Developing a Marketing High-Technology Products and Innovations Course: First Year Review

James V Green; Alyssa E. Cohen Sherman

Download Paper | Permalink

Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Programs in Entrepreneurship
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 15
Page Numbers: 23.386.1 - 23.386.15
DOI: 10.18260/1-2--19400
Permanent URL: https://peer.asee.org/19400
Download Count: 381

Request a correction

Paper Authors

biography

James V Green University of Maryland, College Park

visit author page

Dr. James V. Green leads the education activities of Mtech at the University of Maryland as the Director of Entrepreneurship Education with responsibilities for the Hinman CEOs Program, the Hillman Entrepreneurs Program, and the Entrepreneurship and Innovation Program. As a Senior Lecturer and Associate Director with Mtech, Dr. Green designs and teaches undergraduate and graduate courses in entrepreneurship and technology commercialization. Dr. Green's research interests include entrepreneurship education and the psychology of entrepreneurship. Dr. Green earned a Doctor of Management and an MS in Technology Management from the University of Maryland University College, an MBA from the University of Michigan, and a BS in Industrial Engineering from the Georgia Institute of Technology.

visit author page

author page

Alyssa E. Cohen Sherman University of Maryland

Download Paper | Permalink

Abstract

Developing a Marketing High-Technology Products and Innovations Course: First Year ReviewNationally, there are a growing number of undergraduate students from the science andtechnology disciplines with great product ideas, but with an insufficient understanding of the go-to-market strategies that will enable them to commercialize their concepts. With the support ofan NCIIA Course Grant totaling $44,100 over three years, the University has developed aMarketing High-Technology Products and Innovations Course to navigate this challenge.This paper is the ongoing exploration of the development of the Marketing High-TechnologyProducts and Innovations Course from idea to delivery to evaluation. This paper will detail thereplicable pedagogy for how to integrate experiential entrepreneurial learning into a technologymarketing course. The integration of experiential learning is key to teaching entrepreneurshipand innovation. Active learning models where the student is engaged in real-world or appliedlearning has been more effective in producing entrepreneurs than the traditional approaches tolearning (Taatila, 2010). Action is a central component to how an entrepreneur learns andassimilates new knowledge (Holcomb et al., 2009). Active forms of learning encourage thinkingand working more creatively to develop innovative problem-solving strategies for uncertainsituations students may encounter in the workplace (Tenenbaum et al., 2001; Huggins et al.,2008). This is particularly valuable in the entrepreneurial environment.The first year review will focus on the main lessons learned during development andimplementation. The progress made toward each of the first year deliverables will be featured, toinclude: (1) the creation of the “Marketing High-Technology Products and Innovations”curriculum, (2) selection of equipment and materials to support course activities, and (3) lessonslearned from teaching the marketing course.Illustration of achievement will include materials and explanations to enable otherentrepreneurship education practitioners in the field to replicate the integration. Themeasurement strategy and preliminary student course evaluation data will be discussed. The firstyear review will conclude with next set of milestones and opportunities identified forimprovement during year two of implementation. 1. Holcomb, T. R., Ireland, R., Holmes Jr., R., & Hitt, M. A. (2009). Architecture of entrepreneurial learning: Exploring the link among heuristics, knowledge, and action. Entrepreneurship: Theory & Practice, 33(1), 167-192. doi:10.1111/j.1540- 6520.2008.00285.x 2. Huggins, R., Jounes, M. & Upton, S. (2008). Universities as drivers of knowledge-based regional development: a triple helix analysis of Wales. International Journal of Innovation and Regional Development, 1(1): 24-47. 3. Taatila, V.P. (2010). Learning entrepreneurship in higher education. Education + Training, 52(1), 48 – 61. doi: 10.1108/004009110110176724. Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation. Learning and Instruction, 1(2): 87-111.

Citation
Format

Green, J. V., & Cohen Sherman, A. E. (2013, June), Developing a Marketing High-Technology Products and Innovations Course: First Year Review Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19400

TY - CPAPER
AB - Developing a Marketing High-Technology Products and Innovations Course: First Year ReviewNationally, there are a growing number of undergraduate students from the science andtechnology disciplines with great product ideas, but with an insufficient understanding of the go-to-market strategies that will enable them to commercialize their concepts. With the support ofan NCIIA Course Grant totaling $44,100 over three years, the University has developed aMarketing High-Technology Products and Innovations Course to navigate this challenge.This paper is the ongoing exploration of the development of the Marketing High-TechnologyProducts and Innovations Course from idea to delivery to evaluation. This paper will detail thereplicable pedagogy for how to integrate experiential entrepreneurial learning into a technologymarketing course. The integration of experiential learning is key to teaching entrepreneurshipand innovation. Active learning models where the student is engaged in real-world or appliedlearning has been more effective in producing entrepreneurs than the traditional approaches tolearning (Taatila, 2010). Action is a central component to how an entrepreneur learns andassimilates new knowledge (Holcomb et al., 2009). Active forms of learning encourage thinkingand working more creatively to develop innovative problem-solving strategies for uncertainsituations students may encounter in the workplace (Tenenbaum et al., 2001; Huggins et al.,2008). This is particularly valuable in the entrepreneurial environment.The first year review will focus on the main lessons learned during development andimplementation. The progress made toward each of the first year deliverables will be featured, toinclude: (1) the creation of the “Marketing High-Technology Products and Innovations”curriculum, (2) selection of equipment and materials to support course activities, and (3) lessonslearned from teaching the marketing course.Illustration of achievement will include materials and explanations to enable otherentrepreneurship education practitioners in the field to replicate the integration. Themeasurement strategy and preliminary student course evaluation data will be discussed. The firstyear review will conclude with next set of milestones and opportunities identified forimprovement during year two of implementation. 1. Holcomb, T. R., Ireland, R., Holmes Jr., R., &amp; Hitt, M. A. (2009). Architecture of entrepreneurial learning: Exploring the link among heuristics, knowledge, and action. Entrepreneurship: Theory &amp; Practice, 33(1), 167-192. doi:10.1111/j.1540- 6520.2008.00285.x 2. Huggins, R., Jounes, M. &amp; Upton, S. (2008). Universities as drivers of knowledge-based regional development: a triple helix analysis of Wales. International Journal of Innovation and Regional Development, 1(1): 24-47. 3. Taatila, V.P. (2010). Learning entrepreneurship in higher education. Education + Training, 52(1), 48 – 61. doi: 10.1108/004009110110176724. Tenenbaum, G., Naidu, S., Jegede, O., &amp; Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation. Learning and Instruction, 1(2): 87-111.
AU - James V Green
AU - Alyssa E. Cohen Sherman
CY - Atlanta, Georgia
DA - 2013/06/23
PB - ASEE Conferences
TI - Developing a Marketing High-Technology Products and Innovations Course: First Year Review
UR - https://peer.asee.org/19400
DO - 10.18260/1-2--19400
ER -