A Product Development Course as a Pedagogical Setting for Multidisciplinary Professional Learning

  • Kari Kosonen
  • Hanni Muukkonen
  • Minna Lakkala
  • Sami Paavola
Part of the Technology Enhanced Learning book series (TEL, volume 7)


New product development (NPD) is a relatively recent discipline that concerns the management of new product introductions (Lantos, Brady & McCaskey, 2009). Over recent years, it has motivated pedagogical innovation in the training of new product development professionals (Ettlie, 2002; Lovejoy & Srinivasan, 2002; Pun, Yam & Sun, 2003; Shekar, 2007; Silvester, Durgee, McDermott & Veryzer, 2002). However, according to Lantos, Brady and McCaskey (2009), only nine percent of the 407 institutions with undergraduate business training programs in USA included in their study offered NPD courses.


Business Plan Steer Group Relational Agency Company Representative User Story 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Cardozo RN, Durfee WK, Ardichvili A, Adams C, Erdman AG, Hoey M, Iaizzo PA, Mallick DN, Bar-Cohen A, Beachy R, Johnson A. A Perspective: Experiential education in new product design and business development. Journal of Product Innovation and Management. 2002;19:4–17.CrossRefGoogle Scholar
  2. Edwards A. Relational Agency: learning to be a resourceful practitioner. International Journal of Educational Research. 2005;43:168–182.CrossRefGoogle Scholar
  3. Edwards A, D’Arcy C. Relational Agency and Disposition in Sociocultural Accounts of Learning to Teach. Educational Review. 2004;56:147–155.CrossRefGoogle Scholar
  4. Edwards A. Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer; 2010.CrossRefGoogle Scholar
  5. Elshorbagy A, Schonwetter DJ. Engineer morphing: bridging the gap between classroom teaching and the engineering profession. International Journal of Engineering Education. 2002;18:295–300.Google Scholar
  6. Engeström Y. Expansive Learning at Work: Toward an Activity Theoretical Conceptualization. Journal of Education and Work. 2001;14:133–156.Google Scholar
  7. Engle RA. Leadership in the dance of agency during productive disciplinary engagement. Cultural Studies of Science Education. 2007;2:205–223.CrossRefGoogle Scholar
  8. Engle RA, Conant FR. Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom. Cognition and Instruction. 2002;20:399–483.CrossRefGoogle Scholar
  9. Ettlie JE. Research-Based Pedagogy For New Product Development: MBA’s Versus Engineers In Different Countries. The Journal of Product Innovation Management. 2002;19:46–53.CrossRefGoogle Scholar
  10. Ewenstein B, Whyte J. Knowledge Practices in Design: The Role of Visual Representations as ‘Epistemic Objects’. Organization Studies. 2009;30(1):7–30.CrossRefGoogle Scholar
  11. Greeno JG. Authoritative, Accountable Positioning and Connected, General Knowing: Progressive Themes in Understanding Transfer. The Journal of Learning Sciences. 2006a;15:537–547.CrossRefGoogle Scholar
  12. Greeno JG. Learning in Activity. In: Sawyer RK, editor. The Cambridge Handbook of the Learning Sciences. Washington: Cambridge University Press; 2006b. p. 17–47.Google Scholar
  13. Greeno JG. Toward the Development of Intellective Character. In: Gordon EW, Bridglall BL, editors. Affirmative Development: Cultivating Academic Ability. Lanham: Rowman & Littlefield Publishers, INC.; 2007. p. 17–47.Google Scholar
  14. Greeno JG, van de Sande C. Perspectival Understanding of Conceptions and Conceptual Growth in Interaction. Educational Psychologist. 2007;42:9–23.CrossRefGoogle Scholar
  15. Kerosuo H, Engeström Y. Boundary crossing and learning in creation of new work practice. Journal of Workplace Learning. 2003;15:345–351.CrossRefGoogle Scholar
  16. Lakkala, M., Paavola, S., Kosonen, K., Muukkonen, H., Bauters, M., & Markkanen, H. (2009). Main functionalities of the Knowledge Practices Environment (KPE) affording knowledge creation practices in education. In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer supported collaborative learning practices: CSCL2009 conference proceedings (pp. 297- 306). Rhodes, Creek: International Society of the Learning Sciences (ISLS).Google Scholar
  17. Lantos GP, Brady DL, McCaskey PH. New product development: an overlooked but critical course. Journal of Product & Brand Management. 2009;18:425–436.CrossRefGoogle Scholar
  18. Lovejoy WS, Srinivasan V. PERSPECTIVE: Ten Years of Experience Teaching A Multi-Disciplinary Product Development Course. The Journal of Product Innovation Management. 2002;19:32–45.CrossRefGoogle Scholar
  19. Miller J, Taylor B, Watts AG. Towards a Personal Guidance Base. London: Further Education Unit; 1983.Google Scholar
  20. Muukkonen H, Lakkala M, Paavola S. Promoting knowledge creation and object-oriented inquiry in university courses. In: Ludvigsen S, Lund A, Rasmussen I, Säljö R, editors. Learning across sites. New tools, infrastructures and practices.: Routledge; 2010.Google Scholar
  21. Paavola, S., & Hakkarainen, K. (2009). From meaning making to joint construction of knowledge practices and artifacts - A trialogical approach to CSCL. In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 83-92). Rhodes, Creek: International Society of the Learning Sciences (ISLS).Google Scholar
  22. Pickering A. The Mangle of Practice; Time, Agency and Science. Chicago and London: The University of Chicago Press; 1994.Google Scholar
  23. Pun KF, Yam RCM, Sun H. Teaching new product development in universities: an action learning approach. European Journal of Engineering Education. 2003;28:339–352.CrossRefGoogle Scholar
  24. Shekar A. Active learning and reflection in product development engineering education. European Journal of Engineering Education. 2007;32:125–133.CrossRefGoogle Scholar
  25. Silvester KJ, Durgee JF, McDermott CM, Veryzer RW. PERSPECTIVE: Integrated Market-Immersion Approach To Teaching New Product Development In Technologically-Oriented Teams. The Journal of Product Innovation Management. 2002;19:18–31.CrossRefGoogle Scholar
  26. Watts AG, Guichard J, Plant P, Roderiguez L. Educational and vocational guidance in the European community. Luxembourg: Office for official publication of the European communities; 1994.Google Scholar
  27. Watts AG, Hawthorn R, Hoffbrand J, Jackson H, Spurling A. Developing Local Lifelong Guidance Strategies. British Journal of Guidance and Counselling. 1997;25:217–228.Google Scholar

Copyright information

© Sense Publishers 2012

Authors and Affiliations

  • Kari Kosonen
    • 1
  • Hanni Muukkonen
    • 2
  • Minna Lakkala
    • 3
  • Sami Paavola
    • 4
  1. 1.Institute of Behavioural SciencesUniversity of HelsinkiFinland
  2. 2.Faculty of Agriculture and ForestryUniversity of HelsinkiFinland
  3. 3.Institute of Behavioural SciencesUniversity of HelsinkiFinland
  4. 4.Institute of Behavioural SciencesUniversity of HelsinkiFinland

Personalised recommendations