Abstract
This reflection paper explores the intricate relationship between marketing and creativity through the lens of adaptive teaching practices. Drawing on established theoretical frameworks from Keith Sawyer's research on creativity and sociocultural perspectives from Beghetto and Kaufman, this work examines how educators—like marketers—must continuously innovate, adapt, and engage their audiences in unpredictable environments.
The paper is grounded in a pedagogical experiment conducted as part of the Communication, Design, and Learning program at the University of Oslo's Faculty of Educational Sciences, where I delivered a guest lecture on the relationship between marketing and creativity.
This experience revealed how teaching itself mirrors marketing: both require strategic simplification of complex ideas, real-time responsiveness to audience feedback, and the creative balancing of theoretical depth with practical relevance.
By analyzing my adaptive teaching methods—prioritizing creative topics, omitting less relevant material, and connecting concepts to contemporary Norwegian business examples—this reflection highlights how creativity in education functions as a socially situated phenomenon, shaped by context, cultural norms, and audience needs.
The paper concludes by drawing a compelling parallel: just as marketers must iterate and prototype their campaigns, educators must treat each lecture as an evolving creative project. This perspective positions teaching as a dynamic, creative profession requiring the same innovation, adaptability, and audience awareness central to effective marketing.
This work contributes to ongoing discussions about the role of creativity in professional practice, demonstrating how interdisciplinary insights—from marketing theory to educational design—can enrich our understanding of innovation, engagement, and human connection.
