Learning and Innovation in Agriculture and Rural Development: The Use of the Concepts of Boundary Work and Boundary Objects

Autor/inn/en	Tisenkopfs, Talis; Kunda, Ilona; šumane, Sandra; Brunori, Gianluca; Klerkx, Laurens; Moschitz, Heidrun
Titel	Learning and Innovation in Agriculture and Rural Development: The Use of the Concepts of Boundary Work and Boundary Objects
Quelle	In: Journal of Agricultural Education and Extension, 21 (2015) 1, S.13-33 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2014.991115
Schlagwörter	Agricultural Education; Rural Development; Sustainable Development; Learning Processes; Educational Innovation; Classification; Interaction; Case Studies + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Rural environment; Development; Ländliches Milieu; Entwicklung; Nachhaltige Entwicklung; Learning process; Lernprozess; Instructional innovation; Bildungsinnovation; Classification system; Klassifikation; Klassifikationssystem; Interaktion; Case study; Fallstudie; Case Study
Abstract	Purpose: The paper explores the role of boundary work and boundary objects in enhancing learning and innovation processes in hybrid multi-actor networks for sustainable agriculture (LINSA). Design/Methodology/Approach: Boundary work in LINSA is analysed on the basis of six case studies carried out in SOLINSA project under a common methodology. In developing typologies of boundary work and objects, a grounded approach is used. Findings: LINSA analysis demonstrates the dynamic character, diverse forms and multiple functions of boundary work and objects in three domains: learning, innovation, and sustainability. Addressing specific types of goals and actors leads to specific types of boundary work and boundary objects. Context-appropriate boundary work allows aligning differing actor attitudes, gaining increased external support, and developing LINSA. The concepts of boundary work and boundary objects are relevant in a broad range of divergent LINSA settings. Boundary work has its limitations, but its facilitation supports reaching LINSA goals. Practical Implications: The paper proposes recognising context-appropriate forms of boundary work and skilful use of emerging boundary objects to both promote internal consolidation of LINSA and effective external communication to foster learning and innovation for sustainability. Originality/Value: The paper provides insights into the forms, dynamic and outcomes of boundary work in LINSA in three key domains: developing shared knowledge base, coproducing innovation and negotiating sustainability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01