Subject Description Form
Subject Code
ISE554
Subject Title
Systematic Innovation for Product Development
Credit Value
3
Level
5
Pre-requisite/Corequisite/Exclusion
Background in Engineering and Science
Objectives
To enable students to practice lateral and logical thinking and create product
designs/undertake development innovation through a systematic approach in
real-life scenarios.
Intended Learning
Outcomes
Upon completion of the subject, students should be able to
Subject Synopsis/
Indicative Syllabus
a.
understand the stages of the new product development process and the
choice of a new product development model;
b.
apply lateral and logical thinking to new product creation;
c.
use systematic innovation tools for product development and innovation.
1.
New Product Development
Design methodology models; problem-posing techniques; solution
evaluation and selection techniques.
2.
Creative Problem Solving
Creativity; lateral thinking; mind mapping. Invention case studies.
3.
Systematic Innovation
Theory of systematic innovation (TRIZ), ideal final result (IFR), 40
principles, trends/evolution.
4.
Innovation Management
Stage-Gate; Innovation Quotient.
Teaching/Learning
Methodology
15.7.2010
A mixture of lectures, laboratories, tutorial exercises, and case studies is used to
deliver the various topics in this subject. Some material is covered using a
problem-based format where this advances the learning objectives. Other
material is covered through directed study to enhance the students’ “learning to
learn” ability. Some case studies, largely based on consultancy experience, are
used to integrate these topics and demonstrate to students how the various
techniques are interrelated and applied in real-life situations.
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment methods/tasks
%
weighting
Intended subject
learning outcomes to
be assessed
a
b
c
1. Assignments/Tutorials/Laboratories
40%



2. Case studies
30%



3. Test
30%



Total
100%
The assignments, which are administered throughout the course, are designed to
facilitate students to reflect on and apply the knowledge learnt.
Continuous assessment comprises laboratories, tutorials, assignments, one miniproject with individual and group assessment components, and a final
examination. All assessment components require students to apply what they
have learnt to realistic work scenarios.
Student Study
Effort Expected
Class contact:

Lectures
2 hours/week for 8 weeks
16 Hrs.

Tutorials
3 hours/week for 6 weeks
8 Hrs.

Laboratory work
9 Hrs.

Case studies
9 Hrs.
Other student study effort:

Preparation for assessment and case studies
Total student study effort
Reading List and
References
15.7.2010
84 Hrs.
126 Hrs.
1.
Masahiro Takahashi 1999, From Idea to Product – The Integrated
Design Process, Hong Kong Productivity Council
2.
Altshuller, G.; et al. 1997, 40 Principles: TRIZ Keys to Technical
Innovation, Technical Innovation Center
3.
Altshuller, G. 1999, The Innovation Algorithm: TRIZ, Systematic
Innovation and Technical Creativity, Technical Innovation Center
4.
Buzan, Tony & Buzan, Barry 1995, The Mind Map Book, BBC Books
5.
de Bono Edward 1977, Lateral Thinking, Penguin Books
15.7.2010
6.
Mann, D. 2002, Hands-On Systematic Innovation, CREAX Press
7.
Pugh, S. 1999, Total Design: Integrated Methods for Successful Product
Engineering, Addison Wesley/Longman
8.
Rantanen, K. and Domb, E. 2000, Simplified TRIZ, Saint Lucie Press
9.
Savransky, S. D. 2000, Engineering of Creativity: Introduction to TRIZ
Methodology of Inventive Problem Solving, CRC Press
10.
Terninko, J.; et al. 1998, Systematic Innovation: An Introduction to TRIZ
(Theory of Inventive Problem Solving), Saint Lucie Press