Year: 2016
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Christian Tollestrup, Kaare Eriksen, Nis Ovesen
Author: Anders Berglund (1), Larry Leifer (2)
Series: E&PDE
Institution: 1KTH Royal Institute of Technology, 2Stanford University
Section: Framing and Alignment of Projects in Design Education
Page(s): 077-082
ISBN: 978-1-904670-62-9


s is discovery
research in a purely qualitative sense. The authors, both highly experienced educators, are reflecting
upon their practice of delivering team-based new product development courses at the master’s degree
level at deeply different universities in Sweden and the United States of America. In both cases,
industry partners bring real-world projects and funding to the curricula. They have, as their primary
objective, the development of talented new product development leaders. In both cases there is no
intellectual property attachment to the funding. This paper seeks to make important distinctions about
common language and practices within different regional and academic cultures. We are hopeful that
our observations and the presented framework will draw others to deepen our understanding through
next generation quantitative studies.

Keywords: Innovation, course instrumentation, learning elements, project-based learning.

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