Biocultural Design Research Guide

Biocultural  Design  Research  Guide   Innovation  in  Small-­‐scale  Food  Systems   Prepared  by:   I.J.  Davidson-­‐Hunt,  C.J.  Idrobo,  A.  Janzen,     V.  Kuzivanova,  P.  Lizáraga,  J.P.  Robson,  K.L.  Turner,  C.  Vacaflores    

 

  Taller  BcD  Workshop  

A  collaboration  of  the  Natural  Resources  Institute,  University  of  Manitoba,  School  of   Environment  and  Sustainability,  University  of  Saskatchewan,  Centro  Interdisciplinario   por  el  Desarrollo  Rural,  Universidad  de  Los  Andes,    Jaina  –  Comunidad  de  Estudios,   Tarija,  Bolivia  

Funded  by  the  Social  Sciences  and  Humanities  Research  Grant  #  435-­‐2015-­‐1478  (PI   Davidson-­‐Hunt)  Biocultural  Design  and  Innovation  in  Small-­‐Scale  Food  Systems  

Revised  April  2017   Attribution-­‐ShareAlike  4.0  International   Creative  Commons

 

 

  Introduction  

This guide covers both the documentation of case studies1 of biocultural innovation (BcI) and the use of a biocultural design (BcD) approach (Davidson-Hunt et al., 2012) for prototyping BcI in the Canadian and Bolivian study regions. The research process will include two main phases: exploration (BcI scan and documentation of existing BcI case studies) and implementation (BcD prototyping or developing pilot projects that utilize a BcD approach). (A detailed overview of key terms is provided in Appendix 1.) During the exploration phase, a BcI scan will be undertaken and 5-6 case studies of BcI, as instigated by entrepreneurs, enterprises, or organizations, will be identified and documented in each study region (See Appendix 2 for an overview of these steps and Appendices 3, 4 and 6 for data collection instruments). BcI refers to new or traditional knowledge, resources, skills, institutions, products, services and other practices, which utilize biodiversity to support well-being in response to globalised change and that undergo a process of socialisation through which they move from the domain of individual creativity to become part of a society’s array of responses to globalised change (Davidson-Hunt et al., In Press; Davidson-Hunt et al., 2016; Dutfield, 2006, 2014). The exploration phase will provide a broad picture of each study region’s culture of innovation and an inventory of innovations related with small-scale food systems and the use of biodiversity in responding to globalised change (See Appendix 5). While responses to globalised change may vary greatly, we bound our focus to those responses that draw on biocultural diversity and heritage to support the continuity and identity of place-based, small-scale food systems. The case studies will provide insight and information about current examples of BcI in the study regions, and contribute to the development of a Biocultural Innovation and Design Case Study Learning Guide (hence forth Learning Guide). These cases will also function as a possible source for identifying case studies for the implementation phase (BcD) and potential design team members to assist in BcD prototyping and pilot projects. We define BcD as an “approach for endogenous innovation”, which respects the intimate relationships people have with their lands and supports participants in developing their own plans, products, and services to meet locally-defined needs (Davidson-Hunt et al., 2012, p.38). During the implementation phase, 2-3 BcD projects related to food system innovations will be undertaken in each study region in which designers and researchers will work with participants on innovative solutions to contemporary challenges facing local food producers, including those identified in the exploration phase. While we expect a number of these BcD projects to be suggested from the BcI work described above, cases may be identified through other means, including existing research relationships. For BcD prototyping, we will use methodologies proposed by Davidson-Hunt et al. (2012) and developed through previous design projects (Kuzivanova, 2016) and other methodologies identified through the documentation of BcI case studies. (Other resources on design practice are provided in Appendix 7.)                                                                                                                           1  The case study as a strategy of inquiry attempts to explore in depth and describe a specific issue within a system that is bounded with regard to time, activity, participants, and relevant evidence (Creswell, 2013; Stake, 2005; Yin, 1993). As underlined in Yin (1993), case study research is appropriate when investigators cover contextual conditions as well as phenomena and rely on different sources of evidence.  

 

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Through a process of critical reflection, involving design team members, and evaluation of the processes undertaken with participants, the BcD pilot projects will produce ideas and information essential for the development of the Learning Guide. This guide will bring together a set of teaching cases related with BcD and Innovation within small-scale food systems. The terms of reference for the Learning Guide (or guides, should the project team decide to generate two Learning Guides for different audiences, e.g. an academic oriented collection of graduate studies-level teaching cases and a workshop guide to use with community groups and other social actors as a tool in decision-making surrounding BcD and Innovation) will be established by the project team. Figure 1 presents a sequence of steps to be undertaken for BI case studies (supplemented by Appendix 2) and BcD projects.

 

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Development of a project team and subteams

Established research relationship

Meetings & workshops

Meetings, workshops, and other projects

Research teams

Origins of team

BcI scan in each study region Selection of BcD pilot projects (2-3 per study region)

- Background documentation review - Interviews with knowledgeable individuals Report of the scan results (Appendix 5) Selection of BcI case studies (5-6 per study region) BcI case study selection criteria

Development of Learning Guide Outline -­‐ Build Learning Guide Book and/or workshop proposal(s)

BcD pilot project selection criteria Identification of BcD pilot projects Development of regional subteams for implementing BcD projects Meetings & workshops

c

Identification of B I cases Documentation of BcI case studies - Case study documentation guide - Background documentation review - Interviews with innovators/producers - Workshops/focus groups with innovators/producers

Case study reports

Design teams Implementation of BcD projects TBDD case study selection criteria below TBD

Development of a BcI&D Case Study Learning Guide See Table 1 for elements of Learning Guide

 

Figure  1.  Research Phases, Instruments, and Deliverables.

 

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Box 1. BcI Case Study Selection Criteria Preliminary criteria to be used to select BcI cases for the Learning Guide (developed for design related to biological materials used in food systems): • The core criteria used for selecting BcI case studies are: Small-scale producer / processor / service provider (Small-scale loosely defined2 as local, specialty, artisanal and direct marketing. Often with limited land base, multiple types of plant foods, crops, animals and livestock, integrated farming or harvesting system, products direct marketed or sold in farmers markets). • A clear focus on foods or food systems that are based upon biocultural heritage, which refers to the knowledge and practices of local people and biocultural resources; ranging from wild biodiversity to genetic varieties of crops developed (including traditional landraces) and the landscapes they create; foods and food systems that have strong ties to place/territory and identity that is preserved as moves through food system from production, processing, exchange and consumption; • The presence of a biocultural innovation (or innovations), as broadly defined above, related to novel products, services, technologies, institutional arrangements, or a combination of these; • Innovator interest in local economic development and some notion of “sustainability”, broadly understood as activities to improve the quality of human life and well-being without exceeding the carrying capacity of ecosystems (after IUCN/UNEP/WWF, 1991) • The process of innovation has taken place within recent history (e.g. within the last 5 to 10 years).

Secondary criteria to be used to select among possible BcI cases for the Learning Guide: • Offers a unique contribution to the set of cases presented in the Learning Guide and by so doing advances the learning objectives of the guide (this criterion will be best assessed in relation to other possible cases that are candidates for inclusion in the guide or have already been selected for inclusion)

                                                                                                                          2  Small-scale food Manitoba working group. 2015. Advancing the small-scale, local food

sector in Manitoba: a path forward. Unpublished. Available at https://www.gov.mb.ca/agriculture/foodand-ag-processing/pubs/small-scale-food-report.pdf. Accessed May 13, 2016. In other contexts, scale of production / processing is implied in such terms as indigenous peasant, campesino, family farms or micro-processors etc. We allow lead researchers in the regions to further define the subjects for case studies while remaining cognizant of the selection criteria and scale of production.

 

 

 

Box 2. BD Pilot Project Selection Criteria The core criteria used for selecting BcD pilot projects are: • A clear focus on biocultural heritage, which refers to the knowledge and practices of local people and their biological resources; ranging from wild biodiversity to genetic varieties of crops developed (including traditional landraces) and the landscapes they create; • Participant interest in innovation (or innovations), as broadly defined above, related to novel products, services, technologies, institutional arrangements, or a combination of these; • Participant interest in local economic development and some notion of “sustainability”, broadly understood as activities to improve the quality of human life and well-being without exceeding the carrying capacity of ecosystems; (after IUCN/UNEP/WWF, 1991) • Establishment of positive relationships between researchers and case study participants.  

Elements  of  the  BD  Case  Study  Learning  Guide   Table 1 presents the key elements that will guide the development and content of the Learning Guide. Information will be collected through BcI case studies and BcD pilot projects in accordance to these elements, recognizing that some of these BcI and BcD cases may include additional elements or themes. While these elements will influence the development of data collection instruments for both BcI cases studies (e.g. Appendices 3 to 6) and BcD pilot projects, the instruments and methods used will likely vary between the two activities. The Learning Guide serves as a template for the type of information that will be needed in developing cases for learning about Biocultural Innovation and Design.    

 

 

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  Table  1. Elements of Biocultural Innovation and Design Case Study Learning Guide   Element

Questions to Be Answered

Study/Project Methodology Introduction

What was the phenomenon/process/issue/problem under study and what were its main characteristics? Who were the main case study participants?

Goal, objectives, & design brief

What were the main goals and objectives of this case study? Was there a clear design brief - a short and precise document that established the aim and boundaries of the innovation project (Brown, 2009)? What aspirations did this design brief respond to? How did the design brief bound the case study?

Methodology & methods

Which methodology and methods were used for achieving study goals and objectives? How did the case expand and improve the guiding coordinates described in Davidson-Hunt et al. (2012)?

Study/Project Findings Context & background

What was the history of the phenomenon/process/issue/problem under study? Which factors contributed to the occurrence of the phenomenon/process/issue/problem under study?

Capabilities

What capabilities were utilized in the innovation process?

Materials/techniques/values

What were the primary and secondary materials utilized in the innovation process? What techniques were involved? What values guided the process?

Desirability/feasibility/viability

How were these considered in the innovation process?

Results

How can the BcD process be described? Did this process of innovation use a design approach? If not, what process was utilized? What were the main results of the innovation process? What were the main prototypes - desirable, feasible, and viable models that fulfilled the study purposes (Brown, 2009)?

Enabling factors

What were the most successful aspects of the study? What were the main factors that enabled positive results?

Limiting factors and areas for improvement

What were the main challenges faced by the process under study? What were the main limiting factors that impacted participating individuals and groups? What were or are appropriate responses, options or strategies in response to these limiting factors and challenges?

Summary and conclusions

What key lessons are generated from the process under study?

Appendix

Which relevant (design-related and case study-related) terms or any other additional information may be required to clarify certain aspects of this case study?

 

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Supporting  documentation   Appendix 1 provides a glossary of key terms and concepts related with BcD and innovation. Appendix 2 contains a schema for BcI case study procedures. Appendix 3 contains a sample instrument for the preliminary biocultural product scan. This is followed by sample guides for semi-structured interviews for knowledgeable person interviews (Appendix 4) and for gathering BcI case study data (Appendix 6). Appendix 5 provides an example format for the Biocultural Scan Report. Other useful online resources are presented in Appendix 7.  

 

 

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References  cited   Agriculture, Fisheries, and Forestry Australia (AFFA). (2001). Recipes for success: Case studies illustrating successful innovations by food businesses. Retrieved from http://www.agriculture.gov.au/. Anbrosio-Albalá, M. & J. Bastiaensen. (2010). “The New Territorial Paradigm of Rural Development: Theoretical Foundations from Systems and Institutional Theories.” Discussion paper. Antwerp: University of Antwerp, Institute of development policy and management. Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. New York, NY: Harper Collins Publishers. Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. Davidson-Hunt, I.J., C.J. Idrobo and K.L. Turner. In Press. The creativity of everyday life in creating resilient food systems: A framework and case from the Atlantic forest coast of Brazil. Human Ecology. Davidson-Hunt, I.J., Asselin, H., Berkes, F., Brown, K., Idrobo, C.J., Jones, M.A., McConney, P., O’Flaherty, R.M., Robson, J.P., and M. Rodriguez. (2016). The use of biodiversity for responding to globalised change. In I.J. Davidson-Hunt, S. Suich, S.S. Meijer and N. Olsen (ed.), People in nature: Valuing the diversity of interrelationships between people and nature. Gland, Switzerland: IUCN. pp. 19-31. Davidson-Hunt, I. J., Turner, K. L., Mead, A. T. P., Cabrera-Lopez, J., Bolton, R., Idrobo, C. J., Miretski, I., Morrison, A., & Robson, J. P. (2012). Biocultural design: A new conceptual framework for sustainable development in rural indigenous and local communities. S.A.P.I.EN.S, 5(2), 32-45. Retrieved from http://sapiens.revues.org/1382. Dutfield, G. (2006). Promoting local innovation as a development strategy. Innovations: Technology, Governance, Globalization, 3, 67-77. Dutfield, G. (2014). Towards a definition of biocultural heritage innovations in light of the mainstream innovation literature. Retrieved from http://pubs.iied.org/pdfs/G03771.pdf. Gatt, C., & Ingold, T. (2013). From description to correspondence: Anthropology in real time. In W. Gunn, T. Otto, & R. C. Smith (Eds.), Design anthropology: Theory and practice (pp. 139-159). London, UK: Bloomsbury Academic. IIED (International Institute for Environment and Development). n.d. Biocultural Heritage: Promoting Resilient Farming Systems and Local Economies. Retrieved from: http://biocultural.iied.org Ingold, T. (2012). “Toward an Ecology of Materials.” Annual Review of Anthropology 41: 427–42. doi:10.1146/annurev-anthro-081309-145920. IUCN/UNEP/WWF (1991). Caring for the Earth: A strategy for sustainable living. Gland, Switzerland.

 

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Keller, M. (2012). Change by design by Tim Brown (2009): A summary of highlights. Retrieved from http://www.ecologyofdesigninhumansystems.com/wpcontent/uploads/2012/09/Change-By-Design-Tim-Brown.pdf. Kjærsgaard, M.G. (2013). (Trans)forming knowledge and design concepts in the design workshop. In W. Gunn, T. Otto, & R. C. Smith (Eds.), Design anthropology: Theory and practice (pp. 51-68). London, UK: Bloomsbury Academic. Kuzivanova, V. (2016). Restoring Manomin (Wild Rice): A Case Study with Wabaseemoong Independent Nations (Unpublished master’s thesis). Natural Resources Institute, University of Manitoba, Winnipeg, MB, Canada. Maffi, L. (2005). “Linguistic, Cultural, and Biological Diversity.” Annual Review of Anthropology 29: 599–617. doi:10.1146/ annurev.anthro.34.081804.120437. Nussbaum, M.C. (2000). Women and human development: The capability approach. New York, NY: Cambridge University Press, 2000. Tunstall, E. (2013). Decolonizing design innovation: Design anthropology, critical anthropology, and indigenous knowledge. In W. Gunn, T. Otto, & R. C. Smith (Eds.), Design anthropology: Theory and practice (pp. 68-82). London, UK: Bloomsbury Academic. Turner, K.L., I.J. Davidson-Hunt, Desmarais, A.A. and I. Hudson. (2016). Creole hens and ranga-ranga: Campesino foodways and biocultural resource-based development in the Central Valley of Tarija, Bolivia. Agriculture, 6(41): 1-33, doi:10.3390/agriculture6030041. Stake, R. (2005). Qualitative case studies. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sagehandbook of qualitative research (pp. 443-466). Thousand Oaks, CA: Sage Publications. Swiderska, K. (2006). “Protecting Traditional Knowledge: A Framework Based on Customary Laws and Bio-Cultural Heritage.” Paper presented at the International Conference on Endogenous Development and Bio-Cultural Diversity, Geneva, 3-5 Oct., 2006. Yin, R.K. (1993). Applications of case study research. Thousand Oaks, CA: Sage Publications.  

 

 

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Appendix  1:  Glossary  of  Biocultural  Design-­‐Related  Terms   Biocultural diversity: A metric of biological and cultural diversity in a given area and used as a proxy to express the linkages between biological and cultural diversity (Maffi 2005). Biocultural design: An intentional process to support responses of rural and remote communities to globalised change utilising knowledges of biological materials (biocultural heritage) in ways that are consistent with cultural values and aspirations. Biocultural heritage: “Knowledge, innovations and practices of indigenous and local communities which are [often] collectively held and inextricably linked to traditional resources and territories, local economies, the diversity of genes, varieties, species and ecosystems, cultural and spiritual values, and customary laws shaped within the socio-ecological context of communities” (Swiderska 2006:3). Adapted from IIED, who refer to it as collective biocultural heritage. Biocultural innovation: New or traditional knowledge, resources, skills, and practices, which utilize biodiversity to support wellbeing in response to globalised change (Davidson-Hunt, 2016; Dutfield 2006, 2014). BcI, which can emerge within individual or collective domains, is distinguished from individual creativity by the process of socialisation an innovation undergoes through which it moves from the domain of any one individual, household or organisation to become part of a society’s package of responses to globalised change. Biocultural materials: Materials produced, transformed, or given meaning in relation to biocultural heritage (Adapted from Ingold 2012). Biocultural resources: Tangible and intangible elements of biocultural heritage recognised as potential assets in achieving particular goals or objectives (Turner, Davidson-Hunt, Desmarais and Hudson, 2016). Biocultural products: Products, such as traditional foods, medicines, services and territorial identity, deriving from biocultural heritage (Davidson-Hunt et al. 2012; IIED n.d.; Anbrosio-Albalá and Bastiaensen 2010). These can be long-standing or newly crafted through processes of BcI. Biocultural services: Ecological and sociocultural functionings resulting from biocultural relationships, including the contributions and role of humans in maintaining ecological processes and biodiversity and the contributions and role of ecological processes and biodiversity at different scales in maintaining sociocultural processes. These can be long-standing or newly crafted through processes of BcI. Biocultural sustainability: The potential for continuity of biocultural practices and resource use, including through processes of adaptation and innovation by resource users, and whether ecological, economic and sociocultural conditions are created in which sustaining biocultural relationships are desirable, feasible and viable (Turner, Davidson-Hunt, Desmarais and Hudson, 2016) Capabilities: The range of substantive choices, or positive freedoms, available to people to “lead the kind of lives they have reason to value” (Sen 1999: 10). In other words, allowing for that which one could choose to be or do. Convergent thinking: The process of limiting the number of ideas and then refining these selected ideas (Brown 2009; Davidson-Hunt et al. 2012).

 

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  Creativity: The ability of people to make adjustments to their lives in order to meet their aspirations (Gatt & Ingold 2013). Culture of innovation: A social and spatial environment that contributes to design thinking, risk taking, experimenting, and capability development by reinforcing success rather than punishing for failures (Brown 2009). Design: Process and product of developing and planning the form and the structure of both material and non-material things. Design anthropology: “A field that seeks to understand how the processes and artefacts of design help to define what it means to be human” (Tunstall 2013:238). Design brief: A short and precise document that establishes the aim and boundaries of a design project (Brown 2009). Design thinking: The ability to be intuitive and construct emotionally charged and functional ideas (Brown 2009). Design workshop: Workshops that contribute to the transition from research to design by bringing to light different agendas and understandings (Kjærsgaard 2013). Desirability: A criterion for successful ideas, which refers to “what makes sense to people and for people” (Brown 2009:18). Divergent thinking: The process of creating ideas and considering a full range of ideas (Brown 2009; Davidson-Hunt et al., 2012). Design evaluation: Appraisal and reflection upon the risks and benefits of an innovation at individual and collective scales. Feasibility: A criterion for successful ideas, which refers to “what is functionally possible within the foreseeable future” (Brown 2009:18). Functionings: That which one is being or doing within the range of ones capabilities (Sen 1999). Globalised change: Disruptions that emerge as a result of human action, affecting ways of life that have global dimensions, including global environmental change (climate, water, etc.), globalisation (market-integration, migration, cultural processes, etc.), and historical legacies (colonialism, dispossession, resource depletion, etc.), and manifesting as often-entangled disruptions at the local level and to which people respond through everyday creative, collective action and other means (Davidson-Hunt et al. 2016). Guiding coordinates: Broad guiding principles, less strict and more flexible than guidelines, that help those involved in a design process to make choices when specific outcomes are unknown (DavidsonHunt et al. 2012). Ideation: Space in design thinking that focuses on generating, developing, and testing ideas (Brown 2009).

 

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  Implementation: Actions undertaken to move from a prototype to the wider acceptance of an innovation in a market or service delivery (Brown 2009). Individual creativity: An individual’s ability and processes of making adjustments in their life in order to meet their aspirations (Gatt & Ingold 2013) Innovation: Generation of change (Davidson-Hunt et al. 2012). Inspiration: Activities undertaken early in a design process that facilitate the identification of a problem by participants and motivate them to search for solutions (Brown 2009). Prototype: Model that fulfills a certain purpose and which is desirable, feasible, and viable (Brown 2009). Valorisation: Process of intentional change in the regime of values surrounding biocultural heritage and materials to increase positive associations (e.g. with pride, prestige, desirability) (Turner, Davidson-Hunt, and Hudson Under review). Viability: A criterion for successful ideas, which refers to “what is likely to become part of a sustainable business model” (Brown 2009:18).    

 

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Appendix  2:  BcI  Case  Study  Procedures   Preliminary Steps prior to case study documentation Step 1 – BcI Scan Scan can include internet, markets, fairs, festivals, specialty stores See preliminary biocultural innovation scan procedures Step 2 – Knowledgeable Person Interviews 8-10 knowledgeable people / service providers to be identified during preliminary scan Undertake to obtain an overview of biocultural innovation in sector of interest and other possible biocultural interview cases See knowledgeable person interview procedures Step 3 – Biocultural Scan Report Summarize Information into Report, including short summaries of BcIs occurring within the defined geographic area of the scan (see Appendix 5) Utilize as basis for selecting biocultural innovation case studies Step 4 – Confirm Case Selection Criteria Refine case study criteria for sector of interest (See Box 1) Use criteria to select cases from preliminary scan Select 3-5 cases for case study procedures (See below)

 

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BcI Case Study Procedures

Step 1 - Identify BcI of interest Be able to answer: A - What is the innovation of interest? B - Why is it of interest to our BcI case study collection? What does this case contribute to the Learning Guide? C - What would students learn from this teaching case?

Step 2 - Preparation for data collection A: Approach “Point Person” (or “Gatekeeper”, e.g. enterprise/organization owner or manager) During preliminary contact: A - Explain the project and interest in the case (See Step 1 questions) B - Request interview and site visit (where applicable) C - Request any information available to help prepare for the interview (e.g. website, pamphlets, publicly available documents) NOTE: Type of information available will depend on the characteristics of the case (e.g. size of enterprise or scale of innovation) B: Interview preparation A - Adapt primary case study interview guide for the case B- Based on preliminary research identity if interviews with others in the organization are likely to be needed and prepare supplementary questions accordingly

 

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Step 3 - Interview(s) and site visit A - Connect interviews with Point Person and other key informants for the case at a location of their choosing B - Visit production facilities (or other sites important for understanding the BcI of interest, e.g. retail location, office, etc.) and take photos and notes C - Request access to any other documents or information necessary for understanding the case and appropriate for public dissemination

Step 4 - Prepare BcI case study draft A: Prepare draft At this stage the ‘story line’ should be well developed and the information we would like to include in the case should be clear. Draft should include: A - Description of the BcI of interest, including learning objectives for the teaching case B - Description of the key actors and organization/enterprise, description of the sector or context in which the innovation was developed (including enabling factors), challenge being responded to through the innovation, process of innovation, and success and challenges surrounding the innovation B: Share draft with Point Person Key questions: A - Is the Point Person conformable with the information, including photos and other “exhibits”, that will be made public through the case study? Is there anything that needs to be removed or blinded? Is there anything to add? B - Fact check

Step 5 - Finalize BcI Case Study Prepare final case study draft and review final revised version with the case point person. Make revisions as needed.

 

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Appendix  3:  Preliminary  Biocultural  Product  Scan  Overview  

Part A: Full survey of biological products (Internet, Markets/Fairs, Speciality Stores) Source: _________ Date/Time of Day: ___/__ Name of data collector(s): ____________ Instructions 1.

Internet Scan. Keyword search to identify small scale producers / processors and associated

service providers (civil society organizations, government, businesses) 2.

Do a pass through the market (Note: similar procedures can be used for fairs and specialty

stores as appropriate) to do a preliminary characterisation [area and zones of the market, general ideas of the types of stalls – specialised areas for products (e.g. stalls dedicated to fruit, vegetables, cheese, botanicals, crafts (biological materials), etc.) Particularly those making use of biocultural diversity or heritage. 2.

Do a new pass through, zone-by-zone, to document instances of biocultural diversity present

in various market stalls, making specific note of those stalls that are selling some sort of processed goods alongside their food products. Note if a product is not common or if it has other important characteristics. These examples can be used as the basis for the lists of products in each category.

1.

Characterisation of the market

(Product Category overview: e.g. dairy, fruits, vegetables, meats, wood, wool etc.)

Categories of Products: 1)_________________________________________________________________ 2)_________________________________________________________________ 3)_________________________________________________________________ 4)________________________________________________________________

 

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  List of products: including only those vendors that make use of biocultural diversity (Note: Table template to be used to summarize information collected during scan) No.

Name of Producer/Farm

Products produced

Products resold and processed by others

Reason for inclusion

Notes

1 2 3

Data to be collected during preliminary scan Name of Enterprise (Producer / Processor / Farm)

Contact Details:

Products Sold (produced / processed by enterprise)

Products Re-sold (produced / processed by other enterprise; identify source)

What selection criteria or other factors led to inclusion of this enterprise? (Consider characteristics such as biological materials used, the part of the food system the innovation is related with, possible insights into processes of design, etc.)

Notes:  

 

 

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Appendix  4:  Knowledgeable  Person  Interview  Guide   Opening Script and Questions Interviewer introduces self and reminds participant of the purpose and objective of the project and proceeds to walk interviewee through the informed consent. The interviewer will then bridge from the consent form into the questions. ****************************** Q1. So we have a better sense of who you are, can you tell us a bit about your profession and current position? Probe: How does your work relate to the small-scale food sector? Q2. Can you tell me a bit about your involvement with Manitoba’s [OR Name of Province] small-scale food sector? Probes: What role does your organization play in this sector? How does your organizational mandate and goals reflect your involvement in the sector? ****************************** If interviewee would like to know how we define small-scale the following description can be given. As small-scale can mean many things we have adapted the description used by the Manitoba Small-scale Food working group. They consider that a small-scale producer / processor is involved in local, specialty, artisanal or direct marketing foods. These producers / processors often work with limited land base/capital/infrastructure, multiple types of crops and livestock, integrated farming, and products that are directly marketed or sold in farmers’ markets. ****************************** General information about current small-scale food sector including producers and processors in [name of Province] We would now like to hear your thoughts on the small-scale food sector in [name of province]. Q3. Do you think that small-scale food production/processing is a sector that is growing in [name of province?]

 

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Follow-up: If so… Why do you think this?

If not… Why is this the case?

[Probe for relationship of this growth to consumer demand or increasing market opportunities]

Q4. Is there a type(s) (e.g. dairy, grains, horticulture, meats, wild foods) of small-scale producer/processor that you consider more active or prominent than others? Follow-up: Has this changed over time? Q5. Is there a type (or types) of producer/processor that you consider more successful than others? Follow-up: Has this changed over time? Follow-up: What factors help to explain this level of success? Prompt: What are some conditions that help small-scale producers do well?

Enabling environment in support of small-scale producers/processors We would now like to talk to you about the factors that enable and hinder this sector. Q6. What do you think are the key enabling factors for a producer/processor to be successful in this sector? Prompts: financing, extension, appropriate technologies, relevant research support, markets, policies, entrepreneurial skills Q7. What do you think are the key hindering factors for a producer/processor to be successful in this sector? Prompts: financing, extension, appropriate technologies, relevant research support, markets, policies, entrepreneurial skills Q8. Do you think the current support available to producers/processors in this sector is sufficient? Follow-ups: Is there support from the government? (Federal, provincial, municipal) What kind? (e.g. programs, infrastructure, etc.).

 

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Is there support from service providers (e.g. NGOs)? What kind? (e.g. programs) How about from producers/processers themselves? What kind? (e.g. farmer-to-farmer knowledge sharing networks, marketing cooperatives, etc.) Q9. Are there (small-scale) producer / processor networks in place that provide support in response to any of the enabling or hindering factors you have mentioned? (e.g. farmer-tofarmer knowledge sharing networks, marketing cooperatives). Follow-up: Could these networks be strengthened? If so, how? ****************************** Innovative practices Finally, we would like you to consider creativity and innovation within the small-scale food sector. Q10. Can you think of some key challenges faced by small-scale food producers / processors? Can you tell us about the creative responses / innovations (production, processing, marketing, service provision) that they have utilized to overcome them? Q11. Can you think of other creative responses / innovations by small-scale food producers / processors that you think are noteworthy? Q12. Has your organization been supporting creativity and innovation in the small-scale food sector? Follow-ups: Can you describe how you have been doing so? What challenges do you face in supporting creativity and innovation in this sector? Q13. Can you think of any out-of-the-box creative actions or innovations that might strengthen the small-scale food sector? Q14. There are many challenges in the small-scale food sector (like those you’ve told us about). At this stage of our work we are trying to identify producers / processors who are finding creative and innovative ways to address some of these issues and other service providers like yourself who are supporting them. Can you think of any small-scale producers

 

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/ processors, or service providers, who would be good candidates for us to speak to as part of this study? If so, why these people in particular? ******************************* Thank you for your time. End of Survey.

 

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Appendix  5:  Biocultural  Scan  Report   The purpose of the Biocultural Scan Report is to summarize examples of BcD and Innovation within the study area identified through Internet searches, market scans, scans of specialty stores, knowledgeable person interviews and other methods employed by the project team (See Appendices 3 and 4). It will be from the inventory of examples summarized in the report that BcI cases will be selected. Rather than providing a detailed description of each example, the report should document key aspects of each that will help the project team select a set of cases to include in the Learning Guide. Information and characteristics of BcI examples to include in the report are presented in the table below. Table 2. Biocultural scan reporting tool.

Name of BcI example

1

What is the biological material involved (e.g. wild or cultivated, farmer variety or livestock bread, etc.)? What is the relationship with local biocultural heritage?

What is the BcI? Provide a one sentence description of the product, service, or institution.

Reason for inclusion [e.g. contribution(s) to thinking about innovation within the small-scale food sector or process of design1] Provide one to two sentences or bullet points outlining potential contributions of the case to the Learning Guide.

Questions to aid reflection on what possible learning goals might be include: •

• • • •

 

Key actor(s) (e.g. community group, private enterprise, NGO, etc.)

What part(s) of the food system is it related to? What part of the value chain is it related to? (e.g. primary production, sourcing, secondary production and transformation, exchange, consumption, institutions, etc.) What are the spatial characteristics of the case? Are there institutional or technological characteristics of this case that make it interesting? What can it teach about innovation within the small-scale food sector? What can it teach about the processes of design? (e.g. preparation of the design brief, formation of the design team, development of guiding coordinates, prototyping, consultation with users, etc.)    

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Appendix  6:  Biocultural  Innovation  Case  Study  Semi-­‐Structured  Interview  Guide     NOTE: This guide should be adapted to incorporate the specific data requirements for each case prior to use. Additional questions and changes in terminology may also be needed. The following questions reflect the information that should be gathered surrounding each case and are intended primarily for use with the organisation/enterprise point person, however, interviews may be conducted with one or more knowledgeable people in each organisation or enterprise depending on the BcI of interest and the size of the actor group involved. Prior to case study interview(s) the following should be identified: A - What is the BcI innovation of interest? B - Why is it of interest to our BcI case study collection? C - What would students learn from this teaching case? D – Who is the point person in the case study organization/enterprise? Are there other knowledgeable people who might be important to speak with? Opening script: 1) Interviewer introduces self and reminds participant of the purpose and objective of the project and interest in this case study (motivation for interview, including explaining the BcI of interest). 2) Interviewer proceeds to walk interviewee through the informed consent form, including a review of the potential outcomes of this case: • A teaching case in book we are preparing. • Potential to collaborate on a biocultural design project. This should include explaining the commitment/case review procedures following the interview/case study data collection. 3) The interviewer will then bridge from the consent form into the questions. Questions will begin with a general overview of the enterprise/organisation and move to more specifics about the BcI of interest. The interview will take approximately 45 minutes to one hour. Questions: Part 1 – Background information: personal history and organisation/enterprise (NOTE: The degree of relevance of personal history and organisation/enterprise history will vary depending on the case. Some of the information, particularly that related with the organisation/enterprise background might be publically available, in which case questions should be modified to fact check the accuracy the information and if it is up to date.) A: Personal history – Q1) Can you tell me a little about yourself and your role in this organisation/enterprise? • Are you from [location]? • What did you do before starting/getting involved with this organisation/enterprise? • Is this your main livelihood activity? B: Organisation/enterprise background – Opener: Can you tell me about this organisation/enterprise?

 

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Q2) (For small enterprises) Does your business have a name? What is it? And how did you decide on that name? Q3) How long has this organisation/enterprise being running? How did it start? What were some of the drivers/motivating factors? Q4) What is the main product or service this organisation/enterprise provides? • Why was that product/service selected? Why did you start working with it? • What other products/services do you make/offer? (generate full list) Q5) How does your enterprise/organisation work? (how is it organised?) • How often do you make your products? • Where do you make your products? • Where do you get your inputs? (ingredients/primary materials) • Where do you sell/get clients? • Who are your main clients? (Now and initially) • How do people learn about your products/services? Q6) How many people work here? (Now and initially) • For cooperatives/associations: How does membership work? (Who can become a member? What are their responsibilities?) Q7) Have you (the organisation/enterprise) been involved in any government or NGO projects or programs to help support your business? (e.g. credit programs, trainings, workshops, promotional events, etc.) Q8) What are your plans for the future? (e.g. other products/services? Other markets?) Part 2 – Biocultural Innovation of interest Opener: Now that I have more background on your organisation/enterprise, I’m hoping we can talk in more detail about [BcI of interest]. Q9) Can you tell me more about [BcI of interest, e.g. the specific product, service or aspect of production, transformation, distribution, etc.]? • Can you describe [BcI of interest] for me? A: History and process of innovation Q10) How did [BcI of interest] come about? • What was the motivation to start/do/try [BcI of interest]? (background against which the BcI emerged) • What was going on in your home/business/community that prompted you to start the development of [BcI of interest]? (as appropriate to the case) • When did you start [BcI of interest]? (time frame) Q11) Who are the main beneficiaries of [BcI of interest]? • In what ways do they benefit from [BcI of interest]?  

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•

Are there other beneficiaries as well?

Q12) Who was involved at the outset? Are the same people/organisations involved now? • Did you receive any support or collaboration from other people, businesses, government agencies or NGOs? (e.g. joint-ventures, credit programs, technical support, extensions services, promotional support, etc.) • Which ones and what did they support you with? Q13) Can you describe the process you went through to come up with and implement [BcI of interest]? • Was there a clear design process? (e.g. design brief) • Did anyone help you design [BcI of interest]? o E.g. Did you hire a design firm to develop this [BcI of interest] or help you develop it? • If not, how would you describe the process by which you developed [BcI of interest]? • Were there particular goals or objectives you were trying to achieve? • Have those changed over time? • How did you go about matching the design [BcI of interest] with your goals? • How did you factor in the technical and economic feasibility of [BcI of interest]? • How did you deal with/consider these factors in your design process? Q14) What were some of the assets/strengths you/organization/enterprise had that helped you start/do/try [BcI of interest]? (e.g. access to existing infrastructure or key factors of production, existing knowledge or opportunities to access new knowledge, skills, personal, producers/processor networks, government programs or policies, access to financial capital, etc.) • How did you draw upon those strengths in developing [BcI of interest]? • Do you think [BcI of interest] has been successful in meeting your goals? • What were the factors that have helped [BcI of interest] be successful? • Were there other options you also considered to achieve those goals/objectives or respond to the challenge [BcI of interest] helps you address? • Why did you choose this path [BcI of interest] over other options? • What factors favoured pursuing [BcI of interest]? Q15) What was the most difficult part of the design process [starting/doing/trying BcI of interest]? Were there any barriers or limitations you faced? (e.g. lack of supportive government policies or programs, lack of access to financial capital, lack of existing knowledge, lack of access to key resources or factors of production) • What did you do to overcome/respond to those challenges? How did they shape your process of developing and implementing [BcI of interest]? NOTE: Go through these question for design process, including prototyping and implementation, and also for operationalizing the [BcI of interest]. Q16) Has [BcI of interest] changed over time? How so? Why?

 

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•

Was there a prototyping phase?

B: Materials, supply chains and networks Q17) This product/service relies on [list the materials or assets (e.g. a product might rely on specific sites of interest or social/business/institutional networks) the BcI of interest uses as you understand them]. Is that correct? Are there other materials/assets that are used? Q18) In the case of material products: Sourcing • Where do you source the raw materials from? • Who produces them? • What volumes do you use? • Do you have any trouble with your sourcing? Transformation – • Can you describe the process of making [BcI of interest]? • What are the steps in production? • Where does production/transformation take place? • What technologies/infrastructure do you use? • Who is primarily responsible for production? Exchange – • Where do you sell this product? • Do you sell directly to consumers or sell to resellers? • What are the advantages/disadvantages of your commercialisation strategy? Consumers/End users – • Who are your primary clients? • What do you think they like most about your product? • How do they find out about your product? Q19) In the case where a service (or less tangible product) is the product: Materials/assets – • How do you access/Where do the resources/assets to supply this service come from? (e.g. access to sites that are visited, spaces that are used to supply the service, etc.) • Do you have any trouble maintaining these relationships/access to sites/resources? • Have the sites/resources/places/people you depend on to supply this service changed over time? Consumers/End users – • Who are your primary clients? • What do you think they like most about your service? • How do they find out about your service? C: Reflection on design process Q20) Looking back on the process of starting/doing/trying [BcI of interest], what key lessons did you/your enterprise/organisation learn? (design, implementation and operationalization phases)

 

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• •

Is there anything you would do differently if you were doing it again? Are there any lessons or reflections from your experience that you would like to share with others who might be facing similar challenges/situations that prompted you to start/do/try [BcI of interest]?

Q21) What government policies or programs would you like to see developed to support innovation in the small-scale food sector and the sector generally? Closing Q22) Is there anything else that you would like to add about what we’ve talked about or anything else it might be important for me to understand about your enterprise/organisation or [BcI of interest]? Thank you again for your time.

 

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Appendix  7:  Online  Resources   Agriculture, Fisheries, and Forestry Australia (AFFA). (2001). Recipes for success: Case studies illustrating successful innovations by food businesses. Retrieved from http://www.agriculture.gov.au/. •

This document provides a sample learning guide for a food innovation case study with elements that differ from those ones presented in Table 1.

Keller, M. (2012). Change by design by Tim Brown (2009): A summary of highlights. Retrieved from http://www.ecologyofdesigninhumansystems.com/wpcontent/uploads/2012/09/Change-By-Design-Tim-Brown.pdf. •

This document provides a short summary of Brown’s Change by Design (Brown, 2009), which presents basic concepts and terminology related to design.

IDEO, Human Centred Design Tool Kit: https://www.ideo.com/post/design-kit. •

This document is presents human centred design procedures and tools for implementing a design project. Also see other resources available on the IDEO homepage: https://www.ideo.com.

     

 

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