Teaching New Product Development Using the ‘CityCar’ Simulation

Abstract

Innovation management is an important subject which needs to be taught effectively in business schools and on engineering degrees. One of the key topics -new product development (NPD) -is complex and is challenging to teach. Management simulations are thought to provide a good mechanism for teaching intricate and practical topics and so an NPD simulation was developed -the CityCar. This paper describes empirical research on how students' perceptions of NPD change as they complete the CityCar exercise. Overall, the research shows that simulations have significant potential in teaching NPD. The changes in students' perceptions provide evidence that the CityCar exercise achieves its intended learning outcomes in demonstrating the importance of technical and commercial knowledge and the need for a disciplined management process in NPD.

Fostering creativity through critical thinking: The case of business start‐up simulations

“…Simulation‐based training has also been successfully applied to entrepreneurship education. Cousens, Goffin, Mitchell, van der Hoven, and Szwejczewski () taught new product design through a simulated learning environment (human‐based) and found that participants' perceptions were favourable and that the simulated training was effective. Cadotte () found computer‐based entrepreneurial simulations a useful way to test current knowledge in a real‐life setting and to make real‐time decisions.…”

An investigation of the use of simulation tools in management education

“…In the same vein, they allow for multiple repetitions of similar situations, thus accelerating learning (Baker et al, 2005;Salas et al, 2009). Furthermore, in contrast to real life, it is possible to stop the simulation game and take time to reflect, or do a partial re-run to evaluate the effects of alternative decisions (Cousens et al 2009). Also, participants can also quickly get clear and meaningful feedback on their actions, which is rarely possible in real-life (Faria and Dickinson 1994).…”

How do we educate future innovation managers? Insights on innovation education in MBA syllabi

“…Yet, the content domain and pedagogy of such education is contested (Cousens et al, 2009) and innovation instructors may need guidance in these issues for several reasons. First, the vast majority of scholars who conduct innovation research also have significant teaching commitments, but few of them have received doctoral training in the pedagogy of teaching innovation.…”

“…Some scholars have provided insights into the design of single exemplary courses (Athaide & Desai, 2005;Cardozo et al, 2002;Eppinger & Kressy, 2002;Lovejoy & Srinivasan 2002;Martinsuo, 2009;Ulrich & Eppinger, 1992). Others have introduced specific tools and methods of instructions and their underlying pedagogy (Campbell & Helleloid, 2002;Coughlan & Graham, 2009;Cousens, 2009;Goffin & Mitchell 2006;Smulders 2011).…”

“…Unlike established business disciplines such as marketing, finance and strategic management, there is no consensus to teaching innovation (Cousens et al, 2009). Although the importance of effective innovation teaching has been recognised, it is not a topic that has been widely researched (Cousens, Goffin, Mitchell, van der Hoven & Szwejczewski, 2009). …”