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article · Humanities and Social Sciences Letters

Status of stakeholders’ connection and information exchange in the Ethiopian institute of agricultural research

2026Open accessBahir Dar University

Abstract

This exploratory study aims to examine the connection between stakeholders and the flow of information in the process of agricultural innovation at the Ethiopian Institute of Agricultural Research (EIAR). The study assessed the status of stakeholders’ linkage and information exchange using Agricultural Knowledge and Information Systems (AKIS), Agricultural Innovation Systems (AIS) models, and Participatory Communication theory as frameworks. Applying mixed research methods, data have been gathered through focus group discussions (FGDs), in-depth interviews, and a questionnaire. The study participants included 22 farmers for the FGDs, 170 development agents for the questionnaire, and 11 researchers along with 4 district agricultural experts for the in-depth interviews, all drawn from four districts. The findings indicate that stakeholder connections are limited to immediate actors (farmers, development agents (DAs), and experts), utilizing restricted communication channels. Communication methods such as mobile phones, the internet, and mass media have not been employed to establish links with stakeholders beyond experts and farmers. Additionally, interactions and information exchange among stakeholders (researchers, DAs, farmers, suppliers) have been ineffective, despite their meetings at various points for agricultural innovation activities. Furthermore, there is no established communication system capable of linking stakeholders and fostering synergistic activities. As a result, information vacuums have emerged, leading to supply shortages and report discrepancies. Therefore, it is essential to develop clear interaction systems among stakeholders and sectors involved in agricultural research.

Research topics

  • Agricultural Innovations and Practices
  • Indigenous Knowledge Systems and Agriculture
  • Diverse Educational Innovations Studies

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DOI: 10.18488/73.v14i3.4946

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