Theoretical Product Development (INT) 2024/2025

Danish title

Teoretisk produktudvikling (DA)

Study programme

Product Development and Integrative Technology

Type of education

Full time education

Level of education

Bachelor (top-up)

Semester

5. semester

Duration of the subject/module

10 Weeks

Ects

Programme elements

Compulsory

Language

Danish and English

Start time

Autumn

Location

Lygten 16, København NV

Subject number

9989501 / 4107-10139

Responsible for the subject(s)/modul(es)

Steen Mandsfelt Eriksen ‏

Purpose and learning objectives
Integrative Technology:
Essential to the programme element is an understanding of the concept of technology, research in new technologies and how to apply them - in a commercial context that will allow students to work with integration, exploitation and implementation of technology and concepts in a cross- organisational perspective. The programme element also includes methods and tools for consultative purposes as well as management of interdisciplinary development activities.

Product Development:
This programme element covers product development and process optimisation from a business perspective and how to identify and involve experts and users in the development and optimisation processes. Focus is on interdisciplinary cooperation and on how to identify, collect, process and further develop data in a product and process development context.
Knowledge
Integrative Technology:
The student has acquired:
(1) an understanding of practice, applied theories and methods for product development and innovation in relation to a company’s organisation, and an ability to reflect on how they are used in a commercial context.

Product Development
The student has acquired:
- (1) development-based knowledge of the practical as well as the theoretical and
methodological structure of technological project work.
- (1) an understanding of practice, theories and methodology applied to the product
development processes – including the project's financial impact during production/construction and operation, and an ability to reflect on how they are used in a commercial context.

Innovation and Industrial Design:
The student has acquired:
- (1) understanding of the practice, philosophy, theory and methodology when technology is applied in an industrial context and is able to reflect on alternative uses and related ethical issues.
Skills
Integrative Technology
The student is able to:
- (1) assess practice-oriented and theoretical issues in the implementation processes associated with the use of new technologies across the organisation and identify their strengths and weaknesses as well as justify and select relevant solutions.
- (1) communicate practice-oriented and academic issues and solutions to business partners and users, including the application of relevant IT tools in the preparation and presentation of projects, concepts and solutions.

Product Development:
The student is able to:
- (1) assess practice-oriented and theoretical issues relative to the significance and use of concepts in relation to the development of specialist language and technology as well as justify and select relevant concepts.
- (1) communicate practice-oriented and academic issues and solutions to peers, users and partners viewed from a business context, including environmental and sustainability considerations in product development.

Construction and Sustainability:
The student is able to:
-(1) communicate practise-oriented and academic issues and solutions to partners and users.

Innovation and Indsutrial Design:
The student is able to:
(1) communicate practise-oriented and academic models and solutions to industrial partners and users.
Competences
Integrative Technology:
The student is able to:
-(1) handle aspects of complex product and technology development, including modification
of products and systems.

Product Development:
The student is able to:
-(1) handle commercial and technologically appropriate product development and create a
project design for technological project work based on the choice, analysis and definition of a
problem
Type of instruction
The professional bachelor program in product development and technical integration uses a wide range of teaching and working methods, including:
- Classroom teaching
- Group work
- Case based exercises
- Games and role-playing games
- Business excursions
- Interdisciplinary project-oriented teaching
- Problem-based learning
- Interdisciplinary knowledge sharing
- Student presentation
- Cooperative learning
- Digital learning technologies and learning spaces
- Workshops
- Self-study
Exam
The learning outcomes of the exam are identical with the learning outcomes of the subject(s)/modul(es)
Prerequisites for access to the examination
A crucial part of the justification for this study is the integration part - gaining competence to integrate technical disciplines in interaction with others. This is the integrator role. The study is i.a. for that reason based on group project work, and a satisfactory outcome will only be achieved by participating in these projects. We therefore recommend that students participate in the teaching, including handing in and presenting assignments and projects.

In examination forms where the evaluation is based on a written work, it is a prerequisite that the written work is handed in on time and meets the set formal requirements in order to participate in the examination. If the prerequisite is not met, the student cannot take the test until the prerequisite has been met and the student has used a test attempt.
There is an obligation to attend plenary days at the education.

The fifth-semester element “Theoretical product development” constitutes the assessment criteria for the exam and must be submitted on time in accordance with the exam plan which can be found on the intranet and satisfy all the formal requirements listed below.
Exam in one or more subjects
Subject/module is tested standalone
Type of exam
Written examination
The test is an internally assesed individual written exam.
Type of assignment
The 5 assignments that make up the prerequisites, are written assignments that are not part of the assesment of the exam.
Formal requirements
The project report must, as a minimum, contain:
- Front page including a title, student photo, name, number of characters and an indication of whether or not it can be published.
- A solemn declaration, table of contents and a list of abbreviations
- Introduction/statement making it explicit how the assignment relates to product
development and integrative technology
- Problem statement with additional questions
- Theory and method
- Analyses and discussions
- Solutions, including digital and/or physical models from trials/mock-up to final proof of
product
- Financial and construction-related impact analyses
- Conclusion
- Perspective
- Bibliography, index of figures and illustrations (including all sources referenced in the
project)
- Appendices (only appendices essential to the report)
- The project report must make up 6 to 9 standard pages
- A summary of no more than 1 standard page including pictures of the final solution must besubmitted separately. The pictures are not included in the one standard page.
Individual exam or group exam
Individual
Exam languages
Danish (Norwegian/Swedish)
Duration
4 hours
Permitted exam aids
No aids are allowed.
Type of evaluation
7-point grading scale
Examiners
Internal censure
Exam criteria
The given grade is based exclusively on the written exam.
The prerequisites are not part of the assesment.
Preliminary literature list
This is a preliminary literature list. A final literature list will be provided in connection with study start.
Will be given at the start of the studies

258

hours of teaching

290

hours of preparation

The figure shows the extent of workload related to the subject divided into different study activities.

In the subject Theoretical Product Development (INT) you will receive 258 hours of instruction, which corresponds to 343 lessons (1 lesson = 45 min.) and 47% of your total workload for the subject.

The teaching primarily consists of the following activities: internal lecturers, classroom teaching, project presentation, laboratory work.
The preparation primarily consists of the following activities: portfolio exercises.

Read about KEAs Study Activity Model

*KEA can deviate from the number of hours if this is justified by special circumstances