Abstract
This article examines how researchers can enhance the impact of their work on professional practice by developing effective knowledge products. This term refers to the means by which researchers enable others to learn from the knowledge they generate through their research. The concept of knowledge products is related to discussions on intermediate-level knowledge and alternative forms of research communication. Both elements contribute to the uptake in practice. Despite successful examples of knowledge product development, the design research community lacks a shared theoretical foundation for knowledge products. This paper addresses that gap by 1) framing knowledge products as mediating artefacts that connect two learning processes: those of researchers and practitioners; 2) distinguishing between knowledge form and manifestation form as essential components of knowledge products; and 3) offering practical guidance for designing knowledge products that foster professional learning, reflection, and application.
Keywords
Knowledge Products, Research Impact, Applied Research, Professional Practice
DOI
https://doi.org/10.21606/drs.2026.1266
Citation
van Turnhout, K., Smeenk, W., Andriessen, D., and Losse, M. (2026) Knowledge Products from Applied Design Research, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.1266
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Knowledge Products from Applied Design Research
This article examines how researchers can enhance the impact of their work on professional practice by developing effective knowledge products. This term refers to the means by which researchers enable others to learn from the knowledge they generate through their research. The concept of knowledge products is related to discussions on intermediate-level knowledge and alternative forms of research communication. Both elements contribute to the uptake in practice. Despite successful examples of knowledge product development, the design research community lacks a shared theoretical foundation for knowledge products. This paper addresses that gap by 1) framing knowledge products as mediating artefacts that connect two learning processes: those of researchers and practitioners; 2) distinguishing between knowledge form and manifestation form as essential components of knowledge products; and 3) offering practical guidance for designing knowledge products that foster professional learning, reflection, and application.