Agriculture is facing mounting challenges across the globe and must move towards more sustainable practices to combat climate change and meet changed production requirements. Education has been acknowledged as highly important in a sustainable transition, but there is no clear agreement about what skills are needed for professionals in the agricultural system. The purpose of this paper is to identify and analyse skills needed for professionals in the agricultural system to engage in the transition towards sustainable agriculture and elaborate on the implications of this for a transition towards sustainable agriculture. The review is based on a qualitative semi-systematic literature review of 20 peer-reviewed articles concerned with sustainability, skills, and agriculture. Five categories of skills were identified and analysed, including systems perspective, lifelong learning, knowledge integration, building and maintaining networks and learning communities, and technical and subject-specific knowledge and technology. As the identified categories of skills have emerged from different contextual settings and a diverse group of actors, these five categories encourage a broad and inclusive understanding of skills that can be translated into different contextual settings, scales, and professions within the agricultural system. The article concludes that professionals engaged in the transition towards sustainable agriculture need skills that encourage a perspective that moves beyond generic discipline-based skills and instead builds on heterogeneity, inclusion, and use of different actors’ knowledge, practices, and experiences, and the ability to respond and be proactive in a constantly changing world.

The study aims to understand and explore situations of collaboration between various actors in connection with a university-driven innovation intermediary organisation, and how the intermediary organisation facilitates collaboration in the making. To this end, we employ a case of a university-driven long-lasting intermediary organisation within the agricultural and forestry sectors. We examine three collaborative situations, using practice-based research and process theories as theoretical perspectives. A narrative approach is adopted as the method of investigation. The findings are presented in a conceptual model where the structures of the intermediary organisation are translated into practices, against which individuals can develop their collaboration processes. It is concluded that collaboration in the making is formed in the interplay between structures, practices and processes in relations between people. This implies that the organising of collaboration should focus its attention not only on structures but also on the practices and processes formed between people. The study contributes to the understanding of the organising of university innovation intermediary organisations by untangling the relations between structures, practices and processes in situations of collaboration between people.

The aim of this study is to investigate how horticultural firms meet their need for innovation within the innovation system. A comparative process ethnography approach was applied to two cases of long-term collaboration between multiple actors in Swedish horticulture. The retrospective reconstruction of the cases through documentation and interviews allowed for triangulation of data in a grounded theory approach. The leverage points of the developing collaborative processes were found to be; having agency and a network approach, the forming of collective agency through social learning, enhancing resource access, and operationalization of results. The concept of leverage points is useful for understanding evolutionary changes in multi-actor collaborations. The use of the concept of collective agency contributes to the understanding of the dynamics of demand articulation, illustrating a reciprocal process between the actors’ individual agencies, and evolving over time through their social learning. The results point to a need for policymakers and practitioners to develop a broader understanding of how actors work in the innovation system to enhance knowledge development and innovation.

Syftet är att föreslå ett antal begrepp som verktyg för att tonsätta och bråka med ledning och organisering av samverkan i praktiken. Tonsätta innebär att begreppen hjälper praktiker att benämna fenomen som man tidigare inte haft ett språk för. Bråka innebär att med hjälp av begrepp lära sig att se nya saker som också utmanar, både ens tidigare föreställningar och tidigare forskning utmanas. I kontrast till modeller, system eller liknande stöd för handlande fokuserar vi på begrepp som kan vara till stöd för att förstå och utveckla komplexa processer av samverkan i praktiken.