Abstract
This editorial examines transfer between research and practice as a central challenge for career guidance under changing social, economic and technological conditions. It rejects a linear understanding of transfer as the dissemination of ready-made knowledge and instead conceptualises it as a cooperative, iterative and context-sensitive process of translation, implementation, evaluation and further development. Drawing on contributions from different national and institutional contexts, the volume highlights the relevance of co-constructive knowledge production, professional competencies, organisational capacities and empirical evaluation. Together, the contributions demonstrate that effective transfer depends on connecting academic knowledge, professional experience and the perspectives of guidance recipients. Designing Transfer thus refers to the deliberate shaping of reciprocal relationships between knowledge production and the development of career guidance practice.
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Copyright (c) 2026 Christoph Krause (Author)