How farmers learn: Different approaches to change

Kilpatrick, Sue; Johns, Susan

doi:10.1080/13892240385300231

Cited by 65 publications

(42 citation statements)

References 7 publications

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“…Nos résultats montrent également que chaque agriculteur mobilise, au fil de sa carrière, plusieurs configurations-types : ces configurations-types ne sont donc pas des « styles » d'apprentissage propres à chaque agriculteur contrairement à ce que d'autres travaux tentent d'appréhender (Kilpatrick & Johns, 2003).…”

Section: 2-interprétation Des Résultatsunclassified

A diversity of learning configurations in work situations to reduce the use of agricultural fertilizers and pesticides

Chantre¹,

Bail²,

Cerf³

2014

activites

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Section: 2-interprétation Des Résultatsunclassified

A diversity of learning configurations in work situations to reduce the use of agricultural fertilizers and pesticides

Chantre¹,

Bail²,

Cerf³

2014

activites

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“…In particular, much research has been done on farmers' learning strategies (LS), that is, the approaches most commonly used by farmers to adapt to agricultural changes, overcome problems and keep informed of innovations in the field. Kilpatrick and Johns (2003) reported that the main LS used by many farmers include consultation with financial and industry-related experts, getting help from family members and other farmers, informal learning from others and from written or electronic media, and on-the-job learning. Similarly, Solano et al (2003) studied 91 Costa Rican dairy farmers and discovered that getting help from family members and consultation with technical advisors are the farmers' most preferred LS.…”

Section: Introductionmentioning

confidence: 99%

Farmers’ Learning Strategies in the Province of Esfahan

Karbasioun

Biemans

Mulder

2008

The Journal of Agricultural Education and Extension

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This study was designed to investigate changes in farming and to look at how farmers adapt to diverse changes in and around their farms in the province of Esfahan, Iran. It is part of a larger project aimed at developing a job competency profile for agricultural extension instructors (AEIs). One hundred and two farmers who had previously followed extension courses in the province of Esfahan were interviewed. The findings demonstrate that a large number of farmers in the target group who are older, married, have low education levels, are smallholders and lack adequate job diversity on their farms. The study revealed that these farmers have experienced sluggish internal and external agricultural change, and they are generally more positive about internal changes than external ones. Respondents designated 'extension courses', 'individual farm visits by official extension agents' and 'trial and error', respectively as their three main learning strategies (LS) to help them adapt to the various changes. The results also indicate that older and more poorly educated farmers have more problems in adopting different LS.

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“…Corporate entrepreneurship training programs could be used to train employees of incumbent companies in such areas as creativity, business planning, and corporate entrepreneurship (Kuratko and Montagno, 1989;Kuratko et al, 2001). This type of action might be especially relevant in the agri-food sector because a number of studies have shown that the entrepreneurial success of companies depends on intraorganizational interactions, support, and guidance (e.g., Kilpatrick and Johns, 2003;Lans et al, 2008).…”

Section: Peoplementioning

confidence: 99%

Promoting Entrepreneurship in the Agri-food Industry: Policy Insights from a Pan-European Public–Private Consortium

Bolzani

Carli

Fini

et al. 2015

Industry and Innovation

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Despite the importance of entrepreneurship as an engine for socio-economic growth, few attempts have been made to study how and to what extent industry-specific policies can sustain it. In particular, to date, there is only anecdotal evidence on which factors policymakers can utilize to foster entrepreneurship within the agri-food sector. In this paper, we attempt to fill this gap by developing, testing, and validating a multiitem scale, identifying five factors (i.e., people, money, network, technology, infrastructure) and sixteen specific tools (i.e., items) to be leveraged in promoting entrepreneurship within the agri-food industry. We carry out our study in the context of Foodbest, a pan-European public-private consortium created in 2012 to support entrepreneurship and innovation in the agri-food sector. By testing for differences in perceptions of factors' and tools' effectiveness, we find variations according to respondents' organizational and country affiliation. We thus offer new insights into how public policy and public-private consortiums can proactively promote entrepreneurship in the agri-food domain.Keywords: agri-food; entrepreneurship; public policy; public-private consortium; scale development; factor analysis.JEL codes: O3; L26; Q16, Q18, Key pointsWe cover three key points. First, by conducting a literature review and working with a focus group, we identify a set of theoretically grounded factors and tools that could help promote entrepreneurship in the agri-food industry. Second, we develop and test a multi-item scale of these factors within the context of a pan-European publicprivate consortium. Third, we show that perceptions of factor effectiveness vary among consortium participants according to participants' personal characteristics and organizational affiliations.2

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How farmers learn: Different approaches to change

Cited by 65 publications

References 7 publications

A diversity of learning configurations in work situations to reduce the use of agricultural fertilizers and pesticides

A diversity of learning configurations in work situations to reduce the use of agricultural fertilizers and pesticides

Farmers’ Learning Strategies in the Province of Esfahan

Promoting Entrepreneurship in the Agri-food Industry: Policy Insights from a Pan-European Public–Private Consortium

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