|Module consists of the study units|
Module 6, Consumer Products, consists of several module parts, every part has its own learning objectives. The Module overview is given below:|
|Name module element
|Technical Product Modelling 2
|Product Market Relations
|Project Consumer Products
The goal of the module is to introduce students to the complexities involved in the development of consumer products (products ordinarily bought by individuals or households for private consumption or use). Students are confronted with a large variety of subjects that collectively play a role in a development trajectory that is representative and typical for a consumer product. As multiple disciplines play important roles in the development of consumer products, the entire development cycle - from portfolio analysis, via market research to the presentation of mock-ups and manufacturability - is relevant in this module. Also questions related to priority, argumentation, reflection and project management play important roles.|
To touch upon the ‘real’ complexities in product development, students participate in a development project with a factual problem formulation. This means that -each study year- a new problem is formulated in co-operation with a company (or organisation). The client (company) introduces the problem and reflects on the results at the end of the project. Where desired and possible, the company will also be involved during the project. To provide students with required knowledge, a number of workshops are included. Additional knowledge can be acquainted in three related module components.
To emphasise the realistic setting, students collaborate in multi-disciplinary project groups ressembling competing design bureaus. Each project group ideally consists of nine students, with an equal distribution over IDE, IEM and ME backgrounds. The students, besides having a joint responsibility for the project results, also have their individual responsibilities in other module components (which partially overlap for the IDE and IEM programmes). As an independent member of the project group, each student has, therefore, the responsibility to effectively and efficiently allocate the time available. To obtain the best possible project results, each student needs to contribute from his/her own field of expertise. It, however, also implies that not each student can be involved all the time. Consequently, students need to carefully plan their activities in such a way that the substantive input and the organisation of project activities are well attuned.