Collaborative participatory research as a learning process: the case of CIP and CARE in Peru
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...
| Autores principales: | , , , , , , , , , |
|---|---|
| Formato: | Conference Paper |
| Publicado: |
International Maize and Wheat Improvement Center
2005
|
| Materias: | |
| Acceso en línea: | https://hdl.handle.net/10568/76153 |
| _version_ | 1855516507852767232 |
|---|---|
| author | Ortíz, Oscar Frias, Guillermo Ho, Raul Cisneros, Hector Nelson, Rebecca Castillo, Renee Orrego, Ricardo Pradel, W. Alcázar, Jesus Bazan, Mario |
| author_browse | Alcázar, Jesus Bazan, Mario Castillo, Renee Cisneros, Hector Frias, Guillermo Ho, Raul Nelson, Rebecca Orrego, Ricardo Ortíz, Oscar Pradel, W. |
| author_facet | Ortíz, Oscar Frias, Guillermo Ho, Raul Cisneros, Hector Nelson, Rebecca Castillo, Renee Orrego, Ricardo Pradel, W. Alcázar, Jesus Bazan, Mario |
| author_sort | Ortíz, Oscar |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | 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. |
| format | Conference Paper |
| id | CGSpace76153 |
| institution | CGIAR Consortium |
| publishDate | 2005 |
| publishDateRange | 2005 |
| publishDateSort | 2005 |
| publisher | International Maize and Wheat Improvement Center |
| publisherStr | International Maize and Wheat Improvement Center |
| record_format | dspace |
| spelling | CGSpace761532025-08-18T06:39:22Z Collaborative participatory research as a learning process: the case of CIP and CARE in Peru Ortíz, Oscar Frias, Guillermo Ho, Raul Cisneros, Hector Nelson, Rebecca Castillo, Renee Orrego, Ricardo Pradel, W. Alcázar, Jesus Bazan, Mario participatory approaches learning gender 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. 2005 2016-07-12T18:52:06Z 2016-07-12T18:52:06Z Conference Paper https://hdl.handle.net/10568/76153 Open Access application/pdf International Maize and Wheat Improvement Center Ortiz, Oscar; Frias, Guillermo; Ho, Raul; Cisneros, Hector; Nelson, Rebecca; Castillo, Renee; Orrego, Ricardo; Pradel, Willy; Alcazar, Jesus; Bazan, Mario. 2005. Collaborative participatory research as a learning process: the case of CIP and CARE in Peru. Paper prepared for the Impact Assessment Workshop, CIMMYT, Texcoco, Mexico, 19-21 October 2005. Texcoco, Mexico: CIMMYT. |
| spellingShingle | participatory approaches learning gender Ortíz, Oscar Frias, Guillermo Ho, Raul Cisneros, Hector Nelson, Rebecca Castillo, Renee Orrego, Ricardo Pradel, W. Alcázar, Jesus Bazan, Mario Collaborative participatory research as a learning process: the case of CIP and CARE in Peru |
| title | Collaborative participatory research as a learning process: the case of CIP and CARE in Peru |
| title_full | Collaborative participatory research as a learning process: the case of CIP and CARE in Peru |
| title_fullStr | Collaborative participatory research as a learning process: the case of CIP and CARE in Peru |
| title_full_unstemmed | Collaborative participatory research as a learning process: the case of CIP and CARE in Peru |
| title_short | Collaborative participatory research as a learning process: the case of CIP and CARE in Peru |
| title_sort | collaborative participatory research as a learning process the case of cip and care in peru |
| topic | participatory approaches learning gender |
| url | https://hdl.handle.net/10568/76153 |
| work_keys_str_mv | AT ortizoscar collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT friasguillermo collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT horaul collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT cisneroshector collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT nelsonrebecca collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT castillorenee collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT orregoricardo collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT pradelw collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT alcazarjesus collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu AT bazanmario collaborativeparticipatoryresearchasalearningprocessthecaseofcipandcareinperu |