Pitching at the Fuzzy Front-End: Authentically Assessing New Product Development

Abstract

Managing the “fuzzy front-end” (FFE) of new product development (NPD) is critical for NPD success. To simulate this reality, we tasked self-selecting undergraduate teams of four to six students with developing a substantially innovative new product concept. Integrating Vygotskian and Piagetian perspectives on social constructivism and experiential learning, we designed an authentic assessment pushing students into the FFE of NPD, featuring a live pitch to an expert industry panel. Pre-and-post survey results suggest students prefer authentic assessment infused with real-world learning experiences such as the pitch. Encouragingly, students perceived less usefulness over time for animate (e.g., teaching staff) and inanimate (e.g., textbooks) resources, indicating increased reliance on oneself post-assessment. Qualitative characteristics noted by students were group work, academic success, and the degree of challenge. Our approach is relevant for educators seeking to infuse their teaching—and enthuse students—with authentic assessment, addressing limitations of teacher-centered andragogy.