| Chemistry (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI392 | ||||
| Course Name: | Innovative Strategies for New Product Development | ||||
| Semester: |
Fall Spring |
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| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | Yes | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. ELİF TUĞBA ÇANTAY | ||||
| Course Lecturer(s): | Elif Tuğba Çantay | ||||
| Course Assistants: |
| Course Objectives: | The objective of this class is to develop capabilities that will help you to make smart decisions about which new products to develop, and what strategies and development processes to use in the development process. The aim is to combine the development of a conceptual framework with real life examples that can help form a solid foundation for designing strategies and development processes for new products. We’ll focus on the tools and techniques that are used to identify, analyze and understand market opportunities and how we can create new product offerings to address these opportunities. During the course, you will review and analyze a series of conceptual and managerial issues in each stage of the new product development process. |
| Course Content: | Exploring and identifying opportunities, developing strategies, and designing processes for the creation of new products, are key responsibilities for both entrepreneurs and managers in established firms. However, developing new products entails a high risk: an overwhelming majority of products fail when they are introduced to the market. This course is about improving the chances of placing winning bets on new products. |
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The students who have succeeded in this course;
1) 1. Appreciate the strategic need for continuous innovation and new product/service development in a variety of market spaces (digital, manufacturing, etc.) and sectors. 2) 2. Understand innovation and new product development processes. 3) 3. Understand and analyze market needs and opportunities 4) 4. Apply processes to generate ideas for new products and services 5) 5. Be competent with concepts and tools necessary for new product development through case examples and project work 6) 6. Appreciate the importance of design and design thinking in the product development process 7) 7. Evaluate and test new product concepts 8) 8. Develop strategies for marketing new products 9) 9. Use the new product development process by conceiving and developing your own new product or service and planning for its launch |
| Week | Subject | Related Preparation |
| 1) | In this opening session, students learn the basics of identifying and selecting market opportunities. The focus is on recognizing unmet needs and spotting gaps within various industries. This foundational knowledge helps students understand the importance of choosing the right opportunities when creating new products, which will support their work throughout the course. | Chapters 1, 2, and 3 of New Products Management cover essential concepts and methods for identifying opportunities. Supplementary handouts and discussion notes offer real-world examples to illustrate the process of opportunity identification. |
| 2) | Continuing with opportunity identification, this week delves deeper into analyzing potential market spaces. Students refine their skills in evaluating market needs and understanding customer pain points, which sets a solid groundwork for concept generation. | The materials for this week again include Chapters 1, 2, and 3, further supported by in-class discussions and interactive exercises. These resources reinforce students' abilities to assess and prioritize market opportunities effectively. |
| 3) | This session introduces methods for generating product concepts based on identified opportunities. Students explore brainstorming, ideation strategies, and frameworks for creating innovative ideas that meet market needs. Creativity and structured thinking are emphasized to produce viable, promising product concepts. | Chapters 4, 5, 6, and 7 guide the concept generation process, with additional case studies that provide practical applications. Students analyze successful product concepts and gain insights from real-world examples. |
| 4) | In this continuation of concept generation, students expand on ideation methods and work to refine their initial product ideas. Emphasis is placed on aligning ideas with market needs and business objectives, ensuring that concepts are not only creative but also practical and feasible. | Chapters 4, 5, 6, and 7 remain the focus, with more case studies and group activities that allow students to test and improve their concepts in a collaborative environment. |
| 5) | This week introduces the evaluation phase, where students learn to assess their product concepts for viability, market appeal, and strategic fit. Techniques such as SWOT analysis and cost-benefit analysis are covered, helping students make informed decisions about which concepts to pursue further. | Chapters 8 through 12 provide frameworks for evaluating concepts. Case studies supplement the theoretical knowledge, allowing students to apply evaluation techniques in real-world scenarios. |
| 6) | Building on the previous week’s evaluation techniques, students focus on more in-depth assessments of their product ideas. This session emphasizes the importance of risk analysis and aligning concepts with organizational goals to select the most promising product ideas. | Chapters 8 through 12 continue to be relevant, with interactive discussions that encourage students to critique and refine each other’s concepts for improvement. |
| 7) | Bu hafta, uygulamalı bir vaka çalışmasıyla konsept değerlendirme aşaması sona eriyor. Öğrenciler öğrendikleri araçları kullanarak gerçek dünyadaki bir ürün konseptini değerlendiriyor ve bu sayede becerilerini pratik bir ortamda uygulayabiliyor ve başarılı (veya başarısız) bir vakayı analiz ederek içgörüler elde edebiliyorlar. | Kitabın 8 ila 12. bölümleri ve konuyla ilgili bir vaka çalışması, temel materyalleri oluşturur ve öğrencilere değerlendirme becerilerini pekiştirmeleri için uygulamalı bir fırsat sunar. |
| 8) | Students present their projects, showcasing the product concepts they’ve developed through opportunity identification, concept generation, and evaluation. This presentation is an essential part of the course, allowing students to receive feedback and refine their ideas based on peer and instructor input. | Presentations are supported by individual research and data. Peer feedback and instructor critiques help reinforce students’ understanding and application of the product development process. |
| 9) | This session continues the project presentations, allowing more students to present and receive feedback on their work. Each student highlights the journey from opportunity identification to concept refinement, demonstrating their grasp of the product development process. | Project-specific research and supporting data are essential, as each student demonstrates their understanding of the concepts covered in the course so far. |
| 10) | Moving into the development phase, students learn how to bring their product concepts closer to reality. Topics include prototyping, testing, and using iterative feedback to improve the product, with an emphasis on balancing creativity with practical design considerations. | Chapters 13 through 15 cover the technical and logistical aspects of development. Practical exercises and case studies showcase the development process, helping students see real-world examples of successful (and unsuccessful) products. |
| 11) | This session deepens the focus on development, guiding students through the complexities of preparing a product for market. Topics like user testing, design adjustments, and production planning are covered, stressing the importance of adaptability and precision during the development phase. | Chapters 13 through 15 and additional case studies are used, along with class discussions to reinforce the importance of a robust development process. |
| 12) | This week’s focus is on strategies for launching a new product successfully. Students learn about timing, positioning, and marketing tactics to ensure maximum visibility and adoption. Planning for potential risks and preparing for post-launch adjustments are also covered. | Chapters 16 through 20 guide students through the launch process, from pre-launch to post-launch activities. Case studies provide examples of both successful and challenging product launches, offering practical insights for students. |
| 13) | This final session on launch strategies continues the focus on positioning and market entry strategies, preparing students for the realities of introducing a new product. Emphasis is placed on monitoring launch performance and adapting strategies based on initial market feedback. | Chapters 16 through 20 remain central, with additional case studies illustrating the launch process. Students engage in discussions and exercises to prepare them for the launch phase of their own projects. |
| 14) | In the final week, students present their group projects, demonstrating the entire product development process they’ve applied. Each team shares their approach from opportunity identification to launch, showcasing their ability to work collaboratively and apply theoretical knowledge to practical projects. | The presentations are supported by all course materials, including textbook chapters, case studies, and individual project insights. This culminating presentation allows students to show their understanding of the product development process as a whole. |
| Course Notes / Textbooks: | New Products Management,12th ed., by Merle Crawford and Anthony Di Benedetto, McGraw-Hill |
| References: | Ders Notları, Vaka Analizleri Lecturer's handouts, Case studies JOURNAL ARTICLES: • Piller, F.T. and Walcher, D.(2006). Toolkits for Idea Competitions: a Novel Method to Integrate Users in New Product Development, R&D Management, 36(3), pp. 307-318. • Ogawa, S. and Piller, F. T. (2006). Reducing the Risks of New Product Development; MIT Sloan Management Review. • Von Hippel, E. and Katz, R. (2002). Shifting innovation to users via toolkits. Management Science, 48(7), pp. 821-833. • Füller, J., Bartl, M., Ernst, H. and Mühlbacher, H. (2006). Community based innovation: How to integrate members of virtual communities into new product development. Electronic Commerce Research, 6(1), pp. 57-73. • Thomke, S. and von Hippel, E. (2002). Customers as Innovators: A New Way to Create Value. Harvard Business Review, 80(4), pp. 74-81. • Brown, T. (2008). Design Thinking. Harvard Business Review, pp. 84-92. • Thomke, S. and Fujimoto, T. (2000). The Effect of “Front-Loading” Problem-Solving on Product Development Performance. The Journal of Product Innovation Management, 17(2), pp. 128-142 • Norman, D. A.(2006). Words Matter. Talk About People: Not Customers, Not Consumers, Not Users. Interactions, pp. 49-63. • Suarez, F. and Lanzolla G. (2005). The Half-Truth of First-Mover Advantage. Harvard Business Review. • Cooper, R. and Slagmulder, R. (1999). Develop Profitable New Products with Target Costing. MIT Sloan Management Review. • Alizon, F. and Shooter, S. B. and Simpson, T. W. (2007). Improving an existing product family based on commonality/diversity, modularity, and cost. Design Studies, 28(4), pp. 387-409. • Simpson, T. W. (2004). Product platform design and customization: Status and promise. Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 18, pp. 3-20. |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||
| 1) Knows the basic concepts related to the theory and applications of chemistry, uses theoretical and applied knowledge, can select, develop and design methods. | |||||||||||
| 2) Makes experimental planning and application for analysis, synthesis, separation and purification methods, provide solutions to the problems encountered and interpret the results. | |||||||||||
| 3) Expresses the basic principles of sample preparation techniques and instrumental analysis methods used in qualitative and quantitative analysis of items, discusses their application areas. | |||||||||||
| 4) Has knowledge about the sources, production, industrial applications and technologies of chemical substances. | |||||||||||
| 5) Makes structural analyzes of chemical substances and interprets the results. | |||||||||||
| 6) Work individually and in multidisciplinary groups, take responsibility, plan their tasks and use time effectively. | |||||||||||
| 7) Follows the information in the field and communicates with colleagues by using English at a professional level. | |||||||||||
| 8) Uses information and communication technologies along with computer software at the level required by the field. | |||||||||||
| 9) Follows the national and international chemistry literature, transfers the knowledge gained orally or in writing. | |||||||||||
| 10) Determines self-learning needs, manages/directs his/her learning. | |||||||||||
| 11) Takes responsibility and adheres to the ethical values required by these responsibilities. | |||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Knows the basic concepts related to the theory and applications of chemistry, uses theoretical and applied knowledge, can select, develop and design methods. | |
| 2) | Makes experimental planning and application for analysis, synthesis, separation and purification methods, provide solutions to the problems encountered and interpret the results. | |
| 3) | Expresses the basic principles of sample preparation techniques and instrumental analysis methods used in qualitative and quantitative analysis of items, discusses their application areas. | |
| 4) | Has knowledge about the sources, production, industrial applications and technologies of chemical substances. | |
| 5) | Makes structural analyzes of chemical substances and interprets the results. | |
| 6) | Work individually and in multidisciplinary groups, take responsibility, plan their tasks and use time effectively. | |
| 7) | Follows the information in the field and communicates with colleagues by using English at a professional level. | |
| 8) | Uses information and communication technologies along with computer software at the level required by the field. | |
| 9) | Follows the national and international chemistry literature, transfers the knowledge gained orally or in writing. | |
| 10) | Determines self-learning needs, manages/directs his/her learning. | |
| 11) | Takes responsibility and adheres to the ethical values required by these responsibilities. |
| Değerlendirme Yöntemleri ve Kriterleri | Number of Activities | Level of Contribution |
| Project | 2 | % 60 |
| Final | 1 | % 40 |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 28 |
| Study Hours Out of Class | 14 | 42 |
| Presentations / Seminar | 3 | 6 |
| Project | 4 | 20 |
| Final | 3 | 21 |
| Total Workload | 117 | |