the tasks of professional product development teams and their work conditions as realistically as possible and will enable students attending the E-GPR course who will soon enter the professional world to later progress along a steeper learning curve. This paper focuses on the role of communication between members of virtual teams and presents experiences gathered during the organization, designing and performance of each year’s courses

The role of the user and the society in new product development

Within the knowledge-based economy several institutions are involved in product innovation processes. Literature study has shown that the most researched and cited are the industry-universitygovernment relations, presented in the Triple Helix model of institutional relations within new product development (NPD). Based on a case study of the Academic Virtual Enterprise, we have put the sole input of these institutions in NPD into question. We have tested and supported the claim that the user and the society are equal partners in the product innovation process. We have put forward the Fourfold Helix model that features a new formation of institutional relations where special focus is placed on the involvement of the user and the society in NPD

Attitude development in designer's education

Modern academic design and engineering education adopted the issues and goals of holistic development of design competence. Holistic design competence is a combination of generic capacities: capability, knowledge, skill, experience and attitude. All capacities should be addressed in academic education, but the development of attitude is not sufficiently emphasized. Designers’ attitude can be seen as the relationship between a designer and the design profession. With a good designers’ attitude, different types of design problems can be solved and all the capacities, including attitude, can be developed. This paper proposes that developing a good designers’ attitude can be implemented in design education and should be done. We present the five different elements that comprise an attitude: communication, reliability, trust, motivation and open mindset. The relations between elements of designers’ attitude and other capacities of design competence are discussed. We studied the manifestation of attitudes and their development in a project of the so called Global Product Realization (GPR) course. The GPR course incorporates students from several European universities who are asked to solve a real design problem for an industrial company. The conclusion is that this project has supported the development of all five attitudinal elements. Since GPR projects are multi disciplinary, multi cultural and communication is non face-toface, a certain level of designers’ attitude is required for such projects. Further research is needed to support the vision that development of designers’ attitude needs to be addressed earlier in design education, preferably from the very first course

The impact of management on creativity and knowledge transfer in an academic virtual enterprise

In a competitive knowledge-based environment the role of creativity in new product development (NPD) has increased. The university as the provider of scientific and technological knowledge has become a key player in NPD, as a supplier of knowledge and human capital and as the physical space for new enterprises. The boundaries between science and technology, university and industry are in flux. This article therefore examines the environmental, strategic and organizational factors influencing innovation in NPD process on an example of an Academic Virtual Enterprise (AVE) that was applied in a design course called European Global Product Realization. AVE represents a creative working environment for students, where they act as real professionals in solving a real-life design problem

A novel design education approach for professional global product realization

Emerging trends in design practice, such as collaborative design and multi-national, multi-cultural and multi-disciplinary (multi-x) teamwork, call for ongoing changes in design education. Educational institutions need to be proactive in adapting to such trends, in order to ensure an adequate development of the design competences of their students. The graduated design students must be able to effectively solve real-life new product development (NPD) problems in multi-x environments. In this paper we present a novel approach towards design education, where special focus is put on multi-x collaboration of design students in solving NPD tasks. We present the idea of an Academic Virtual Enterprise (AVE), a project oriented educational agreement, which is based on volatile alliance of industrial and academic partners for mutual advantages. A course, called Global Product Realization (GPR) is presented as an example of how to implement AVE into design education and provide a stimulating learning environment for students in several disciplines (i.e. mechanical engineering, programming, electronics, design, etc.), where they can get experience in multi-x collaboration in NPD and develop several aspects of design competences needed for their future professional practice

Open innovation adoption from strategy to practice : implications from organizational ambidexterity and dynamic capabilities

The aim of this paper is to explore if ambidextrous strategy can support structured open innovation practice s through dynamic capabilities. Drawing on multi - disciplinary literature with complementary theoretical roots, open innovation is linked to higher l evel organizational ambidextrous strategy and organizational processes that encompass dynamic capabilities. A theoretical framework is developed to portray th ese subtle and nested relations that may facilitate open innovation solutions in response to organ izational challenges . Finally, conclusion and contribution are briefly summarized

Using computer-generated design aids to facilitate alternative concept embodiments

The objective of this study was to investigate whether the use of computer-generated aids facilitates a greater variety of concept embodiments compared to the classical approach. A total of 60 participants were enrolled in the Design Methodology course. They were divided into a control group using the classical approach and an experimental group in which computer-generated aids were employed. The embodiments produced by the participants from both groups were assessed for variety, independently by two experts having both academic and industrial experience in the field of product development. The experts were not informed about the groups or any of the study details. Analysis of the results of this experiment indicates that computer-generated aids play a supportive role in concept embodiment

A project-based approach to learning : comparative study of two disciplines

To be successful in the competitive workforce markets, graduates nowadays need more than just disciplinary skills and knowledge. The changes in how businesses operate, have brought about the need to develop highly skilled workforce that is equipped with generic skills, such as communication, creativity and problem solving, next to their discipline-relevant knowledge. To provide these sets of skills Universities are engaging in project-based learning with industrial partners. Such modules should provide the development of both sets of skills and thus produce highly employable students. In this paper perceptions of marketing and engineering students related to the projectbased learning outcomes are explored, to determine how they rate the acquisition of relevant employment skills in the studied modules. The findings show, that the students appreciate the project-based approach, specifically with relation to their project management and team-working skills, there is however improvement possible in the discipline-based aspects of their learning