Multiple perspectives on dynamics of participation and learning in sustainable farming initiatives

Although sustainable development is a complex concept, public and private initiatives emerge to support farmers in the sustainable development of their farming practices. In this thesis, we analyzed those Sustainable Farming Initiatives (SFIs) in which farmers engage on a voluntary basis and in which a social learning environment is created for them. However, these SFIs vary considerably in success. Diverse SFI characteristics and the lack of a fixed blueprint on SFI design, make it difficult to define the reasons for this variability in success. Research on SFIs is even further complicated by the inherent and interrelated processes of learning involved with participation in an SFI, i.e., learning on on-farm sustainable development and learning on the development of an SFI. The objective of this thesis was to reveal key characteristics of SFI design, by investigating the dynamical interrelations that can facilitate the learning of participating farmers in an SFI and of the SFI as a whole. To do so, we used four different perspectives to provide a rich picture on the relevant dynamics related to participation and learning in an SFI. These perspectives were inspired by self-determination theory, communities of practice theory, cultural-historical activity theory and Practice theory. The overall results reveal the importance of (i) the farmers’ autonomous motivation to participate, (ii) an environment that meets the farmers’ basic needs of autonomy, competence and relatedness, (iii) the complementary organization of group and individual farmer learning activities, (iv) the historical development of the SFI and the dispositions, practices and expectations of external actors. These findings were translated into practical recommendations for initiators and actors involved in the development of (future) SFIs

Reflection on the development process of a sustainability assessment tool : learning from a Flemish case

Adoption of sustainability assessment tools in agricultural practice is often disappointing. One of the critical success factors for adoption is the tool development process. Because scientific attention to these development processes and insights about them are rather limited, we aimed to foster the scientific debate on this topic. This was done by reflecting on the development process of a Flemish sustainability assessment tool, MOTIFS. MOTIFS was developed with the aim of becoming widely adopted by farmers and farm advisors, but this result was not achieved. Our reflection process showed success factors favoring and barriers hindering tool adoption. These were grouped into three clusters of lessons learned for sound tool development: (1) institutional embeddedness, (2) ownership, and (3) tool functions. This clustering allowed us to formulate actions for researchers on the following aspects: (1) learning from stakeholders and end users, (2) providing coaching for appropriate tool use, and (3) structuring development of different tool types and exploring spin-offs from existing tools. We hope these normative results evoke other researchers to feed a debate on understanding tool development

Key characteristics for tool choice in indicator-based sustainability assessment at farm level

Although the literature on sustainability assessment tools to support decision making in agriculture is rapidly growing, little attention has been paid to the actual tool choice. We focused on the choice of more complex integrated indicator-based tools at the farm level. The objective was to determine key characteristics as criteria for tool choice. This was done with an in-depth comparison of 2 cases: the Monitoring Tool for Integrated Farm Sustainability and the Public Goods Tool. They differ in characteristics that may influence tool choice: data, time, and budgetary requirements. With an enhanced framework, we derived 11 key characteristics to describe differences between the case tools. Based on the key characteristics, we defined 2 types of indicator-based tools: full sustainability assessment (FSA) and rapid sustainability assessment (RSA). RSA tools are more oriented toward communicating and learning. They are therefore more suitable for use by a larger group of farmers, can help to raise awareness, trigger farmers to become interested in sustainable farming, and highlight areas of good or bad performance. If and when farmers increase their commitment to on-farm sustainability, they can gain additional insight by using an FSA tool. Based on complementary and modular use of the tools, practical recommendations for the different end users, i.e., researchers, farmers, advisers, and so forth, have been suggested

Strategies for expansive learning in sustainable farming initiatives: a CHAT analysis of a Dutch case

A wide variety of public and private initiatives aim to support on-farm sustainable development. But these sustainable farming initiatives (SFIs) show considerable variation in their success to do so. To understand success factors and propose appropriate strategies for continuing and expanding SFI’s, we scrutinized the developmental history of Veldleeuwerik (VL), a Dutch SFI, by using concepts from Engeström’s Cultural-Historical Activity Theory (CHAT); i.e. activity system, contradictions, zone of proximal development (ZPD) and expansive learning (Engeström, 1987, 2009; Engeström & Sannino, 2010). We found how contradictions between the components of an activity system were dealt with by VL’s participating actors and how they contributed to expansion of its possibilities. By distinguishing eight dimensions in VL’s expansive learning, six potential strategies to expand an SFI’s developmental possibilities could be derived: (i) embed in and align with the agri-food system, (ii) communicate with and towards the broader society, (iii) attract more participants, (iv) guarantee a variety of knowledge exchange on sustainable development, (v) increase the longevity, (vi) guarantee equal positions in decision making. CHAT proved a comprehensive theory to understand change and development at the level of the SFI.status: Published onlin

Strategies for expansive learning in sustainable farming initiatives : a CHAT analysis of a Dutch case

A wide variety of public and private initiatives aim to support on-farm sustainable development. But these sustainable farming initiatives (SFIs) show considerable variation in their success to do so. To understand success factors and propose appropriate strategies for continuing and expanding SFI’s, we scrutinized the developmental history of Veldleeuwerik (VL), a Dutch SFI, by using concepts from Engeström’s Cultural-Historical Activity Theory (CHAT); i.e. activity system, contradictions, zone of proximal development (ZPD) and expansive learning (Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit). We found how contradictions between the components of an activity system were dealt with by VL’s participating actors and how they contributed to expansion of its possibilities. By distinguishing eight dimensions in VL’s expansive learning, six potential strategies to expand an SFI’s developmental possibilities could be derived: (i) embed in and align with the agri-food system, (ii) communicate with and towards the broader society, (iii) attract more participants, (iv) guarantee a variety of knowledge exchange on sustainable development, (v) increase the longevity, (vi) guarantee equal positions in decision making. CHAT proved a comprehensive theory to understand change and development at the level of the SFI

Investigating Features of Chain-wide Sustainability Initiatives Favouring Sustainable Development in Flemish Agriculture

Sustainable development can be described as ‘wicked problem’ without fixed end goals or templates to achieve it. Suggestions to start challenging our existing practice resulted in a number of initiatives stimulating farmers to increase the sustainability of their farming practices. These initiatives are very diverse with respect to the actors involved, the tools used, the setting in which it takes place, etc. The contestable, normatively and revolutionary concept of sustainability calls for learning as an essential element of projects and practices seeking contribution to a sustainable development. Insights on how and if these initiatives influence the sustainable development of farming practices are lacking. Therefore we try to find out the kind of learning necessary to achieve a sustainable development of farming practices through literature on Education for Sustainable Development (ESD) and educational practices. Based on a framework of Lankester, we ordered a non-limitative list of characteristics of educational processes mentioned in literature in categories ‘who learns’, ‘why is learned’, ‘how is learned’, ‘what is learned’. These characteristics will be used to analyze four cases where farmers are stimulated to increase the sustainability of their farm. Two of these initiatives are located in The Netherlands (Veldleeuwerik’ and ‘Koeien en kansen’) and two are located in Belgium (‘Beloftevol Boeren’ and ‘Boerenbond duurzaamheidstraject’). Based on this analysis, we derive recommendations on how the educational dynamic within these practices can be further stimulated and farmers learn to deal with sustainability as a wicked problem.status: publishe