Participatory research (PR) has been analyzed and documented from different points of
view, but particularly taking into consideration the benefits that this process generates
for farmers. Studies of the benefits of PR for other actors such as field staff, researchers
and organizations have been limited, with organizational learning receiving the least
attention. This paper analyzes the interaction between the International Potato Center
(CIP) and CARE in Peru and makes the case that PR can also contribute to creating a
collaborative learning environment that generates important lessons for the individuals
and organizations involved. The paper describes the evolution of the collaborative
environment of these two institutions for more than a decade. Three interactive learning
periods are presented, namely the “information transfer period” (1993 –1996) the
“action-learning period” (1997-2002), and the “social learning period” (on-going).
Several lessons from each period, as well as changes in institutional contexts and
perceptions, are described. The CIP-CARE case shows that research and developmentoriented
organizations can interact fruitfully using PR as a mechanism to promote
learning, as well as flexibility in interaction and innovativeness, and that a process of
osmosis of information occurs between groups that use PR in a specific case to other
groups within the organizations, influencing behavior. However, the paper also
indicates that institutional learning should be promoted more specifically in order to
extract guidelines from the lessons, which can influence the way organizations plan and
implement their projects in a constantly changing environment
