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CASE STUDY METHODOLOGIESCASE STUDY METHODOLOGIESCASE STUDY METHODOLOGIESCASE STUDY METHODOLOGIES(Opportunities for Case Study Research)(Opportunities for Case Study Research)(Opportunities for Case Study Research)(Opportunities for Case Study Research)
MEASURING DEVELOPMENT EFFECTSMEASURING DEVELOPMENT EFFECTSMEASURING DEVELOPMENT EFFECTSMEASURING DEVELOPMENT EFFECTS
OFOFOFOF
AGRICULTURAL RESEARCHAGRICULTURAL RESEARCHAGRICULTURAL RESEARCHAGRICULTURAL RESEARCH
Prof.Prof.Prof.Prof. L. K. Vaswani
KIIT School of Rural ManagementKIIT University, Bhubaneswar,
Orissa, India
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AGRICULTURALAGRICULTURALAGRICULTURALAGRICULTURAL
"RESEARCH FOR DEVELOPMENT""RESEARCH FOR DEVELOPMENT""RESEARCH FOR DEVELOPMENT""RESEARCH FOR DEVELOPMENT"
It is necessary to measure agricultural research in
terms of its contribution to development i.e. "researchfor development"
These calculations can help to improve agriculturalresearch investment decisions.
Other valid reasons for studying the developmenteffects of research arising from
Link between researchers work and probability of
useful outcomes in developmental termsAbility of decision-makers at national and
international levels to extract the greatest benefitfrom current and future investments in research.
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Research Outputs
Figure 1: TheFigure 1: TheFigure 1: TheFigure 1: The Research for DevelopmentResearch for DevelopmentResearch for DevelopmentResearch for Development (R for D) Process(R for D) Process(R for D) Process(R for D) ProcessHardie (1988)Hardie (1988)Hardie (1988)Hardie (1988)
DevelopmentDevelopmentDevelopmentDevelopmentEffectsEffectsEffectsEffects
Other
Factors
Other
knowledge
Research Resources
(Staff, Funds, Infrastructure)
Zone ofZone ofZone ofZone of
Concern ofConcern ofConcern ofConcern of
researchresearchresearchresearchsystemsystemsystemsystem
Zone of Influence ofZone of Influence ofZone of Influence ofZone of Influence of
Research systemResearch systemResearch systemResearch system
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Research Contributions To Development.Research Contributions To Development.Research Contributions To Development.Research Contributions To Development.
The agricultural research output most commonly
considered is probably the improved crop variety a tangible item and associated soft
knowledge. Also common are items of
hardware, such as seeders or crop driers. The useful outcomes in developmental terms
are sometimes overlooked in discussion of the
benefits from agricultural research. The research "impacts arising from the adoption
of knowledge outputs are equally important to
understand.
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Agricultural Research Impact & DevelopmentAgricultural Research Impact & DevelopmentAgricultural Research Impact & DevelopmentAgricultural Research Impact & Development
Agricultural research alone does not causedevelopment.
Other factors and knowledge to be applied inconjunction with research output in order for
development effect to be realised.
This feature of R for D process gives rise to themost common and serious difficulties with studies
on research "impact.
To establish cause and effect, and of attributingbenefits among the various possible contributing
factors.
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The Research for Development ProcessThe Research for Development ProcessThe Research for Development ProcessThe Research for Development Process
The process that involves
use of research resources
produce knowledge outputs
use of knowledge outputs to contribute todevelopment effects.
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Zone of Influence and Zone of Concern.Zone of Influence and Zone of Concern.Zone of Influence and Zone of Concern.Zone of Influence and Zone of Concern.
The entire R & D process is the Zone of
Concern of researchers with limited Zoneof Influence.
Zone of influence of research is smallerthan the zone of concern.
Thus researchers feel pressure to justify
their work in terms of development,without having any influence over many of
the factors that cause it to happen.
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Moving Technology from Researchers toMoving Technology from Researchers toMoving Technology from Researchers toMoving Technology from Researchers to
Growers.Growers.Growers.Growers.
Research activity can generate useful
knowledge.
There are complexities of moving the
technology from researchers into thehands of the growers.
At some point along the line, (the point
may vary, the frontier is hazy) the processmoves beyond the influence of the formal
research community.
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The R for D Process Is UncertainThe R for D Process Is UncertainThe R for D Process Is UncertainThe R for D Process Is Uncertain
Use of research resources for the production ofspecified outputs are < 1.
Disseminating output to the target users and carriesits share of constraints and uncertainty.
Use of research output to produce net positive effecton development, including desired equity goals, is
less certain still.
Regardless of relative sizes of the sequentialprobabilities, their cumulative (even if measured
and proven) can be quite small.
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Dealing with Uncertainty of Research
Impact
Researchers/Extension Personnel are confronted
with uncertainty in their environment while movingtechnologies from research farm to farmers field.
There is uncertainty because researchers
competencies are insufficient to meet thecomplexity of the environment.
A researcher can reduce the C-D gap through
``learning.
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11
Reducing the CReducing the CReducing the CReducing the C----D gap by ``LearningD gap by ``LearningD gap by ``LearningD gap by ``Learning....
CurrentCompetence
Researcher) Research forDevelopment
Research forScience/Knowledge
New Learning to fillCompetence- Difficult Gap
New Competence
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New Learnings
New learning has two aspects: the ``why and
the ``how The general idea of the ``why of individual
learning is depicted in Figure
The expression "bounded rationality" is used todenote the type of rationality that people (ororganizations) resort to when the environment inwhich they operate is too complex relative to theirlimited mental abilities.
Human behavior is intendedly rational, but onlylimitedly so"
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Why of Individual Learning
Complexity
Uncertainty Learning
Bounded Rationality
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The Inseparable Why and How
The ``why is relatively easy to address.
However, dealing with the ``why does notexplain the sometimes vast differences in theviews that people have on similar topics.
To explain such differences an answer to the``how is needed. By combining the inseparably related ``why and
the ``how questions concerning individuallearning some avenues for new insights arecreated.
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Case for Case Study ResearchCase for Case Study ResearchCase for Case Study ResearchCase for Case Study Research
MethodologiesMethodologiesMethodologiesMethodologies
To improve understanding of the R for D process,thereby contributing to the greater effectiveness ofcurrent research programs and projects or theirfuture replicates.
Research produces a range of useful outputs, not
just specific technologies; that its zone of influenceis limited and
Other factors need to be added to research outputfor it to have a positive development effect; that
research is to do with uncertainty, therefore some"dry holes" are inevitable and it is as important toknow what does not work as what does.
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Full appreciation of the case method
comes with recognition that it fits within thetraditions of qualitative research. The
qualitative approach to research has
features that differentiate it from the
quantitative research.
In qualitative research the researcher isactively involved in understanding thesituation and, in describing this
understanding, creates knowledge.
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On recognizing these differences, one can
appreciate that the qualitative research is asscholarly demanding as quantitative research.
The benefit of using qualitative research is that it
is better equipped than is quantitative researchto tackle certain problems.
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