The effect of Ugandan coffee farmers’ role identity on their experiential learning

dc.contributor.authorOchago, Robert
dc.contributor.authorDentoni, Domenico
dc.contributor.authorMahdad, Maral
dc.date.accessioned2025-03-14T13:41:36Z
dc.date.available2025-03-14T13:41:36Z
dc.date.issued2024-04-07
dc.description.abstractBackground: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers’ role identities support or hamper farmers’ experiential learning processes. Methodology: First, a qualitative analysis of 91 interviews with coffee farmers in Uganda was carried out to understand the nature and relevance of farmers’ role identities. Second, using partial least squares regression-based path analysis, the moderating effect of 214 coffee farmers’ production role identity on their experiential learning was assessed. Findings: Findings reveal that farmers’ identification as coffee farmers shape what, how, and when they learn from their value chain challenges. Farmers’ role identity, in particular, supports their reflection on past challenges to increase their challenge-solving knowledge, as well as experimentation to solve their challenges. Implications: This study integrates role identity theories in the study of learning processes in rural coffee value chains. Moreover, the findings suggest that agricultural extension workers should understand farmers’ identities and their influence on their learning to select the targets and developments of their training programs.
dc.description.sponsorshipthe Australian Centre for International Agricultural Research (ACIAR)
dc.identifier.citationOchago, R., Dentoni, D., & Mahdad, M. (2024). The effect of Ugandan coffee farmers’ role identity on their experiential learning. Journal of Experiential Education, 47(4), 767-800.
dc.identifier.issn2169-009X
dc.identifier.urihttps://dir.muni.ac.ug/handle/20.500.12260/732
dc.language.isoen
dc.publisherSage
dc.subjectLearning sciences
dc.subjectMixed methods
dc.subjectAfrica
dc.subjectRural agriculture setting
dc.subjectExperiential learning
dc.titleThe effect of Ugandan coffee farmers’ role identity on their experiential learning
dc.typeArticle

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