In a dynamic marketplace, new product development (NPD) is considered the pivot of an organization's competitive strategy. However, little research has been conducted on the teaching material, pedagogical approach, and learning objective that should be part of a course on NPD. The study introduces a methodology for designing a curriculum with limited prior knowledge. First, latent semantic analysis was applied to extract the main research themes from journal articles on the subject, which are considered potential teaching materials. Next, the modified Delphi method was applied to identify their eligibility as teaching materials. Finally, both a revised Bloom's taxonomy and analytic hierarchy process were applied to establish learning objectives and determine the priorities in teaching materials and pedagogical approaches, respectively. The paper presents a case study to show that the proposed methodology can induce faculties to consider student requirements, evaluate the feasibility of teaching materials and pedagogical approaches, and develop assessments with concrete learning objectives. Moreover, the study found that the pedagogical approaches of experiential learning and constructivist learning were effective for teaching innovation management, knowledge management, project management, and risk management in courses at business schools in new product development.

在动态市场中，新产品开发 (NPD) 被视为组织竞争战略的支点。然而，对于应该作为 NPD 课程一部分的教材、教学方法和学习目标进行的研究很少。该研究介绍了一种在先验知识有限的情况下设计课程的方法。首先，应用潜在语义分析从关于该主题的期刊文章中提取主要研究主题，这些文章被认为是潜在的教材。接下来，应用改进的德尔菲法来确定它们作为教材的资格。最后，修订后的布鲁姆分类法和层次分析法分别用于建立学习目标并确定教材和教学方法的优先级。本文提出了一个案例研究，表明所提出的方法可以促使教师考虑学生的要求，评估教材和教学方法的可行性，并制定具有具体学习目标的评估。此外，研究发现，体验式学习和建构主义学习的教学方法对于商学院新产品开发课程中的创新管理、知识管理、项目管理和风险管理的教学是有效的。