The paper analyses communicative practices in educational science research on the basis of an empirical investigation. 750 members of academic, educational staff at universities and research institutes in Austria, Germany and Switzerland were surveyed. The study investigates which factors (“international orientation”, “results presentation”, “local-national integration”) can be used to portray the communicative practices of educational scientists. Further aspects examined include how specific patterns are formed under the prevailing contextual conditions and to which knowledge markets the communication refers. Thus the level of communicative capital is interconnected with the differentiation of the knowledge culture for various types (“expositionalists”, “universalists”, “particularists”, “floaters”).

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