Transnational knowledge exchange, hybrid organisations of knowledge production in between research and policy, as well as attempts to standardise and measure input and output of production, reception and dissemination of educational (research) knowledge highlight the importance of comparison and underline the need of reflection on and analysis of educational comparative research. This symposium focuses upon such a reflection, starting from the assumption that educational comparative research can be observed as a multilevel practice, where research and policy, national and transnational views and different kinds of governance based on different types of knowledge and social roles are intertwined. The symposium presents theoretical, historical and empirical analyses; it is composed of two parts with three papers each, who focus in different perspectives on the following issues. Research and policy: Comparative research not only contributes to a better understanding of educational complexities, but also to legitimising policy decisions and governance. In addition, the political usefulness of educational research knowledge is related not only to particular – mainly quantitative - methodologies, but also to particular social networks and their interests. The national and the transnational: To some extent educational research knowledge is still locked into the respective national educational discourses. However, educational and social science research contribute to the production and dissemination of knowledge on education and learning which goes beyond national boundaries. It is driven by and embedded in newly emerging ‘hybrid’ structures, networks and joint ventures, which take over functions of mediation and transnational ‘knowledge management’ in the process of global and European adjustment. Governance and Self-governance: These ‘hybrid’ and borderless structures also display overlapping and intersecting cognitive spheres, social roles and forms of knowledge. They provide dynamic concordance and coordination, supply and demand, service and advice. These fluid and self-governing structures are perceived and even devaluated by traditional educational research elites who complain about the decline of academic freedom, culture and reputation and, at the same time, about the increase in external governance. It is at the very core of educational comparative research to observe and analyse these shifts and relationships, and to ask for example whether they indicate a new era or whether there is a persistent texture specific to educational research and reflection.

The symposium presents theoretical, historical and empirical analyses; it is composed of two parts with three papers each, who focus in different perspectives on the following issues.

It is at the very core of educational comparative research to observe and analyse these shifts and relationships, and to ask for example whether they indicate a new era or whether there is a persistent texture specific to educational research and reflection.