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Chapter 9: Knowledge Transfer and Utilization in Education

Although few educational researchers would state the case for educational knowledge utilization as strongly as Glaser, most would agree that producing knowledge, transferring it to a setting where it can be applied, and using that knowledge in some form is a worthwhile aim for social scientists concerned with improving education. And although some writers have wondered whether the "utilization problem" (to be discussed in this chapter) might well result from a lack of research findings worthy of use (e.g., Boruch & Wortman, 1979), most educational researchers and policy analysts whose work is assessed here are concerned with discovering ways of generating knowledge that is potentially useful, with designing effective mechanisms of transfer and with enhancing utilization of the knowledge. This chapter reviews recent thought and research related to knowledge production, transfer, and utilization, assesses the strengths and shortcomings of this research, and suggests directions and frameworks for guiding future efforts to more fully understand these processes. After presenting a brief history of the knowledge utilization "industry" and reviewing the definitions and conceptions that are used in the research reviewed, the discussion proceeds to a review and analysis of the research. In conducting this review three major difficulties surfaced that make it impossible to arrive at a single, integrated synthesis of factors determining the degree or extent of utilization. These difficulties are not simply an inconvenience to the reviewer, however. They represent very real characteristics of the state of the art in research on utilization that must be dealt with before major advances in our understanding can occur. As such,