Some of the major underlying assumptions of this paper are that there are differing types of knowledge users; that they make differing uses of knowledge; that if the linkage agent concept is to be understood and defined within education as a macro-system, the uses of knowledge and the conditions affecting knowledge utilization need clarification. Toward this end, five major uses and ten sub-uses of knowledge have been set forth, as have been some of the conditions affecting knowledge use. The major and their sub-uses are to create new knowledge--conclusion research and policy research; to develop new syntheses--concept-oriented syntheses and practice-related synthesis; to attain new developments--product development and idea development; to achieve new or improved practice--improved policies and programs, and newly instituted policies or programs; and to improve training programs--in-service programs and pre-service programs. This chapter is written largely from the perspective of educational administration. (Author/IRT)