13 research outputs found

    New Generation Cooperatives and Cooperative Theory

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    North Dakota and Minnesota are currently witnessing a renewal in the growth of cooperative enterprises. At the heart of this renewal lies the so-called New Generation Cooperative (NGC), a term that has been applied to the dozens of value-added processing, selected membership cooperatives that have recently formed in the region's agricultural sector. A key organizational feature of NGCs is the linking of producer capital contributions and product delivery rights. This paper describes the organizational features of NGCs and positions them in the broader context of cooperative incentive structures, governance structures, and the cooperative development process. More generally, the paper uses NGCs as a lens through which important elements of cooperative theory can be reviewed

    ADULT EDUCATORS IN CO-OPERATIVE DEVELOPMENT: AGENTS OF CHANGE

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    This work attempts to contribute to our understanding of the role of the external agent and, in particular, the adult educator, in co-operative development. By focusing on the role of adult education in co-operative movements, we can better understand how education contributes to a change in attitude, to building trust and cohesion in groups, and to encouraging people to work together to make improvements in their economic situations and in their communities. The objective of this work is to describe the role of adult educators and extension agents in the co-operative development process. To accomplish this objective, information is compiled from literature dealing with adult education, co-operative development, economies, and other disciplines, and from primary research presented as a case study. Information for the case study was gathered through study tours, personal and telephone interviews, and from literature describing co-operative development in North Dakota and Minnesota. The results of this research emphasize the importance of the active participation and encouragement of a variety of external agencies. The role of the change agent as co-ordinator and facilitator appears to be a crucial element in fostering collective action. In summary, the role of the adult educator is to: facilitate a change of attitude, co-ordinate the expectation of reciprocal co-operation, assist in identifying common goals and a common vision, expand the frame of reference by providing information in an appropriate manner, and foster and nurture leadership within the constituent group. Adult education programmes involved in co-operative development tend to employ similar methods, such as group learning, community capacity building, individual capacity building, discussion forums, and a broad education in economic, social, and political issues, as well as the more practical elements - literacy, life skills, and general information. The adult education programme does not stand alone. A network of external agencies provides support and services to the programme and to the fledging co-operative. This network focuses on a common goal: to develop policy and resources to support and encourage education and collective action to address social and economic problems

    ADULT EDUCATORS IN CO-OPERATIVE DEVELOPMENT: AGENTS OF CHANGE

    No full text
    This work attempts to contribute to our understanding of the role of the external agent and, in particular, the adult educator, in co-operative development. By focusing on the role of adult education in co-operative movements, we can better understand how education contributes to a change in attitude, to building trust and cohesion in groups, and to encouraging people to work together to make improvements in their economic situations and in their communities. The objective of this work is to describe the role of adult educators and extension agents in the co-operative development process. To accomplish this objective, information is compiled from literature dealing with adult education, co-operative development, economies, and other disciplines, and from primary research presented as a case study. Information for the case study was gathered through study tours, personal and telephone interviews, and from literature describing co-operative development in North Dakota and Minnesota. The results of this research emphasize the importance of the active participation and encouragement of a variety of external agencies. The role of the change agent as co-ordinator and facilitator appears to be a crucial element in fostering collective action. In summary, the role of the adult educator is to: facilitate a change of attitude, co-ordinate the expectation of reciprocal co-operation, assist in identifying common goals and a common vision, expand the frame of reference by providing information in an appropriate manner, and foster and nurture leadership within the constituent group. Adult education programmes involved in co-operative development tend to employ similar methods, such as group learning, community capacity building, individual capacity building, discussion forums, and a broad education in economic, social, and political issues, as well as the more practical elements literacy, life skills, and general information. The adult education programme does not stand alone. A network of external agencies provides support and services to the programme and to the fledging co-operative. This network focuses on a common goal: to develop policy and resources to support and encourage education and collective action to address social and economic problems.Agribusiness, Teaching/Communication/Extension/Profession,

    New Generation Cooperatives and Cooperative Theory

    No full text
    North Dakota and Minnesota are currently witnessing a renewal in the growth of cooperative enterprises. At the heart of this renewal lies the so-called New Generation Cooperative (NGC), a term that has been applied to the dozens of value-added processing, selected membership cooperatives that have recently formed in the region's agricultural sector. A key organizational feature of NGCs is the linking of producer capital contributions and product delivery rights. This paper describes the organizational features of NGCs and positions them in the broader context of cooperative incentive structures, governance structures, and the cooperative development process. More generally, the paper uses NGCs as a lens through which important elements of cooperative theory can be reviewed.Agribusiness,
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