Educating practitioners to value new marketing knowledge

Abstract

Purpose The purpose of this paper is to detail teaching and learning strategies designed to incorporate advances in marketing and continued interest in new marketing knowledge. Design/methodology/approach The current debate concerning the transfer of new marketing knowledge from academics to practitioners is reviewed. Teaching and learning strategies that increase exposure to and interest in new marketing knowledge are described. Findings Certain classroom strategies that increase the transmission of new marketing knowledge appear to increase the receptivity towards future advances. The argument is made that the use of such strategies helps move marketing academics from a push strategy for disseminating marketing knowledge to a pull strategy. Research limitation/implications The strategies described here have been used with highly motivated, experienced students, such as executives. Practical implications The specific classroom techniques have been refined over a number of years and offer ideas that are immediately applicable to marketing faculty. Originality/value The educational approach presented here derives from a firm grounding in both research and teaching and offers a practical approach to bridging the academic‐practitioner divide.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 7 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.