Evaluating knowledge integration and co-production in a 2-year collaborative learning process with smallholder dairy farmer groups

Characterization of dairy innovations in selected milksheds in Kenya using a categorical principal component analysis

“…Regarding privately owned processor’s milkshed (HCL), most (55.8%) of the farmers were classified in cluster 2 which was characterized by housing of cows at night, grazing with some stall feeding, weekly spraying of cows, and low percentage of farmers selling milk through groups. Despite the findings on importance of group membership by a past study by Restrepo et al ( 2018 ) in this milkshed, cooperative membership and milk sale through cooperatives by farmers remained low possibly because of low milk prices offered by groups compared to milk prices by traders. Restrepo et al ( ibid ) demonstrated that cooperative societies can be used as an avenue for collaborative learning.…”

“…Both studies were conducted in the milkshed of MWDL. Another study by Kenduiwa et al ( 2016 ) in Bomet county which is within the milkshed of NKCC Sotik assessed the influence of smallholder dairy farmers’ participation in microfinance on breed improvement, while studies in the milkshed of HCL revealed the importance of smallholder dairy farmer groups in facilitating transformation of new knowledge to action through collaboration between farmers, researchers, and field assistants (Restrepo et al 2018 ), and the significance of improved utilization of crop residues such as treating wheat with urea to maintain milk production during the dry season (Kashongwe et al 2017 ). In addition, a study by Nyokabi et al ( 2018 ) in the same milkshed revealed that limited enforcement of formal contracts that prescribe the quality of raw milk to be supplied to processors and cooperatives hinders the enhancement of milk quality.…”

Learning for Sustainability in Horticultural Production in Arctic Norway

“…More specifically, the study uses sustainability assessments to contextualize sustainability and as a starting point for a learning process toward farm sustainability (de Olde et al, 2016). Theoretically, this study enhances our understanding of how learning processes can lead to increased farm sustainability (Lankester, 2013), while empirically, it brings new evidence on farm sustainability and the underlying processes for how new knowledge becomes action regarding farm sustainability (Restrepo et al, 2018). We further suggest a way to advance from sustainability assessments to a sustainability learning process for actual change.…”

“…The learning process begins when observing the result of an action (Argyris and Schön, 1978) and then engaging in self-reflection that then leads to either single or double-loop learning (Restrepo et al, 2018). Our approach adopts doubleloop learning as described in Tàbara and Pahl-Wostl (2007), "in which the learner becomes aware of the assumptions and values that he or she holds, and is capable of major shifts, " which is distinctly opposed to single-loop learning where the aim is to perform routine processes in a more efficient or better way (Argyris, 1992).…”

Towards a new generation of climate information systems : information systems and actionable knowledge creation for adaptive decision-making in rice farming systems in Ghana

“…Actionable knowledge can result from more than one knowledge system. Other scholarly works acknowledging this phenomenon express it in terms such as hybrid knowledge (Pauli, Barrios, Conacher, & Oberthur, 2012) and integrated knowledge (see also Restrepo, Lelea, & Kaufmann, 2018;Kniveton et al, 2015) pointing to the strength in complementary actionable knowledge rather than only indigenous independent knowledge (see also Dujardin, Hermesse, & Dendoncker, 2018;Akullo et al, 2007;Mbilinyi, Tumbo, Mahoo, Senkondo, & Hatibu, 2005;Altieri, 1996;Veraart, Klostermann, van Slobbe, & Kabat, 2018;Biggelaar, 1991).…”