Knowledge transfer in agricultural extension - the role of learning processes in the transfer of tacit knowledge

Agricultural extension programmes (AEP) transfer knowledge of agricultural techniques and knowledge to practising farmers. Despite 150 years of experience, policy makers still find efficient transfer of new research to farmers... [ view full abstract ]

Agricultural extension programmes (AEP) transfer knowledge of agricultural techniques and knowledge to practising farmers. Despite 150 years of experience, policy makers still find efficient transfer of new research to farmers challenging.

We look at an AEP to translate grassland management research into improved practice in the Irish dairy sector. An organisational learning (OL) approach is taken. We present a case study of the Grass Roots programme (GRP). Qualitative data was collected from 44 interview subjects: famers and advisors. Our study investigates: how do learning processes affect knowledge transfer through AEPs?

Findings show the transfer of the programme’s explicit practices required the transfer of four types of tacit knowledge: practical, embodied, local, and common knowledge. We identify how GRP ensures continuous dialogue between tacit knowledge and its explicit counterpart. The concept of ba is applicable: interactions occur in the physical space and mental/social space that promote continuous knowledge conversion even after the formal programme.

By using OL we developed a fine grained understanding of knowledge types, learning mechanisms, and the influence of contextual factors. Application of SECI model in this unconventional setting allowed insight into the role of subtle processes for knowledge creation and the adoption of new mental models.