This article examines whether educators’ use of selling activities (selling-to-teach) based on the seminal sales process can improve perceived and actual learning. By viewing the teaching interaction as a sales situation, the authors suggest professors can help students realize their need for learning just as a salesperson helps a prospect realize a need for a product or service. Leveraging the theoretical communication commonalities in teaching and selling, we posit that selling-to-teach will positively affect perceived and actual learning. Using a mixed-methods approach through two studies, we find qualitative and quantitative (n=616) support for selling-to-teach. Instead of examining pedagogy in sales, we suggest that sales is a pedagogy to be used across disciplines. This fuller examination unveils the sales process as a pedagogical tool to empower instructors and to maximize the student learning experience through different selling steps used as teaching method.

本文研究了教育者基于开创性销售过程的销售活动（销售到教学）的使用是否可以改善感知的和实际的学习。通过将教学互动视为一种销售情况，作者建议教授可以帮助学生认识到他们对学习的需求，就像销售员可以帮助潜在客户认识到对产品或服务的需求一样。利用在教学和销售中理论上的交流共性，我们认为以教学为卖点将对感知和实际学习产生积极影响。通过两项研究，使用混合方法方法，我们发现了定性和定量（n = 616）对“推销给老师”的支持。我们建议不要将销售教学法作为研究方法，而是将其用于跨学科的教学法。