Abstract
This paper examines the conditions for transdisciplinary knowledge creation and transfer of knowledge in general using the Academy for Spatial Research and Planning (ARL) as an example. Based on a consideration of differences between practice-oriented and transdisciplinary research the paper discusses the role of science and practice and their relationship. It emphasises the need for a transdisciplinary dialogue including all relevant scientific disciplines and stakeholders for addressing major societal challenges. When scrutinizing the current evaluation practice of the Leibniz Association it can be shown that the tracing of impacts generated in discursive and applied research processes is a challenging task. Subsequently we discuss how the ARL—with its inherent tension between different scientific disciplines and the application-oriented planning practice—and other “non typical scientific institutes” can be evaluated. Based upon this, recommendations are given for further development of mechanisms to evaluate scientific institutions, in particular with regard to knowledge transfer and transdisciplinary research.
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