A primary purpose of marketing education is to prepare students to perform throughout their careers, and performance largely relies on transferability of knowledge. It has been demonstrated that training in metacognition, along with emphasis on transfer, does lead to increased probability that knowledge will be transferred into environments dissimilar to those encountered in the classroom. This article discusses the ramifications of metacognition and transfer and offers methods through which they can become a standard part of marketing educational pedagogy. A simulated assignment is also presented to clarify the discussion.
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