{"product_id":"communication-for-rural-innovation-9780632052493","title":"Communication for Rural Innovation","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis important book is the re-titled third edition of the extremely well received and widely used \u003ci\u003eAgricultural Extension\u003c\/i\u003e (van den Ban \u0026amp; Hawkins, 1988, 1996). Building on the previous editions, \u003ci\u003eCommunication for Rural Innovation\u003c\/i\u003e maintains and adapts the insights and conceptual models of value today, while reflecting many new ideas, angles and modes of thinking concerning how agricultural extension is taught and carried through today. \u003cp\u003eSince the previous edition of the book, the number and type of organisations that apply communicative strategies to foster change and development in agriculture and resource management has become much more varied and this book is aimed at those who use communication to facilitate change in agriculture and resource management. \u003ci\u003eCommunication for Rural Innovation \u003c\/i\u003eis essential reading for process facilitators, communication division personnel, knowledge managers, training officers, consultants, policy makers, extension specialists and ma\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e“This book expands and updates the knowledge base about agricultural extension and communication for innovation. Content is logical, theoretically supported, and highly cross-referenced.  It includes theoretical and practical implications that can help communication practitioners, researchers, and policy makers improve their effectiveness.”  (\u003ci\u003eInternational Journal of Agricultural Management\u003c\/i\u003e, 1 April 2014)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface x\u003c\/p\u003e \u003cp\u003eThe CTA xii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Rethinking Extension 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 Challenges for agricultural extension practice 3\u003c\/p\u003e \u003cp\u003e1.1.1 Challenges for farmers and agriculture at large 3\u003c\/p\u003e \u003cp\u003e1.1.2 Reinventing extension 11\u003c\/p\u003e \u003cp\u003e1.1.3 In conclusion: a new societal function for extension 17\u003c\/p\u003e \u003cp\u003e1.2 Objectives and outline of this book 18\u003c\/p\u003e \u003cp\u003eQuestions for discussion 21\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 From extension to communication for innovation 22\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Historical roots and evolving conceptions of extension 22\u003c\/p\u003e \u003cp\u003e2.1.1 Origins, early meanings and international terminology 22\u003c\/p\u003e \u003cp\u003e2.1.2 Evolving definitions 23\u003c\/p\u003e \u003cp\u003e2.2 Different types of communication services and strategies 29\u003c\/p\u003e \u003cp\u003e2.2.1 Basic rationale of different communication services and strategies 31\u003c\/p\u003e \u003cp\u003e2.3 Agricultural knowledge systems and other extension-related concepts 36\u003c\/p\u003e \u003cp\u003eQuestions for discussion 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The ethics and politics of communication for innovation 40\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 The political implications of communication for innovation 40\u003c\/p\u003e \u003cp\u003e3.2 The acceptability of government communicative intervention 42\u003c\/p\u003e \u003cp\u003e3.3 The acceptability of non-governmental communicative intervention 43\u003c\/p\u003e \u003cp\u003e3.4 Professional standards 45\u003c\/p\u003e \u003cp\u003e3.5 Dilemmas regarding ethics and politics: an example 46\u003c\/p\u003e \u003cp\u003eQuestions for discussion 48\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 The role of communicative intervention in policy planning: instrumental and interactive approaches 49\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 Top–down planning and instrumental communication 49\u003c\/p\u003e \u003cp\u003e4.1.1 ‘Blueprint’ planning and problem solving 49\u003c\/p\u003e \u003cp\u003e4.1.2 The instrumental model of communicative intervention 50\u003c\/p\u003e \u003cp\u003e4.1.3 In conclusion 53\u003c\/p\u003e \u003cp\u003e4.2 Process management and interactive communication 53\u003c\/p\u003e \u003cp\u003e4.2.1 Process management towards innovation 53\u003c\/p\u003e \u003cp\u003e4.2.2 Arguments for an interactive model of communicative intervention 55\u003c\/p\u003e \u003cp\u003e4.2.3 In conclusion 56\u003c\/p\u003e \u003cp\u003e4.3 Shortcomings and conditions: the relation between interactive and instrumental approaches 57\u003c\/p\u003e \u003cp\u003eQuestions for discussion 58\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 The Relations Between Human Practice, Knowledge and Communication 59\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Understanding human practices: the example of farming 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 Different levels and domains of farming practice 61\u003c\/p\u003e \u003cp\u003e5.1.1 Farming practices at different hierarchical levels 62\u003c\/p\u003e \u003cp\u003e5.1.2 Different domains of farming practice 63\u003c\/p\u003e \u003cp\u003e5.1.3 Farming practices at different points in time 64\u003c\/p\u003e \u003cp\u003e5.2 Understanding the social nature of technical practices 65\u003c\/p\u003e \u003cp\u003e5.2.1 Evaluative frame of reference: the basis for reasoning about practices 67\u003c\/p\u003e \u003cp\u003e5.2.2 Perceived effectiveness of the social environment 71\u003c\/p\u003e \u003cp\u003e5.2.3 Perceived self-efficacy 74\u003c\/p\u003e \u003cp\u003e5.2.4 Social relationships and perceived social pressure 76\u003c\/p\u003e \u003cp\u003e5.2.5 The dynamics within the model 79\u003c\/p\u003e \u003cp\u003e5.3 Implications for communication for innovation 86\u003c\/p\u003e \u003cp\u003e5.3.1 The central role of knowledge and the need to be modest 86\u003c\/p\u003e \u003cp\u003e5.3.2 The relationship with different communication strategies and functions 86\u003c\/p\u003e \u003cp\u003e5.3.3 Communicative intervention must be ‘tuned’ to other communication processes 88\u003c\/p\u003e \u003cp\u003e5.3.4 The need to anticipate diversity among farmers 89\u003c\/p\u003e \u003cp\u003e5.3.5 Linking multiple socio-technical innovation processes 89\u003c\/p\u003e \u003cp\u003e5.3.6 The multi-layered character of technology and policy acceptance 90\u003c\/p\u003e \u003cp\u003e5.3.7 The illusion of supporting rational decision-making 91\u003c\/p\u003e \u003cp\u003e5.3.8 The need for analytical capacity in communication for innovation organisations 92\u003c\/p\u003e \u003cp\u003eQuestions for discussion 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Knowledge and perception 94\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 Knowledge, perception, information and wisdom 94\u003c\/p\u003e \u003cp\u003e6.2 Life-worlds: the locus of discursive (explicit) and practical (tacit) knowledge 96\u003c\/p\u003e \u003cp\u003e6.3 Multiple realities and knowledge construction 98\u003c\/p\u003e \u003cp\u003e6.4 Knowledge and ignorance 100\u003c\/p\u003e \u003cp\u003e6.5 Epistemic cultures: scientists’ versus non-scientists’ knowledge 105\u003c\/p\u003e \u003cp\u003e6.6 Knowledge, power, agency and structure 107\u003c\/p\u003e \u003cp\u003e6.7 Practical relevance: the case of farmer experimentation in environmental co-operatives 110\u003c\/p\u003e \u003cp\u003eQuestions for discussion 116\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Communication and the construction of meaning 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 What is communication? 117\u003c\/p\u003e \u003cp\u003e7.2 Three models of communication 121\u003c\/p\u003e \u003cp\u003e7.3 Some basic anticipation problems in communicative intervention 123\u003c\/p\u003e \u003cp\u003eQuestions for discussion 125\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Innovation as a Process of Network Building, Social Learning and Negotiation 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Changing perspectives on innovation 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 The ‘adoption and diffusion of innovations’ tradition 129\u003c\/p\u003e \u003cp\u003e8.1.1 Key conclusions drawn from adoption and diffusion research 130\u003c\/p\u003e \u003cp\u003e8.1.2 Critical reflections and practical limitations 134\u003c\/p\u003e \u003cp\u003e8.2 Innovations and processes of innovation design 140\u003c\/p\u003e \u003cp\u003e8.2.1 The multi-dimensional character of innovations 141\u003c\/p\u003e \u003cp\u003e8.2.2 Building effective linkages and networks in an evolutionary process 141\u003c\/p\u003e \u003cp\u003e8.2.3 The need for temporary protection in innovation processes 142\u003c\/p\u003e \u003cp\u003e8.2.4 Different types of innovations and innovation decisions 143\u003c\/p\u003e \u003cp\u003e8.2.5 The problem-driven character of innovation 143\u003c\/p\u003e \u003cp\u003e8.2.6 The ‘hidden’ nature of building blocks for innovation 144\u003c\/p\u003e \u003cp\u003e8.2.7 Basic tasks in interactive innovation design processes 144\u003c\/p\u003e \u003cp\u003eQuestions for discussion 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Social and individual learning 147\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 A basic model for adult experiential learning 149\u003c\/p\u003e \u003cp\u003e9.2 Levels of learning, and the relationship with decision-making 151\u003c\/p\u003e \u003cp\u003e9.3 The centrality of relevant feedback 153\u003c\/p\u003e \u003cp\u003e9.4 Factors that may affect learning (pre-conditions and obstacles) 155\u003c\/p\u003e \u003cp\u003e9.5 Aspects of learning 161\u003c\/p\u003e \u003cp\u003eQuestions for discussion 162\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Negotiation within interactive processes 163\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 Why look at negotiation? 163\u003c\/p\u003e \u003cp\u003e10.1.1 Conflict-related frictions in interactive innovation processes: six cases 163\u003c\/p\u003e \u003cp\u003e10.1.2 Towards a better language to deal with conflict 168\u003c\/p\u003e \u003cp\u003e10.2 Distributive and integrative negotiations 169\u003c\/p\u003e \u003cp\u003e10.2.1 Facilitation tasks in integrative negotiations 170\u003c\/p\u003e \u003cp\u003e10.2.2 The status of facilitation tasks and guidelines 171\u003c\/p\u003e \u003cp\u003e10.2.3 Layers or types of conflict 171\u003c\/p\u003e \u003cp\u003e10.3 Pre-conditions for integrative negotiation 172\u003c\/p\u003e \u003cp\u003e10.3.1 Divergence of interests 173\u003c\/p\u003e \u003cp\u003e10.3.2 Mutual interdependence 173\u003c\/p\u003e \u003cp\u003e10.3.3 Ability to communicate 174\u003c\/p\u003e \u003cp\u003e10.3.4 Institutional space for using innovative negotiation results 174\u003c\/p\u003e \u003cp\u003e10.3.5 An implication: the ‘political’ dimension of facilitation 175\u003c\/p\u003e \u003cp\u003eQuestions for discussion 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 The role of outsiders and different intervention approaches 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1 The relationship between instrumental\/persuasive and interactive models: alternation and sequencing 177\u003c\/p\u003e \u003cp\u003e11.2 The role and expertise of ‘insiders’ and ‘outsiders’ 179\u003c\/p\u003e \u003cp\u003e11.2.1 Different areas of knowledge and competence needed in intervention 179\u003c\/p\u003e \u003cp\u003e11.2.2 From ‘experts’ and ‘laymen’ to ‘outsiders’ and ‘insiders’ 181\u003c\/p\u003e \u003cp\u003e11.2.3 The role and contribution of external facilitators and scientists 181\u003c\/p\u003e \u003cp\u003eQuestions for discussion 185\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Media, Methods and Process Management 187\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 The potential of basic communication forms and media 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.1 Conventional mass media 190\u003c\/p\u003e \u003cp\u003e12.1.1 The way mass media work 191\u003c\/p\u003e \u003cp\u003e12.1.2 Functional qualities in relation to communicative intervention 192\u003c\/p\u003e \u003cp\u003e12.1.3 Basic guidelines for presenting messages through written mass media 194\u003c\/p\u003e \u003cp\u003e12.2 Interpersonal communication 196\u003c\/p\u003e \u003cp\u003e12.2.1 Functional qualities in relation to communicative intervention 196\u003c\/p\u003e \u003cp\u003e12.2.2 Basic modes of administrating group and bilateral meetings 198\u003c\/p\u003e \u003cp\u003e12.2.3 Skills needed for facilitating interpersonal communication 200\u003c\/p\u003e \u003cp\u003e12.3 Hybrid media: the internet 202\u003c\/p\u003e \u003cp\u003e12.3.1 Modalities of the internet 203\u003c\/p\u003e \u003cp\u003e12.3.2 Functional qualities of hybrid media 204\u003c\/p\u003e \u003cp\u003e12.3.3 Internet applications for communicative intervention 205\u003c\/p\u003e \u003cp\u003e12.4 Media access and audience selectivity 207\u003c\/p\u003e \u003cp\u003e12.5 Media mixes 208\u003c\/p\u003e \u003cp\u003eQuestions for discussion 208\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Communication for innovation methods 209\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e13.1 Clarifying the terminology used 209\u003c\/p\u003e \u003cp\u003e13.2 Reasons to focus on methods, functions and process management 211\u003c\/p\u003e \u003cp\u003e13.3 Specific methods and issues related to farm management communication 212\u003c\/p\u003e \u003cp\u003e13.3.1 Advisory communication 213\u003c\/p\u003e \u003cp\u003e13.3.2 Supporting horizontal knowledge exchange 217\u003c\/p\u003e \u003cp\u003e13.4 Methods related to raising awareness and consciousness of pre-defined issues 220\u003c\/p\u003e \u003cp\u003e13.4.1 Mass media campaigns 220\u003c\/p\u003e \u003cp\u003e13.4.2 Entertainment–education 221\u003c\/p\u003e \u003cp\u003e13.4.3 Visualising what is difficult to see 222\u003c\/p\u003e \u003cp\u003e13.4.4 Result demonstrations\/demonstration experiments 222\u003c\/p\u003e \u003cp\u003e13.5 Methods related to the exploration of views and issues 224\u003c\/p\u003e \u003cp\u003e13.5.1 Analysis of everyday talk 224\u003c\/p\u003e \u003cp\u003e13.5.2 In-depth interviewing 225\u003c\/p\u003e \u003cp\u003e13.5.3 Metaplan cards 226\u003c\/p\u003e \u003cp\u003e13.5.4 Open space technology 226\u003c\/p\u003e \u003cp\u003e13.5.5 Visual diagramming and mapping 227\u003c\/p\u003e \u003cp\u003e13.5.6 Ranking and scoring techniques 230\u003c\/p\u003e \u003cp\u003e13.5.7 Socio-technical problem tree analysis 231\u003c\/p\u003e \u003cp\u003e13.5.8 Joint research and on-farm experimentation 233\u003c\/p\u003e \u003cp\u003e13.5.9 Public debates 237\u003c\/p\u003e \u003cp\u003e13.5.10 Future explorations 238\u003c\/p\u003e \u003cp\u003e13.5.11 A caveat: be aware of ritualistic use of exploratory methods 241\u003c\/p\u003e \u003cp\u003e13.6 Methods related to information provision 242\u003c\/p\u003e \u003cp\u003e13.6.1 Written and computer-based search and access facilities 243\u003c\/p\u003e \u003cp\u003e13.6.2 Information-needs assessment 243\u003c\/p\u003e \u003cp\u003e13.7 Methods related to training 245\u003c\/p\u003e \u003cp\u003e13.7.1 Method demonstrations 245\u003c\/p\u003e \u003cp\u003e13.7.2 Experiential practicals 245\u003c\/p\u003e \u003cp\u003eQuestions for discussion 246\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 The management of interactive innovation processes 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e14.1 Some limitations of conventional thinking on participation 248\u003c\/p\u003e \u003cp\u003e14.1.1 Defining ‘participation’ 249\u003c\/p\u003e \u003cp\u003e14.1.2 Types and levels of participation 250\u003c\/p\u003e \u003cp\u003e14.1.3 Is ‘maximum participation’ possible and desirable? 251\u003c\/p\u003e \u003cp\u003e14.1.4 Reservations at the theoretical level: strategic versus communicative action 256\u003c\/p\u003e \u003cp\u003e14.2 Guidelines for the facilitation of interactive processes 259\u003c\/p\u003e \u003cp\u003e14.2.1 Task 1: Preparing the process 259\u003c\/p\u003e \u003cp\u003e14.2.2 Task 2: Reaching and maintaining process agreements 263\u003c\/p\u003e \u003cp\u003e14.2.3 Task 3: Joint exploration and situation analysis 265\u003c\/p\u003e \u003cp\u003e14.2.4 Task 4: Joint fact-finding and uncertainty reduction 270\u003c\/p\u003e \u003cp\u003e14.2.5 Task 5: Forging agreement 271\u003c\/p\u003e \u003cp\u003e14.2.6 Task 6: Communication of representatives with constituencies 272\u003c\/p\u003e \u003cp\u003e14.2.7 Task 7: Co-ordinated action 273\u003c\/p\u003e \u003cp\u003eQuestions for discussion 274\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 The planning of individual activities 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e15.1 The purpose of an activity 276\u003c\/p\u003e \u003cp\u003e15.1.1 Goal hierarchies 276\u003c\/p\u003e \u003cp\u003e15.1.2 Communicative and other means or objectives 277\u003c\/p\u003e \u003cp\u003e15.2 Stakeholders, audiences, and targeting 279\u003c\/p\u003e \u003cp\u003e15.2.1 Characterising relevant diversity 280\u003c\/p\u003e \u003cp\u003e15.2.2 Different types of target audiences 285\u003c\/p\u003e \u003cp\u003e15.3 Content 285\u003c\/p\u003e \u003cp\u003e15.4 Media and methods 287\u003c\/p\u003e \u003cp\u003e15.5 Organisation and logistics 288\u003c\/p\u003e \u003cp\u003e15.6 Pre-testing elements of activities 289\u003c\/p\u003e \u003cp\u003eQuestions for discussion 290\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Organisational and Interorganisational Issues 291\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Organisational management, learning and research 293\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e16.1 Co-ordination in organisations: the significance of ‘structure’ and ‘culture’ 293\u003c\/p\u003e \u003cp\u003e16.2 Images of organisation and the nature of management 295\u003c\/p\u003e \u003cp\u003e16.2.1 Organisations as machines\/hard systems thinking 295\u003c\/p\u003e \u003cp\u003e16.2.2 Organisations as organisms\/functionalist systems thinking 296\u003c\/p\u003e \u003cp\u003e16.2.3 Organisations as flux and transformation\/soft systems thinking 297\u003c\/p\u003e \u003cp\u003e16.2.4 Organisations as political systems\/critical systems thinking 298\u003c\/p\u003e \u003cp\u003e16.2.5 Organisations as brains or psychic prisons\/cognitive or autopoietic systems thinking 299\u003c\/p\u003e \u003cp\u003e16.2.6 Conclusion: the implications of different images 301\u003c\/p\u003e \u003cp\u003e16.3 The importance of (re)formulating missions 301\u003c\/p\u003e \u003cp\u003e16.3.1 Extension in crisis: the need for change and continuity 302\u003c\/p\u003e \u003cp\u003e16.3.2 Organisational implications of a novel mission 303\u003c\/p\u003e \u003cp\u003e16.4 The challenge of learning organisations: embracing tension 306\u003c\/p\u003e \u003cp\u003e16.4.1 Looking for and creating tension: some practical hints 308\u003c\/p\u003e \u003cp\u003e16.4.2 Creating opportunities and conducive conditions: practical hints 311\u003c\/p\u003e \u003cp\u003e16.5 Organisational research, monitoring and evaluation 314\u003c\/p\u003e \u003cp\u003e16.5.1 Why deviate from the conventional M\u0026amp;E terminology? 316\u003c\/p\u003e \u003cp\u003e16.5.2 Key questions to ask in decision-oriented research 318\u003c\/p\u003e \u003cp\u003eQuestions for discussion 320\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Agricultural knowledge and information systems 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e17.1 Knowledge and information systems thinking 321\u003c\/p\u003e \u003cp\u003e17.2 Rapid Appraisal of Agricultural Knowledge Systems (RAAKS) 324\u003c\/p\u003e \u003cp\u003e17.3 Networking in knowledge systems 326\u003c\/p\u003e \u003cp\u003eQuestions for discussion 328\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Privatisation and the emergence of ‘knowledge markets’ 329\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e18.1 Economic theory and the commoditisation of knowledge 329\u003c\/p\u003e \u003cp\u003e18.2 Public and private forms of financing communicative intervention 332\u003c\/p\u003e \u003cp\u003e18.3 Privatisation in research 336\u003c\/p\u003e \u003cp\u003e18.4 Initial observations regarding emerging knowledge markets 337\u003c\/p\u003e \u003cp\u003e18.5 Reflections on the commoditisation of knowledge 345\u003c\/p\u003e \u003cp\u003eQuestions for discussion 349\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Co-operation across scientific disciplines and epistemic communities 350\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e19.1 Methodological differences between the social and the natural sciences 350\u003c\/p\u003e \u003cp\u003e19.2 What does cross-disciplinary co-operation entail? 354\u003c\/p\u003e \u003cp\u003e19.3 Obstacles for cross-disciplinary co-operation 356\u003c\/p\u003e \u003cp\u003eQuestions for discussion 361\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 6 Epilogue 363\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Approaches and issues for further conceptual research 365\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e20.1 Overall focus: communication and processes of socio-technical design 365\u003c\/p\u003e \u003cp\u003e20.2 The role of theory in formulating specific areas and questions for research 366\u003c\/p\u003e \u003cp\u003e20.3 A note on research design and methodology: towards ‘comparative process ethnography’ 373\u003c\/p\u003e \u003cp\u003e20.4 Process ethnography as network analysis 375\u003c\/p\u003e \u003cp\u003e20.4.1 Classical network analysis: describing interaction patterns among human actors 376\u003c\/p\u003e \u003cp\u003e20.4.2 Analysing networks of interrelated events 377\u003c\/p\u003e \u003cp\u003e20.4.3 Looking at the building of networks of human and non-human ‘agents’ 378\u003c\/p\u003e \u003cp\u003e20.4.4 Following knowledge constructs and perceptions in networks 380\u003c\/p\u003e \u003cp\u003e20.4.5 Conclusion 381\u003c\/p\u003e \u003cp\u003eQuestions for discussion 381\u003c\/p\u003e \u003cp\u003eReferences 382\u003c\/p\u003e \u003cp\u003eIndex 405\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default 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