Sligo, F.X. (author), Massey, Claire (author), and Department of Communication and Journalism, Massey University
Massey University, New Zealand Centre for SME Research
Format:
Journal article
Publication Date:
2007-04
Published:
Elsevier
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10440
13 pages., Via online journal., This study reports on New Zealand dairy farmers’ access to and use of information as mediated through conditions of risk and trust within the context of their interpersonal social networks. We located participants’ reports of their information use within their perceived environments of trust and risk, following Giddens's [1990. The consequences of modernity. Polity Press, Stanford, CA] typology of trust and risk in pre-modernity and modernity. The research participants were constant users of interpersonal and print information from numerous sources, and monitored their incoming data in the light of strategic needs, reflecting their roles as both farming practitioners and business owners. Socio-spatial knowledge networks (SSKNs) combine individuals’ explanatory cognitive models of information acquisition and use with a micro-geographical analysis of their interpersonal networks. The participants showed characteristics of pre-modern, modern and even post-modern society in respect of their use of complex interactional forms, as well as a blending of individualistic and communitarian practices and concerns in their professional and personal lives.
Mather, Damien W. (author), Knight, John G. (author), Insch, Andrea (author), Holdsworth, David K. (author), Ermen, David F. (author), and Breitbarth, Tim (author)
Format:
Journal article
Publication Date:
2012
Published:
International
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D06487
20 pages, via online journal, Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.
14 pages., Online via UI e-subscription, This critical review examined the role that country image and country of origin play in food retailing within the context of international trade in food. Authors developed a research agenda, highlighting several major avenues and methodological approaches with the aim of enhancing the relevance and validity of COO research in food retailing and promotion management.
