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COBB  \nPalo Alto Research Center (PARC), Inc.  \nPalo Alto, CA  \nJONATHAN HEY  \nNutmeg Saving and Investment Ltd, London, UK  \nALICE M. AGOGINO  \nMechanical Engineering Department SARA L. BECKMAN  \nAND  \nSOHYEONG KIM  \nHaas School of Business University of California at Berkeley, Berkeley, CA  \nABSTRACT  \nWe present a longitudinal study of what graduates take away from a cross-disciplinary graduatelevel New Product Development (NPD) course at UC Berkeley over a 15-year period from 1996-2010. We designed and deployed a longitudinal survey and interviewed a segment of our NPD alumni population to better understand how well our course prepared these alumni for careers in design, innovation, entrepreneurship and product management. We questioned alumni regarding the value of specific NPD skills, methods, and tools taught in the course. This paper presents a quantitative and qualitative analysis of survey and interview data. The results reaffirm the value of engaging students in multidisciplinary design projects as a means for developing the skills needed in today’s competitive NPD environment and highlight the similarities and differences that exist between academic and industry NPD practices. We believe the findings will inform educators about what is valued in NPD courses by graduates now working in industry.  \nKey Words: New Product Development, Longitudinal Assessment, Engineering Education  \nWINTER 2016 1  \nADVANCES IN ENGINEERING EDUCATION  \nWhat Alumni Value from New Product Development Education: A Longitudinal Study  \nINTRODUCTION  \nNew Product Development (NPD), the process of bringing a new product from conception to market, involves an increasingly large range of disciplines including, but not limited to, marketing, engineering, manufacturing, industrial design, finance, software engineering, and biotechnology. Henderson et al. (1999) speak about the increasing complexity of NPD as it relates to different disciplines and the impact on institutional forces. Many variations of similar NPD courses are offered in the United Stated (U.S.) and world-wide. Beckman and Speer (2006) describe eight courses first offered in the U.S. in the period 1988–2003 that involve engineering, business and design: Carnegie Mellon University, MIT/RISD, University of Michigan, North Carolina State University, Arizona State University, University of Illinois at Chicago, and Columbia University/Parsons School of Design. Other U.S. programs with multidisciplinary design courses include the Wharton/University of Pennsylvania, Lehigh University’s Integrated Business and Engineering program, Segal Institute at Northwestern University, the IIT’s Institute of Design and the Institute of Design (d.School) at Stanford University. In collaboration with M. I.T., Singapore created an entire university with a multidisciplinary design theme – Singapore University of Technology and Design (SUTD)– with several multidisciplinary design course offerings. All of these courses, although different in their implementation, strive to provide an authentic learning experience and impart NPD knowledge and skills to students who will be future designers, entrepreneurs and innovation practitioners. As NPD course offerings at universities continue to grow and cross multiple disciplines, how do we know if the training students receive in these various courses adequately prepares them for NPD roles in industry? Are the skills taught sufficient to prepare students to contribute effectively? Is a project-based learning approach the most effective teaching methodology? How, as educatorsand practitioners, can we improve? We set out to tackle these questions by performing a longitudinal study of alumni from a graduate-level, multidisciplinary NPD clas","cbCain0aEWCoNmAb","https://ap.wps.com/l/cbCain0aEWCoNmAb","pdf",1338222,37,"English","# Introduction\n## Background\n### Longitudinal Assessment of Design Courses","[{\"question\":\"What do the results emphasize about NPD education?\",\"answer\":\"The results reaffirm the value of multidisciplinary design projects for developing skills needed in today’s competitive NPD environment and highlight similarities and differences between academic and industry practices.\"}]","Advances in Engineering Education - Winter 2016 - What Alumni Value from New Product Development Education: A Longitudinal Study | PDF",1792067394,93]