Using Experts' Experiences Through Stories In Teaching New Product Development
研究了在教授新产品开发时，将专家经验编成案例故事是否比事实陈述或无关文本更能提升学生解决非结构化问题的能力。
The situations that new product development students typically have to face in the workplace are filled with unstructured problems. A systematic collection and organization of a number of experts' experiences, encoded as cases into a case library, and presented in the form of stories to learners while interacting with a task environment is considered by many scholars as a way to increase unstructured problem‐solving skill in these learners. Despite the acknowledged potential of case libraries in other fields, no case libraries have been built to support the teaching of the NPD process. Prior to developing one, we conducted a study to shed some light into the effects of experts' stories and unstructured problem solving. Forty‐four undergraduates were subjected to the following: a pretest, random assignment to one of three groups (experimental or case library with stories, comparable or fact sheet with material comparable to the stories but presented as facts, and control or text randomly selected from a textbook unrelated to the material), and post test. The tests attempt to measure whether the experimental group incorporated the lessons to be learned from the stories in the case library. The results indicate that indeed the case library supported unstructured problem‐solving skills when compared to fact sheets or random text. General implications for new product development educators are provided. © 2002 Elsevier Science Inc. All rights reserved.