Business models in urban agriculture – MSc thesis by Shuang Liu

Urban Agriculture (Shuang Liu)

By Shuang Liu (MSc student in Organic Agriculture)

Urban agriculture is thriving across the world along with rapid urbanization. It is usually valued as a public-good generating activity for its social and ecological benefits. Recently, however, there is a growing trend of urban farmers becoming commercial and they seem to be extremely diversified in practice. Yet, little is known about the business approaches developed by entrepreneurial urban farmers.

In this research, I took urban agriculture as a revenue generating and job creation activity by focusing on more market-oriented projects. I tried to describe individual urban agriculture business operations under the framework of the business model. An online questionnaire was distributed worldwide followed with statistical analysis. The questionnaire was designed using nine business building blocks from Business Model Canvas. Based on the reported business characteristics, a cluster analysis was performed in order to find patterns underlying the diversity of their businesses. In total 46 respondents from 18 countries across 6 continents completed the questionnaire and as sucht contributed to the results of my thesis.

Great diversity in their business operations was found among the 46 projects. Various projects produce a wide range of products and conduct activities for diverse functions. They also manage different relationship with their customers and clients. Distinctions were also found between continents and projects with different purposes. All this heterogeneity brings challenges to describe and understand urban agriculture business. Thus an exploratory cluster analysis was adopted in order to simplify the diversity.

Drawing on the business characteristics, cluster analysis has generated five types of business model: Diversification, Primary Food Production, Value Differentiation, Service Provision and Innovative Operation. For more information about the diversity encountered and for the characteristics of the five business models, please have a look at my MSc thesis

This study provides a rough picture of how initiatives across the world are operating their projects. Classification of business models could be a precursor for future studies on topics such as the relationship between business model and performances, innovation of urban agriculture business models, and economic performance of urban agriculture etc.

For more information you can also contact me: lsabab@163.com

Summer School Development Studies at Kyoto University, Japan

In September the Kyoto University (Faculty of Economics) will organize a summer school on East Asia Sustainable Development Studies. The summer school will be composed of lectures and field trips. Professors from various units ofIMG_2253 - Copy Kyoto University will give lectures on themes like: culture and history, corporate governance, political economy, and development and sustainability issues. The focus will be on Japan and the ASEAN region. The schedule of the lectures and field trips are synchronized in order to allow students to examine both theory and practise. Kyoto University has funds for covering the travel expenses of 1-2 students who are interested in participating. Students must have an interest in development studies. Want to know more? Contact Joost Jongerden at joost.jongerden@wur.nl

 

European farmers and agricultural practices

Barley field Critical Discourse Analysis of the Common Agricultural Policy on the ‘Payment for agricultural practices beneficial for the environment and the climate’

Thesis for the International Development programme – Rural Sociology – Wageningen UR

By Alberto Serra

The world population increases, the world food production increases but the number of farmers declines. Although agricultural production increased (United Nation 2014) in the last decade three million farms disappeared in Europe (La Via Campesina 2013). Farmers are facing many challenges and threats. Nowadays they have to deal with market price fluctuations, market competition, access to capital and technology and high difficulties in the intergenerational succession of farming activities (Davidova and Thomson 2014).

In contrast, large scale farmers are able to cope better with such stresses, nevertheless contributing to reduce the competiveness among farmers, due to their production capacity and better access to capital (Evans 2014). Technological and policy choices by large producers and landholders fuelled the growth of inequality in rural areas contributing to squeezing out small farms (van der Ploeg 2006; De Schutter 2014). According to the 2014 State of Agriculture 1% of farmers control 65% of all agricultural land (FAO 2014). Although many small farmers keep on struggling to survive, Europe became in last decades one of the leading power in agricultural trade (Fritz 2011).

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The tourist gaze and the performance of place and identity: a MSC thesis research in Mexico

Some 40 years ago, in ancient times of analogue cameras and film roles with a capacity of 24 pictures, Sontag already described the compulsion that humans have to photograph. As caught in a ‘sovereign power of the gaze’, our contemporary societies are fundamentally bound to the circulation of objects and technologies (Larsen 2006: 245). This results in 350 million pictures that will be  uploaded on Facebook today. Over 127 billion photos will be shared on Facebook by the end of this year. From selfies taken with selfie-sticks to party-pics and millions of holiday snapshots, ‘[…]everything seems to exists to end in a photograph’ (Sontag 1973: 24).

I am in San Cristóbal de Las Casas in Chiapas, Mexico, to gain insight in how identities are constructed in tourism practices and how these tourism performances produce power geometries. Research is conducted in the ‘most visited’ indigenous village northwest of the city, San Juan Chamula. On busy weekends, hundreds of tourists visit the village in the mountains. Most of them come on organized tours from San Cristóbal, to ‘experience traditional, indigenous life’, according to the brochure of a local travel agency.

It is impossible to envision tourism without seeing the prominent place of the visual in this industry. Photography turns the (tourism) experience itself into a way of seeing and having an (tourism) experience becomes identical with taking a photograph of it’. (Sontag 1973: 15). According to Sontag, ‘tourism becomes a strategy to accumulate photographs in which the essence is to gaze upon the already pictorial’ (ibid: 9). This so-called tourist gaze is corporeally performed and enacted, among other by the act of photography.

OLYMPUS DIGITAL CAMERAGazing is a corporeal practice in where sights are interpreted and bodily (and emotionally) sensed. These individual gazes are influenced by ‘pre-constructed’ images and are always embedded in structural realities. This results in a whole range of different tourism performances at the tourism stage. The gaze is also bodily practiced through the performance of taking pictures. Bodies move into better photo-angles, they wait for other people to move out of the framed image and knees hurt from kneeling down on concrete pavements. On the other side of the lens, the subjects that are focused on are forced into particular performances. They put on their smile, hide the can of soft drink behind their backs and quickly put their arms around their children to ‘act family life’ (Larson 2005). The picture, made in a split second, freezes a whole range of consciously staged tourist performances. These picture-taking practices consume touristic sights while they produce them through the same performances. The process of making pictures is a cautious act that could be seen as a representative construction of the actor, or how the actor wants to be perceived by the audience and by the self. These 350 million uploaded pictures are ‘frozen’ performances and Facebook is one of the many stages on where identities are enacted.

But the eye is not pure and innocent (Larsen 2006: 245). Eyes see the world in particular orders, shaped and classified in specific socio-cultural frames, through particular materialities. San Juan Chamula, as ‘toured’ by hundreds of tourists nowadays, is embedded in a historical context of colonialism and centuries of oppression of indigenous people and their customs. The tourist gaze is embedded in these power realities and (unconsciously) performed through these relations. Tourists and local indigenous people enact their (ethnic) identities through tourism practices, and their identities are enacted through tourism interactions.

What are the photos that tourists (like to) make and could these pictures give insight in how identities are constructed and how power structures are enacted through these performances? As a methodology, interviews with tourists are structured based on their own pictures made during their tours to the indigenous villages. Questions in these photo-interviews try to elicit the informants to reflect and explain why particular pictures are taken and how they interpret the displayed images. These interviews, which are perceived as performances as well, shows how identities of others and selfs are constructed through the particular tourism practice of photo-taking. The objective of this study is to see how performances within tourism practices construct certain identities and how these performances produce power geometries.

            ‘I like to make photos of the children on the street because although you can definitely see they are poor they seem to be happy. We are always complaining but I realize now how good we have it back home, right? This explanation was given in an photo-interview after asking why the informant had made so many pictures of street-vending children. An explanation that gives insight in the construction of others and selfs through performances, and the power structures that are embedded in the relations that people engage in the guise of tourism.

350 Million pictures on Facebook uploaded every day made me wonder: how many young street-vendors from San Juan Chamula can be found on the Facebook profiles of tourists? Not ‘tagged’ in the picture even though they are ‘liked’ because they seem so happy?

Sacha Buisman, 27-4-2015

Bibliography:

Larsen, J.

2005    Families Seen Sightseeing: Performativity of Tourist Photography. Space and Culture 8(4): 416-434.

Larsen, J.

2006    Geographies of Tourist Photography: Choreographies and Performances.

Sontag, S.

1973    On Photography. New York: Rosetta Books.

 

Exploring the integration of school gardens – MSc-thesis by Blair van Pelt

Dowtown Teaching farm in Idaho (photo the Downtown Teaching Farm

Downtown Teaching Farm in Boise, Idaho. Photo credit: The Downtown Teaching Farm.

School gardens are sprouting up everywhere these days, yet little is known about how they can be used as a teaching tool here in the Netherlands. School gardens are common in elementary schools, yet rare in secondary schools.

For her MSc-thesis Exploring how school gardens are integrated into secondary schools, Blair van Pelt has looked at 9 examples in the United States and the Netherlands where a garden or greenhouse is successfully being used as a teaching tool in secondary education. These examples were examined along practical, structural and ideological lines of questioning. What emerged from the cases is that school gardens can be used to teach, both theoretical knowledge and practical skills.

Inside the greenhouse at the Sage School, Hailey (Idaho)

Inside the greenhouse, Sage School in Hailey (Idaho)

Secondary school gardens facilitate learning in a community of practice and are a microcosm of civic ecology. In addition to being a fun way to teach science and other subjects, they give students an opportunity to participate in, and contribute to their communities in a result-oriented and hands-on manner that connects both local and global social and ecological issues.

Agriculture school garden in Apeldoorn (NL)

Agriculture school garden in Apeldoorn (NL)

Additionally, it emerged that the needs, goals, opportunities and challenges of a secondary school garden are different and evolve depending on which stage of development the school garden is in; from which, a new theory sprouted.

The MSc-thesis provides an in-depth look into the nine examples of successful school gardens in secondary education and provides recommendations that are meant to provide guidance and serve as an inspiration for aspiring schools and policy makers.

For more information contact Blair van Pelt: blair.vanpelt@gmail.com