Pablo Lamiño Jaramillo, Amy E. Boren-Alpízar, Sarahi Morales Vanegas, C. Millares-Forno
The COVID-19 pandemic has drastically affected people's lives around the world, including agricultural extension workers. To date, few studies have been conducted to understand the adaptation of extension services in Latin American countries during the pandemic. This mixed-methods study explored Latin-American extension professionals' preparation to implement knowledge-sharing activities and sought to understand extension professionals' responsiveness to COVID-19. The results revealed significant differences in extension responsiveness, between field extension workers and in-office extension workers. Delving into this difference revealed that field extension professionals perceived lower responsiveness because they were not able to continue their pre-pandemic, face-to-face activities in the field with farmers;on the other hand, office extension workers were able to complete and respond to their annual program objectives by increasing institutional partnerships by virtual means. Resilience was found in the two phases of this study. Extension professionals were viewed by farmers as a reliable resource for addressing COVID-19 challenges. Extension professionals began using new communications technologies to train farmers, even though they were not trained in these technologies themselves. It will be important to begin formally incorporating the use of new technology, and alternative communication strategies with communities during crises, as part of preparation for field technicians.
{"title":"Training, Trust, and Technology: A Mixed-Methods Study of Latin American Extension Workers’ Experiences During COVID-19","authors":"Pablo Lamiño Jaramillo, Amy E. Boren-Alpízar, Sarahi Morales Vanegas, C. Millares-Forno","doi":"10.4148/2831-5960.1017","DOIUrl":"https://doi.org/10.4148/2831-5960.1017","url":null,"abstract":"The COVID-19 pandemic has drastically affected people's lives around the world, including agricultural extension workers. To date, few studies have been conducted to understand the adaptation of extension services in Latin American countries during the pandemic. This mixed-methods study explored Latin-American extension professionals' preparation to implement knowledge-sharing activities and sought to understand extension professionals' responsiveness to COVID-19. The results revealed significant differences in extension responsiveness, between field extension workers and in-office extension workers. Delving into this difference revealed that field extension professionals perceived lower responsiveness because they were not able to continue their pre-pandemic, face-to-face activities in the field with farmers;on the other hand, office extension workers were able to complete and respond to their annual program objectives by increasing institutional partnerships by virtual means. Resilience was found in the two phases of this study. Extension professionals were viewed by farmers as a reliable resource for addressing COVID-19 challenges. Extension professionals began using new communications technologies to train farmers, even though they were not trained in these technologies themselves. It will be important to begin formally incorporating the use of new technology, and alternative communication strategies with communities during crises, as part of preparation for field technicians.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116472691","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 COVID-19 pandemic precipitated profound disruptions across the higher education sector as institutions were forced to restructure entire systems and operate with significantly reduced resources. Most notably, many institutions were forced to transition to fully virtual instruction. The present study examined adult leadership development program participants' perceptions of online learning readiness during the transition to a fully virtual training environment precipitated by the COVID-19 pandemic. A census of the 2020 LEAD21 class was taken, and perceptions of online learning readiness were collected via a retrospective pre- and post-test. Descriptive and inferential statistics were used. Respondents had the highest levels of agreement with computer and Internet self-efficacy and the lowest levels of agreement with learner control in an online context. A paired t-test was conducted to analyze the difference in perceptions of online learning readiness post-training and retrospective pre-training. A statistically significant increase was observed for overall online learning readiness, as well as for computer and Internet self-efficacy, learner control, motivation for learning, Internet communication self-efficacy, and self-directed learning. An implication from this finding is that the transition to fully virtual training resulted in increased online learning readiness across all dimensions. With new strains of COVID-19 emerging and the potential for ongoing restrictions for social interaction, online learning will continue to be an important aspect of the educational process. It is vital that higher education leaders consider individuals' readiness to effectively engage in online training and instruction. Implications and recommendations for future research in practice in international contexts are provided.
{"title":"Higher Education Leadership Development During the COVID-19 Pandemic: An Exploration of Online Learner Readiness","authors":"K. Lamm, Alyssa N. Powell, L. Sapp, A. Lamm","doi":"10.4148/2831-5960.1016","DOIUrl":"https://doi.org/10.4148/2831-5960.1016","url":null,"abstract":"The COVID-19 pandemic precipitated profound disruptions across the higher education sector as institutions were forced to restructure entire systems and operate with significantly reduced resources. Most notably, many institutions were forced to transition to fully virtual instruction. The present study examined adult leadership development program participants' perceptions of online learning readiness during the transition to a fully virtual training environment precipitated by the COVID-19 pandemic. A census of the 2020 LEAD21 class was taken, and perceptions of online learning readiness were collected via a retrospective pre- and post-test. Descriptive and inferential statistics were used. Respondents had the highest levels of agreement with computer and Internet self-efficacy and the lowest levels of agreement with learner control in an online context. A paired t-test was conducted to analyze the difference in perceptions of online learning readiness post-training and retrospective pre-training. A statistically significant increase was observed for overall online learning readiness, as well as for computer and Internet self-efficacy, learner control, motivation for learning, Internet communication self-efficacy, and self-directed learning. An implication from this finding is that the transition to fully virtual training resulted in increased online learning readiness across all dimensions. With new strains of COVID-19 emerging and the potential for ongoing restrictions for social interaction, online learning will continue to be an important aspect of the educational process. It is vital that higher education leaders consider individuals' readiness to effectively engage in online training and instruction. Implications and recommendations for future research in practice in international contexts are provided.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115246757","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}
Jack Elliot, Jessica R. Spence, Ignacie Tumushime, Meikah Dado, Ana Casas, Olawunmi Ilesanmi, Megan Gould, Mathilde Le Bon
"This issue poses the question, ""Where do we go from here?"" Agricultural and extension educators are well equipped to grow, reimagine, and improve our work. First, we go to our foundational training and educational background and apply those key principles in a new contextual setting. (1) Although we never left the country, we built a virtual study abroad using Kolb's model (1984) of experiential learning to incorporate all four phases into our VHIE teaching and learning process. (2) Creating the SPS Policy Framework for Africa introduced our team to the Continental SPS Committee, which provided credibility to conduct two virtual 4-day participatory workshops to initiate the strategic plans for food safety and plant health. (3) When we addressed the impact of COVID-19 in Africa, we employed the most fundamental, important, and effective educational attribute, caring. (4) Conference attendance improved during the pandemic. However, agricultural and extension educators don't view virtual meetings as a replacement for in-person meetings. (5) Students who have intercultural competence are in high demand. Lewin's Theory of Planned Change explains the virtual student exchange rapid growth phenomena. The increase in students of color and low SES within intercultural competency programs is a welcome benefit. The problems that COVID-19 brought upon the globe challenged our educational, extension, and outreach systems. I observed that agricultural and extension educators utilized their foundational delivery background and talents to adjust quickly to the contextual COVID-19 pandemic world. We grew, reimagined, and improved our delivery and outreach because that is who we are."
{"title":"It’s Who We Are: New Approaches, Supported by Evidence","authors":"Jack Elliot, Jessica R. Spence, Ignacie Tumushime, Meikah Dado, Ana Casas, Olawunmi Ilesanmi, Megan Gould, Mathilde Le Bon","doi":"10.4148/2831-5960.1018","DOIUrl":"https://doi.org/10.4148/2831-5960.1018","url":null,"abstract":"\"This issue poses the question, \"\"Where do we go from here?\"\" Agricultural and extension educators are well equipped to grow, reimagine, and improve our work. First, we go to our foundational training and educational background and apply those key principles in a new contextual setting. (1) Although we never left the country, we built a virtual study abroad using Kolb's model (1984) of experiential learning to incorporate all four phases into our VHIE teaching and learning process. (2) Creating the SPS Policy Framework for Africa introduced our team to the Continental SPS Committee, which provided credibility to conduct two virtual 4-day participatory workshops to initiate the strategic plans for food safety and plant health. (3) When we addressed the impact of COVID-19 in Africa, we employed the most fundamental, important, and effective educational attribute, caring. (4) Conference attendance improved during the pandemic. However, agricultural and extension educators don't view virtual meetings as a replacement for in-person meetings. (5) Students who have intercultural competence are in high demand. Lewin's Theory of Planned Change explains the virtual student exchange rapid growth phenomena. The increase in students of color and low SES within intercultural competency programs is a welcome benefit. The problems that COVID-19 brought upon the globe challenged our educational, extension, and outreach systems. I observed that agricultural and extension educators utilized their foundational delivery background and talents to adjust quickly to the contextual COVID-19 pandemic world. We grew, reimagined, and improved our delivery and outreach because that is who we are.\"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128080755","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 The burden of zoonotic diseases is an important global issue affecting human and animal health, food The burden of zoonotic diseases is an important global issue affecting human and animal health, food value chains, international trade, and the environment. Two-thirds of the infectious diseases affecting value chains, international trade, and the environment. Two-thirds of the infectious diseases affecting human health are of animal origin. Information and knowledge of zoonotic diseases and associated human health are of animal origin. Information and knowledge of zoonotic diseases and associated effects is critical for managing these diseases. The World TAP at Michigan State University offered an effects is critical for managing these diseases. The World TAP at Michigan State University offered an online course in zoonotic diseases in March 2021, which a diverse group of 42 participants from 15 online course in zoonotic diseases in March 2021, which a diverse group of 42 participants from 15 countries in Africa, Asia, Middle East, and Americas attended. Grounded on Experiential Leaning Theory countries in Africa, Asia, Middle East, and Americas attended. Grounded on Experiential Leaning Theory this paper discusses the conceptualization, design, implementation, outcomes of, and lessons-learned this paper discusses the conceptualization, design, implementation, outcomes of, and lessons-learned from this course. Key contents of this comprehensive course included epidemiology of zoonotic diseases, from this course. Key contents of this comprehensive course included epidemiology of zoonotic diseases, zoonoses of wildlife origin, utilizing a One Health approach to managing zoonoses, and roles of regional/ zoonoses of wildlife origin, utilizing a One Health approach to managing zoonoses, and roles of regional/ international organizations in strengthening zoonotic disease management capacities, and the lessons-international organizations in strengthening zoonotic disease management capacities, and the lessons-learned from the pandemic on diagnosis, prevention, and prediction of zoonotic diseases. The paired t-learned from the pandemic on diagnosis, prevention, and prediction of zoonotic diseases. The paired t-test results using pre-and post-course survey data showed significant increases in the participants’ level test results using pre-and post-course survey data showed significant increases in the participants’ level of knowledge on zoonoses post-course. in comparison to their pre-course knowledge. During the of knowledge on zoonoses post-course. in comparison to their pre-course knowledge. During the interactive discussion, participants stressed the need for continuing information sharing, and networking. interactive discussion, participants stressed the need for continuing information sharing, and networking. For future offerings, the participants suggested adding impacts of zoonoses on international trade, and For future offerings, the par
{"title":"Virtual Training for Managing Emerging Zoonotic Diseases including COVID-19","authors":"R. Ghimire, K. Maredia, M. Wilkins","doi":"10.4148/2831-5960.1019","DOIUrl":"https://doi.org/10.4148/2831-5960.1019","url":null,"abstract":"Abstract The burden of zoonotic diseases is an important global issue affecting human and animal health, food The burden of zoonotic diseases is an important global issue affecting human and animal health, food value chains, international trade, and the environment. Two-thirds of the infectious diseases affecting value chains, international trade, and the environment. Two-thirds of the infectious diseases affecting human health are of animal origin. Information and knowledge of zoonotic diseases and associated human health are of animal origin. Information and knowledge of zoonotic diseases and associated effects is critical for managing these diseases. The World TAP at Michigan State University offered an effects is critical for managing these diseases. The World TAP at Michigan State University offered an online course in zoonotic diseases in March 2021, which a diverse group of 42 participants from 15 online course in zoonotic diseases in March 2021, which a diverse group of 42 participants from 15 countries in Africa, Asia, Middle East, and Americas attended. Grounded on Experiential Leaning Theory countries in Africa, Asia, Middle East, and Americas attended. Grounded on Experiential Leaning Theory this paper discusses the conceptualization, design, implementation, outcomes of, and lessons-learned this paper discusses the conceptualization, design, implementation, outcomes of, and lessons-learned from this course. Key contents of this comprehensive course included epidemiology of zoonotic diseases, from this course. Key contents of this comprehensive course included epidemiology of zoonotic diseases, zoonoses of wildlife origin, utilizing a One Health approach to managing zoonoses, and roles of regional/ zoonoses of wildlife origin, utilizing a One Health approach to managing zoonoses, and roles of regional/ international organizations in strengthening zoonotic disease management capacities, and the lessons-international organizations in strengthening zoonotic disease management capacities, and the lessons-learned from the pandemic on diagnosis, prevention, and prediction of zoonotic diseases. The paired t-learned from the pandemic on diagnosis, prevention, and prediction of zoonotic diseases. The paired t-test results using pre-and post-course survey data showed significant increases in the participants’ level test results using pre-and post-course survey data showed significant increases in the participants’ level of knowledge on zoonoses post-course. in comparison to their pre-course knowledge. During the of knowledge on zoonoses post-course. in comparison to their pre-course knowledge. During the interactive discussion, participants stressed the need for continuing information sharing, and networking. interactive discussion, participants stressed the need for continuing information sharing, and networking. For future offerings, the participants suggested adding impacts of zoonoses on international trade, and For future offerings, the par","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133258523","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}
Robert Strong, Jennifer Zoller, John Mark Palmer III
Virtual reality is a technology that is on the leading edge of agricultural sciences dissemination. Virtual reality can be beneficial to improving global food security and better understanding climate impacts, due to its capabilities to reach mass media with critical information. Virtual reality, with the proper access, can connect users from all backgrounds to an immersive experience at their will. The impact of virtual reality as a dissemination tool in agriculture studies is relatively unknown in the literature. Therefore, the researchers chose to implement a mixed-methods research study to investigate the outcomes of student learning in a virtual reality course within the Texas A&M University Equine selection and judging team. Twelve students were purposively sampled within this study, with students taking the course in both 2020 and 2021. Findings from this study suggested that virtual reality could help students reach their desired learning outcomes. Students were also able to provide necessary information on improvements for the course, as it could possibly be a future barrier for student use if headsets are uncomfortable. Another finding of this research is that it further proved virtual reality technologies can be resourceful for disseminating agriculture education. Future studies should look to investigate virtual reality technologies and agriculture education on a wider array, as the results generated from this study are only applicable to the sample.
{"title":"Evaluating the Adoption of Virtual Reality Equine Selection and Judging Curricula: Instructional Responses to a COVID-19 Consequence","authors":"Robert Strong, Jennifer Zoller, John Mark Palmer III","doi":"10.4148/2831-5960.1025","DOIUrl":"https://doi.org/10.4148/2831-5960.1025","url":null,"abstract":"Virtual reality is a technology that is on the leading edge of agricultural sciences dissemination. Virtual reality can be beneficial to improving global food security and better understanding climate impacts, due to its capabilities to reach mass media with critical information. Virtual reality, with the proper access, can connect users from all backgrounds to an immersive experience at their will. The impact of virtual reality as a dissemination tool in agriculture studies is relatively unknown in the literature. Therefore, the researchers chose to implement a mixed-methods research study to investigate the outcomes of student learning in a virtual reality course within the Texas A&M University Equine selection and judging team. Twelve students were purposively sampled within this study, with students taking the course in both 2020 and 2021. Findings from this study suggested that virtual reality could help students reach their desired learning outcomes. Students were also able to provide necessary information on improvements for the course, as it could possibly be a future barrier for student use if headsets are uncomfortable. Another finding of this research is that it further proved virtual reality technologies can be resourceful for disseminating agriculture education. Future studies should look to investigate virtual reality technologies and agriculture education on a wider array, as the results generated from this study are only applicable to the sample.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"360 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122774955","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}
COVID was politically polarizing, had global and public health impacts, and created havoc in supply chains. Social dilemmas caused by the pandemic were difficult, but also created opportunities to be resilient and innovative in agricultural extension education. This mini-ethnographic case study examined three Greek agricultural sectors from the perspectives of experts in extension and higher education. Data included semi-structured interviews, review of technical reports, and photographs in developing each case study. From the cross-case analysis, there were four emerging themes: environmental, economic, and social impacts and the innovative solutions used to address these concerns. What we have learned, and where we go from here requires reimagining training and education to broaden our reach and approaches. There is a need to educate stakeholders to access reliable data, become citizen scientists, engage in learning communities in virtual settings across sectors, and become more entrepreneurial to sustain the environment, food security, and financial stability within communities worldwide.
{"title":"Three Mini-ethnographic Case Studies on COVID: Impacts on Greek Agricultural Sectors","authors":"K. Dooley, E. Vergos, K. Zinoviadou, K. Rotsios","doi":"10.4148/2831-5960.1015","DOIUrl":"https://doi.org/10.4148/2831-5960.1015","url":null,"abstract":"COVID was politically polarizing, had global and public health impacts, and created havoc in supply chains. Social dilemmas caused by the pandemic were difficult, but also created opportunities to be resilient and innovative in agricultural extension education. This mini-ethnographic case study examined three Greek agricultural sectors from the perspectives of experts in extension and higher education. Data included semi-structured interviews, review of technical reports, and photographs in developing each case study. From the cross-case analysis, there were four emerging themes: environmental, economic, and social impacts and the innovative solutions used to address these concerns. What we have learned, and where we go from here requires reimagining training and education to broaden our reach and approaches. There is a need to educate stakeholders to access reliable data, become citizen scientists, engage in learning communities in virtual settings across sectors, and become more entrepreneurial to sustain the environment, food security, and financial stability within communities worldwide.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129822203","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":"A. Lamm","doi":"10.4148/2831-5960.1048","DOIUrl":"https://doi.org/10.4148/2831-5960.1048","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127071108","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}
Leah Thompson, J. Pasternak, R. Ghimire, D. Dissanayake, Nandan Joshi, W. Saleh, Paul Ebner
Unemployment remains high among Egyptian university graduates. This study aimed to identify demographic attributes that influence student perceptions of the importance of employability skills, as well as to measure concordance between employers versus student perceptions of the importance of employability skills. Egyptian university agriculture students and private sector employers completed a survey where they assessed their perceived importance of 35 skills. A multivariate linear regression model was used to measure the influence of student demographics in decision-making and concordance between employers and students were compared using Cohen's weighted Kappa. Student location was the most influential demographic that determined perceptions of the importance of employability skills. As a group, students possessed more intra-group concordance than employers, but concordance levels of all students were low when compared to employers. Our findings indicate that regardless of demographics, Egyptian agriculture university students are unaware of what is important to potential employers, meaning that students do not know which skills to focus on developing when searching for a job. Teaching students the skills that are most desired by employers contributes to Human Capital Theory because it improves the employability value of university graduates. Few studies have analyzed student demographics combined with student/employer concordance. This approach could assist future studies that aim to compare individual student and employer perceptions to each other.
{"title":"Discord between Egyptian Agriculture Students’ and Employers’ Perceptions of the Importance of Various Skills in new Employees","authors":"Leah Thompson, J. Pasternak, R. Ghimire, D. Dissanayake, Nandan Joshi, W. Saleh, Paul Ebner","doi":"10.4148/2831-5960.1026","DOIUrl":"https://doi.org/10.4148/2831-5960.1026","url":null,"abstract":"Unemployment remains high among Egyptian university graduates. This study aimed to identify demographic attributes that influence student perceptions of the importance of employability skills, as well as to measure concordance between employers versus student perceptions of the importance of employability skills. Egyptian university agriculture students and private sector employers completed a survey where they assessed their perceived importance of 35 skills. A multivariate linear regression model was used to measure the influence of student demographics in decision-making and concordance between employers and students were compared using Cohen's weighted Kappa. Student location was the most influential demographic that determined perceptions of the importance of employability skills. As a group, students possessed more intra-group concordance than employers, but concordance levels of all students were low when compared to employers. Our findings indicate that regardless of demographics, Egyptian agriculture university students are unaware of what is important to potential employers, meaning that students do not know which skills to focus on developing when searching for a job. Teaching students the skills that are most desired by employers contributes to Human Capital Theory because it improves the employability value of university graduates. Few studies have analyzed student demographics combined with student/employer concordance. This approach could assist future studies that aim to compare individual student and employer perceptions to each other.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"55 34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116834302","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}
K. Lamm, Alyssa N. Powell, A. Lamm, Kristin E Davis
Abstract A key factor in determining the future of agricultural extension efforts is ensuring that the voices of those who need to be heard are represented at all stages of the decision-making process. As agricultural extension becomes increasingly globalized, it is critical that the diversity of voices represented within capacity assessments likewise increases. Using two distinct approaches, the present study attempts to address a current gap within the extension literature specifically related to extension assessment respondent groups. First, 97 extension related assessment manuscripts were identified during a literature review and analyzed for respondent group. The results indicated most studies included only one respondent group. Among these assessments Clientele and Beneficiaries and Formal Power Roles were the respondent group categories most frequently examined. Next, a primary study was conducted to identify which respondent groups should be represented in capacity assessment according to agricultural extension experts. The panelists had the highest level of agreement regarding the inclusion of extension clientele and beneficiaries within capacity assessments. However, panelists agreed that representation from outside influences and formal power roles were also important to include in the capacity assessment process. The results indicate extension networks should purposively include a diverse set of respondents when conducting assessments to ensure a comprehensive perspective is represented.
{"title":"Identifying Respondent Group Representation in Extension Capacity Assessments: A Meta-Synthesis of the Literature and a Primary Study","authors":"K. Lamm, Alyssa N. Powell, A. Lamm, Kristin E Davis","doi":"10.4148/2831-5960.1031","DOIUrl":"https://doi.org/10.4148/2831-5960.1031","url":null,"abstract":"Abstract A key factor in determining the future of agricultural extension efforts is ensuring that the voices of those who need to be heard are represented at all stages of the decision-making process. As agricultural extension becomes increasingly globalized, it is critical that the diversity of voices represented within capacity assessments likewise increases. Using two distinct approaches, the present study attempts to address a current gap within the extension literature specifically related to extension assessment respondent groups. First, 97 extension related assessment manuscripts were identified during a literature review and analyzed for respondent group. The results indicated most studies included only one respondent group. Among these assessments Clientele and Beneficiaries and Formal Power Roles were the respondent group categories most frequently examined. Next, a primary study was conducted to identify which respondent groups should be represented in capacity assessment according to agricultural extension experts. The panelists had the highest level of agreement regarding the inclusion of extension clientele and beneficiaries within capacity assessments. However, panelists agreed that representation from outside influences and formal power roles were also important to include in the capacity assessment process. The results indicate extension networks should purposively include a diverse set of respondents when conducting assessments to ensure a comprehensive perspective is represented.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116620057","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}
R. Ghimire, D. Dissanayake, Paulus Ebner, Nandan Joshi, Leah Thompson
Abstract Egypt has made substantial progress in access to education. However a high unemployment rate among university graduates and employers being unable to find a skilled workforce are of great concern. A pragmatic approach for education that enables student to participate in career preparation activities in and outside the classrooms and prepare them for a job following their graduation is of paramount importance. Soliciting opinions from undergraduate students and professors in five agricultural universities and employers from major agricultural industries in Egypt this study aimed to identify student participation in career preparation activities, ascertain major sources for career advice and information about their prospective careers and preparation for those careers. The findings revealed that students had limited opportunities to practice in their career skill-building through their coursework activities. For a majority of the students, professors and university graduates were the primary sources for career advice. Students seldom visited career services offices and did not quite utilize their services, but frequently browsed websites of potential employers. Career advising services appeared to be below the students’ expectations across the universities. Strategies and policies are needed to strengthen career advisory services at universities to improve graduates’ chances of obtaining meaningful employment in their fields of study. Abstract Egypt has made substantial progress in access to education. However, a high unemployment rate among university graduates and employers being unable to find a skilled workforce are of great concern. A pragmatic approach for education that enables student to participate in career preparation activities in and outside the classrooms and prepare them for a job following their graduation is of paramount importance. Soliciting opinions from undergraduate students and professors in five agricultural universities and employers from major agricultural industries in Egypt this study aimed to identify student participation in career preparation activities, ascertain major sources for career advice and information about their prospective careers and preparation for those careers. The findings revealed that students had limited opportunities to practice in their career skill-building through their coursework activities. For a majority of the students, professors and university graduates were the primary sources for career advice. Students seldom visited career services offices and did not quite utilize their services, but frequently browsed websites of potential employers. Career advising services appeared to be below the students’ expectations across the universities. Strategies and policies are needed to strengthen career advisory services at universities to improve graduates’ chances of obtaining meaningful employment in their fields of study.
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