June 23, 2013
June 23, 2013
June 26, 2013
Entrepreneurship & Engineering Innovation
23.386.1 - 23.386.15
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.
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
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