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  25. <meta content="This paper analyses the processes that occur in a learning community of Australian family
  26. agricultural businesses for evidence of use or generation of stores of social capital. The
  27. purpose of analysing processes that use or build social capital is to derive a framework or
  28. checklist of stages and characteristics that can be used to analyse the extent of social capital
  29. use and generation in other communities. The qualitative design is suitable for a study such as
  30. this, which investigates possible relationships and influencing factors concerning learning and
  31. changes to farm management practices. Data collection involved observing a learning activity
  32. session and interviewing 12 members in a focus group during the session and subsequently 14
  33. individually at their farms. Data were analysed for themes and coded with the assistance of
  34. NUD*IST qualitative data analysis software. An understanding of how what is identified as
  35. social capital can be built in a formalized learning programme can be used to facilitate social
  36. capital building; in other formal learning settings, as well as more widely. The findings of the
  37. study reported here and findings from studies of informal learning in geographic communities
  38. have contributed to the development of the Centre for Research and Learning in Regional
  39. Australia's model of the simultaneous building and use of social capital. The model, presented
  40. in this paper, conceptualizes the way in which social capital is used and built in interactions
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  53. <meta content="COLEMAN, J. S. (1988) Social capital in the creation of human capital. American Journal of Sociology, 94,
  54. Supplement, S95-120.
  55. COREY, M. and COREY, G. (1997) Groups: Process and practice (Pacific Grove, CA: Brooks/Cole).
  56. FAFCHAMPS, M. and MINTEN, B. (1999) Social capital and the firm: evidence from the agricultural trade.
  57. Social Capital Initiative Working Paper No. 21 (Washington DC: World Bank).
  58. FALK, I. and KILPATRICK, S. (2000) What is social capital? A study of interaction in a rural community.
  59. Sociologia Ruralis, 40(1), 87-110.
  60. FALK, I. and HARRISON, L. (1998) Community learning and social capital: Just having a little chat. Journal
  61. of Vocational Education and Training, 50(4), 609-627.
  62. GRANOVETTER, M. (1973) The strength of weak ties. American Journal of Sociology, 78(6), 1360-1378.
  63. JARVIS, P. (1987) Adult Learning in a Social Context (London: Croom Helm).
  64. KILPATRICK, S. (1996) Change, Training and Farm Profitability (Canberra: National Farmers Federation).
  65. KILPATRICK, S., BELL, R. and FALK, I. (1999) The role of group learning in building social capital. Journal of
  66. Vocational Education and Training, 51(1), 129-144.
  67. KREUTER, M., LEZIN, N. and KOPLAN, A. (1997) National level assessment of community health promotion
  68. using indicators of social capital. Paper prepared for WHO/EURO Working Group on Evaluating
  69. Health Promotion Approaches, Health 2000 (Atlanta, Georgia).
  70. KRISHNA, A. and UPHOFF, N. (1999) Mapping and Measuring Social Capital: A conceptual and empirical study of
  71. collective action for conserving and developing watersheds in Rajassthan, India. Social Capital Initiative
  72. Working Paper No. 13 (Washington, DC: World Bank).
  73. NARAYAN, D. and PRITCHETT, L. (1997) Cents and sociability: household income and social capital in rural
  74. Tanzania. World Bank Policy Research Paper. Available online: http://www.worldbank.org/
  75. research/growth/absnapr.htm
  76. NEWMAN, M. (1999) Maeler's Regard: Images of adult learning (Sydney: Stewart Victor Publishing).
  77. NORRIS, K. (1993) The Economics of Australian Labour Markets (Melbourne: Longman Cheshire).
  78. PALDAM, M. and SVENDSEN, G. T. (1999) Is social capital an effective smoke condenser? An essay on a
  79. concept linking the social sciences. Social Capital Initiative Working Paper No. 11 (Washington
  80. DC: The World Bank).
  81. PUTNAM, R. (1993) Making Democracy Work: civic traditions in modern Italy (Princeton, NJ: Princeton University
  82. Press).
  83. WILKINSON, K. (1991) The Community in Rural America (New York: Greenwood Press).
  84. WOOLCOCK, M. (1998) Social capital and economic development: Toward a theoretical synthesis and policy
  85. framework. Theory and Society, 27, 151-208.
  86. WOOLCOCK, M. and NARAYAN, D. (2000) Social capital: implications for development theory, research and
  87. policy. World Bank Research Observer, 15(1), 225-249." name="eprints.referencetext" />
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  103. NUD*IST qualitative data analysis software. An understanding of how what is identified as
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  106. study reported here and findings from studies of informal learning in geographic communities
  107. have contributed to the development of the Centre for Research and Learning in Regional
  108. Australia's model of the simultaneous building and use of social capital. The model, presented
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  224.     <h1 class="ep_tm_pagetitle">Learning and building social capital in a community of family farm businesses</h1>
  225.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Kilpatrick, Sue</span> (2002) <xhtml:em>Learning and building social capital in a community of family farm businesses.</xhtml:em> International Journal of Lifelong Education, 21 (5). pp. 446-461. ISSN 1464-519X</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2293' );" href="http://eprints.utas.edu.au/1818/1/713815964_content.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2293' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2293"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1818/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1818/1/713815964_content.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />235Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/0260137011">http://dx.doi.org/10.1080/0260137011</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">This paper analyses the processes that occur in a learning community of Australian family
  226. agricultural businesses for evidence of use or generation of stores of social capital. The
  227. purpose of analysing processes that use or build social capital is to derive a framework or
  228. checklist of stages and characteristics that can be used to analyse the extent of social capital
  229. use and generation in other communities. The qualitative design is suitable for a study such as
  230. this, which investigates possible relationships and influencing factors concerning learning and
  231. changes to farm management practices. Data collection involved observing a learning activity
  232. session and interviewing 12 members in a focus group during the session and subsequently 14
  233. individually at their farms. Data were analysed for themes and coded with the assistance of
  234. NUD*IST qualitative data analysis software. An understanding of how what is identified as
  235. social capital can be built in a formalized learning programme can be used to facilitate social
  236. capital building; in other formal learning settings, as well as more widely. The findings of the
  237. study reported here and findings from studies of informal learning in geographic communities
  238. have contributed to the development of the Centre for Research and Learning in Regional
  239. Australia's model of the simultaneous building and use of social capital. The model, presented
  240. in this paper, conceptualizes the way in which social capital is used and built in interactions
  241. between individuals.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The definitive version is available at http://www.informaworld.com/</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Australia; Learning Communities</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330103.html">330000 Education &gt; 330100 Education Studies &gt; 330103 Sociology of Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1818</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">04 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1818;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1818">item control page</a></p>
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