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

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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

Permanent URL

https://peer.asee.org/19400

Download Count

15

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Paper Authors

biography

James V Green University of Maryland, College Park

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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.

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Alyssa E. Cohen Sherman University of Maryland

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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.

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. https://peer.asee.org/19400

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015