New Zealand dairy farmers as organisational learners

Abstract

The dairy industry is an important element of the New Zealand economy, and its key producer organization (the New Zealand Dairy Board) views itself as being progressive in relation to the acquisition and adoption of technology. However it accepts that in order to remain price competitive in international markets, technological improvement is a continual necessity. As a result the Board needs to increase production efficiency by encouraging farmers to``learn about'' (and adopt) new methods and processes. In 1997 the Board initiated a strategy for improving learning within farm organisations. A project was undertaken to examine the barriers to learning for farmers and to explore alternative methods for enhancing their learning. This paper reflects on the use of action research (AR) as one alternative method. In a case study on women dairy farmers, AR was used as a method of resolving an on-farm technical issue. This process is compared with the discussion group method already used widely in the New Zealand dairy industry.

Risk, trust and knowledge networks in farmers’ learning

“…This study extends research into New Zealand dairy farmers' acquisition of information with prior studies addressing ways in which particular sections of the farming community acquire information, including women and Māori farmers (Hurley and Massey, 1999;Kingi et al, 2000;Massey and Hurley, 2001), and looking at changes in the way extension services are accessed by the industry (Hurley et al, 1997). The current study formed part of a major longitudinal exploration of technological learning in the NZ dairy industry funded by the Foundation for Research, Science and Technology.…”

The role of collective action in the New Zealand dairy industry: an international comparison

“…An interviewee told us, "The average New Zealand farmer is a multi-millionaire." It appears that New Zealand dairy farmers have increasing business expertise with increased education due to the continual collective learning situation, supporting Massey and Hurley (2001) and Paine (1997).…”

Lecture and Workshop Modes Comparison on Rangeland Developments: The Case of Iran

“…The second method—workshop—puts its emphasis on trainee participation. It is argued that involving the participants in the process improves the relevance of the knowledge generated (Massey and Hurley, 2001). A workshop is a crucial form of continuing learning for professionals who are confronting new needs and interests and can be defined as a meeting for concerted discussion or activity (Klein, 2004).…”