One of the main issues of European innovation policy is the mobility of knowledge. Knowledge flows are seen as the glue of the innovation system. Not only knowledge per se, but importance of knowledge diffusion and distribution is indicated also. Do changes in society affect knowledge production in higher education and its flow to practice? How could these flows of knowledge be measured? The process of new knowledge production and distribution is no longer a privilege of higher education. A number of other institutions, which may produce (and they do produce) new knowledge emerge. Thus knowledge becomes the most valuable good in knowledge economy. But knowledge produced in higher education is still considered to carry the best potential in fostering the development of society. Successful diffusion of new knowledge of this kind creates the premises to foster innovations that are one of the most important conditions for development in regional, national and international level as well. Scientific knowledge is the base for radical changes, but it has no value if isn't used for practical purposes. Unfortunately, the gap between scientific and practical knowledge is observable as one of the most problematic aspects of knowledge mobility. Another one is that in most cases this useful knowledge does not reach those to whom it could bring maximum benefit. Changes in perception of higher education (Barnett, 1990, 1994), knowledge production (Gibbons, 1994, 1997, 1998; Leydesdorff, Etzkowitz, 1996, 1998, et al) and science (Callon, 1994) of contemporary society are analyzed in this paper as the main premises for knowledge mobility in knowledge society, pointing out some indicators (on an example of educational sciences) to measure knowledge mobility and links between knowledge production and knowledge use activities. Using those indicators (which cover knowledge content - type, nature, objects, etc of produced knowledge - and knowledge flows - strategies, methods, ways, etc of knowledge mobility), the existing links between the academic world and practical knowledge are investigated and empirical findings are presented in this paper. Consequently, this research may answer the question, do higher education produces mobile and productive knowledge - knowledge which is used and creates value?