The product creation process and ancillary products
| Structure Type: | Course |
|---|
| Code: | KMST2V03 |
|---|
| Level: | Bachelor |
|---|
| Credits: | 5.0 points |
|---|
| Responsible Teacher: | Leikkari, Esa |
|---|
| Teacher Team: | Savola, Esa |
|---|
| Language of Instruction: | Finnish |
|---|
Course Implementations, Planned Year of Study and Semester
| Curriculum | Semester | Credits | Start of Semester | End of Semester |
| KUMU-2014 |
2 spring |
5.0 |
2016-01-01 |
2016-07-31 |
| KUMU-2015 |
2 spring |
5.0 |
2017-01-01 |
2017-07-31 |
| KUMU-2016 |
2 spring |
5.0 |
2018-01-01 |
2018-07-31 |
Learning Outcomes
Students will learn to
- understand the meaning of customer needs as a foundation of the product creation process and learn to create a service chain description
- recognise potential for product development in the area of immaterial services as well as generate ideas and develop concrete products in this area
- understand the meaning of narratives for product development and for marketing services
- understand the meaning of product images and brands for product development, learn to provide products and services with distinctive, appealing graphic appearence and to advertise products
- learn to seek and make use of various networks, subcontracting models and production techniques for product development
- learn to visualise ideas and discuss them in concrete terms to enable the start of the product development and manufacturing process.
Student's Workload
Student's total workload ca 130 hours
Prerequisites / Recommended Optional Courses
No previous studies required
Contents
- Basics of the product development process
- Idea generation and rational evaluation in product development
- The service chain model in the development of products and ancillary products
- Development of product ideas, modelling and product design
- Graphics for corporate image and product image as part of the product development process
- Narratives in product development
Recommended or Required Reading
will be announced at the beginning of the course
Mode of Delivery / Planned Learning Activities and Teaching Methods
- lectures, assignments, group work for a customer
Assessment Criteria
0 FAILED
1 SATISFACTORY (POOR)
Design process develops poorly with different stages unclearly defined, personal achievements and counselling in unbalance, specification(s), goal(s) and criteria for intended product(s) not clearly organized and analyzed, background work for design commission minimal, quantity and quality of design work (iteratively poor, routine like, mechanical) barely acceptable compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) only moderately (overall comprehensiveness, visual and verbal quality) and mechanically developed by student.
2 SATISFACTORY (FAIR)
Design process develops satisfactorily with different stages at least partially defined, personal achievements and counselling still in some respect unbalanced, specification(s), goal(s) and criteria for intended product(s) satisfactorily organized and analyzed, background work for design commission in most respect satisfactory but with little source criticism, quantity and quality of design work (iteratively modest, routine like but with some personal traits) satisfactory compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) satisfactorily (overall comprehensiveness, visual and verbal quality) and with some personal traits developed by student.
3 GOOD
Design process develops fairly good with different stages clearly defined, personal achievements and counselling are in most respect balanced, specification(s), goal(s) and criteria for intended product(s) in main respects well organized and analyzed, background work for design commission is good with adequate source criticism, quantity and quality of design work (iteratively good, fairly innovative and with clear personal traits) good compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) good (overall comprehensiveness, visual and verbal quality) and with clear personal traits developed by student.
4 GOOD (VERY GOOD)
Design process develops very good with different stages very clearly defined, personal achievements and counselling are in all respect balanced, specification(s), goal(s) and criteria for intended product(s) in all respects well organized and analyzed, background work for design commission is very good with clear source criticism, quantity and quality of design work (iteratively very good, clearly innovative and with strong personal traits) very good compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) very good (overall comprehensiveness, visual and verbal quality) and with very personal traits developed by student.
5 EXCELLENT
Design process develops independently with different stages sharply defined, personal achievements and counselling are excellently balanced, specification(s), goal(s) and criteria for intended product(s) in all respects excellently organized and analyzed, background work for design commission is extremely good with clear source criticism, quantity and quality of design work (iteratively excellent, very innovative and with artistic personal traits) excellent compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) excellent (overall comprehensiveness, visual and verbal quality) and with strong and artistic personal traits developed by student.
Back