The purpose of education is the transfer of learning from the classroom to real world situations, with transfer being accepted as a precursor of competence. Transfer concerns prior learning that affects new performances. However, clear evidence exists stating that such an aim is not guaranteed.

Therefore, the belief in the retention, transfer and application of learning and acquired knowledge after four years of undergraduate study is a state of affairs that clearly needs investigating. The present paper explores the concept and theory of educational transfer in higher education, with a focus on Macau Polytechnic Institute. A literature review maps the origin and changes in understanding of the key concept of educational transfer, with a distinction drawn between near and far transfer, and continuing with an exploration of the mechanisms and the conditions required in the facilitation of far transfer. The rationale that facilitates such transfer involves cognitive approaches and socio-cultural theory. Ultimately, the thesis of this research claims that it is important for educational provides and institutions, as well as academics and students, to understand the variables of active learning, analogical reasoning, constructivism, metacognition and expertise apprenticeship required in the successful transfer of learning to future work environments. 

Author Profile(s)
Adrian Davis (EdD) is an English-language lecture in the School of Public Administration at Macau Polytechnic Institute.

He has a Master Degree in Psychotherapy and is also a certified Play therapist (APTA). He is currently a student of art therapy with CiiAT.

His publications include Social Work Undergraduates Impressions of Content-base Language Teaching (Journal of Intercultural Communication Studies,2016), The Role of Poetry in the Teaching of English to Social Work Undergraduates (Journal of Macau Polytechnic Institute,2011), the Leadership Wisdom of the I Ching (Journal of Sino-Western Cultural Studies, Macau Polytechnic Institute, 2010), and Teachers’ and Students’ Beliefs Regarding Aspects of Language Learning (Journal of Evaluation and Research in Education,2003).