Massachusetts Institute of Technology Product Design and Development 15.783J 2.739J ESD.

32J Spring 2002 MASTER SCHEDULE

week 1 Class 1 Class 2

Prof. Steven Eppinger

Introduction
week 2 Class 3

Product Planning
Class 4

Identifying Customer Needs

week 3

Project Selection
project proposals due Class 5

NO CLASS
week 4 Class 6

Product Specifications
Class 7

Concept Generation
week 5 mission statement and customer needs due Class 8

Industrial Design (and optional visual expression tutorial)

Class 9

Concept Selection
week 6

Prototyping Faculty Project Consulting NO CLASS NO CLASSES

concept sketches and target specifications due Class 10 Class 11

Product Architecture
week 7 preliminary concept selection due Class 12

Peer Concept Review

final concept, model, and schedule due week 8 week 9 Class 13

Class 14

Product Development Economics

week 10 week 11 Week 12 Week 13 Week 14 Class 15

Design for Manufacturing

Class 16

Robust Design
drawings, plans, and revised schedule due

Faculty Project Consulting

Class 17

NO CLASS
Class 18

Intellectual Property
Class 19

Concept Testing
financial model and patent review due Class 20

Braun Case Discussion

Class 21

Design for Environment

Class 22

Organizing Concurrent Engineering NO CLASS

Supply Chain Design Final Project Presentations

alpha prototype due Final Meeting (in lieu of classes 23, 24, and 25) Location: To Be Announced final presentation and prototype demonstration due week 15

NO CLASSES

Details are found in the following sections: General Information, Class Schedule, and Project Schedule.

Massachusetts Institute of Technology Product Design and Development 15.783J 2.739J ESD.32J Spring 2002 GENERAL I NFORMATION Teaching Staff: Prof. Steven Eppinger Dr. Daniel Whitney Mr. Matt Kressy Prof. Thomas Roemer Dr. Clifford Whitcomb Dr. Ali Yassine TA: Ingrid Huang

Prof. Steven Eppinger

Course Objectives: The focus of Product Design and Development is integration of the marketing, design, and manufacturing functions of the firm in creating a new product. The course is intended to provide you with the following benefits: Competence with a set of tools and methods for product design and development. Confidence in your own abilities to create a new product. Awareness of the role of multiple functions in creating a new product (e.g. marketing, finance, industrial design, engineering, production). Ability to coordinate multiple, interdisciplinary tasks in order to achieve a common objective. Reinforcement of specific knowledge from other courses through practice and reflection in an action-oriented setting. Expectations: This is a 12-unit graduate course. Accordingly, the course has been designed to demand approximately 12 hours per week of your time. It is expected that each student will prepare for and attend all of the class sessions and will contribute regularly and substantially to their team project. Experience with project-based design courses is that students often develop high expectations for their projects and devote substantially more time than is required by the instructors. Faculty applaud this enthusiasm, but this course will not penalize students who establish a twelve hour per week average time constraint for their efforts. The workload for the course is fairly smooth, with increased project effort at the end of the semester offset by lighter preparation for class. Academic Integrity: Full group and class collaboration on all aspects of this course is highly encouraged. It is almost impossible to share too much information in product development teams. Syllabus Page 2 General Information

Reading Materials: The primary reading materials for the class are the book Product Design and Development (2nd Edition, 2000), written by Profs. Ulrich and Eppinger, and a reading packet. The text is available at the MIT Coop, MIT Press, and through internet booksellers. The reading packet is available for purchase at the MIT Copy Technology Center. Handouts of additional readings will be distributed in class.

Class Preparation and Participation: Reading assignments are given in the Class Schedule for each class session. You are expected to come to class prepared to discuss the readings and the suggested questions. Your individual class participation grade will be based upon your in-class remarks during discussions. Projects: Your challenge in the project portion of this course is to design a new product and to produce a prototype version of it. The goal of this exercise is to learn principles and methods of product development in a realistic context. Most product development professionals work under tremendous time pressure and do not have an opportunity to reflect on the development process. In this course, the project stress level will be low enough that there will be time to experiment and learn. Project ideas come from the students in the class and from opportunities presented by industrial sponsors. Guidelines for reasonable projects are given below. The project proposal process is explained in the Project Schedule section of this syllabus. Project Teams: In the second week of the course, we will form project teams on the basis of expressed student preferences (see the Project Schedule for details). Teams will consist of about seven students. Once you are assigned to a project team, we expect you to stay in the course for the entire term. Project Materials and Expenses: There is a limited amount of funds to cover students out-of-pocket expenses related to the course projects. Each team will be allocated a budget of $1000. Instructions and forms for purchasing and reimbursement are given in the document Buying Things for Class which is found on the course web site. If your project requires additional expenditures, your team is expected to cover these expenses personally. Intellectual Property Rights: The student teams will generally be able to retain the rights to any inventions they develop in this course. If a team should decide to pursue a patent, they may do this on their own. Alternatively, the team can share their invention with MIT which may be interested in patenting it, in exchange for a portion of any licensing royalties. Teams should spend some time during an early meeting agreeing in advance on how to distribute any economic rewards arising from the intellectual property you create. Your project assignments will serve as a dated record of the evolution of your ideas. Syllabus Page 3 General Information

Guidelines for Projects: While special cases will be considered, you are strongly encouraged to choose a project satisfying all of the following constraints: There should be a demonstrable market for the product. One good way to verify a market need is to identify existing products that attempt to meet the need. Your product need not be a variant of an existing product, but the market need addressed by your product should be clearly evident. The product does not need to have a tremendous economic potential, but should at least be an attractive opportunity for an established firm with related products and/or skills. Most products developed in this class are material goods and not services. While many of the ideas in the course apply to services and software products (for example, customer needs and product architecture), many do not (for example, design for manufacturing). Nevertheless, the faculty are willing to hear project proposals from students interested in developing software, services, and internetbased enterprises. The product should have a high likelihood of containing fewer than 10 parts. Although you cannot anticipate the design details, it is easy to anticipate that an electric drill will have more than 10 parts and that a garlic press can have fewer than 10. You should be confident of being able to prototype the product for less than $1000. For example, a razor like Gillettes Mach3 may have about 10 parts, but would require tens of thousands of dollars to create a geometrically accurate prototype. The product should require no basic technological breakthroughs. (Yes, a more compact airbag would be a nice, but can you do it without inventing a new chemical?) You do not have time to deal with large technological uncertainties. You should have access to more than five potential lead users of the product (more than 20 would be nice). For example, you would have great difficulty researching agricultural irrigation systems without leaving Cambridge. A few more hints: Save any highly proprietary ideas for another context; we will be quite open in discussing the projects in class and do not wish to be constrained by proprietary information. Most successful projects tend to have at least one team member with strong personal interest in the target market. It is really nice to have a connection to a commercial venture that may be interested in the product. (One group signed a licensing agreement with a major mail order and retail company with which they had made contact during the first week of the course. The product they developed became a commercial success.) Most products are really not very well designed. This is evidenced by the seemingly poor quality of common consumer products (utility knives, garlic presses, and ice cream scoops, for example). The experience in this class is that if you pick almost any product satisfying the above project guidelines, you will be able to develop a product that is superior to everything currently on the market. A book titled THE DESIGN OF EVERYDAY THINGS by Donald A. Norman (Doubleday, 1990) discusses good and bad examples and provides principles and guidelines for good design. Just because you have used a lousy product doesn't mean that a better one doesn't exist. Do some thorough research to identify competitive products and solutions. Syllabus Page 4 General Information

Some Project Examples from Previous Classes: (See the course web site for a larger list and photo gallery.) clipboard for disabled persons beverage holder for sail boats stripping basket for fly fishing rowing foot stretcher for crew shells beer bottle capper for home brewers grocery bag carrier for urban shoppers laser level for carpenters canteen for in-line skaters book bag for college students portable sharpener for ice skates clipboard for disabled persons reading/area light for campers clamp for theatrical lighting bottle capper for home brewers

Marker Refill Station: Refills whiteboard makers overnight, uses capillary action, holds months of ink in reservoir.

Barbeque Table: Removable cutting board for meats and veggies, holds sauces, utensils, drinks and more.

Easy Jar Opener: Attaches below upper kitchen cabinets, grip jar with two hands and twist cap off easily.

Bartender's Pour Spout: Times the pouring of liquor drinks, green-yellow-red LED light sequence shows when one shot is poured.

Syllabus Page 5 General Information

Massachusetts Institute of Technology Product Design and Development 15.783J 2.739J ESD.32J Spring 2002 CLASS SCHEDULE Class 1

Prof. Steven Eppinger

Introduction

We will discuss course logistics and project descriptions. We will also discuss the methods and processes used for product development. Read the Business Week article WINNERS 2001: T HE BEST PRODUCT DESIGNS OF THE YEAR , which describes several terrific new products. This is an appropriate time to read the first two chapters of the text: CHAPTER 1: INTRODUCTION and C HAPTER 2: DEVELOPMENT PROCESSES AND ORGANIZATIONS; however we will not have much time to discuss this material in class. Class 2 Product Planning

Read CHAPTER 3: PRODUCT PLANNING. Consider Thought Question 1 at the end of the chapter. Be prepared to discuss the chapter material and related methods of planning development projects. Class 3 Identifying Customer Needs

Read CHAPTER 4: IDENTIFYING CUSTOMER NEEDS. Consider the thought questions at the end of the chapter. Be prepared to discuss the chapter material and other methods of gathering, organizing, and deploying the "voice of the customer" such as Quality Function Deployment (QFD). You may also find interesting the short Fortune article HOW TO LISTEN TO C ONSUMERS. Class 4 Project Selection

Submit your project proposal for distribution in class. The proposal must be on one 8.5x11 page, one side only, suitable for B&W reproduction. Be sure to include a descriptive (2-4 words) title, your name, email, and phone number. Also prepare a 60-second presentation describing your project idea. You may use slides or video if you like, however you will only have 60 seconds. Group and project assignments will be sent by email in the late afternoon. For full details of this proposal assignment, refer to the Project Schedule.

Class 5

Product Specifications

Read CHAPTER 5: PRODUCT SPECIFICATIONS. Complete Exercise 1 and be prepared to discuss the thought questions at the end of the chapter. Syllabus Page 6 Class Schedule

Class 6

Concept Generation

Read CHAPTER 6: CONCEPT GENERATION. Prepare the thought questions at the end of the chapter. Class 7 Industrial Design

Read CHAPTER 10: INDUSTRIAL DESIGN. You might also enjoy reading the Business Week article TURNING DESIGNERS INTO MANAGERS. Be prepared to discuss the thought questions at the end of the chapter. Optional Tutorial Visual Expression

In this optional tutorial session, you may learn and practice how to express concepts visually. Bring a sketchpad, pencil, eraser, marker, and a ruler. Class 8 Concept Selection

Read CHAPTER 7: CONCEPT SELECTION. Consider the thought questions at the end of the chapter. Class 9 Prototyping

Read CHAPTER 12: PROTOTYPING. Consider the thought questions at the end of the chapter. Also be prepared to discuss and critique the prototyping experiences and plans for your project. Class 10 Product Architecture

Read CHAPTER 9: PRODUCT ARCHITECTURE. Complete one of the exercises at the end of the chapter and be prepared to discuss the thought questions. Class 11 Faculty Project Consulting

In this class session, your team will have time to review your concepts with the course faculty. Bring your customer needs lists, target specifications, concept drawings, and any questions you have for discussion. Class 12 Peer Concept Review

Each team will give a 10-minute presentation to describe your their market opportunity and selected concept to the class. We will split the class into two groups so you will have the opportunity to critique half of the teams' projects. For more details, refer to the Project Schedule.

Syllabus Page 7 Class Schedule

Class 13

Product Development Economics

Read CHAPTER 13: PRODUCT D EVELOPMENT ECONOMICS. Consider the thought questions at the end of the chapter. Class 14 Design for Manufacturing

Read CHAPTER 11: DESIGN FOR MANUFACTURING and skim the article DESIGN FOR ASSEMBLY IN ACTION by Dewhurst and Boothroyd. Be prepared to discuss the thought questions at the end of the chapter. Think about the relationship between product architecture and DFM. Bring a VHS videocassette to class to take apart. (Do not buy these as a group; we want to have many different tapes for comparison.) Class 15 Robust Design

Read THE TAGUCHI APPROACH TO PARAMETER DESIGN by Byrne and Taguchi. Consider the role of robust design in satisfying the customer. If you were designing a brownie mix to be sold in grocery stores, how might you use the Taguchi parameter design method to develop the best recipe? What would be the controllable input parameters, the uncontrollable sources of noise, and the measurable outputs for your experiments? Also read BOOST YOUR MARKETING ROI WITH EXPERIMENTAL DESIGN by Almquist and Wyner for a perspective on how carefully planned experiments are effective in tuning even sales campaign parameters. Class 16 Faculty Project Consulting

In this class session, your team will have time to review your project with the course faculty. Bring your design drawings and any questions you have for discussion.

Class 17

Intellectual Property

Read INTRODUCTION TO PATENTS AND OTHER INTELLECTUAL PROPERTY by Pressman. Find a patent number on a product that interests you. Then locate a copy of the patent (text and illustrations) and read it. You may research patent information on the internet. See the course web page for helpful links. Class 18 Concept Testing

Read CHAPTER 8: CONCEPT TESTING. Consider both of the thought questions at the end of the chapter. Class 19 Braun Case Discussion

Prepare the case BRAUN AG: THE KF 40 COFFEE MACHINE. What does "design" mean in the context of this case? What is "visual equity"? What firms do you know of with strong visual equity? Should the Braun team go with the rippled tank? Critique Dieter Syllabus Page 8 Class Schedule

Rams' "principles of design". This is also a good time to look at the copy of @issue included in the readings packet (or handed out in class). There are articles about the role of industrial and graphic design in branding, corporate identity, marketing, and product design. Class 20 Design for Environment

Read the short article PAPER VERSUS POLYSTYRENE: A COMPLEX CHOICE and skim the chapter STRATEGIES FOR GREEN D ESIGN. An optional reading for this session, entitled A DECLARATION OF SUSTAINABILITY, is also included in your packet. Class 21 Organizing Concurrent Engineering

Read the article INNOVATION AT THE SPEED OF INFORMATION, which introduces the design structure matrix (DSM) method. Consider the differences in how small product development projects and large ones need to be managed. How can the organizational principles you have learned be applied to a large project involving hundreds of people? Class 22 Supply Chain Design

Read IS THE MAKE-BUY D ECISION PROCESS A CORE COMPETENCE? by Fine and Whitney. Think about and be prepared to discuss some examples where companies may have mortgaged their technical future due to narrowly considered outsourcing decisions possibly made years ago. Classes 23, 24, and 25 Project presentations. Final Meeting Project Presentations

Final project presentations will be held. The location will be announced in class. For more details, refer to the Project Schedule.

Syllabus Page 9 Class Schedule

Massachusetts Institute of Technology

Prof. Steven Eppinger

Product Design and Development 15.783J 2.739J ESD.32J Spring 2002 PROJECT SCHEDULE All assignments must be handed in at the beginning of the class session in which they are due. Note that these assignments are intended to pace the development process for your product. There is virtually no slack in this schedule and so assignments must be completed on or before the scheduled due date in order to maintain the project schedule. All assignments except the project proposal are to be completed as a team. Individual Assignment: Project Proposal Part 1: Proposal Handout Prepare a project proposal in any format that fits on one 8.5x11 page (one side only). Two sample proposals are included in the course reading packet. We will photocopy the proposals and distribute them in Class 4 (the same day). If you miss the morning deadline, you must bring 90 copies to class. Proposals should include: A brief, descriptive project title (2-4 words). This is critical! Your name, phone number, email, department/degree program, and year. A description of the product opportunity you have identified. Your description may include any of the following: documentation of the market need, shortcomings of existing competitive products, and definition of the target market and its size. Please do not present any of your own product ideas at this point; our strict focus in this phase of the course is on the market opportunity and not on solution concepts. Part 2: Proposal Presentation Due Class 4 Prepare a 60-second presentation to be delivered in class. Your presentation should include: Your name, department/degree program, and year. A verbal or visual demonstration of the product opportunity you have described in your proposal. Given that the audience will be able to read your proposal at their leisure, you might spend your time explaining the richness of the market opportunity and demonstrating the existing competitive products. Any special skills or assets you have (marketing expertise, access to a shop, a car, electronics wizardry, etc.) Showing one or two overhead slides is recommended. You may also use video. However, note that the 60-second time constraint will be ruthlessly enforced. (Think about how much can be presented in two 30-second television commercials.) Part 3: Project Preferences Submit your project preferences on a project selection card (handed out in Class 4). List the ten projects you would most like to work on, in order of preference. If you would like to work with a particular group of classmates (up to 7), you should all list the exact same project preferences and clip your cards together. We will assign the rest of the team. Team and project assignments will be sent by email to the class in the afternoon.

Syllabus Page 10 Project Schedule

Guidelines for Team Assignments Please adhere to the following guidelines for your team assignments: Be concise. Most assignments can be completed in very few pages. One exception to this guideline is concept sketches, which should be formatted with one concept per page. Please provide a short (less than one page) description of the process your group adopted in completing the assignment. However, there is no need to repeat a summary of the textbook if you adopt the exact approach in the text. Also comment on what worked well and what did not. Hand in two copies for your team so that two of the course faculty can provide comments. Keep a copy for your records. Black ink is preferable to blue ink or pencil for most assignments. (This is because some assignments are photocopied.) However, if the use of color is important to your presentation, please feel free violate this guideline. To facilitate copying, please use standard 8.5x11 sheets of paper, single sided, whenever possible. Assignment: Mission Statement and Customer Needs List Due Class 6 Hand in a mission statement and an organized list of customer needs for your product as described in CHAPTERS 3 and 4. Describe your team's processes for getting organized and for identifying customer needs. Comment on this process and on your results. You do not need to have completed an importance survey by this time, although if you feel the need to further understand preferences and tradeoffs, you should do this soon and turn it in for review. Assignment: Concept Sketches and Target Specifications Due Class 8 Hand in sketches and bullet-point descriptions of 10 to 20 alternative concepts for your product. For each sketch, note which of the important customer needs it addresses and which it does not. Choose a few (perhaps 3 or 4) critical customer needs from your list. For these critical few, prepare a list of the target specifications and provide documentation to support these decisions. Describe some of the steps of your concept generation and target specifications processes. Comment on the process and the results. Assignment: Preliminary Concept Selection Due Class 10 Hand in sketches of the two or three concepts you believe are most promising. Show the concept selection matrix (screening or scoring) that you used to make these choices. Include a simple description or sketch of each of the concept alternatives considered. Prepare a list of the key uncertainties or questions you still need to address to determine the viability of your product. For each one, specify an associated plan of action (such as analysis, mock ups, interviews, experiments, etc.) Describe your team's process. Comment on the process and the results.

Syllabus Page 11 Project Schedule

Assignment: Review: Final Concept, Model, and Schedule Due Class 12 Prepare a 10-minute (maximum) presentation of your (single) selected product concept. The presentation should include a review of your mission statement, customer needs, selected concept, and your key target specifications. As part of your presentation, demonstrate some form of proof-of-concept prototype model. Hand in a one-page description and sketch of your selected concept. Draft a schedule in Gantt-chart form (see page 326 of the text) showing the plan of work to complete the project over the next two months. Include at least the following activities: detail design, materials and components selection, vendor selection, procurement of materials and components, testing, and completion of assignments. Hand in this scheduleyou do not need to make it part of your presentation in class. Describe your team's process. Comment on the process and the results. Assignment: Drawings, Plans, and Revised Schedule Due Class 15 Prepare an assembly drawing of the alpha prototype you intend to build. An assembly drawing shows all the parts in their assembled positions. Prepare dimensioned sketches of each piece part for your planned prototype. Include a bill of materials indicating whether the prototype parts will be purchased or fabricated, and a description of the assembly process. Indicate the material and fabrication process you have selected for each prototype part. Provide photocopies of the vendor specification sheets for the purchased materials and components. On catalog pages, identify which items you have selected for purchase. List the web resources and vendors you have found to be helpful. Make a drawing or sketch of the production version of the product. Describe the differences between the prototype you will build and the production product. Briefly explain how the production product would be manufactured. Summarize the important decisions you have made since the previous assignment. Describe your prototyping plans. (By this time, you should have price quotes and should be ready to place orders for any parts to be fabricated or purchased. Revise the schedule of your project work for the remaining weeks. Include your planned design work, vendor interactions, prototyping, testing, redesign, photography, and preparation of the presentation. Describe your team's process. Comment on the process and the results. Solidworks and ProEngineer CAD software is available for your use. See the course web page for instructions to access the software. However, you may use any drawing package available to you. Assignment: Financial Model Due Class 18 Prepare a financial model as described in CHAPTER 13 of the text. Document the assumptions you have made in the analysis. Perform a sensitivity analysis of the key economic uncertainties you face. Note that you will require estimates for the production tooling and variable costs. Describe your team's process, including a brief status report on your prototyping and testing progress.

Syllabus Page 12 Project Schedule

Optional Assignment: Patent Review Due Class 18 also Prepare background information for our patent attorney to review. To do this, you need to explain what invention within your product may be patentable. Include a statement of the invention's novelty, utility, and non-obviousness. Provide references to any US patents related to your invention. Assignment: Alpha Prototype Due Class 22 You should be testing your product prototype by this time. Show your prototype hardware to the course faculty this week and get some feedback. No report is to be turned in this week. Assignment: Final Presentation and Demonstration Due Saturday May 11 Prepare a 15-minute presentation describing and demonstrating your product. Your presentation should concentrate on the product itself, although you may wish to emphasize any particularly impressive portions of your development process. An effective presentation includes color photographs or video presentation along with a live display of the hardware. This presentation should be of the quality you would make to convince a top management group to purchase the rights to your product or to fund its final development and launch. A panel of experts will observe your presentations and evaluate the products. Be prepared to answer questions about all aspects of your project. Create and demonstrate a web page designed to promote your product (optional). Turn in a copy of the slide presentation, URL of the web page, and several highquality digital photos or 35mm slides of the prototype hardware (including photos of the product in use, if possible). Project Timeline Here is a Gantt Chart showing the types of project activity underway during the project.
Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 Class 13 Class 14 Class 15 Class 16 Class 17 Class 18 Class 19 Class 20 Class 21 Class 22 Final Pres.

Task Project Proposals and Selection Mission and Customer Needs Analysis Concept Generation and Sketches Concept Refinement and Selection Proof-of-Concept Model of Selected Concept Detail Design and More Concept Refinement Financial Model and Patent Review Develop Alpha Prototype Final Presentation/Demonstration

Syllabus Page 13 Project Schedule

Massachusetts Institute of Technology Prof. Steven Eppinger Product Design and Development 15.783J 2.739J ESD.32J Spring 2002 READING PACKET TABLE OF CONTENTS Reading Title Course Syllabus Two Sample Project Proposals Winners 2001: The Best Product Designs of the Year How to Listen to Consumers Turning Designers into Managers Design for Assembly in Action The Taguchi Approach to Parameter Design Boost Your Marketing ROI with Experimental Design Introduction to Patents and Other Intellectual Property Braun AG: The KF 40 Coffee Machine @issue: The Journal of Business and Design Paper Versus Polystyrene: A Complex Choice Letters: Paper Versus PolystyreneEnvironmental Impact Strategies for Green Design Source
Eppinger Prior classes Business Week (Annual Design Awards), June 25, 2001. Sally Solo, Fortune, January 11, 1993. Business Week, December 3, 2001, pp. 28D-28H. Peter Dewhurst and Geoffrey Boothroyd, Assembly Engineering, January 1987 Diane M. Byrne and Shin Taguchi, The Taguchi Approach to Parameter Design Quality Progress, December 1987. Eric Almquist and Gordon Wyner, Harvard Business Review, vol. 79, no. 9, pp. 135-141, October 2001, reprint #R0109K. David Pressman, Patent It Yourself, 3rd Edition, Nolo Press, Berkeley, CA, 1991, chapter 1. Karen J. Freeze, HBS Case #9-990-001. vol. 7, no. 1, 2001. Martin B. Hocking, Science, vol. 251, February1, 1991, pp. 504-505. Letters in reaction to above article, Science , vol. 252, June 7, 1991, pp. 1361-1363. Chapter 4 of Green Products by Design: Choices for a Cleaner Environment, U.S. Congress, Office of Technology Assessment, OTA-E-541, U.S. Government Printing Office, Washington, DC, October 1992, pp. 53-63. Paul Hawken, Utne Reader, September/October 1993, pp. 54-61. Steven D. Eppinger, Harvard Business Review, vol. 79, no. 1, pp. 149-158, January 2001, reprint #R0101L. Charles H. Fine and Daniel E. Whitney, MIT Working Paper, April 1996.

A Declaration of Sustainability Innovation at the Speed of Information Is the Make-Buy Decision Process a Core Competence?

Readings identified with symbol will be handed out in class. The other required readings for this course are found in the textbook: Karl T. Ulrich and Steven D. Eppinger, Product Design and Development, 2nd Edition, Irwin/McGraw-Hill, 2000. Syllabus Page 14 Reading List