This paper explores innovation processes and institutional change within research for development (R4D). It draws on learning by Australian participants associated with the implementation of a three-year Australian-funded food security R4D programme in Africa, and in particular a sub-component designed to support and elicit this learning. The authors critically examine this attempt at institutional innovation via the creation of a 'learning project' (LP) in a larger programme.

Research and analysis of agricultural innovation processes and policies over the last 20 years has made a major contribution to scholarship on and the understanding of the nature of innovation. To an important, but much lesser degree this has also led to re-framing practice at the research-innovation interface. Innovation studies (for want of a better word), like many branches of science, finds that it needs to deliver solutions across the full spectrum of discovery (concepts and theories) to application in both policy and practice domains.

The purpose of this brief is to open up a conversation on this topic, to draw in a wider set of perspectives, and to explore collaboration opportunities. In particular the meeting aims (i) to identify limitations and missed impact opportunities of current agri-food innovation systems; (ii) to explore the nature of frameworks and tools needed to advance innovation and impact; and (iii) to develop a road map on how these could be co-developed to best meet the needs of different stakeholder groups

The main challenge in Indonesia to an innovation-led approach to increasing farm productivity and farmers’ incomes is not due to a lack of good ideas by researchers but rather the lack of effective mechanisms making these ideas available and accessible to farmers.

The CSIRO Agriculture and Food & the CGIAR Independent Science and Partnership Council (ISPC) Secretariat are collaborating to explore the nature of agri-food systems innovation and impact. This workshop report is a record of the key outcomes from a workshop held on the 14-15 December 2016 in Canberra, Australia

The paper describes an attempt to improve the uptake of a new agricultural Decision Support System (aDSS). The approach was to design it with an understanding of the successes and failures of predecessors and of the changes in patterns of relevant technology use over time, the “usage context”. Even though its predecessor, IrriSatSMS, showed great potential in pilot seasons, that system failed to be commercialised successfully.

While privatization of extension has received considerable attention with respect to implications for public and private good, less consideration has been given to structural and relational implications for knowledge sharing.

The presentation was delivered to a conference entitled "Science Protecting Plant Health" in Brisbane on September 26th 2017 and then in private policy briefings to ACIAR (Australian Centre for International Agricultural Research) and DAWR (Australian Government Department of Agriculture) in Australia. The presentation includes description of the role of the Tropical Agriculture Platform (TAP) and case study examples from CABI’s work to describe capacity building at the levels of individual, organisation and enabling environment.

Social learning in multi-actor innovation networks is increasingly considered an important precondition for addressing sustainability in regional development contexts. Social learning is seen as a means for enabling stakeholders to take advantage of the diversity in perspectives, interests and values for generating more sustainable practices and policies. Although more and more research is done on the meaning and manifestations of social learning, particularly in the context of natural resource management, little is known about the social dynamics in the process of social learning.

This study examines the influence of an extra-curricular educational program on children's knowledge and cultural valuation of wild food plants, which are an important component of their diets. This program aims to reinforce children's traditional knowledge and values around biological resources in Wayanad, India's Western Ghats, encouraging tribal and non-tribal children to learn from each other and from their own communities. Results show that the educational program has enhanced children's ability to identify selected wild food plants.