Page 36 - Technology and Innovation Journal - 19-1

374 DOMSCHKE & BLAHO

students were required to complete a detailed survey students gained a significant amount of know-
that covered topics extending back to the beginning ledge in moving a project into the next
of the program. Results from this survey may be developmental stage (go or no go) based on
summarized as follows. the gate deliverables. They also learned how
to propose next steps and activities for the
• Students acquired knowledge related to the subsequent development stage as well as
Stage-Gate process. Stage-Gate is a tool to how to communicate well with the multi-
manage complex medical product development. disciplinary teams within the gate meetings
It views product development as a process with using appropriate technical terms.
a series of stages, and it was integrated into the
CCNY MTM program plan. After the students • Students acquired skills related to applying the
completed the early stages (Stages 1 and 2), they Stage-Gate tool. Following the second gate meet-
were asked to indicate how knowledgeable they ing, three-quarters of the students felt that they
were about the tool (Figure 6). For all students, had learned the product development process
there was a significant amount of learning about (Figure 8). When comparing how much they
what the process is and what its stages are. Based knew before MTM with after, the students gained
on these findings, it was concluded that the a significant amount of knowledge in defining
Stage-Gate tool can, indeed, be adapted to grad- key product activities and gate deliverables.
uate student training.
• Students felt that lectures provided relevant
• Students acquired skills related to product course content. Students were asked how they
development. Following the second gate meet- rated invited lectures, including “Introduction
ing, three-quarters of the students felt that they to Stage-Gate (Kickoff),” “Getting to Market: It
had learned how to apply the Stage-Gate process Takes People, Process, & the Promise of Profits,”
(Figure 7). When reviewing how much they and “Building the Stage-Gate Tool for ELBO-
knew before MTM compared with after, the stu- NIX Lectures.” In all cases, the students felt to a

Figure 6. Representation of learning by students about the Stage-Gate process acquired after the MTM program.