{"title":"Introduction and Table of Contents","authors":"Mary Rodriguez","doi":"10.4148/2831-5960.1172","DOIUrl":"https://doi.org/10.4148/2831-5960.1172","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Presley Nickens, D. Ader, J. Enríquez, R. Bates, Tom Gill, S. Huot, L. Hok, Srean Pao
Abstract A significant emphasis on scaling up food security efforts is needed to achieve Sustainable Development Goal 2 (Zero Hunger) by 2030. Scaling up sustainable intensification efforts for Cambodian smallholder farmers is key since they face greater exposure to the uncertainties of climate change, globalizing markets, and rural-to-urban migration. One way to increase the effectiveness of efforts and the scaling up of sustainable intensification technologies is through improving access to information about production and marketing technologies. This study aimed to identify sources of information about sustainable technologies available to smallholders and barriers that may be preventing adoption. Information was gathered from a household survey to document the sources of agricultural information for smallholders in Northwest Cambodia. This research suggests Cambodian smallholders are receiving agricultural extension services, however, the overall quality and effectiveness of these messages are unknown, since NGOs with competing foci are the primary provider of extension information. Smallholders face significant barriers that prevent the adoption of sustainable technologies and participation in markets, such as low price for goods, poor product quality, lack of time, and concerns for safety. Future endeavors to strengthen the price of goods and alleviate market-related challenges would likely result in increased smallholder income and food availability.
{"title":"Where do Smallholder Farmers get Their Information? An Exploration of the Sources of Agricultural Information in Northwest Cambodia.","authors":"Presley Nickens, D. Ader, J. Enríquez, R. Bates, Tom Gill, S. Huot, L. Hok, Srean Pao","doi":"10.4148/2831-5960.1143","DOIUrl":"https://doi.org/10.4148/2831-5960.1143","url":null,"abstract":"Abstract A significant emphasis on scaling up food security efforts is needed to achieve Sustainable Development Goal 2 (Zero Hunger) by 2030. Scaling up sustainable intensification efforts for Cambodian smallholder farmers is key since they face greater exposure to the uncertainties of climate change, globalizing markets, and rural-to-urban migration. One way to increase the effectiveness of efforts and the scaling up of sustainable intensification technologies is through improving access to information about production and marketing technologies. This study aimed to identify sources of information about sustainable technologies available to smallholders and barriers that may be preventing adoption. Information was gathered from a household survey to document the sources of agricultural information for smallholders in Northwest Cambodia. This research suggests Cambodian smallholders are receiving agricultural extension services, however, the overall quality and effectiveness of these messages are unknown, since NGOs with competing foci are the primary provider of extension information. Smallholders face significant barriers that prevent the adoption of sustainable technologies and participation in markets, such as low price for goods, poor product quality, lack of time, and concerns for safety. Future endeavors to strengthen the price of goods and alleviate market-related challenges would likely result in increased smallholder income and food availability.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123399182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Morgan A. Richardson Gilley, Richie Roberts, Kristin S. Stair, J. Blackburn
Abstract The agricultural industry and higher education have traditionally been male-dominated spaces in the developing world. However, in recent decades, significant progress in female representation has been achieved in both sectors. Previous research has suggested that women in the Southeast Asian agricultural industry have been more empowered than women in other regions. However, women in Thailand’s agricultural postsecondary programs have been understudied. In response, this study examined the experiences and perceptions of women agricultural extension faculty in Thailand’s higher education system. Through qualitative analysis of in-depth interviews with women, three distinct themes emerged: (1) gendered disparities, (2) barriers to success in academia, (3) perceptions of self and gender in agriculture and higher education. The findings suggested that Thai female faculty in agricultural extension held positive perceptions of their careers despite persistent gender inequalities and traditional cultural norms. Moving forward, we recommend that more in-depth research be conducted to understand better how such perceptions coexist with the deeply entrenched gender inequalities.
{"title":"Casting a Critical Lens on Thailand’s Higher Education System: A Case Study of Women’s Experiences as Agricultural Extension Faculty","authors":"Morgan A. Richardson Gilley, Richie Roberts, Kristin S. Stair, J. Blackburn","doi":"10.4148/2831-5960.1078","DOIUrl":"https://doi.org/10.4148/2831-5960.1078","url":null,"abstract":"Abstract The agricultural industry and higher education have traditionally been male-dominated spaces in the developing world. However, in recent decades, significant progress in female representation has been achieved in both sectors. Previous research has suggested that women in the Southeast Asian agricultural industry have been more empowered than women in other regions. However, women in Thailand’s agricultural postsecondary programs have been understudied. In response, this study examined the experiences and perceptions of women agricultural extension faculty in Thailand’s higher education system. Through qualitative analysis of in-depth interviews with women, three distinct themes emerged: (1) gendered disparities, (2) barriers to success in academia, (3) perceptions of self and gender in agriculture and higher education. The findings suggested that Thai female faculty in agricultural extension held positive perceptions of their careers despite persistent gender inequalities and traditional cultural norms. Moving forward, we recommend that more in-depth research be conducted to understand better how such perceptions coexist with the deeply entrenched gender inequalities.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"282 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127483686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melanie J Miller Foster, Joseph Y Cho, L. L. Rice, Brad Kinsinger, Daniel Foster, Nur Husna Abd. Wahid
Abstract Global competence is a skill set that has become a necessity in every discipline in the agricultural sciences. With an increasingly diverse student population in our school systems coupled with an increasingly complex global agrisystem, now more than ever we need globally competent educators and learners to develop a globally competent workforce and society. A common intervention in cultivating global competency is the study abroad immersive experience for the traveling participants, but little is known about the global competency gains in hosting individuals. The immersive study abroad experience provided the opportunity for school-based agricultural educators (both candidates and practicing educators) to engage in a four-week experience with their Malaysian counterparts exploring the interconnected nature of culture, agriculture, and education. Throughout the experience the participants engaged in daily structured reflection sessions using the TIPS method. Journal entries were coded and analyzed for both Malaysia and United States participants. Participants from both countries respectively became more globally competent educators and learners.
{"title":"Reflective Perspectives of Host and Guest Participants of an International Professional Development Experience","authors":"Melanie J Miller Foster, Joseph Y Cho, L. L. Rice, Brad Kinsinger, Daniel Foster, Nur Husna Abd. Wahid","doi":"10.4148/2831-5960.1055","DOIUrl":"https://doi.org/10.4148/2831-5960.1055","url":null,"abstract":"Abstract Global competence is a skill set that has become a necessity in every discipline in the agricultural sciences. With an increasingly diverse student population in our school systems coupled with an increasingly complex global agrisystem, now more than ever we need globally competent educators and learners to develop a globally competent workforce and society. A common intervention in cultivating global competency is the study abroad immersive experience for the traveling participants, but little is known about the global competency gains in hosting individuals. The immersive study abroad experience provided the opportunity for school-based agricultural educators (both candidates and practicing educators) to engage in a four-week experience with their Malaysian counterparts exploring the interconnected nature of culture, agriculture, and education. Throughout the experience the participants engaged in daily structured reflection sessions using the TIPS method. Journal entries were coded and analyzed for both Malaysia and United States participants. Participants from both countries respectively became more globally competent educators and learners.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126984324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Despite the global surge in enrollment for master's and Ph.D. programs worldwide and, to some extent, in Sub-Saharan Africa, a considerable lag in completing theses and dissertations (TD) persists. Personal, situational, and contextual factors, such as supervision arrangements and research abilities, have been correlated with the time taken for TD completion. However, beyond these variables, there remains a significant gap in our understanding of what precisely predicts TD completion. To contribute to this knowledge deficit, we conducted a study to determine the predictive nature of specific information sources on students' self-efficacy regarding TD completion. These sources encompass gender, graduate program level, coursework completion, prior statistical skills, and research knowledge. A survey built in Qualtrics was distributed to 65 masters and doctoral students in the Agricultural Education and Extension departments at four universities in Sub-Saharan Africa. The findings indicated that most respondents possessed prior experience with statistics or research and had completed their coursework. Nevertheless, self-reported research knowledge and self-efficacy for TD completion were rated average, signaling a clear need for proficient research skills to ensure punctual TD completion. Furthermore, hierarchical regression revealed that additional predictors, beyond research knowledge alone, led to a 42% increase in TD self-efficacy for completion. These findings suggest that graduate programs should prioritize providing students with more research-related mastery experiences. This could be accomplished by offering a broader range of statistical courses, hands-on research opportunities, and avenues for professional development. Additionally, institutions should evaluate to address the specific TD research requirements of graduate students through a gendered lens.
{"title":"Predicting Graduate Students’ Self-Efficacy for Thesis/Dissertation Completion in Sub-Saharan Africa","authors":"M. Oyugi, Mathew Baker, A. Lamm, A. Nkurumwa","doi":"10.4148/2831-5960.1044","DOIUrl":"https://doi.org/10.4148/2831-5960.1044","url":null,"abstract":"Abstract Despite the global surge in enrollment for master's and Ph.D. programs worldwide and, to some extent, in Sub-Saharan Africa, a considerable lag in completing theses and dissertations (TD) persists. Personal, situational, and contextual factors, such as supervision arrangements and research abilities, have been correlated with the time taken for TD completion. However, beyond these variables, there remains a significant gap in our understanding of what precisely predicts TD completion. To contribute to this knowledge deficit, we conducted a study to determine the predictive nature of specific information sources on students' self-efficacy regarding TD completion. These sources encompass gender, graduate program level, coursework completion, prior statistical skills, and research knowledge. A survey built in Qualtrics was distributed to 65 masters and doctoral students in the Agricultural Education and Extension departments at four universities in Sub-Saharan Africa. The findings indicated that most respondents possessed prior experience with statistics or research and had completed their coursework. Nevertheless, self-reported research knowledge and self-efficacy for TD completion were rated average, signaling a clear need for proficient research skills to ensure punctual TD completion. Furthermore, hierarchical regression revealed that additional predictors, beyond research knowledge alone, led to a 42% increase in TD self-efficacy for completion. These findings suggest that graduate programs should prioritize providing students with more research-related mastery experiences. This could be accomplished by offering a broader range of statistical courses, hands-on research opportunities, and avenues for professional development. Additionally, institutions should evaluate to address the specific TD research requirements of graduate students through a gendered lens.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123995104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Namah Taku-Forchu, M. Lambert, Michael S. Retallick, J. Ulmer, G. Opit
Abstract Post-harvest loss is a global challenge due to its serious threat to food security. Hermetic storage bags offer one way to combat the loss of food after harvest. The rate at which farmers adopt hermetic bags largely depends upon their access to information and training about the technology. The adoption of hermetic storage bags in Dormaa, Ghana, was the focus of this quantitative cross-sectional research study. This study sought to describe maize farmers’ perceptions of the hermetic storage bags in Dormaa, Ghana, based on the perceived innovation attributes and to ascertain farmers’ stages of adoption of the hermetic storage bags using Rogers’s (2003) innovation-decision model. A multistage systematic sampling technique was used to survey 217 maize farmers in four communities where maize production was the main economic activity. Data indicated that the largest group of farmers were at the confirmation stage of Rogers’ model. The logistic regression model was used to ascertain the influence of the innovation attributes on adoption. The findings reveal that of the five innovation characteristics, relative advantage, compatibility, and complexity are the key and significant drivers of the adoption of hermetic storage bags, with relative advantage and compatibility increasing the adoption likelihood and complexity reducing it. The study, therefore, recommends that communities lagging behind others in adoption should be targeted for additional training.
{"title":"Drivers of farmers’ adoption of hermetic storage bags in Ghana","authors":"Namah Taku-Forchu, M. Lambert, Michael S. Retallick, J. Ulmer, G. Opit","doi":"10.4148/2831-5960.1064","DOIUrl":"https://doi.org/10.4148/2831-5960.1064","url":null,"abstract":"Abstract Post-harvest loss is a global challenge due to its serious threat to food security. Hermetic storage bags offer one way to combat the loss of food after harvest. The rate at which farmers adopt hermetic bags largely depends upon their access to information and training about the technology. The adoption of hermetic storage bags in Dormaa, Ghana, was the focus of this quantitative cross-sectional research study. This study sought to describe maize farmers’ perceptions of the hermetic storage bags in Dormaa, Ghana, based on the perceived innovation attributes and to ascertain farmers’ stages of adoption of the hermetic storage bags using Rogers’s (2003) innovation-decision model. A multistage systematic sampling technique was used to survey 217 maize farmers in four communities where maize production was the main economic activity. Data indicated that the largest group of farmers were at the confirmation stage of Rogers’ model. The logistic regression model was used to ascertain the influence of the innovation attributes on adoption. The findings reveal that of the five innovation characteristics, relative advantage, compatibility, and complexity are the key and significant drivers of the adoption of hermetic storage bags, with relative advantage and compatibility increasing the adoption likelihood and complexity reducing it. The study, therefore, recommends that communities lagging behind others in adoption should be targeted for additional training.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116647739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social media use varies globally across cultures, even within extension services. Recognition of the contributions of international scholars at the universities where they serve also varies. Social media use in international scholars’ countries of origin may differ from that of their institution’s country, affecting social media engagement with a university’s posts featuring international scholars. Using the conceptual framework of audience segmentation, this study explored the differences in social media audience engagement between research themes and international and domestic scholars on Instagram and Twitter. Using a causal-comparative design, this study created Instagram and Twitter posts highlighting peer-reviewed research conducted by both international and domestic scholars at a United States university in a variety of research themes. Separate Instagram and Twitter posts were created for each scholar. Scholars were categorized by research theme and as either international or domestic. Engagement metrics were analyzed descriptively to explore the differences between research themes and international and domestic scholars across Instagram and Twitter audiences. Advances in food science and safety received the highest engagement rate on Instagram, but the lowest engagement rate on Twitter. International scholars received more engagement than domestic scholars in all categories on Instagram. Domestic scholars had higher mean engagements and engagement rates by impressions than international scholars on Twitter, but international scholars received more mean impressions. The results revealed a scholar’s research theme and status as either international or domestic may influence the level of social media engagement they receive on a specific social media platform. Recommendations for research are discussed.
{"title":"A Cross-Platform Exploratory Study of International and Domestic Scholar Post Engagement on Social Media","authors":"Allison R. Byrd, Catherine E. Sanders, A. Lamm","doi":"10.4148/2831-5960.1045","DOIUrl":"https://doi.org/10.4148/2831-5960.1045","url":null,"abstract":"Social media use varies globally across cultures, even within extension services. Recognition of the contributions of international scholars at the universities where they serve also varies. Social media use in international scholars’ countries of origin may differ from that of their institution’s country, affecting social media engagement with a university’s posts featuring international scholars. Using the conceptual framework of audience segmentation, this study explored the differences in social media audience engagement between research themes and international and domestic scholars on Instagram and Twitter. Using a causal-comparative design, this study created Instagram and Twitter posts highlighting peer-reviewed research conducted by both international and domestic scholars at a United States university in a variety of research themes. Separate Instagram and Twitter posts were created for each scholar. Scholars were categorized by research theme and as either international or domestic. Engagement metrics were analyzed descriptively to explore the differences between research themes and international and domestic scholars across Instagram and Twitter audiences. Advances in food science and safety received the highest engagement rate on Instagram, but the lowest engagement rate on Twitter. International scholars received more engagement than domestic scholars in all categories on Instagram. Domestic scholars had higher mean engagements and engagement rates by impressions than international scholars on Twitter, but international scholars received more mean impressions. The results revealed a scholar’s research theme and status as either international or domestic may influence the level of social media engagement they receive on a specific social media platform. Recommendations for research are discussed.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132422630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As pest pressures continue to intensify across Sub-Saharan Africa, many smallholder farmers are increasing their use of pesticides, including highly hazardous options, to meet the market demands for high-quality fresh produce. Many of these farmers, however, have not had access to pesticide risk reduction training or have participated in programs that have not enabled them to protect themselves and their families. Given the risks posed by dried and invisible though still toxic pesticide residues, new forms of information and realistic learning strategies are required. This study combined the innovative Adaptive Learner-Centered Education (ALCE) approach with the Farmer Field School (FFS) model to address the need for a rigorous pesticide risk reduction program. This hybrid method was piloted over two years in a project with smallholder farmers in the Niayes region of Senegal. The findings demonstrate that following a 12-week course, this novel approach enabled 20 farmer-facilitators to educate and train 236 other farmers to reduce their use of highly hazardous pesticides, select pesticides with shorter restricted reentry intervals, and adopt protective mitigation practices. Through seasonal planning exercises, farmers operationalized new knowledge in ways that fit their crop production needs and protected themselves and their families. Because the ALCE-FFS process is grounded in community-based needs, it can serve as an appropriate educational design framework for practitioners working in a wide range of geographic, sociocultural, and political contexts.
{"title":"Farmer-centered pesticide risk reduction education in Senegal: A novel, participatory approach","authors":"Mary L. Halbleib, Berit Dinsdale","doi":"10.4148/2831-5960.1127","DOIUrl":"https://doi.org/10.4148/2831-5960.1127","url":null,"abstract":"As pest pressures continue to intensify across Sub-Saharan Africa, many smallholder farmers are increasing their use of pesticides, including highly hazardous options, to meet the market demands for high-quality fresh produce. Many of these farmers, however, have not had access to pesticide risk reduction training or have participated in programs that have not enabled them to protect themselves and their families. Given the risks posed by dried and invisible though still toxic pesticide residues, new forms of information and realistic learning strategies are required. This study combined the innovative Adaptive Learner-Centered Education (ALCE) approach with the Farmer Field School (FFS) model to address the need for a rigorous pesticide risk reduction program. This hybrid method was piloted over two years in a project with smallholder farmers in the Niayes region of Senegal. The findings demonstrate that following a 12-week course, this novel approach enabled 20 farmer-facilitators to educate and train 236 other farmers to reduce their use of highly hazardous pesticides, select pesticides with shorter restricted reentry intervals, and adopt protective mitigation practices. Through seasonal planning exercises, farmers operationalized new knowledge in ways that fit their crop production needs and protected themselves and their families. Because the ALCE-FFS process is grounded in community-based needs, it can serve as an appropriate educational design framework for practitioners working in a wide range of geographic, sociocultural, and political contexts.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130526651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Manuscript Submission Guidelines","authors":"Mary Rodriguez","doi":"10.4148/2831-5960.1151","DOIUrl":"https://doi.org/10.4148/2831-5960.1151","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"102 3 Suppl 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116296310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Journal of International Agricultural and Extension Education is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). Its purpose is to enhance the research and knowledge base of agricultural and extension education from an international perspective.
{"title":"Introduction and Table of Contents","authors":"Mary Rodriguez","doi":"10.4148/2831-5960.1152","DOIUrl":"https://doi.org/10.4148/2831-5960.1152","url":null,"abstract":"The Journal of International Agricultural and Extension Education is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). Its purpose is to enhance the research and knowledge base of agricultural and extension education from an international perspective.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135671927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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