Description: In the UK, Knowledge transfer is rapidly becoming more significant in institutional policy because it offers new resources and new opportunities for signalling the significance of a university's research to the wider world of the research 'user'. KT is the 'third arm' of university activity, alongside research and teaching. It has a strong commercial orientation, but is also increasingly entering into the priorities and work practices of researchers in the social sciences and humanities. This paper draws on research (including surveys of researchers and interviews) into the impact of KT on the research relations and practices of education (and other) researchers, with particular attention to ways in which the growth of KT may exert pressure on researchers to produce 'actionable' or 'really useful' knowledge. The theoretical resources informing the paper include consideration of the extent to which the apparent shift to Mode 2 knowledge coincides-or conflicts-with education researchers' views about the kinds of knowledge they are producing and the significance of the audience/user for the production of this knowledge.