Focus on Innovation Transfer

A Definitional Approach and Derivation of a Theoretical Actor-Process Model and Ten Empirical Success Factors of Transfer

Abstract

The transfer of scientific knowledge into educational contexts has become increasingly important in recent years. Parallel to developments in many educational disciplines, geography didactics reveal major challenges in this regard, which manifest themselves in a transfer deficit in many areas. There is confusion about the concept of transfer and how successful transfer can be organised. In this article, the concept of transfer will be approached in a definitional discussion in order to present a theoretically derived process model based on a more elaborate understanding. Based on empirical findings, ten characteristics of successful transfer processes as well as two best-practice examples are presented. Finally, implications for geography-didactic transfer research and practice are derived from this.