Student name

Student ID

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Table of Contents
1. Introduction........................................................................................................................................3
1.1 Overview and Reflective Discussions on Medibiosense's New Product(s)/Service(s).....................3
2. Definitions of NPD and Understanding of its Importance..................................................................3
2.1. Discovery and the Student as Producer...........................................................................................4
2.2. Technology in Teaching and Digital Scholarship..............................................................................4
2.3. Space and Spatiality through Learning Landscape..........................................................................5
2.4. Assessment and Active Learners in Communities of Practice.........................................................5
2.5. Research and Evaluation, and Scholarship of Teaching and Learning.............................................5
2.6. Student Diversity, Difference, and Dissensus..................................................................................5
2.7. Support for Research-Based Teaching through Expert Engagement with Information Resources. 6
2.8. Creating the Future through Employability, Enterprise, and Postgraduate Study..........................6
Employability Impact.....................................................................................................................6
Transferable Skills for Further Study..............................................................................................6
3. Recommendations for future project.....................................................................................................6
4. References...............................................................................................................................................7

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 Title: Reflective Portfolio on Medibiosense New Product Development and
Marketing Strategies
The purpose of this assignment is to complete a reflective portfolio on my analyses and
reflections about the new product development strategy as well as marketing strategies anywhere
incurred by medibiosence.

1. Introduction
In this reflective portfolio, I am going to share my experiences on the work that was carried out
in Assignment A for Medibiosense, a company involved with the development and marketing of
new products as well as services(Daniels, 2001). The discussion will primarily be on new
products and/or services in the organization, complete with relevant literature. Moreover, I will
write about New Product Development NPD and share my reflections on the learning journey
throughout this process.
1.1 Overview and Reflective Discussions on Medibiosense's New
Product(Daniels)/Service(Daniels)
Medibiosense is a pioneering health firm that has been dedicated to innovating into new products
and services for its consumers, as their needs grow daily. The portfolio of the company includes
health care services which demonstrates its commitment to advanced technologies and healthcare
solutions. These offerings are targeted at the current problems in the healthcare
field(Alhadhrami, Alghfeli, Alghfeli, Abedlla, & Shuaib, 2017).
To bolster these observations, I took a look at secondary literature on new product development
and the healthcare sector. The literature emphasized the need for innovation and adaptability in
dealing with the dynamic nature of healthcare landscape. It highlighted the necessity of
organisations such as Medibiosense to keep investing in research and development consistently
so that they remain competitive players in their respective fields who can meet market demands.
To back up these observations, I conducted myself with the literature concerning new product
development and healthcare industry. The literature revealed the significance of innovation and
adaptability in dealing with constantly changing healthcare landscape. It stressed the need for
companies such as Medibiosense to invest consistently in research and development in order to
be competitive, serve market demands(Lameire, Joffe, & Wiedemann, 1999).

2. Definitions of NPD and Understanding of its Importance

New Product Development NPD is a strategic practice that involves the process of devising,
designing and launching new products or services to the market. As a result of this assignment,
my understanding about NPD has changed greatly and I now view it as an essential component
for companies that would like to remain relevant and competitive.
A high level of NPD is important because growth, market share and supply capabilities in
response to change consumer preferences. Medibiosense has a strong focus on NPD because it is
aware of the necessity to innovate consistently in order to offer benefits for its clients and
stakeholders(Katsaliaki & Mustafee, 2011).

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2.1. Discovery and the Student as Producer
Working on real-world projects, like the one with Medibiosense, served as an unmatched
platform for innovation and active involvement by a student producer. This was more than a
traditional classroom setting; the acquired theoretical knowledge could be implemented into
actual situations.
Thinking about my involvement, the project greatly supplemented my learning process. Working
with a real-world company such as Medibiosense enabled me to observe the intricacies and
difficulties of applying theoretical ideas in an ever shifting business setting. This not only
improved my perception of the marketing functions but also gave me important insights in to
how decision gets made within this organisation(Wendt, Frisina, & Rothgang, 2009).
Did it have any implications for my study? Without a doubt, the practical application of theories
and concepts in a real-world setting highly improved my understanding and retention power. It
connected theory and practice, thus making the learning experience more complete on a practical
level.
This reflective portfolio gives a detailed insight into Medibiosense’s new product development
strategies and my learning pathway during the assignment. It is highly helpful for me to put
theories and marketing functions into practice in the real world, so that I can better grasp their
essence by referring back from my daily work.
This reflective portfolio covers my work on Assignment A with Lebara, a telecommunications
company and gives insights into the application of theories relating to new products/services
innovations marketing functions. What is emphasized educational insights gleaned throughout
the learning path, particularly concentrating on topics that include student-producer role ,
technology incorporated into teaching, spatiality and assessment methods(Mosadeghrad, 2014).
My contribution in working with Lebara was something transformational for me. Having the
opportunity to interact with a real company furthered my understanding of theoretical marketing
concepts as they applied in practice, providing insights into various marketing functions. My
improved problem-solving skills and decision making were a result of my exposure to the
intricacies associated with the telecommunications industry. Other than learning a lot about
corporations, this hands-on experience also helped me understand how the dynamics of corporate
environments work.
Regarding the effects on my study, working with Lebara played a crucial role in developing
myself as a student. The translation of theories to real-world application enabled me to fill the
gap between classroom learning and actual implementation, thus making my study more
purposeful and usable.
2.2. Technology in Teaching and Digital Scholarship
The role of technology integration in teaching and digital scholarship at Lebara was instrumental
to my learning. The company’s dedication to use technology for educational purposes
emphasized the need to keep up with emerging technologies. The experience with digital

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scholarship improved my research abilities and demonstrated the practical use of technology in
business settings.
In relation to the company’s role in my study, it turned out that Lebara’s adoption of technology
facilitated me gaining essential information about the digitalology and telecommunications field.
The exposure to latest technologies and digital tools broadened my idea of the impact technology
has on teaching learning processes in a corporate environment(Morris, Devlin, Parkin, &
Spencer, 2012).
2.3. Space and Spatiality through Learning Landscape
Working with Lebara enlarged the space provided by the university while studying. The word
“space” is used not only to address physical spaces but also the routes of interaction with the
company. Lebara opened a space for creativity, where I was able to implement theoretical
knowledge in real situations. This growth in space helped create a more comprehensive learning
method, one that not only taught the traditional way but also gave it real world
applications(Mosadeghrad, 2014).
2.4. Assessment and Active Learners in Communities of Practice
The group research project was aligned with the assessment structure appreciated by its close
resemblance to real-world situations. This structure allowed for better comprehension of the
topic. Though it gave a feeling of duty, it also created opportunities for people to work together
where there was active participation and collaborative learning within the group.
The various aspects of theories, marketing functions, technology in teaching spatiality and
learning assessment strategies during my engagement with Lebara provided a well-rounded type
of academic instruction. It is through the practical exposure gained from working with a real
world company that my academic journey was further enriched making me to become more
competent and holistic learner(Wendt, 2014).
2.5. Research and Evaluation, and Scholarship of Teaching and Learning
The project with Lebara provided me an opportunity to greatly develop my researching skills,
which encompassed the following areas including information searches and literature search as
well as critical evaluations on various theories. With the project, I learned a more refined
approach at doing in-depth research and translating scholarly knowledge into practical situations.
The searching skills were polished because I went through different sources to acquire pertinent
information for the project. Evaluation and critique of different theories were integrative
components, which included critical evaluation of the existing literature within frames taken in
view by Lebara’s unique issuesoles(Leape et al., 2009).
2.6. Student Diversity, Difference, and Dissensus
Working with students from various backgrounds in the project team was a helpful practice. By
welcoming diverse points of view and knowledge from team members, the project received more
value. Working with people from various backgrounds helped in improving diversity of ideas,
and finally resulted into thorough understanding of the subject matter.

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As a result of our diverse team, we created an open atmosphere in which different data and
knowledge were readily transferred. It enabled us to build on our individual talents, culminating
in a more solid and balanced project. Fun moments such as jokes and socializing were important
for building a positive team dynamic. These informal encounters not only made the work
environment fun but also helped to establish friendship among team members.
2.7. Support for Research-Based Teaching through Expert Engagement with
Information Resources
A platform for expert activity with information resources was presented by the project Lebara.
We were able to gain firsthand knowledge and information about the telecommunications
industry by collaborating with professionals in that field. Moreover, this engagement did not only
help us to deepen our comprehension of the subject matter but also supplied practical views that
could support academic theories.
This enabled a bridge between theoretical concepts and real-world application by interacting
with the experts from Lebara. Their knowledge and direction improved the quality of our study
and helped us get a better picture of challenges as well as opportunities when it comes to
telecommunications industry.
The Lebara project has not only advanced my studies but also introduced me to the diversity of
students and allowed me to interact with professionals in this area. By combining theoretical
knowledge and practical insights that have come as a result of collaboration, I now feel enabled
to invest into my learning journey towards future challenges in research and professional
endeavors.
2.8. Creating the Future through Employability, Enterprise, and Postgraduate
Study
Employability Impact
Without a doubt, participating in the research project with Lebara has improved my
employability. It allowed me to learn about real-life managerial concerns, so I could implement
theoretical knowledge in a corporate environment. Dealing with professionals at Lebara helped
give me confidence in communicating directly with real-world managers and understanding the
peculiarities of organizational profiles. This hands-on exposure has provided me with a concrete
feel of what it is like to work in an environment that one might find oneself at some point in the
future and so promotes my general readiness for employment(Grosios, Gahan, & Burbidge,
2010).
Transferable Skills for Further Study
The skills and knowledge acquired in the Lebara project have a high degree of transferability,
thus would greatly support my future study such as in Medibiosense business school. The
implementation of theories, the skills gained in researching, and critical thinking developed
throughout this project will provide a solid platform upon which to further embed more complex
academic studies such as doing their dissertation. This experience has not only widened my
knowledge of business concepts but also given me the skills to undertake rigorous academic

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research, allowing an easy transition into postgraduate studies(Ballegaard, Hansen, & Kyng,
2008).

3. Recommendations for future project

Future projects of such kind should focus on several specific aspects to achieve high effects in
teaching outcomes and real-life usability. First, setting specific project goals is vital. This way all
the team members would be aligned in their efforts and have a common perception as to what
requirements or goals is the project supposed to achieve.
Diversity within project teams should be promoted that is a wide variety of backgrounds and
perspectives. This diversity not only improves their level of creativity but also contributes to a
wider range of insights, reflecting the features related to cooperation in professional circles. To
do this, collaboration with industry leaders should be strengthened to put students in touch with
practical challenges and ideas from old-time professionals. This can be done through guest
lectures, mentorship programs or direct participation of industry experts in guiding the project.
It is essential to strike a balance between theoretical concepts and practical applications.
Technology should be the primary focus of teaching and learning, with students being exposed to
various digital tools that will come in handy for their future jobs. Aligning group research
projects with assessment structures makes assessments more relevant as they show what skills
are required in professional settings. This linking of theory and practice is thus significant in
preparing the students for real-world situations.
Lastly, projects should be created to amplify linkages with employability skills. Such a
simulation will make students’ education more practical because it provides them with the
confidence and skills that are necessary for future employment. Furthermore, the fact that
projects provide transferable skills supports those who are considering further studies and helps
create a comprehensive leaning effect.

4. References
Alhadhrami, Z., Alghfeli, S., Alghfeli, M., Abedlla, J. A., & Shuaib, K. (2017). Introducing
blockchains for healthcare. Paper presented at the 2017 international conference on
electrical and computing technologies and applications (ICECTA).
Ballegaard, S. A., Hansen, T. R., & Kyng, M. (2008). Healthcare in everyday life: designing
healthcare services for daily life. Paper presented at the Proceedings of the SIGCHI
Conference on Human Factors in Computing Systems.
Daniels, N. (2001). Justice, health, and healthcare. Am. J. Bioethics, 1, 2.
Grosios, K., Gahan, P. B., & Burbidge, J. (2010). Overview of healthcare in the UK. EPMA
journal, 1, 529-534.

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Katsaliaki, K., & Mustafee, N. (2011). Applications of simulation within the healthcare context.
Journal of the operational research society, 62(8), 1431-1451.
Lameire, N., Joffe, P., & Wiedemann, M. (1999). Healthcare systems—an international review:
an overview. Nephrology Dialysis Transplantation, 14(suppl_6), 3-9.
Leape, L., Berwick, D., Clancy, C., Conway, J., Gluck, P., Guest, J., . . . O’Neill, P. (2009).
Transforming healthcare: a safety imperative. BMJ Quality & Safety, 18(6), 424-428.
Morris, S., Devlin, N., Parkin, D., & Spencer, A. (2012). Economic analysis in healthcare: John
Wiley & Sons.
Mosadeghrad, A. M. (2014). Factors influencing healthcare service quality. International journal
of health policy and management, 3(2), 77.
Wendt, C. (2014). Changing healthcare system types. Social Policy & Administration, 48(7),
864-882.
Wendt, C., Frisina, L., & Rothgang, H. (2009). Healthcare system types: a conceptual framework
for comparison. Social Policy & Administration, 43(1), 70-90.