6 pages, Profit teams comprise multiple consultants engaged to support farmer decision making by holistically analyzing farm challenges. We tested the idea of using profit teams to help advanced beginning farmers, those who are beyond start-up but have been in business less than 10 years, address constraints to growing their businesses. These new entrepreneurs often have entered agriculture without a family farming history or a connection to Extension. We describe the processes of selecting farmers and administering teams, and we highlight significant improvements in quality of life, production, and profitability reported by 35 farmers. Our lessons learned may guide other educators and funders in developing profit teams for their beginning farmer clients.
5 pages, Despite the increase in energy consumption, rising energy costs, and the overall financial strain in the agriculture sector, the Extension system has allocated limited resources to energy education in agriculture. Many energy programs focus on renewable energy and energy efficiency technologies whereas little attention is paid to developing an understanding of how farmers are billed for electricity, when electricity is used, and why. The first step in developing evidence-based solutions to improve farm profitability is clearly defining the problems that need to be solved. If not Extension, who will take on the responsibility of providing this critical education?
21 pages, In this study we explain the concepts, determinants and imperatives of boundary in smallholder producers’ cooperatives both conceptually and empirically. The conceptual framework indicates the importance of the type of goods (being a club good or not) and range of activities that a cooperative provides to its members in defining a competitive boundary. Using unique organisational and market level data from Ethiopia, we then test empirically whether the observed (weak) performance of producers’ cooperatives in Africa is explained by their organisational boundary – the type and range of goods or services they provide to members. The empirical results confirm that the competitiveness of producers’ cooperatives is significantly correlated with the type and number of services – i.e. cooperatives that provide club goods and a limited range of services are found to be more competitive. The results also suggest that a considerable number of cooperatives in Ethiopia engage in markets where they do not have competitive advantage. Overall, we demonstrate the importance of properly defining a viable boundary – proper selection of services (or markets) and limiting the range of services – for improving the competitiveness of membership-based producer cooperatives in Africa.
pgs. 11275-11284, Via online journal, The way in which farm managers' attitudes, personality, behavior, values, and sociodemographic characteristics influence farm business performance is, at best, only partially understood. The study reported here expands on this understanding by analyzing the attitudes and personal attributes of 80 dairy farmers in Great Britain in relation to the profitability over 3 yr of their farm businesses. Business goals, temperament, purchasing behavior, and having a growth mindset toward the business were found to be associated with profitability. A linear regression model consisting of 5 variables related to the above was presented that predicts 34% of the observed variation in profitability. Each of these variables were questions related to the participants' personal attitudes or beliefs. Other assessed variables, such as specific husbandry behaviors or practices, or management practices and sociodemographic characteristics, did not warrant inclusion in the final model. These results uniquely contribute to understanding how the attitudes, personality, behaviors, and attributes of dairy farmers are associated with, and thus likely to influence, the profitability of their farm businesses.
11 pages, via online journal, Purpose: Educational farms (EFs) serve a number of social and economic functions and are part of the debate about new learning environments, multifunctional agriculture and firm diversification. Through the analysis of a case study, this paper aims to identify strengths and weaknesses, opportunities and threats (SWOT) of EFs and key factors for setting a development strategy.
Design/Methodology/Approach: A direct survey to EFs in Molise region (IT) was implemented during April-May 2017 and results were assessed following a SWOT approach.
Findings: Strong motivation and connection with agritourism activities are strengths of EFs in the region; small size, unskilled staff, lack of structured educational pathways, and limited profitability are the main weaknesses. Farms opportunities come from a territory rich in rural landscapes, environmental resources, and typical food products, and from a growing demand for educational tourism. Obstacles are in the institutional sphere and due to the absence of regional networks. Based on SWOT findings, key factors for EFs development are discussed.
Practical implications: EFs development requires innovative educational and managerial tools, a more concerted and proactive role for multiple stakeholders, and the implementation of a network approach. Study findings solicit actions from public institutions and advisory services to improve farmers’ skills.
Theoretical implications: The paper contributes to the theoretical debate about the need for a multidisciplinary approach in dealing with the analysis of EFs.
Originality/Value: The analysis underlines the importance of internal and external drivers in stimulating farms and institutions to support diversification strategies, rural development and transformation processes in inner areas.
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.
