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376 DOMSCHKE & BLAHO

Figure 8. Comparison of skills related to applying the Stage-Gate process acquired after the MTM program.

large or moderate extent that these lectures were in connection with the fictional company inspired
relevant to them. Based on these results, it was them to create ideas that could be developed into
concluded that supplementary guest lectures are successful products. In addition, it allowed them
a valuable mechanism for providing additional to practice the Stage-Gate process and increase
course content. their confidence so that they could apply their
• The multidisciplinary course material gave stu- knowledge to other product ideas. Similarly,
dents confidence in their own skills. Students the students felt that they had gained knowledge
felt to a large extent that they had acquired regarding i) the concept of a company life cycle,
skills in i) drafting a translational path ii) the process of company growth and the dif-
(milestones and timelines) within a product ferent needs in each growth phase, which create
development process, ii) drafting a translational different work environments and career oppor-
path for regulatory, intellectual property, and tunities, iii) the concept of product life-cycles
quality, iii) conceiving translational hurdles in and product portfolio management, iv) the idea
the multidisciplinary course material, iv) com- that management of a short-, mid-, and long-
municating these translational hurdles from a term portfolio creates a need for different
business relevant perspective, and v) compre- talent, v) the fact that organizations and com-
hending and articulating how the disciplines panies have different cultures impacting the work
of the MTM program work together in the early environment, and vi) their preferred company
stages of the product development process. environments.

• Students agreed that the fictional company and • Mentor sessions empowered students to pursue
Stage-Gate process provided value. Students were career opportunities. Students strongly felt that
asked directly if they felt that the introduc- the mentor sessions i) defined their talents and
tion of a fictional company into the lesson plan true interests, ii) better defined their preferred
helped them in practicing the Stage-Gate tool. work environments, and iii) encouraged them to
They strongly agreed that the knowledge learned actively pursue the next steps toward their career