RDEV30380

Learning Outcomes:

1. Explain the rationale for agricultural advisory services within the wider agricultural knowledge and innovation system
2. Distinguish different types of innovation relevant to agriculture and explain the role of knowledge and learning in agricultural and rural innovation
3. Identify economic, social, cultural, and psychological factors that affect the uptake of innovation by farm households
4. Understand adult learning processes and the agricultural knowledge and information systems associated with farm decision making in Ireland
5. Be familiar with a suite of advisory education approaches and methods

Indicative Module Content:

Understanding the AKIS (Agricultural Knowledge and Innovation System)
Models and approaches to farm family decision making
Rural Sociology - understanding farm families
Succession on farms - links to innovation
Innovation and diffusion of innovation
Adult learning and design of learning programmes
Overview of advisory methodologies

Student Effort Hours:

Approaches to Teaching and Learning:

This modules utilises aspects of problem based learning and group project work. It gives students the opportunity for peer to peer learning as well as peer review.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Feedback will be given on a weekly basis to the whole class based on student presentations at early stages of the project Group and individual feedback will be given post assignment

Reading List for Knowledge Transfer and Farm Innovation (2020/21)


Knierim, A., Boenning, K., Caggiano, M., Cristóvão, A., Dirimanova, V., Koehnen, T., Labarthe, P. and Prager, K., 2015. The AKIS concept and its relevance in selected EU member states. Outlook on AGRICULTURE, 44(1), pp.29-36.

Moroney, A., O'Reilly, S. and O'Shaughnessy, M., 2016. Taking the leap and sustaining the journey: Diversification on the Irish family farm. Journal of Agriculture, Food Systems, and Community Development, 6(4), pp.103-123.

Shortall, S., 2018. Changing gender roles in Irish farm households: continuity and change. Irish Geography, 50(2), pp.175-191.

Deming, J., Macken-Walsh, Á., O'Brien, B. and Kinsella, J., 2019. Entering the occupational category of ‘Farmer’: new pathways through professional agricultural education in Ireland. The Journal of Agricultural Education and Extension, 25(1), pp.63-78.
Russell, T., Breen, J., Gorman, M. and Heanue, K., 2020. Advisors perceptions of their role in supporting farm succession and inheritance. The Journal of Agricultural Education and Extension, pp.1-12.

Padel, S., 2001. Conversion to organic farming: a typical example of the diffusion of an innovation?. Sociologia ruralis, 41(1), pp.40-61.

Barrett, T.J., 2016. Principles and theories of adult learning. Alliance Learning Center.
O’Donoghue, C. and Heanue, K., 2018. The impact of formal agricultural education on farm level innovation and management practices. The Journal of Technology Transfer, 43(4), pp.844-863.

Gorman, M., 2019. Becoming an agricultural advisor–the rationale, the plan and the implementation of a model of reflective practice in extension higher education. The Journal of Agricultural Education and Extension, 25(2), pp.179-191.
Klerkx, L., 2020. Advisory services and transformation, plurality and disruption of agriculture and food systems: towards a new research agenda for agricultural education and extension studies.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.