Transfer and Implementation Research

Studierende beim gemeinsamen Lernen mit Unterlagen in der Hand

In educational contexts, the systematic transfer into practice of evidence-based knowledge and interventions developed on the basis of theory and evaluated according to state-of-the-art methods continues to seldom be successful. Although science-based innovations and findings have become widely accepted in the educational system and education policy and are frequently discussed, systematic application and transfer has not yet been achieved.

Our work in the area of transfer and implementation research examines how the transfer and deployment of scientific findings, particularly those in educational psychology, can be more productive and successful. Our work focuses conceptually and empirically on an integrated perspective. Although intervention and implementation research (e.g. Fixsen, 2009) have both become well-established disciplines, they are insufficiently linked and are often anchored in very different research traditions. In light of this, we apply an approach known as “integrated intervention research”, which requires considering fundamental aspects of implementation feasibility with regard to measures and findings already at the project conceptualization stage. Specifically, we examine how research processes of this sort should be designed, which stakeholders to involve at what positions, and the consequences of a systematic focus on transfer for the development of research designs. What this kind of orientation means for researchers’ motivation and research conditions is another significant question for us.



Die Third Mission an der Universität Wien

  • Direction: Christiane Spiel, Barbara Schober & Veronika Somoza
  • Project staff: Laura Brandt, Julia Holzer
  • Funding: Universität Wien

Transfer und Nachhaltigkeit im E-Learning: Variation von E-Learning-Bausteinen zur Prüfung eines didaktischen Wirkmodells

  • Direction: Christiane Spiel & Petra Wagner
  • Funding: Jubiläumsfonds der Österreichischen Nationalbank



Brandt, L., Schober, B., Somoza, V., & Spiel, C. (in press). Capacity Building for Sustainable Development: Coherent Concepts of Universities‘ Third Mission as a Parameter. In: S. Verma, & A. Petersen (Eds.), Sustainable developmental goals: Using developmental science to improve young lives globally. New York: Springer.

Spiel, C. & Schober, B. (2017). Lessons learned for policy impact from research and interventions. In A.C. Petersen, S.H. Koller, F. Motti-Stefanidi, & S. Verma (Eds.), Positive youth development in global contexts of social and economic change (p. 267-278). Routledge: New York.

Schober, B., Brandt, L., Kollmayer, M., & Spiel, C. (2016). Overcoming the ivory tower: Transfer and societal responsibility as crucial aspects of the Bildung-Psychology approach. European Journal of Developmental Psychology, 13(6), 636-651.

Schober B., & Spiel, C. (2016). Enabling improvements: Combining intervention and implementation research. In R. A. Scott, S. M. Kosslyn, & M. Buchmann (Eds.), Emerging Trends in the Social and Behavioral Sciences: an Interdisciplinary, Searchable, and Linkable Resource (S. 286-296). New Jersey: Wiley.

Spiel, C., Schober, B., & Strohmeier, D. (2016). Implementing Intervention Research into Public Policy - the "I3-Approach". Prevention Science, 1-10. doi: 10.1007/s11121-016-0638-3

Schultes, M.-T., Jöstl, G., Finsterwald, M., Schober, B., & Spiel, C. (2015). Measuring intervention fidelity from different perspectives with multiple methods: The "Reflect" program as an example. Studies in Educational Evaluation, 47, 102-112. doi:10.1016/j.stueduc.2015.10.001

Schober, B., Lüftenegger, M., Wagner, P., Finsterwald, M., & Spiel, C. (2013). Facilitating Lifelong Learning in School−Age Learners. Programs and Recommendations. European Psychologist, 18(2), 114−125. doi:10.1027/1016−9040/a000129

Spiel, C., Schober, B., Strohmeier, D., & Finsterwald, M. (2011). Cooperation among Researchers, Policy Makers, Administrators, and Practitioners: Challenges and Recommendations. ISSBD Bulletin 2011, 2(60), 11−14.