Metacognition and Transfer: Keys to Improving Marketing Education

Ramocki, Stephen P.

doi:10.1177/0273475306291469

Cited by 26 publications

(20 citation statements)

References 14 publications

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“…Critical thinking and critical reflection on the lecture topic and expected reading beyond the text, such as Business Review Weekly and academic journals, addressed the need to be more current than textbooks and case studies, which tend to be more simply backward-looking (Ackerman et al, 2003). The online reflective journal, introduced on the evidence that critical reflection is important for contemporary marketers (Ramocki, 2007), was a major tool for developing personal and intellectual autonomy. Writing a reflective journal in which a student documents his or her thought processes is a useful way to engage with and understand the metacognitive processes (Ramocki, 2007) that support critical thinking and critical reflection.…”

Section: Constructive Alignment Of Graduate Attributesmentioning

confidence: 99%

Integrating the Development of Graduate Attributes Through Constructive Alignment

Treleaven

Voola

2008

Journal of Marketing Education

133

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The importance of graduate attributes is increasingly recognized internationally in higher education and by industry, government, and accrediting bodies. However, integrating the development of graduate attributes, such as critical thinking and critical reflection, has proved challenging in business education. This article demonstrates the value of constructive alignment for integrating graduate attributes into an intensive marketing course. This illustrative Australian study traces the integration of two graduate attributes from course design, through active student engagement in a range of learning activities, to various assessments of student learning outcomes using standards-based assessment criteria. The study recommends that graduate attributes are expressed as learning outcomes and aligned with assessment criteria, that students' awareness of graduate attributes and their value is developed, that relevance for students' future marketing careers is embedded into learning activities, that substantial opportunities for practice in developing generic skills is offered, that formal and informal feedback from lecturers and peers is provided, and that a programwide approach to developing and integrating graduate attributes is adopted. Finally, the implications for enhancing employability skills of new business professionals and for institutions meeting the assurance of learning standards required for business school accreditation by bodies such as Association to Advance Collegiate Schools of Business, European Quality Improvement System, and Community of European Management Schools and International Companies are considered.

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Section: Constructive Alignment Of Graduate Attributesmentioning

confidence: 99%

Integrating the Development of Graduate Attributes Through Constructive Alignment

Treleaven

Voola

2008

Journal of Marketing Education

133

View full text Add to dashboard Cite

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“…Following the project learning experience, some students start to more realistically assess their skills in a second, post-project reflection. At a minimum, these reflective tasks allow students to perform explicit self-evaluations and develop metacognition, which supports deeper learning (Ramocki, 2007) -a prerequisite for innovation and sustainable organisational performance.…”

Section: Implications For Theory and Business Marketing Practicementioning

confidence: 99%

Fostering Sustainable Innovation Thinking in Australian and Chinese Business Students

Heidt¹

2017

AJBR

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Innovation is widely regarded as a driver of growth. To achieve innovation, people need particular skills, such as creative problem solving, collaboration, planning, as well as the ability to think and act sustainably. These skills sets fit within the scope of the university business education. Therefore, business educators have a key responsibility to help foster these skills in students. This paper outlines a study in which undergraduate business students of a Marketing Principles course undertake a major collaborative project assessment to develop and plan a sustainable market offering. The aim was to determine which sub skills within creative problem solving, collaboration, marketing planning and sustainability skills were present at the outset and which were developed during the project. Data was collected in the form written reflections provided by 110 Australian and Chinese students'. The preand postproject reflections for each student were analysed thematically. The results indicate that through experiential, collaborative project-based assessment first-year business students can develop many of the requisite skills for innovation, as well as for more sustainable organisational performance.

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“…The findings of previous research, based on the tripartite model of the personality and intelligence of a person in education (Kyro, Myllari, & Seikkula-Leino, 2008), has underlined that, besides metacognition, meta-affection and metaconation also have to be fostered. Nevertheless, scholars have stressed the central role of metacognition (Ramocki, 2007), and that it can serve as an indicator of a person"s metacompetency (Weinert et al, 2011). Therefore, the current research focuses on metacognitive abilities in entrepreneurship education, in order to study how entrepreneurship education can contribute to the development of metacognitive abilities in students in universities.…”

Section: Model Of Metacompetencies With An Emphasis On Metacognitionmentioning

confidence: 99%

Enhancing entrepreneurship education of engineering students for increasing their metacognitive abilities: analysis of students’ self-assessments

Ling¹,

Venesaar²

2015

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It has been widely accepted that in today's society outstanding professional knowledge in one's own specific discipline is no longer sufficient for a successful career. It is increasingly important to enhance more generic abilities in individuals so they can apply their knowledge in real-world environments characterized by change, complexity and uncertainty. This has been addressed by sharing the importance of the development of metacompetencies in students studying engineering, allowing them to operate effectively, fostering entrepreneurship and employability. This can be achieved through entrepreneurship education in universities focusing on increasing creativity, self-efficacy, systematic thinking, awareness of opportunities and learning to learn. The aim of the current paper is to suggest a new approach to enhancing entrepreneurship education in engineering students through the development of their metacompetencies, with an emphasis on metacognition. The study includes a quantitative survey the results of which have been analysed using linear statistical analysis and Kmeans clustering. Furthermore, the role of personal characteristics, study level and disciplines have been analysed. The results confirm that the differences in levels of metacognition in students from different study levels and disciplines need to be considered when planning entrepreneurship courses. In addition, the study environment and motivation of students are important to consider when designing the programme for entrepreneurship courses.

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Metacognition and Transfer: Keys to Improving Marketing Education

Cited by 26 publications

References 14 publications

Integrating the Development of Graduate Attributes Through Constructive Alignment

Integrating the Development of Graduate Attributes Through Constructive Alignment

Fostering Sustainable Innovation Thinking in Australian and Chinese Business Students

Enhancing entrepreneurship education of engineering students for increasing their metacognitive abilities: analysis of students’ self-assessments

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