Making “Knowledge Transfer” Decisive, Logically Consistent, and Self-Reflective
Value-free science meant for Max Weber that its value judgments should be decisive, logically consistent, and self-reflective and not remain implicit. What implications does it hold for those aspiring to carry out knowledge transfer and hence, bridge the gap between research and practice? They need to adopt a dual role: one that aims for decisiveness and logical consistency and the other that focuses on self-reflexivity.
On the one hand, knowledge transfer practitioners at the university should (1) systematize knowledge about prevailing research/practice structures, i.e. existing collaborative/cooperative relationships between university and non-university actors; (2) trace the research/practice relationship historically to discover patterns and directions; and (3) suggest relevant formats for knowledge transfer, taking into consideration the university structures, the target groups and their needs, individual interests, and understanding of one’s role as a scientist. These formats should allow for an interaction on equal footing, i.e. bidirectionality instead of linear models of knowledge transfer.
On the other hand, extending meaningful discourses into society outside of the university about co-production and co-creation approaches ensures self-reflexivity. Without necessarily advocating certain positions, promoting information flows between science and other social actors stimulates the dynamics of social discourse and debate culture, for example by mediating dialog between social actors in decision-making processes through public event formats. Apart from elevating the social culture of debate and democracy, this offers an insight into practical societal problems. Reflecting on these problems helps align university and societal goals.
To lead innovative social change through knowledge transfer, we conclude, that both scientific rigor and meaningful interaction with practice are required.