New product screening in fast moving consumer goods

Theory suggests that the dimensions that are incorporated in the new product screening decision will differ according to the stage of the development process. The outcome of the application of different screening dimensions would be quicker, realistic and more reliable screening decisions. This research project builds on existing new product development and screening literature by investigating new product screening in international fast moving consumer goods companies. It further builds on the existing literature by measuring decision-making relating to projects in 'real time', as managers' responses refer to projects they are currently working on. The introduction of branded consumer products allows us to evolve scales used in new product research by further developing variables relating to branding, promotion and retailer power. The project uncovers multiple dimensions of new product screening and evaluation within this branded product sector. These dimensions are found to differ in their ability to discriminate between two groups of accepted and rejected projects at each of four stages of the new product development process. This investigation provides the intelligence with which managers can determine the likelihood of project acceptance and rejection at different stages of the development process. It highlights the need for managers to apply stage-specific dimensions in the new product screening decision and advocates the redefinition of new product screening from both an academic and managerial perspective. The screening decision should not be viewed as a single, early decision in a product development process, but as a series of stage specific decisions regarding future project potential.

Developing intrinsically motivated information systems - a critical systems approach

This paper deals with the problematic of development methodologies for organisational information systems and especially with their application to business systems. Historically, information systems development methodologies tend to fail, because either they take the organisational purposefulness for granted, or they do not analyse it thoroughly. This paper's position is that the analysis, and the definition or redefinition of the systemic purpose are regarded as the utmost expression of the system 's purposefulness. This is to be achieved by ensuring the participation of all the stakeholders who affect, or are affected by, a particular business system's operations. The nature of participation, defined as a process of the stakeholders' perceptual exchanges, is deemed to be problematic in itself, due to the influence exerted upon it by organisational power, coercion and false consciousness. The paper highlights the philosophical reasons for the failures of information systems development methodologies, and provides a conceptual solution to this problematic as well as a strategy for the development of intrinsically motivated organisational information systems. The intrinsically motivated information systems methodology outlined here (BSPA) is intended to yield organisational information systems that demonstrably improve co-ordination of organisational activities, by enabling the development and maintenance of a single/multifaceted view of purpose throughout organisations.

Mapping teaching, learning and assessment in the MPharm in UK schools of pharmacy

Aim To undertake a national study of teaching, learning and assessment in UK schools of pharmacy. Design Triangulation of course documentation, 24 semi-structured interviews undertaken with 29 representatives from the schools and a survey of all final year students (n=1,847) in the 15 schools within the UK during 2003–04. Subjects and setting All established UK pharmacy schools and final year MPharm students. Outcome measures Data were combined and analysed under the topics of curriculum, teaching and learning, assessment, multi-professional teaching and learning, placement education and research projects. Results Professional accreditation was the main driver for curriculum design but links to preregistration training were poor. Curricula were consistent but offered little student choice. On average half the curriculum was science-based. Staff supported the science content but students less so. Courses were didactic but schools were experimenting with new methods of learning. Examinations were the principal form of assessment but the contribution of practice to the final degree ranged considerably (21–63%). Most students considered the assessment load to be about right but with too much emphasis upon knowledge. Assessment of professional competence was focused upon dispensing and pharmacy law. All schools undertook placement teaching in hospitals but there was little in community/primary care. There was little inter-professional education. Resources and logistics were the major limiters. Conclusions There is a need for an integrated review of the accreditation process for the MPharm and preregistration training and redefinition of professional competence at an undergraduate level.