Pub Date : 2020-12-15DOI: 10.5191/jiaee.2020.27422
Amanda D Ali, Angela B. Lindsey, A. Harder, Lisa Lundy, T. Roberts
Related disaster stresses such as employee burnout negatively influences effective disaster response. The prevalence of hurricanes and other natural disasters impact Extension agents around the world. This research explored barriers affecting UF/IFAS Extension agents’ ability to effectively engage in post-hurricane response. Resilience and burnout literature led to a researcher-developed conceptual model. A basic qualitative research design facilitated face-toface and telephone interviews with UF/IFAS Extension agents engaged in hurricane-response efforts. Results showed mental and physical stress, performance deficits, and perceived lack of motivation negatively affected agents’ ability to engage in post-disaster response. Overall recommendations were to: (a) strengthen communication between Extension administration and county agents, (b) inform agents of ongoing disaster developments to clarify professional disaster expectations, and (c) provide trainings on mental health and coping strategies in disasters. Results of this research suggest this phenomenon should be examined in other Extension systems. Keywords: barriers, Extension, hurricane, personal resilience, post-disaster response
{"title":"Perceived Barriers Affecting Extension Agents’ Personal Resilience Post-Hurricane","authors":"Amanda D Ali, Angela B. Lindsey, A. Harder, Lisa Lundy, T. Roberts","doi":"10.5191/jiaee.2020.27422","DOIUrl":"https://doi.org/10.5191/jiaee.2020.27422","url":null,"abstract":"Related disaster stresses such as employee burnout negatively influences effective disaster response. The prevalence of hurricanes and other natural disasters impact Extension agents around the world. This research explored barriers affecting UF/IFAS Extension agents’ ability to effectively engage in post-hurricane response. Resilience and burnout literature led to a researcher-developed conceptual model. A basic qualitative research design facilitated face-toface and telephone interviews with UF/IFAS Extension agents engaged in hurricane-response efforts. Results showed mental and physical stress, performance deficits, and perceived lack of motivation negatively affected agents’ ability to engage in post-disaster response. Overall recommendations were to: (a) strengthen communication between Extension administration and county agents, (b) inform agents of ongoing disaster developments to clarify professional disaster expectations, and (c) provide trainings on mental health and coping strategies in disasters. Results of this research suggest this phenomenon should be examined in other Extension systems.\u0000\u0000Keywords: barriers, Extension, hurricane, personal resilience, post-disaster response","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131177994","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}
Pub Date : 2020-12-15DOI: 10.5191//jiaee.2020.274128
P. Ebner, Leah Thompson, R. Ghimire, D. Dissanayake, N. Joshi, W. Saleh
{"title":"Employability of Egyptian Agriculture University Graduates: Skills Gaps","authors":"P. Ebner, Leah Thompson, R. Ghimire, D. Dissanayake, N. Joshi, W. Saleh","doi":"10.5191//jiaee.2020.274128","DOIUrl":"https://doi.org/10.5191//jiaee.2020.274128","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124375156","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}
Pub Date : 2020-12-15DOI: 10.5191//jiaee.2020.27479
R. Hanagriff, M. Wallace, J. Elliot
Extension education is considered an essential component of improving agricultural sustainability by diffusing innovations that increase crop yield and alleviate poverty in Guinea, Africa. To accomplish learning outcomes, extension agents must be confident and competent in their instructional abilities. This is achieved by self-evaluation of their training needs. The objective of this quantitative research was to conduct a needs assessment with leaders of the Farmer-to-Farmer educational program to identify their training needs. A purposive sample of thirteen higher-education leaders of the Farmer-to-Farmer program were asked to identify their educational needs and prioritize items contributing to the knowledge gap following their participation in a ten-day training. The Borich Needs Assessment Model was used to calculate the mean weighted discrepancy score (MWDS) of all items. The top five content areas with the greatest reported needs were: Power Point presentations (MWDS = 5.72), teaching financial management (MWDS = 5.51), using SWOT analysis (MWDS = 4.5), teaching marketing concepts (MWDS = 4.36) and incorporating stakeholders (MWDS = 4.35). Following a Pre/Post-Test, the top five content knowledge improvement areas and percent increase in reported knowledge were utilizing strategic planning (176%), using Borich (1970) for program needs assessment (153%), using SWOT analysis (122%), analyzing external influences in educational programs (115%) and strategies to conduct farm trials (67%). Respondents reported increased confidence in seeking stakeholder needs and building resources to increase program value. The results have implications to build education equity and sustainability in Guinea. Keywords: Borich needs assessment, agricultural extension education, Guinea agriculture, program planning, strategic planning, Farmer-to-Farmer
{"title":"Applying a Needs Assessment Model for Improving Agricultural Education in Guinea","authors":"R. Hanagriff, M. Wallace, J. Elliot","doi":"10.5191//jiaee.2020.27479","DOIUrl":"https://doi.org/10.5191//jiaee.2020.27479","url":null,"abstract":"Extension education is considered an essential component of improving agricultural sustainability by diffusing innovations that increase crop yield and alleviate poverty in Guinea, Africa. To accomplish learning outcomes, extension agents must be confident and competent in their instructional abilities. This is achieved by self-evaluation of their training needs. The objective of this quantitative research was to conduct a needs assessment with leaders of the Farmer-to-Farmer educational program to identify their training needs. A purposive sample of thirteen higher-education leaders of the Farmer-to-Farmer program were asked to identify their educational needs and prioritize items contributing to the knowledge gap following their participation in a ten-day training. The Borich Needs Assessment Model was used to calculate the mean weighted discrepancy score (MWDS) of all items. The top five content areas with the greatest reported needs were: Power Point presentations (MWDS = 5.72), teaching financial management (MWDS = 5.51), using SWOT analysis (MWDS = 4.5), teaching marketing concepts (MWDS = 4.36) and incorporating stakeholders (MWDS = 4.35). Following a Pre/Post-Test, the top five content knowledge improvement areas and percent increase in reported knowledge were utilizing strategic planning (176%), using Borich (1970) for program needs assessment (153%), using SWOT analysis (122%), analyzing external influences in educational programs (115%) and strategies to conduct farm trials (67%). Respondents reported increased confidence in seeking stakeholder needs and building resources to increase program value. The results have implications to build education equity and sustainability in Guinea. \u0000\u0000Keywords: Borich needs assessment, agricultural extension education, Guinea agriculture, program planning, strategic planning, Farmer-to-Farmer","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121636501","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}
Pub Date : 2020-12-15DOI: 10.5191//jiaee.2020.274144
N. Camillone, S. Duiker, M. A. Bruns, J. Onyibe, A. Omotayo
Agricultural extension programs have been implemented in Nigeria by governmental and nongovernmental agencies from the colonial era to the present day as a means toward bolstering economic development, rural livelihoods, food security, and trade relations. Nevertheless, funding and staffing levels in agricultural extension remain low compared to Nigeria’s farming population. With a brief review of past initiatives, current challenges, and potential opportunities, this article gives recommendations in three focus areas for maximizing the effectiveness of Nigerian agricultural extension: (1) prioritize human education over input provisioning in the definition of agricultural extension’s primary purpose; (2) aim for household food security, not solely business expansion, to ensure the inclusion of the most vulnerable farmers; and (3) foster multidirectional communication among academic researchers, extension agents, and farmers. Overall, this article argues that taking a farmer-centric educational approach to agricultural extension, rather than a farm-centric business approach, will have the most profound and sustained impact on Nigerian agricultural development. Keywords: Nigeria; agricultural extension; rural development; fertilizer subsidies; farmer education; household food security; agribusiness; research-farmer linkage
{"title":"Context, Challenges, and Prospects for Agricultural Extension in Nigeria","authors":"N. Camillone, S. Duiker, M. A. Bruns, J. Onyibe, A. Omotayo","doi":"10.5191//jiaee.2020.274144","DOIUrl":"https://doi.org/10.5191//jiaee.2020.274144","url":null,"abstract":"Agricultural extension programs have been implemented in Nigeria by governmental and nongovernmental agencies from the colonial era to the present day as a means toward bolstering economic development, rural livelihoods, food security, and trade relations. Nevertheless, funding and staffing levels in agricultural extension remain low compared to Nigeria’s farming population. With a brief review of past initiatives, current challenges, and potential opportunities, this article gives recommendations in three focus areas for maximizing the effectiveness of Nigerian agricultural extension: (1) prioritize human education over input provisioning in the definition of agricultural extension’s primary purpose; (2) aim for household food security, not solely business expansion, to ensure the inclusion of the most vulnerable farmers; and (3) foster multidirectional communication among academic researchers, extension agents, and farmers. Overall, this article argues that taking a farmer-centric educational approach to agricultural extension, rather than a farm-centric business approach, will have the most profound and sustained impact on Nigerian agricultural development.\u0000\u0000 Keywords: Nigeria; agricultural extension; rural development; fertilizer subsidies; farmer education; household food security; agribusiness; research-farmer linkage","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114472370","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}
Pub Date : 2020-12-15DOI: 10.5191/jiaee.2020.27494
Fallys Masambuka-Kanchewa, K. Lamm, A. Lamm
Social science research plays an important role in transforming agriculture as it provides an invaluable source of information for policy formulation and implementation. Social scientists collecting data in rural communities, where the majority of agricultural production occurs, around the globe frequently pass through a layer of gatekeepers to access research communities and subjects. Gatekeepers serve a critical role in access to subjects but their influence on the research process in many countries and contexts has not been examined thoroughly. The findings of this phenomenology study, conducted in four Sub-Saharan Africa countries, indicated gatekeepers provide invaluable access to individuals and perspectives that may otherwise be inaccessible. However, the findings indicated gatekeepers may also have a vested interests in the research being conducted. Among others, gatekeepers may introduce selection bias to the research process. Therefore, it is important for social scientists working in countries where gatekeepers are involved in the research process to understand the limitations gatekeepers introduce when conducting social science research. Having such knowledge is necessary when interpreting research results and will help researchers be cognizant of the power dynamics that may exist between gatekeepers and those they represent as well as implications on the research process. Keywords: Gatekeepers, social science research, objectivity, power structures, extension, access, research subjects
{"title":"Gatekeepers in Agricultural Extension Research: A Retrospective Analysis","authors":"Fallys Masambuka-Kanchewa, K. Lamm, A. Lamm","doi":"10.5191/jiaee.2020.27494","DOIUrl":"https://doi.org/10.5191/jiaee.2020.27494","url":null,"abstract":"Social science research plays an important role in transforming agriculture as it provides an invaluable source of information for policy formulation and implementation. Social scientists collecting data in rural communities, where the majority of agricultural production occurs, around the globe frequently pass through a layer of gatekeepers to access research communities and subjects. Gatekeepers serve a critical role in access to subjects but their influence on the research process in many countries and contexts has not been examined thoroughly. The findings of this phenomenology study, conducted in four Sub-Saharan Africa countries, indicated gatekeepers provide invaluable access to individuals and perspectives that may otherwise be inaccessible. However, the findings indicated gatekeepers may also have a vested interests in the research being conducted. Among others, gatekeepers may introduce selection bias to the research process. Therefore, it is important for social scientists working in countries where gatekeepers are involved in the research process to understand the limitations gatekeepers introduce when conducting social science research. Having such knowledge is necessary when interpreting research results and will help researchers be cognizant of the power dynamics that may exist between gatekeepers and those they represent as well as implications on the research process. \u0000\u0000Keywords: Gatekeepers, social science research, objectivity, power structures, extension, access, research subjects","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126503320","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}
Pub Date : 2020-12-15DOI: 10.5191//jiaee.2020.274111
S. Mukembo, M. Craig Edwards, Craig E. Watters
quipping young people with livelihood skills is essential for positive youth development and empowerment as they transition into adulthood to become productive and engaged members of their communities. In Uganda, which may be the case in other nations of Sub-Saharan Africa, and elsewhere, even though many youth are becoming better educated and graduating from high schools and colleges, a majority of these graduates remain either unemployed or underemployed. Many have not acquired the necessary skills to transition from school to becoming employable and self-reliant. This phenomenon has been attributed to an outdated curriculum that does not meet the needs of contemporary times. Further, the mode of instruction in most of Uganda’s schools is teacher-centered and provides little room for student engagement and creativity to generate new knowledge, to have authentic learning experiences, or to reflect. Such challenges may be overcome through student-centered learning approaches involving School-Based, Agripreneurship Projects (SAPs) that integrate Youth-Adult Partnerships (YAPs), as were explored in this study. Evaluation of the students’ experiences through deductive and inductive thematic analysis indicated that they acquired knowledge in poultry science, business, agripreneurship, and life skills, including better communication, leadership, and conflict resolution practices. Longitudinal studies should be conducted to determine the longterm effectiveness and impact of SAPs facilitated by Y-APs on improving youth livelihoods, especially that prepare them with the life skills necessary to be productive citizens. Such research could involve cohort or panel investigations. Keywords: entrepreneurship; positive youth development (PYD); project-based learning (PjBL)
{"title":"Development of Livelihood Skills through School-Based, Agripreneurship Projects\u0000Integrating Youth-Adult Partnerships: The Experiences of Youth Partners in Uganda","authors":"S. Mukembo, M. Craig Edwards, Craig E. Watters","doi":"10.5191//jiaee.2020.274111","DOIUrl":"https://doi.org/10.5191//jiaee.2020.274111","url":null,"abstract":"quipping young people with livelihood skills is essential for positive youth development and empowerment as they transition into adulthood to become productive and engaged members of their communities. In Uganda, which may be the case in other nations of Sub-Saharan Africa, and elsewhere, even though many youth are becoming better educated and graduating from high schools and colleges, a majority of these graduates remain either unemployed or underemployed. Many have not acquired the necessary skills to transition from school to becoming employable and self-reliant. This phenomenon has been attributed to an outdated curriculum that does not meet the needs of contemporary times. Further, the mode of instruction in most of Uganda’s schools is teacher-centered and provides little room for student engagement and creativity to generate new knowledge, to have authentic learning experiences, or to reflect. Such challenges may be overcome through student-centered learning approaches involving School-Based, Agripreneurship Projects (SAPs) that integrate Youth-Adult Partnerships (YAPs), as were explored in this study. Evaluation of the students’ experiences through deductive and inductive thematic analysis indicated that they acquired knowledge in poultry science, business, agripreneurship, and life skills, including better communication, leadership, and conflict resolution practices. Longitudinal studies should be conducted to determine the longterm effectiveness and impact of SAPs facilitated by Y-APs on improving youth livelihoods, especially that prepare them with the life skills necessary to be productive citizens. Such research could involve cohort or panel investigations. \u0000\u0000Keywords: entrepreneurship; positive youth development (PYD); project-based learning (PjBL)","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134007181","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}
Pub Date : 2020-12-15DOI: 10.5191//jiaee.2020.27439
K. Lane, T. Murphrey
Implementation of international experiences for students has increased. Anecdotal evidence suggests that these experiences enhance the quality of students upon graduation. However, a synthesis of literature related to the benefits of international experiences was lacking. We rooted the study’s conceptual framework in the concept of high-impact activities/experiences and related inputs, processes, and outcomes with a focus on the benefits of student participation in an international experience. Our purpose was to establish a benchmark documenting research conducted related to the benefits of an international experience and to identify research gaps. The rigorous literature review process identified 108 articles published across 55 unique publications for inclusion. Documentation of benefits was grouped into four categories: personal growth, international knowledge, cultural awareness, and additional skills. Further, the literature revealed a litany of reasons that students chose not to participate and a wide range of guidance for program planning. We conclude that research has documented specific benefits of students’ participation in international experiences; however, many of these studies are based on data collected immediately following the experience rather than longitudinal data. Our research synthesis provides a summary of benefits and program strategies for utilization by researchers in planning future research and by practitioners in planning future international experiences. Keywords: study abroad, international experience, benefit, cultural understanding, benchmark
{"title":"Benefits of and Best Practices for International Experiences for College Students:\u0000A Synthesis of the Literature","authors":"K. Lane, T. Murphrey","doi":"10.5191//jiaee.2020.27439","DOIUrl":"https://doi.org/10.5191//jiaee.2020.27439","url":null,"abstract":"Implementation of international experiences for students has increased. Anecdotal evidence suggests that these experiences enhance the quality of students upon graduation. However, a synthesis of literature related to the benefits of international experiences was lacking. We rooted the study’s conceptual framework in the concept of high-impact activities/experiences and related inputs, processes, and outcomes with a focus on the benefits of student participation in an international experience. Our purpose was to establish a benchmark documenting research conducted related to the benefits of an international experience and to identify research gaps. The rigorous literature review process identified 108 articles published across 55 unique publications for inclusion. Documentation of benefits was grouped into four categories: personal growth, international knowledge, cultural awareness, and additional skills. Further, the literature revealed a litany of reasons that students chose not to participate and a wide range of guidance for program planning. We conclude that research has documented specific benefits of students’ participation in international experiences; however, many of these studies are based on data collected immediately following the experience rather than longitudinal data. Our research synthesis provides a summary of benefits and program strategies for utilization by researchers in planning future research and by practitioners in planning future international experiences. \u0000\u0000Keywords: study abroad, international experience, benefit, cultural understanding, benchmark","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121406516","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":"N. None","doi":"10.4148/2831-5960.1101","DOIUrl":"https://doi.org/10.4148/2831-5960.1101","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114306504","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}
Pub Date : 2020-08-01DOI: 10.5191/jiaee.2020.27388
C. Dobbins, K. Gibson, L. Edgar, K. Dooley
International service learning (ISL) is a pedagogical approach used to prepare students to be global citizens and has emerged as a popular short-term program model for international experiences. Few studies of ISL have integrated semiotic photo analysis into their evaluations. Combining students’ photographs with text encourages reflection on knowledge and experiences as well as how they are related. The current study used semiotic analysis to understand the lived experiences of students on an ISL to Guatemala. The participatory nature of the research process was critical to the semiotic analysis, as the researchers had an understanding of the cultural perspectives and traditions that emerged in the images which could have been overlooked by a researcher without knowledge of the specific cultural context. Participants kept a photo journal of 10 images and associated narratives to depict their experiences on the ISL. Both semiotic and content analysis were conducted on each journal entry. Coding yielded nine themes: new perspectives, personal connections, impact of coffee, intercultural comparisons, reality of life in Guatemala, cultural values, impact of ISL, connection to photograph, and sense of place. Combining the semiotic and content analysis yielded concurrent meanings through narrative and visual reflections, which, when combined with the researchers’ participatory knowledge of the experience, informed future ISL projects for the research and teaching team. The combination of visual and narrative methods required students to think about what story they will tell about their experience, and brings new layers of meaning to the reflection process. Keywords: photo-based methods, experiential education, educational evaluation, Guatemala
{"title":"Lived Experiences during International Service Learning: A Semiotic Analysis of Photo Journals","authors":"C. Dobbins, K. Gibson, L. Edgar, K. Dooley","doi":"10.5191/jiaee.2020.27388","DOIUrl":"https://doi.org/10.5191/jiaee.2020.27388","url":null,"abstract":"International service learning (ISL) is a pedagogical approach used to prepare students to be global citizens and has emerged as a popular short-term program model for international experiences. Few studies of ISL have integrated semiotic photo analysis into their evaluations. Combining students’ photographs with text encourages reflection on knowledge and experiences as well as how they are related. The current study used semiotic analysis to understand the lived experiences of students on an ISL to Guatemala. The participatory nature of the research process was critical to the semiotic analysis, as the researchers had an understanding of the cultural perspectives and traditions that emerged in the images which could have been overlooked by a researcher without knowledge of the specific cultural context. Participants kept a photo journal of 10 images and associated narratives to depict their experiences on the ISL. Both semiotic and content analysis were conducted on each journal entry. Coding yielded nine themes: new perspectives, personal connections, impact of coffee, intercultural comparisons, reality of life in Guatemala, cultural values, impact of ISL, connection to photograph, and sense of place. Combining the semiotic and content analysis yielded concurrent meanings through narrative and visual reflections, which, when combined with the researchers’ participatory knowledge of the experience, informed future ISL projects for the research and teaching team. The combination of visual and narrative methods required students to think about what story they will tell about their experience, and brings new layers of meaning to the reflection process. \u0000\u0000Keywords: photo-based methods, experiential education, educational evaluation, Guatemala","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"318 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115447774","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}
Pub Date : 2020-08-01DOI: 10.5191/jiaee.2020.27343
Abigail Borron, K. Lamm, Keith Atkins
Used in a variety of community contexts and needs, the Community Capitals Framework (CCF) is an analytical tool to holistically examine the complex and unique characteristics that exist at the local level. While CCF—which focuses on social, human, cultural, political, natural, financial, and built capitals—has been used to collect community information to identify and assess suitable programming efforts, a gap currently exists in the literature providing agricultural and extension educators with the tools necessary to examine CCF characteristics, both at the community and individual levels. Designed as a pilot study targeting six counties in [STATE], this research developed a personal agency scale that was based on the seven capitals and intended to measure individuals’ perceived ability within a community. Internal structure validity was established by analyzing the response distributions of the individual items, evaluating internal consistency, and conducting exploratory factor analyses of the hypothesized latent variables. These results indicate that such a scale has potential to serve as a baseline set of data when considering program design, implementation, and evaluation purposes. Keywords: community capitals, community development, personal agency, scale development
{"title":"The Development and Validation of a Personal Agency Scale Based in the Community Capitals Framework","authors":"Abigail Borron, K. Lamm, Keith Atkins","doi":"10.5191/jiaee.2020.27343","DOIUrl":"https://doi.org/10.5191/jiaee.2020.27343","url":null,"abstract":"Used in a variety of community contexts and needs, the Community Capitals Framework (CCF) is an analytical tool to holistically examine the complex and unique characteristics that exist at the local level. While CCF—which focuses on social, human, cultural, political, natural, financial, and built capitals—has been used to collect community information to identify and assess suitable programming efforts, a gap currently exists in the literature providing agricultural and extension educators with the tools necessary to examine CCF characteristics, both at the community and individual levels. Designed as a pilot study targeting six counties in [STATE], this research developed a personal agency scale that was based on the seven capitals and intended to measure individuals’ perceived ability within a community. Internal structure validity was established by analyzing the response distributions of the individual items, evaluating internal consistency, and conducting exploratory factor analyses of the hypothesized latent variables. These results indicate that such a scale has potential to serve as a baseline set of data when considering program design, implementation, and evaluation purposes. \u0000\u0000Keywords: community capitals, community development, personal agency, scale development","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128203442","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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