This paper will consider the consequences of strong steering towards productive and useful research-with an emphasis on evidence to inform policy and on commercialization-that is a feature of research steering in many developed countries-but perhaps particularly strong in the European research Area, in Australia and the UK. It will provide an overview of the criticisms of educational research that have supported this agenda-indeed justified it-and will also briefly review some of the critical responses to policy that have been offered by the education research community. However the paper will then focus down on the commercialization of research and ideas about 'knowledge transfer'. These areas have implications for research in the social sciences, including education, and some of these will be discussed, with particular attention to their impact on the 'core business' of universities. the argument will be made that these developments may offer opportunities for the pursuit of progressive agendas for practical action to researchers who seek to engage with practitioners and policy makers.