New search

Project and communication in the agrarian sector

This course prepares agronomy students for their future working life. Agronomists work in the agricultural system with fundamental global challenges related to food security, food safety, ethical and economic animal husbandry, future land use and sustainable rural livelihoods etc. The issues are complex, with many stakeholders and strong opposing opinions and interests. This is the reality that the course prepares these future experts, advisors, consultants or civil servants for. In the course students from all agronomy programmes interact and are given the opportunity to share different experiences and perspectives on the examples that are presented. Within the scope of the course we explore and take advantage of our differences to reflect upon what having differents perspectives and knolwedge on agriculture entails. The tool for handling different perspectives is communication. A substantial part of the course also contains working in projects. The aim of the course is that every student should be able to master tools for handling different roles and situations that professional agronomists meet.

Course evaluation

The course evaluation is now closed

LB0097-10113 - Course evaluation report

Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.

Additional course evaluations for LB0097

Academic year 2021/2022

Project and communication in the agrarian sector (LB0097-10253)

2021-08-30 - 2021-11-01

Academic year 2020/2021

Project and communication in the agrarian sector (LB0097-10196)

2020-08-31 - 2020-11-01

Academic year 2019/2020

Project and communication in the agrarian sector (LB0097-10157)

2019-09-02 - 2019-10-31

Academic year 2018/2019

Project and communication in the agrarian sector (LB0097-10154)

2018-09-03 - 2018-11-05

Syllabus and other information


LB0097 Project and communication in the agrarian sector, 15.0 Credits

Projekt och kommunikation i den agrara sektorn


Agricultural Science

Education cycle

Master’s level


Title Credits Code
Project work 8.0 0302
Individual assignment 1 3.0 0303
Individual assignment 2 2.0 0304
Compulsory exercises 1.0 0305
Compulsory literature seminars 1.0 0306

Advanced study in the main field

Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)

Grading scale

5:Pass with Distinction, 4:Pass with Credit, 3:Pass, U:Fail The requirements for attaining different grades are described in the course assessment criteria which are contained in a supplement to the course syllabus. Current information on assessment criteria shall be made available at the start of the course.



Prior knowledge

- 150 credits in one of the Agriculture Programmes


- an equivalent to 120 credits of which 90 credits in a main field of study of natural or social sciences as well as at least 15 credits in agricultural sciences


The course aims to focus on problem areas and train skills that are relevant for agronomists.

On completion of the course, the student should be able to:

- Identify and formulate relevant issues related to communication in agriculture and in the rural sector, especially concerning sustainable development.

- Demonstrate the ability to analyse different actors’ interests and perspective in agriculture and in the rural sector, demonstrate the ability to collaborate in groups with different composition, reflect on how important factors affect projects and processes and show how conflict of interests and other conflicts can be handled.

- Independently analyse complex situations as well as suggest and evaluate different solutions by applying basic theories of and models for communication, especially in relation to the sustainable development of agriculture and the rural sector.

- Formulate a project plan, carry out a concrete project based on models for implementation and management of project as well as reflect on risks and limitations that can occur in an ongoing project as well as be able to account for different forms of evaluation and to evaluate the project.

- Compare what it implies to work as agronomist in different types of operations in the agrarian sector and adjacent fields as well as reflect on the own occupational identity as agronomist and what different positions imply.


This is a course that should prepare all future agronomists for the future working life. Agronomists work in an agricultural system with different challenges connected to the world food supply such as secure foods, ethical and economic animal husbandry, future land use and sustainability in rural areas. The challenges for future agronomists are complex, not least because there are many actors to handle and strong, sometimes conflicting interests.

Students from all Agriculture Programmes will in the course be offered the possibility to meet others’ experiences and perspective on the different challenges that are presented during the course. The course is planned as a reality in miniature, where we utilise our differences to reflect on what it implies to have different perspectives and knowledge and how one can work with these differences as a starting point. Our tool regarding to work together with people in complex situations are communication.

During the course, many occasions are given to reflect on future professional roles. The course covers professional roles such as advisory and public authority - as well as leadership and its preconditions with a focus on communicative aspects. This is done through study visits and guest lectures as well as in the project work. The aim of the course is that each student should learn to use tools to be able to handle different roles and situations that professional agronomists meet.

The course contains both skills training as well as ways to extend used approaches to situations agronomists can meet in their working life. During the course, skills are trained in practical exercises, while lectures and literature seminars aim mainly to advanced (theoretical) understanding and new approaches. To guide the students, we have focused on a number of central concepts: Actor, participation, democracy, dialogue, information, conflict of interest, communication, complexity, conflict, meta-communication, method (interview - project - research -), perspective-taking, process, professional, project, conversation, collaboration, evaluation and profession.

During the course, concrete projects with current interest for agricultural sector are carried out, where students from different specialisations in agronomy work together. The project work goes on during the whole course. For the project work, there is a supervisor from SLU and an external organisation or a company that has contributed with a current and authentic project idea. In connection with the project work, different aspects and tools around project and process work are observed. The project work as well as the process are evaluated continuously.

Formats and requirements for examination

Passed written and oral presentation of the project work.

Passed individual presentation of the working process of the project.

Passed participation in compulsory course modules.

Passed oral and written exercises. If a student fails a test, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.

If a student has been granted targeted study support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative form of assessment.

If this course is discontinued, SLU will decide on transitional provisions for the examination of students admitted under this syllabus who have not yet been awarded a Pass grade.

For the assessment an independent project (degree project), the examiner may also allow a student to add supplemental information after  the deadline for submission.  For more information, please refer to the Education Planning and Administration Handbook.
  • If the student fails a test, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.
  • If the student has been granted special educational support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative assessment.
  • If changes are made to this course syllabus, or if the course is closed, SLU shall decide on transitional rules for examination of students admitted under this syllabus but who have not yet passed the course.
  • For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.

Other information

The right to take part in teaching and/or supervision only applies to the course instance which the student has been admitted to and registered on.

If there are special reasons, the student may take part in course components that require compulsory attendance at a later date. For more information, please refer to the Education Planning and Administration Handbook.

Additional information

Transition rules:

This course replaces LB0080 Project management and communication for agronomists, 20 credits. The obligation for Degree of Master of Science in Agriculture will be fulfilled through this course also for the students who study according to the old programme syllabus of one of the Agriculture Programmes, 270 credits.

Responsible department

Department of Urban and Rural Development

Further information

Determined by: Programnämnden för utbildning inom naturresurser och jordbruk (PN - NJ)
Replaces: LB0080

Grading criteria

There are no Grading criteria posted for this course

Litterature list

Modul 1A: Agronom i arbetslivet och kommunikation i praktiken (v. 35 – 36)


Egidius, H. 2011. Etik och profession: i en tid av ökande privatisering och myndighetskontroll. Stockholm: Natur & kultur. Kap 1 (Några sidor på Canvas)

Klasson, T. 2010. Professioner i offentlig förvaltning: en lärobok för universitetens professionsutbildningar. Lund: Studentlitteratur. Kap 1, 5 (Kap 1 på Canvas)

Westin, M., Calderon, C., Hellquist, A. 2016. Att leda samverkan: En handbok för dig som vill hantera komplexa samhällsutmaningar. Lund: Mediatryck. Del II (s. 32-45).

Wilhelmson, L. & Döös, M. 2002. Dialogkompetens för utveckling i arbetsliv. Arbetslivsinstitutet. Västervik: AB CO Ekblad & Co. (Canvas)

Leeuwis, C. 2006 *Communication for Rural Innovation: Rethinking Agricultural Extension. *Oxford: Blackwell Science. Ch. 2 From extension to communication for innovation p. 22-39 (Canvas)


Campbell, 2008. Designing a Communications Strategy. Kap 6. (Canvas)

Eksvärd, K., Hallgren, G., Norrby. T. & Westberg, L. 2006. Gå en mil i mina skor… på väg mot samförvaltning. Working paper No. 8. SLU, Centrum för biologisk mångfald. Uppsala. (Canvas)

Höckert, J. & Ljung, M. Advisory Encounters towards a Sustainable Farm Development – Interaction between Systems and Shared Lifeworlds. Journal of Agricultural Education and Extension, 19:3, 291-309.

KK-stiftelsen. Kommunikationsplanering – hur gör man? EN HANDBOK FRÅN KK-STIFTELSEN. ISSN 1652-5213 (Canvas)

Modul 1B: Miljökommunikations teori för agronomer (v. 37 – 38)


Nitsch, U. 2000. The art of environmental communication. Ur: Lundgren, L.J. (red.) *Knowing and doing. *Stockholm: Swedish Environmental Protection Agency (Naturvårdsverket). (Canvas)

Brulle, R. 2010. From Environmental Campaigns to Advancing the Public Dialog: Environmental Communication for Civic Engagement, Environmental Communication: A Journal of Nature and Culture, 4:1, 82-98.

Leeuwis, C. 2006 *Communication for Rural Innovation: Rethinking Agricultural Extension. *Oxford: Blackwell Science. Ch. 7 Communication and the construction of meaning pp. 117-125 (Canvas).

Hallgren, L. & Ljung, M. 2005. *Miljökommunikation. Aktörssamverkan och processledning. *Lund: Studentlitteratur. Ch. 2 (pp. 53 – 65), 4 och 5.


Cox, R. 2016. Advocacy Campaigns and Message Construction. I Environmental Communication and the Public Sphere. SAGE publications. Kap 1, 8. (Canvas)

Bergeå, H., Hallgren, L., Westberg, L. & Ångman, E. 2013. Dialogprocessen om allemans­rätten Underlag för utveckling av dialogmetodik och dialogkompetens. Rapport 2/2013, Stad och land. (Canvas)

Darnhofer, I., Gibbon, D. & Dedieu, B. 2012. Farming Systems Research: an approach to inquiry. Ur: Darnhofer, I., Gibbon, D. & Dedieu, B. (red.) *Farming Systems Research into the 21st Century: The New Dynamic. *Springer. (Canvas)

Hallgren, L. 2003. I djupet av ett vattendrag: Om konflikter och samverkan vid naturresurshantering. Acta Universitatis agriculturae Sueciae. Agraria 379, Sveriges Lantbruksuniversitet, Uppsala. (Canvas).

Jurin, R.R., Roush, D. & Danter, J. 2010. Environmental Communication. Skills and Principles for Natural Resource Managers, Scientists, and Engineers. Springer Science+Business Media. Kap 5-7. (Canvas)

Lakoff, G. 2010. Why it Matters How We Frame the Environment. Environmental Communication: A Journal of Nature and Culture, 4:1, 70-81.

Saarikoski, H., Raitio, K. & Barry, J. 2012. Understanding ‘successful’ conflict resolution: Policy regime changes and new interactive arenas in the Great Bear Rainforest. Land Use Policy 32 (2013) 271– 280 (Canvas)

Senecah, S. 2004. The Trinity of Voice: The Role of Practical Theory in Planning and Evaluating the Effectiveness of Environmental Participatory Processes. Ur: Depoe, S.P., Delicath, J.W. & Aepli Elsenbeer, M.-F. (red.) *Communication and Public Participation in Environmental Decision Making. *Albany: State University of New York Press, ss. 13-33. (Canvas)

Thurén, T. 2007. Vetenskapsteori för nybörjare. Stockholm: Liber. Kap 2, 5, 19 (Canvas)

Ångman, E., Buijs, A.E., Bergeå, H.L., Arts, I. & Verschoor, G. 2016. Emotions in communicative practices: Legitimation and de-legitimation in NRM conflicts in the Netherlands and Sweden. Ur Petersen, T., Ljunggren Bergeå, H., Feldpausch-Parker, A. & Raitio, K. (red*.) *Environmental Communication and Community - Constructive and destructive dynamics of social transformation. Routledge. ss. 184-203.

Modul 2: Interdisciplinärt Projektarbetet (välj vad känns intressant/relevant)

Projekt och processorganisation

Hallin, A. & Karrbom Gustavsson, T. 2015. Projektledning. Stockholm: Liber. ISBN 9789147114801

Blomberg, J. 2003. Projektorganisationen – kritiska analyser av projektprat och praktik. Malmö: Liber Ekonomi. Främst kap 1. (Canvas)

Eklund, S. 2009. Arbeta i projekt – individen, gruppen, ledaren. Studentlitteratur. (Delar finns på Canvas)

Verktyg för grupparbete

Falk, A. Verktygslåda för bättre möten. Skaparlust.

Glasl, F. 1999. Confronting Conflict. A first-aid kit for handling conflicts. Hawthorn press. USA.

Wheelan, S. 2010. Att skapa effektiva team. Studentlitteratur.

Weiner Thordarson, K. 2009. Professionellt bemötande. Att möta kunder i offentlig verksamhet. SKL kommentus.

Vanliga metoder

Eneroth, Bo (1987), Hur mäter man ”vackert”? Grundbok i kvalitativ metod. Stockholm: Natur och kultur, s. 9-37, 47-77 (58 s.)

Eriksson, Yvonne & Göthlund, Anette (2004), Möten med bilder. Lund: Studentlitteratur, s. 9-82 (73 s.)

Winther Jörgensen, Marianne & Phillips, Louise (2000),* Diskursanalys som teori och metod*. Lund: Studentlitteratur

Trost, Jan (2012), Enkätboken. Lund: Studentlitteratur.

Thomsson, Heléne (2010), Reflexiva intervjuer. Lund: Studentlitteratur

Läsning för Projektövning 3: Problemformulering (Workshop 12/9):

  • Creswell, J. W & Creswell J. D. 2018. *Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. *SAGE: Thousand Oaks, California. Pp. 105 – 112, 117 – 122, & 133-136.
  • Leeuwis, C. 2006 *Communication for Rural Innovation: Rethinking Agricultural Extension. *Oxford: Blackwell Science. Ch. 19 Cooperation across scientific disciplines and epistemic communities p. 350-361

Modul 3: Reflektion och utvärdering (v. 43 – 44)


Svensson, L. et al. 2009. Lärande utvärdering genom följeforskning. Lund: Studentlitteratur. Kap 1, 4. (Kap 1 på Canvas)

Karlsson, O. 1999. Utvärdering – mer än metod. En översikt. Àjour. Svenska kommunförbundet.

Westin, M. och Hellquist, A. Den reflekterande samverkansledare.


Joosse, S., Powell, S., Bergeå, H., Böhm, S., Calderón, C., Caselunghe, E., Fischer, A., Grubbström, A., Hallgren, L., Holmgren, S., Löf, A., Nordström Källström, H., Raitio, K., Senecah, S., Söderlund Kanarp, C., von Essen, E., Westberg, L., & Westin, M. (2020) Critical, Engaged and Change-oriented Scholarship in Environmental Communication. Six Methodological Dilemmas to Think with. Environmental Communication, DOI: 10.1080/17524032.2020.1725588

Course facts

The course is offered as an independent course: Yes The course is offered as a programme course: Agriculture Programme - Animal Science Tuition fee: Tuition fee only for non-EU/EEA/Switzerland citizens: 38060 SEK Cycle: Master’s level (A1N)
Subject: Agricultural Science
Course code: LB0097 Application code: SLU-10113 Location: Uppsala Distance course: No Language: Swedish Responsible department: Department of Urban and Rural Development Pace: 100%