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This article presents an overview of the major concepts relating to creativity, which marketing educators will need to consult as they prepare to include the instruction of creativity formally within the curriculum. The overview is presented through discussions of both psychological constructs of creativity relating to the individual and organizational constructs with their accompanying managerial implications. Individual and group implications of creativity are considered in conjunction with marketing pedagogy. A plea is made to distribute education in creativity throughout the marketing curriculum wherever this is feasible.

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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.