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Transfer in the meta-project
Within the Framework Programme for Empirical Educational Research, meta-projects are tasked with advising and supporting the projects in this funding line with regard to knowledge transfer activities.
One of the goals of the meta-project Language Education in an Immigrant Society is to conduct research on knowledge transfer within the projects funded under this program and to disseminate project findings widely in a manner tailored to the target audience.
Understanding transfer in the meta-project
The meta-project is guided by the findings of international transfer and implementation research. It focuses on how scientific findings can be successfully integrated into educational practice.
We place great importance on the principle of co-construction: new knowledge and new approaches emerge collaboratively—through dialogue between research and practice. The meta-project views knowledge transfer as a comprehensive process. This includes the dissemination of knowledge, collaboration with multipliers, and support for practical implementation.
For us, knowledge transfer means adapting and disseminating scientifically grounded knowledge in a way that can bring about lasting change in educational practice.
All of this is part of “mapping the field,” as Prof. Dr. Hans-Joachim Roth—project leader and team coordinator at the Mercator Institute for Multilingualism and Language in Education at the University of Cologne—describes it in the following video interview as one of the tasks of the meta-project.
Damschroder, L. J., Peikes, D., & Petersen, D. (2013). Using implementation research to guide adaptation, implementation, and dissemination of patient-centered medical home models. Rockville, MD: Agency for Healthcare Research and Quality.
van Dijk-de Vries, A., Stevens, A., van der Weijden, T., Beurskens, A. J. H. M. (2020): How to support a co-creative research approach in order to foster impact. The development of a Co-creation Impact Compass for healthcare researchers. PloS one 15 (10), e0240543. DOI: 10.1371/journal.pone.0240543.
Gräsel, C. (2010). Stichwort:Transfer und Transferforschung im Bildungsbereich. Zeitschrift für Erziehungswissenschaft, (13)1, 7-20. DOI 10.1007/s11618-010-0109-8
Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W. & Robinson, N. (2006). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in the Health Profession, 26(1), 13–24.
Schrader, J., Hasselhorn, M., Hetfleisch, P. & Goeze, A. (2020). Stichwortbeitrag Implementationsforschung: Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann. Zeitschrift für Erziehungswissenschaft, 23(1), 9–59.
One of the tasks of the meta-project is to examine the understanding of knowledge transfer and the transfer activities of the projects within the funding line. As part of its own research activities, a study is examining the transfer strategies of the funded collaborative and individual projects through interviews with the researchers.
In addition, the meta-project aims to contribute to knowledge transfer through outreach and communication activities and by supporting the funded projects. These activities also include actively promoting and integrating emerging scientists.
Other channels for knowledge transfer include the events organized by the meta-project, such as annual conferences, workshop discussions, fall schools, and informal exchange formats, as well as the website and a regularly published newsletter.
All of the transfer resources offered by the meta-project can be found in this handout (pdf).
Web-based training on transfer in educational research
To facilitate a deeper exploration of issues related to knowledge transfer within the context of various research fields, the meta-project team has developed a web-based training course titled “Understanding, Shaping, and Communicating Knowledge Transfer.” The goal of this three-part web-based training course is to strengthen researchers’ capabilities in knowledge transfer processes, particularly those in training and early-career stages.
The first module, “Transfer verstehen – Theoretische Grundlagen und Forschungsergebnisse zum Gelingen von Transfer” ("Understanding Transfer—Theoretical Foundations and Research Findings on Successful Transfer”) is now available on Edulabs, the University of Cologne’s ILIAS platform. You can register there for free and try out the module. The module introduces key concepts and findings, addresses typical challenges in research-practice collaborations, and invites participants to reflect on their own understanding of knowledge transfer. The training is designed to be interactive, draws on insights from various perspectives, and combines subject-matter expertise with practical exercises.
What does "transfer" mean in language education?
The goal of knowledge transfer is to bring evidence-based knowledge about language education into practice. Teachers’ practical work and classroom instruction should benefit from research findings, ultimately contributing to a better education for students.
Transfer as a multistage, communicative Process
According to this understanding, the transfer process consists of three elements:
- Dissemination refers to the sharing of reliable, evidence-based research findings through specific publication formats that take the needs of the target audience into account (e.g., publications, conferences, etc.).
- Multiplication refers to the targeted transfer of verified knowledge and the development of appropriate skills as part of the training of professionals in the (school) education system.
- Implementation refers to the systematic application of scientifically validated methods, materials, or concepts.
Dissemination and multiplication are prerequisites for successful implementation.
Gogolin, I., Dirim, I., Klinger, Th., Lange, I., Lengyel, D., Michel, U., Neumann, U., Reich, H. H., Roth, H.-J. & K. Schwippert (2011). Förderung von Kindern und Jugendlichen mit Migrationshintergrund FörMig. Bilanz und Perspektiven eines Modellprogramms. Waxmann.
Gogolin, I., Hansen, A., McMonagle, S. (2021). Koordinierungsstelle "Sprachliche Bildung und Mehrsprachigkeit" (KoMBi). Abschlussbericht zur Förderperiode 3, Förderkennzeichen 01JM1301. URN: urn:nbn:de:0111-pedocs-237367 - DOI: 10.25656/01:23736.
Roth, H.-J., Uçan, Y., Sieger, S. & Gollan, C. (2021). Stichwort: Implementationsforschung zwischen Intervention und Transfer im Kontext von Mehrsprachigkeit und sprachlicher Bildung. ZfE, 24, 775-818.