Pub Date : 2021-06-01DOI: 10.1080/1389224X.2021.1932536
P. Das, G. Pandiyan, T. Parkunan, S. Ingole, A. Patra, P. R. Ghosh, A. Goswami
ABSTRACT Purpose This paper explored the impact of prolonged lockdown caused by coronavirus disease (COVID)-19 pandemic on the academic aspects of veterinary students of India and its relationship with their socio-economic status. Design/methodology/approach We conducted a study with 224 first-year veterinary students engaged in e-learning system from four veterinary colleges of India at the end of 7th week of lockdown using Google Forms questionnaire in a set of multiple-choice questions . The primary data were analysed using the non-parametric chi-square test, Kruskal–Wallis test, Wilcoxon rank sum test and Kendall’s tau-b correlation coefficients using the SAS software. Findings The pandemic situation exerted an effect over the socio-economic and academic aspects of the students. The alternate e-learning system of education was adapted to the veterinary students and the teachers . The techniques of e-learning were mostly useful for the students from less affected family with sound income. Practical implications The study suggests the decision-making for adopting e-learning system of education and also helps to assess the impact of lockdown in versatile socio-economic and diversified institutional infrastructural stratum of India. Theoretical implications Any education is effective when it results in changes of behavioural components such as knowledge, attitude, skill and action of an individual. Based on this basic theory, the study has been conducted, which will help the policy makers to make a strategic plan for the implementation of e-learning system as an effective alternative in teaching and learning of agricultural education system. Originality/Value This study provides a clear dimension about the degree of adoption of the e-learning system as a substitute of physical classroom teaching during crisis situation apart from any gender or institutes.
{"title":"Impact of COVID-19 pandemic on some academic aspects of veterinary students of India","authors":"P. Das, G. Pandiyan, T. Parkunan, S. Ingole, A. Patra, P. R. Ghosh, A. Goswami","doi":"10.1080/1389224X.2021.1932536","DOIUrl":"https://doi.org/10.1080/1389224X.2021.1932536","url":null,"abstract":"ABSTRACT Purpose This paper explored the impact of prolonged lockdown caused by coronavirus disease (COVID)-19 pandemic on the academic aspects of veterinary students of India and its relationship with their socio-economic status. Design/methodology/approach We conducted a study with 224 first-year veterinary students engaged in e-learning system from four veterinary colleges of India at the end of 7th week of lockdown using Google Forms questionnaire in a set of multiple-choice questions . The primary data were analysed using the non-parametric chi-square test, Kruskal–Wallis test, Wilcoxon rank sum test and Kendall’s tau-b correlation coefficients using the SAS software. Findings The pandemic situation exerted an effect over the socio-economic and academic aspects of the students. The alternate e-learning system of education was adapted to the veterinary students and the teachers . The techniques of e-learning were mostly useful for the students from less affected family with sound income. Practical implications The study suggests the decision-making for adopting e-learning system of education and also helps to assess the impact of lockdown in versatile socio-economic and diversified institutional infrastructural stratum of India. Theoretical implications Any education is effective when it results in changes of behavioural components such as knowledge, attitude, skill and action of an individual. Based on this basic theory, the study has been conducted, which will help the policy makers to make a strategic plan for the implementation of e-learning system as an effective alternative in teaching and learning of agricultural education system. Originality/Value This study provides a clear dimension about the degree of adoption of the e-learning system as a substitute of physical classroom teaching during crisis situation apart from any gender or institutes.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"28 1","pages":"309 - 324"},"PeriodicalIF":2.8,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2021.1932536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47190037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.1080/1389224X.2021.1934998
L. Klerkx
The field of research on agricultural and rural extension and education, also referred to as advisory services and intermediaries, has always engaged with different aspects of the spaces in which agricultural producers (farmers, growers, ranchers) are situated and operate. In this editorial, I will reflect on the elements and environments which jointly constitute and shape the farm (Darnhofer 2020) and their connection with extension and advisory services in the digital age, opening up new digital and virtual spaces. Extension and advisory services receive ample consideration in current debates on digitalization and digital transformation of the agrifood sector, and are an important focus of attention for agriculture and food systems research, practice and policy (Ehlers, Huber, and Finger 2021; Ingram and Maye 2020; Klerkx 2020). In what follows, I will elaborate on some digital and virtual spaces as sites of extension and advisory services research, to progress the field of study for which The Journal of Agricultural Education and Extension serves as a publication outlet. Farms and their environments can be seen as networks of human and non-human actors and entities, also referred to as assemblages (Higgins et al. 2017; Darnhofer 2020; Comi 2020), which shape farmers’ decision making and innovative behavior and provide spaces for experimental, experiential and social learning (Cofré-Bravo, Klerkx, and Engler 2019; Comi 2020; Crawford et al. 2007; Eastwood, Klerkx, and Nettle 2017; Fieldsend et al. 2021; Higgins and Bryant 2020; Leeuwis and Aarts 2011; Pigford, Hickey, and Klerkx 2018; Šūmane et al. 2018). Social networks of farmers are constituted by different human actors, such as other farmers, advisors, researchers, input suppliers, traders and processors. These social networks support and enable but may also constrain and condition farmers’ decision making and learning and innovation processes, for example in terms of how and what is produced, and what technologies and practices are created and implemented on the farm (Fieldsend et al. 2021; Legun and Bell 2016). Networks of non-human actors and entities (e.g. soils, plants, animals, landscapes, technological artifacts and infrastructures) interact with networks of humans, and these co-evolve and influence each other (Finstad, Aune, and Egseth 2021; Higgins et al. 2017; Pigford, Hickey, and Klerkx 2018). Both human and non-human networks (or assemblages) are actively invoked in advisory activities through for example field visits and demo-farm settings (Adamsone-Fiskovica et al. 2021.; Burton 2020; Cooreman et al. 2020; Cowan et al. 2015; Vaarst et al. 2007). Several sorts of media (e.g. written, audio-visual) mediate and provide interfaces between these human and non-human networks and support decision making, learning and innovation (Chowdhury et al. 2015; Moussa et al. 2011; Pasiona, Nidoy, and Manalo Iv 2021; Ragasa et al. 2021; Rust et al. 2021; Silvestri et al. 2020; van Mele, Wanvoek
农业和农村推广与教育的研究领域，也被称为咨询服务和中介，一直涉及农业生产者(农民、种植者、牧场主)所处和经营空间的不同方面。在这篇社论中，我将反思共同构成和塑造农场的要素和环境(Darnhofer 2020)，以及它们与数字时代的推广和咨询服务的联系，开辟新的数字和虚拟空间。在当前关于农业食品部门数字化和数字化转型的辩论中，推广和咨询服务得到了充分的考虑，并且是农业和食品系统研究、实践和政策的重要关注焦点(Ehlers, Huber, and Finger 2021;英格拉姆和梅耶2020;Klerkx 2020)。接下来，我将详细介绍一些数字和虚拟空间作为推广和咨询服务研究的网站，以推进《农业教育与推广杂志》作为出版渠道的研究领域。农场及其环境可以被视为人类和非人类行为者和实体的网络，也被称为组合(Higgins等人，2017;Darnhofer 2020;Comi 2020)，塑造农民的决策和创新行为，并为实验、体验和社会学习提供空间(cofr - bravo、Klerkx和Engler 2019;Comi 2020;Crawford et al. 2007;伊斯特伍德，克勒克斯，和荨麻2017;Fieldsend et al. 2021;希金斯和布莱恩特2020;刘易斯与艺术2011;Pigford, Hickey, and Klerkx 2018;Šūmane et al. 2018)。农民的社会网络由不同的人组成，如其他农民、顾问、研究人员、投入供应商、贸易商和加工者。这些社交网络支持和推动农民的决策、学习和创新过程，但也可能限制和制约农民的决策、学习和创新过程，例如在如何生产和生产什么、在农场创造和实施什么技术和实践方面(Fieldsend等人，2021;Legun and Bell 2016)。非人类行为者和实体(如土壤、植物、动物、景观、技术制品和基础设施)的网络与人类网络相互作用，这些网络共同进化并相互影响(Finstad、Aune和Egseth 2021;Higgins et al. 2017;Pigford, Hickey, and Klerkx 2018)。在咨询活动中，通过实地考察和演示农场设置，积极地调用人类和非人类网络(或组合)(adamson - fiskovica等人，2021;伯顿2020;coreman et al. 2020;Cowan et al. 2015;Vaarst et al. 2007)。几种媒体(如书面、视听)在这些人类和非人类网络之间起到中介作用，并提供接口，支持决策、学习和创新(Chowdhury et al. 2015;Moussa et al. 2011;Pasiona, Nidoy和Manalo Iv 2021;Ragasa et al. 2021;Rust等人，2021;Silvestri et al. 2020;van Mele, Wanvoeke, and Zossou 2010)。除了这些媒体之外，或者更确切地说，与它们纠缠在一起的是数字技术(如信息通信技术(ICT)、传感器、机器人、分析技术、机器学习、人工智能)。这些功能支持(或有可能支持)多个功能
{"title":"Digital and virtual spaces as sites of extension and advisory services research: social media, gaming, and digitally integrated and augmented advice","authors":"L. Klerkx","doi":"10.1080/1389224X.2021.1934998","DOIUrl":"https://doi.org/10.1080/1389224X.2021.1934998","url":null,"abstract":"The field of research on agricultural and rural extension and education, also referred to as advisory services and intermediaries, has always engaged with different aspects of the spaces in which agricultural producers (farmers, growers, ranchers) are situated and operate. In this editorial, I will reflect on the elements and environments which jointly constitute and shape the farm (Darnhofer 2020) and their connection with extension and advisory services in the digital age, opening up new digital and virtual spaces. Extension and advisory services receive ample consideration in current debates on digitalization and digital transformation of the agrifood sector, and are an important focus of attention for agriculture and food systems research, practice and policy (Ehlers, Huber, and Finger 2021; Ingram and Maye 2020; Klerkx 2020). In what follows, I will elaborate on some digital and virtual spaces as sites of extension and advisory services research, to progress the field of study for which The Journal of Agricultural Education and Extension serves as a publication outlet. Farms and their environments can be seen as networks of human and non-human actors and entities, also referred to as assemblages (Higgins et al. 2017; Darnhofer 2020; Comi 2020), which shape farmers’ decision making and innovative behavior and provide spaces for experimental, experiential and social learning (Cofré-Bravo, Klerkx, and Engler 2019; Comi 2020; Crawford et al. 2007; Eastwood, Klerkx, and Nettle 2017; Fieldsend et al. 2021; Higgins and Bryant 2020; Leeuwis and Aarts 2011; Pigford, Hickey, and Klerkx 2018; Šūmane et al. 2018). Social networks of farmers are constituted by different human actors, such as other farmers, advisors, researchers, input suppliers, traders and processors. These social networks support and enable but may also constrain and condition farmers’ decision making and learning and innovation processes, for example in terms of how and what is produced, and what technologies and practices are created and implemented on the farm (Fieldsend et al. 2021; Legun and Bell 2016). Networks of non-human actors and entities (e.g. soils, plants, animals, landscapes, technological artifacts and infrastructures) interact with networks of humans, and these co-evolve and influence each other (Finstad, Aune, and Egseth 2021; Higgins et al. 2017; Pigford, Hickey, and Klerkx 2018). Both human and non-human networks (or assemblages) are actively invoked in advisory activities through for example field visits and demo-farm settings (Adamsone-Fiskovica et al. 2021.; Burton 2020; Cooreman et al. 2020; Cowan et al. 2015; Vaarst et al. 2007). Several sorts of media (e.g. written, audio-visual) mediate and provide interfaces between these human and non-human networks and support decision making, learning and innovation (Chowdhury et al. 2015; Moussa et al. 2011; Pasiona, Nidoy, and Manalo Iv 2021; Ragasa et al. 2021; Rust et al. 2021; Silvestri et al. 2020; van Mele, Wanvoek","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"27 1","pages":"277 - 286"},"PeriodicalIF":2.8,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2021.1934998","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45448514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-27DOI: 10.1080/1389224X.2020.1858889
T. O’Connor, J. Kinsella, J. McNamara, D. O’Hora, D. Meredith
ABSTRACT Purpose To systematically develop a farm safety intervention for farmer peer learning groups, to support safe working practice adoption. Design/Methodology/Approach An iterative, multi-actor process was used, guided by the Intervention Mapping framework and the Socio-Ecological Model. The target peer learning groups were Irish dairy farmer discussion groups (DDGs). Literature review, semi-structured interviews, surveys, and participant observation informed an initial intervention design, which provided a starting point for collaborative intervention development. The final design comprised two intervention approaches, A and B, differing in frequency and discussion length. In a seven-month cluster-randomised, controlled pilot study, 76 DDGs implemented the design. Findings The designs were standardised but adaptable to individual group interests and schedules. Pre-pilot feedback from farm advisors (intervention deliverers), and farmer and advisor recruitment, indicated good intervention acceptability initially. Challenges were experienced during implementation, but 52% of DDGs participating in the infrequent, long discussions approach (‘A’) and 72% of those in the frequent, short discussions approach (‘B’) completed at least some of the protocol. Practical implications The multi-actor approach resulted in two flexible, acceptable designs, responsive to group culture and dynamics. Frequent, short discussions were acceptable to a greater number of groups than infrequent, long discussions. Theoretical implications The Socio-Ecological Model, combined with multi-actor Intervention Mapping, provided a robust framework for the development of acceptable, practical, evidence-based farm safety and health promotion initiatives. Originality/Value The systematic public health research-driven approach evolved iteratively to a DDG practice-driven approach, through integration of Intervention Mapping with collaborative multi-actor design. GRAPHICAL ABSTRACT
{"title":"Learning through design using collaborative Intervention Mapping with acceptability evaluation: the case of a group-based farm safety intervention","authors":"T. O’Connor, J. Kinsella, J. McNamara, D. O’Hora, D. Meredith","doi":"10.1080/1389224X.2020.1858889","DOIUrl":"https://doi.org/10.1080/1389224X.2020.1858889","url":null,"abstract":"ABSTRACT Purpose To systematically develop a farm safety intervention for farmer peer learning groups, to support safe working practice adoption. Design/Methodology/Approach An iterative, multi-actor process was used, guided by the Intervention Mapping framework and the Socio-Ecological Model. The target peer learning groups were Irish dairy farmer discussion groups (DDGs). Literature review, semi-structured interviews, surveys, and participant observation informed an initial intervention design, which provided a starting point for collaborative intervention development. The final design comprised two intervention approaches, A and B, differing in frequency and discussion length. In a seven-month cluster-randomised, controlled pilot study, 76 DDGs implemented the design. Findings The designs were standardised but adaptable to individual group interests and schedules. Pre-pilot feedback from farm advisors (intervention deliverers), and farmer and advisor recruitment, indicated good intervention acceptability initially. Challenges were experienced during implementation, but 52% of DDGs participating in the infrequent, long discussions approach (‘A’) and 72% of those in the frequent, short discussions approach (‘B’) completed at least some of the protocol. Practical implications The multi-actor approach resulted in two flexible, acceptable designs, responsive to group culture and dynamics. Frequent, short discussions were acceptable to a greater number of groups than infrequent, long discussions. Theoretical implications The Socio-Ecological Model, combined with multi-actor Intervention Mapping, provided a robust framework for the development of acceptable, practical, evidence-based farm safety and health promotion initiatives. Originality/Value The systematic public health research-driven approach evolved iteratively to a DDG practice-driven approach, through integration of Intervention Mapping with collaborative multi-actor design. GRAPHICAL ABSTRACT","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"27 1","pages":"403 - 420"},"PeriodicalIF":2.8,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2020.1858889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45691207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-20DOI: 10.1080/1389224X.2021.1915829
Norman Aguilar-Gallegos, L. Klerkx, Leticia Elizabeth Romero-García, Enrique Genaro Martínez-González, Jorge Aguilar-Ávila
ABSTRACT Purpose – This paper aims to contribute to deepening insights on social media in agricultural research by presenting a case study on how a research and education centre in Mexico connected, communicated, and interacted in a research and education community on Twitter. Design/methodology/approach – By using a Social Network Analysis (SNA) approach, 1585 tweets were analysed. The data was gathered using NodeXL. Afterwards, SNA was performed through the igraph R package. Findings – The dynamic of virtual interaction around an agricultural research and education centre shows that different roles are needed to connect and foster the interaction on Twitter, as well as to spread information broader. While some accounts are functioning as creators of information, others act as consumers and diffusers of it, and a few more accounts play both roles. Practical Implications – To increase the size and strengthen the interaction of a network on Twitter, it is advisable to have the support of other accounts and to promote its use among potential users. This requires capabilities to develop a social media strategy and pro-actively engage new followers. Theoretical Implications – Through a SNA approach, it is possible to understand better the functions of weak and strong ties in virtual settings, i.e. the former to extend the network, and the latter to strengthen it. These ties can enhance information dissemination and enable exchanges on social media. Originality/value – This paper applies SNA as a theoretical and methodological framework to demonstrate that the interactions among users are different when a whole network is analysed, and when it is divided into the mentions and retweets networks. By doing this, hidden patterns are revealed.
{"title":"Social network analysis of spreading and exchanging information on Twitter: the case of an agricultural research and education centre in Mexico","authors":"Norman Aguilar-Gallegos, L. Klerkx, Leticia Elizabeth Romero-García, Enrique Genaro Martínez-González, Jorge Aguilar-Ávila","doi":"10.1080/1389224X.2021.1915829","DOIUrl":"https://doi.org/10.1080/1389224X.2021.1915829","url":null,"abstract":"ABSTRACT Purpose – This paper aims to contribute to deepening insights on social media in agricultural research by presenting a case study on how a research and education centre in Mexico connected, communicated, and interacted in a research and education community on Twitter. Design/methodology/approach – By using a Social Network Analysis (SNA) approach, 1585 tweets were analysed. The data was gathered using NodeXL. Afterwards, SNA was performed through the igraph R package. Findings – The dynamic of virtual interaction around an agricultural research and education centre shows that different roles are needed to connect and foster the interaction on Twitter, as well as to spread information broader. While some accounts are functioning as creators of information, others act as consumers and diffusers of it, and a few more accounts play both roles. Practical Implications – To increase the size and strengthen the interaction of a network on Twitter, it is advisable to have the support of other accounts and to promote its use among potential users. This requires capabilities to develop a social media strategy and pro-actively engage new followers. Theoretical Implications – Through a SNA approach, it is possible to understand better the functions of weak and strong ties in virtual settings, i.e. the former to extend the network, and the latter to strengthen it. These ties can enhance information dissemination and enable exchanges on social media. Originality/value – This paper applies SNA as a theoretical and methodological framework to demonstrate that the interactions among users are different when a whole network is analysed, and when it is divided into the mentions and retweets networks. By doing this, hidden patterns are revealed.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"28 1","pages":"115 - 136"},"PeriodicalIF":2.8,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2021.1915829","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45519372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-18DOI: 10.1080/1389224X.2021.1915828
D. Ankrah, C. Freeman
ABSTRACT Purpose This paper argues that large-scale agricultural programmes embedded with the Agricultural Innovations Systems (AIS) thinking helps in facilitating innovations. Design/Methodology/Approach The study adopted a qualitative approach involving focus group discussions, key informant interviews and secondary document analysis. This approach helped to obtain an in-depth understanding of the processes involved, why and how innovation takes place. Findings The design and implementation of the MiDA programme had elements of the AIS embedded. This helped to contribute to success in areas that aligned and failures in areas that fell short. Stakeholders encountered implementation challenges that did not ensure reflective learning, conversely, some actors worked independently of others, mimicking linear extension approaches. Practical Implications The future of extension and research in Ghana should not be prescriptive (top-down) but fully integrate farmers and wider stakeholders in the design and implementation of agricultural investment programmes. This is premised on addressing challenges relating to trust, effective leadership and entrepreneurship. Theoretical Implications Adds on to the limited use of AIS as a conceptual and operational tool in supporting large-scale agricultural investment in the global south by incorporating AIS thinking in policy formulation and implementation of large-scale programmes. Originality/Value This article adds to the unbalanced literature in Sub-Saharan Africa on the use of AIS in the design and implementation of large-scale programmes. Additionally, it highlights the use of AIS in extension and research in facilitating innovations.
{"title":"Operationalizing the agricultural innovation system concept in a developing country context – examining the case of the MiDA programme in Ghana","authors":"D. Ankrah, C. Freeman","doi":"10.1080/1389224X.2021.1915828","DOIUrl":"https://doi.org/10.1080/1389224X.2021.1915828","url":null,"abstract":"ABSTRACT Purpose This paper argues that large-scale agricultural programmes embedded with the Agricultural Innovations Systems (AIS) thinking helps in facilitating innovations. Design/Methodology/Approach The study adopted a qualitative approach involving focus group discussions, key informant interviews and secondary document analysis. This approach helped to obtain an in-depth understanding of the processes involved, why and how innovation takes place. Findings The design and implementation of the MiDA programme had elements of the AIS embedded. This helped to contribute to success in areas that aligned and failures in areas that fell short. Stakeholders encountered implementation challenges that did not ensure reflective learning, conversely, some actors worked independently of others, mimicking linear extension approaches. Practical Implications The future of extension and research in Ghana should not be prescriptive (top-down) but fully integrate farmers and wider stakeholders in the design and implementation of agricultural investment programmes. This is premised on addressing challenges relating to trust, effective leadership and entrepreneurship. Theoretical Implications Adds on to the limited use of AIS as a conceptual and operational tool in supporting large-scale agricultural investment in the global south by incorporating AIS thinking in policy formulation and implementation of large-scale programmes. Originality/Value This article adds to the unbalanced literature in Sub-Saharan Africa on the use of AIS in the design and implementation of large-scale programmes. Additionally, it highlights the use of AIS in extension and research in facilitating innovations.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"28 1","pages":"255 - 274"},"PeriodicalIF":2.8,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2021.1915828","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48650234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-10DOI: 10.1080/1389224X.2020.1844768
Anda Adamsone-Fiskovica, Mikelis Grivins, R. Burton, B. Elzen, S. Flanigan, Rebekka Frick, C. Hardy
ABSTRACT Purpose: The paper identifies, outlines, and categorises establishment and operational factors that contribute to successful agricultural on-farm demonstration. Design/Methodology/approach: The paper is based on a literature review on demonstration activities and meta-analysis of 24 original case study reports from 12 European countries. Findings: Based on a combination of deductive and inductive analysis, the success determinants are classified into nine critical success factors deemed important in designing an on-farm demonstration event (the ‘Nine Ps'): Purpose, Problem, Place, Personnel, Positioning, Programme, Process, Practicalities, Post-event engagement. Each factor (‘what') is framed in terms of success principles to provide a guide to its enactment (‘how'). Practical implications: The results of the analysis can serve as a practical decision-support tool for organisers and evaluators of on-farm demonstration events. Theoretical implications: The paper broadens the perspective on the character, interlinkages, and relative importance of the factors underlying demonstration and their successful application within the agricultural knowledge and innovation system. Originality/Value: The paper addresses the deficit of comprehensive empirical studies investigating on-farm demonstrations by offering a rich research-based analysis of the factors and principles underlying their successful implementation.
{"title":"Disentangling critical success factors and principles of on-farm agricultural demonstration events","authors":"Anda Adamsone-Fiskovica, Mikelis Grivins, R. Burton, B. Elzen, S. Flanigan, Rebekka Frick, C. Hardy","doi":"10.1080/1389224X.2020.1844768","DOIUrl":"https://doi.org/10.1080/1389224X.2020.1844768","url":null,"abstract":"ABSTRACT Purpose: The paper identifies, outlines, and categorises establishment and operational factors that contribute to successful agricultural on-farm demonstration. Design/Methodology/approach: The paper is based on a literature review on demonstration activities and meta-analysis of 24 original case study reports from 12 European countries. Findings: Based on a combination of deductive and inductive analysis, the success determinants are classified into nine critical success factors deemed important in designing an on-farm demonstration event (the ‘Nine Ps'): Purpose, Problem, Place, Personnel, Positioning, Programme, Process, Practicalities, Post-event engagement. Each factor (‘what') is framed in terms of success principles to provide a guide to its enactment (‘how'). Practical implications: The results of the analysis can serve as a practical decision-support tool for organisers and evaluators of on-farm demonstration events. Theoretical implications: The paper broadens the perspective on the character, interlinkages, and relative importance of the factors underlying demonstration and their successful application within the agricultural knowledge and innovation system. Originality/Value: The paper addresses the deficit of comprehensive empirical studies investigating on-farm demonstrations by offering a rich research-based analysis of the factors and principles underlying their successful implementation.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"27 1","pages":"639 - 656"},"PeriodicalIF":2.8,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2020.1844768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46706318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-10DOI: 10.1080/1389224X.2021.1910524
Penelope Schulz, Julian C Prior, L. Kahn, G. Hinch
ABSTRACT Purpose This paper establishes the attitude of Australian livestock farmers toward the use of mobile applications (apps) in farmer extension, training and on-farm decision making. It also determines levels of technology adoption of smartphones and agriculture app use, as well as identifies factors that may influence app adoption. Methodology A quantitative approach was utilised in the analysis of data from four online surveys conducted in 2017 that were completed by a total 542 respondents. Findings Respondents had high levels of smartphone ownership and general app use but significantly lower agricultural app use. Surveys revealed a strong positive attitude and keenness to use apps. Making more informed decisions, increasing efficiency, and accessing and recording important information were the most important reasons for agricultural app use. Practical Implications Findings suggest a lack of relevant, useful, and easy to use apps for agriculture, or an issue with their value proposition. Theoretical Implications The perceived technology adoption gap amongst Australian livestock farmers could not be substantiated. Established fundamental factors influencing technology adoption are relevant for agricultural app adoption, but other factors appear to be less relevant and there are new motivators to consider. Originality/Value There is little peer-reviewed information on the adoption and use of agricultural apps by Australian farmers and a perception that farmers have lower levels of smartphone and app use. This paper assesses technology adoption levels and considers the farmer perspective in identifying factors influencing adoption.
{"title":"Exploring the role of smartphone apps for livestock farmers: data management, extension and informed decision making","authors":"Penelope Schulz, Julian C Prior, L. Kahn, G. Hinch","doi":"10.1080/1389224X.2021.1910524","DOIUrl":"https://doi.org/10.1080/1389224X.2021.1910524","url":null,"abstract":"ABSTRACT Purpose This paper establishes the attitude of Australian livestock farmers toward the use of mobile applications (apps) in farmer extension, training and on-farm decision making. It also determines levels of technology adoption of smartphones and agriculture app use, as well as identifies factors that may influence app adoption. Methodology A quantitative approach was utilised in the analysis of data from four online surveys conducted in 2017 that were completed by a total 542 respondents. Findings Respondents had high levels of smartphone ownership and general app use but significantly lower agricultural app use. Surveys revealed a strong positive attitude and keenness to use apps. Making more informed decisions, increasing efficiency, and accessing and recording important information were the most important reasons for agricultural app use. Practical Implications Findings suggest a lack of relevant, useful, and easy to use apps for agriculture, or an issue with their value proposition. Theoretical Implications The perceived technology adoption gap amongst Australian livestock farmers could not be substantiated. Established fundamental factors influencing technology adoption are relevant for agricultural app adoption, but other factors appear to be less relevant and there are new motivators to consider. Originality/Value There is little peer-reviewed information on the adoption and use of agricultural apps by Australian farmers and a perception that farmers have lower levels of smartphone and app use. This paper assesses technology adoption levels and considers the farmer perspective in identifying factors influencing adoption.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"28 1","pages":"93 - 114"},"PeriodicalIF":2.8,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2021.1910524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49338413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-10DOI: 10.1080/1389224X.2021.1910523
Zeinab Zaremohzzabieh, S. Krauss, J. D’Silva, Neda Tiraieyari, I. A. Ismail, Dzuhailmi Dahalan
ABSTRACT Purpose The aim of the study was to identify factors associated with tertiary students’ intention to pursue agriculture-related careers. The moderating effect of gender and geographic location on the predictive relationships was also examined. Design/methodology/approach Quantitative data were collected from 488 students studying in five agricultural-based institutions of higher learning in Malaysia. Structural equation modeling (SEM) was used to analyze the data. Findings Attitudes towards agriculture, perceived behavioral control, agricultural knowledge, and perception of sustainable agriculture methods predicted students’ intention to join agricultural-related occupations. The results differed according to gender and place of residence for all predictors except conditions of resource facilitation. Practical implications The findings offer insight into the factors agricultural students consider when deciding whether to pursue careers in agriculture. This can help educational decision-makers respond to the motivational needs of students in recruiting and retention. Theoretical implications By introducing three new constructs, the study extends application of the theory of planned behavior for predicting intention and behavior in the field of agriculture. Originality/value The study addresses an important gap on key factors predicting tertiary students’ pursuit of careers in agriculture. A better understanding of factors that shape students’ decision-making about future careers in agriculture can raise critical awareness of where programing efforts are likely to be effective.
{"title":"Towards agriculture as career: predicting students’ participation in the agricultural sector using an extended model of the theory of planned behavior","authors":"Zeinab Zaremohzzabieh, S. Krauss, J. D’Silva, Neda Tiraieyari, I. A. Ismail, Dzuhailmi Dahalan","doi":"10.1080/1389224X.2021.1910523","DOIUrl":"https://doi.org/10.1080/1389224X.2021.1910523","url":null,"abstract":"ABSTRACT Purpose The aim of the study was to identify factors associated with tertiary students’ intention to pursue agriculture-related careers. The moderating effect of gender and geographic location on the predictive relationships was also examined. Design/methodology/approach Quantitative data were collected from 488 students studying in five agricultural-based institutions of higher learning in Malaysia. Structural equation modeling (SEM) was used to analyze the data. Findings Attitudes towards agriculture, perceived behavioral control, agricultural knowledge, and perception of sustainable agriculture methods predicted students’ intention to join agricultural-related occupations. The results differed according to gender and place of residence for all predictors except conditions of resource facilitation. Practical implications The findings offer insight into the factors agricultural students consider when deciding whether to pursue careers in agriculture. This can help educational decision-makers respond to the motivational needs of students in recruiting and retention. Theoretical implications By introducing three new constructs, the study extends application of the theory of planned behavior for predicting intention and behavior in the field of agriculture. Originality/value The study addresses an important gap on key factors predicting tertiary students’ pursuit of careers in agriculture. A better understanding of factors that shape students’ decision-making about future careers in agriculture can raise critical awareness of where programing efforts are likely to be effective.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"28 1","pages":"67 - 92"},"PeriodicalIF":2.8,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2021.1910523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46342682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/1389224x.2021.1899431
K. Davis, L. Klerkx
Peer review is at the heart of publishing empirical research and theoretical thought pieces. According to the Taylor & Francis website, peer review is an independent assessment of research by experts in the field (Informa UK Limited, 2021a). The purpose is to evaluate a manuscript’s quality and suitability for publication. It also provides feedback to improve a manuscript before publishing. In JAEE we use a ‘double-blind review’, where the reviewers do not know the author, and the author does not know the reviewers. We believe that the double-blind review gives papers a fairer chance, helping to avoid unintended bias of reviewers who know the seniority, gender, or nationality of a paper’s author. (See, for instance, the article on gender bias in economics seminars by Dupas et al. (2021).) Our peer review process takes place as follows. Authors submit their manuscript to the journal, and the assistant editor assigns it to an editor-in-chief. The editor-in-chief then assigns the manuscript to one of our editors with relevant expertise. This person assigns reviewers (at least two per manuscript). Using a form, reviewers are asked whether the paper fits with the scope of the journal, and then to rate the manuscript based on innovativeness, scientific and practical relevance, research methodology, and clarify of presentation. What makes a good review? Taylor & Francis allow editors to rate reviewers based on timeliness and quality assessment. Timeliness is important, because one can see from the process above that all of these steps take some time, and we want to get out important research in a timely manner. The manuscript handling system (ScholarOne Manuscripts) will send alerts and reminders to reviewers when deadlines are looming. However, it is always possible to request an extension given extenuating circumstances. Quality assessment, however, is even more important. To write a good review, it is critical that reviewers carefully read the manuscript and give constructive feedback on each of these element using written text and providing examples and details. Rating the manuscripts helps, but even more important are the careful written comments that give editors the information needed to take decisions. The Taylor & Francis website (Informa UK Limited, 2021b) provides additional useful resources on how to review a manuscript. The articles in this issue have all been through multiple revisions and reviews. It is a painstaking process that requires commitment from the authors, editors, and reviewers. In Issue 27.2 we have articles on teaching secondary school agriculture at the psychomotor domain in Kenya (Njura et al.), entwining indigenous knowledge and science in extension for sustainable agriculture in Papua New Guinea and Vanuatu (Radcliffe et al.), participatory versus traditional agricultural advisory models for training farmers in conservation agriculture in Kenya (Bourne et al.), professionals’ attitudes and beliefs to inform design of agr
同行评审是出版实证研究和理论思想文章的核心。根据Taylor&Francis网站，同行评审是该领域专家对研究的独立评估（Informa UK Limited，2021a）。目的是评估手稿的质量和出版的适宜性。它还提供反馈，以在出版前改进手稿。在JAEE中，我们使用“双盲评审”，评审员不认识作者，作者也不认识评审员。我们认为，双盲评审为论文提供了更公平的机会，有助于避免了解论文作者资历、性别或国籍的评审员产生意外的偏见。（例如，见Dupas等人关于经济学研讨会中的性别偏见的文章。（2021）。）我们的同行评审过程如下。作者将他们的手稿提交给期刊，助理编辑将其分配给主编。然后，主编将手稿分配给我们的一位具有相关专业知识的编辑。此人指派评审员（每份手稿至少两名）。使用表格，评审员被问及论文是否符合期刊的范围，然后根据创新性、科学性和实用性、研究方法论和表述的清晰性对稿件进行评分。什么是好的评价？Taylor&Francis允许编辑根据及时性和质量评估对评审员进行评分。及时性很重要，因为从上面的过程中可以看出，所有这些步骤都需要一些时间，我们希望及时进行重要的研究。当截止日期临近时，手稿处理系统（ScholarOne手稿）将向审稿人发送警报和提醒。然而，在情有可原的情况下，总是有可能要求延期。然而，质量评估更为重要。为了写一篇好的评论，审稿人必须仔细阅读手稿，并使用书面文本并提供例子和细节，对其中的每一个元素给出建设性的反馈。对手稿进行评级有帮助，但更重要的是，仔细的书面评论可以为编辑提供决策所需的信息。Taylor&Francis网站（Informa UK Limited，2021b）提供了关于如何审查手稿的额外有用资源。这一期的文章都经过了多次修订和审查。这是一个艰苦的过程，需要作者、编辑和评论家的承诺。在第27.2期中，我们有关于在肯尼亚的心理运动领域教授中学农业的文章（Njura等人），将土著知识和科学交织在巴布亚新几内亚和瓦努阿图的可持续农业推广中（Radcliffe等人），肯尼亚农民保护性农业培训的参与式与传统农业咨询模式（Bourne等人），塞拉利昂农业创新系统方法设计中专业人员的态度和信念（Kamara等人），4-H经验对韩国农业职业变量的影响（Jeong等人），中国菜农的农业技术教育、人际信任和农药使用（Qingsong等人），美国水资源保护推广计划的规划与评估
{"title":"Writing good reviews","authors":"K. Davis, L. Klerkx","doi":"10.1080/1389224x.2021.1899431","DOIUrl":"https://doi.org/10.1080/1389224x.2021.1899431","url":null,"abstract":"Peer review is at the heart of publishing empirical research and theoretical thought pieces. According to the Taylor & Francis website, peer review is an independent assessment of research by experts in the field (Informa UK Limited, 2021a). The purpose is to evaluate a manuscript’s quality and suitability for publication. It also provides feedback to improve a manuscript before publishing. In JAEE we use a ‘double-blind review’, where the reviewers do not know the author, and the author does not know the reviewers. We believe that the double-blind review gives papers a fairer chance, helping to avoid unintended bias of reviewers who know the seniority, gender, or nationality of a paper’s author. (See, for instance, the article on gender bias in economics seminars by Dupas et al. (2021).) Our peer review process takes place as follows. Authors submit their manuscript to the journal, and the assistant editor assigns it to an editor-in-chief. The editor-in-chief then assigns the manuscript to one of our editors with relevant expertise. This person assigns reviewers (at least two per manuscript). Using a form, reviewers are asked whether the paper fits with the scope of the journal, and then to rate the manuscript based on innovativeness, scientific and practical relevance, research methodology, and clarify of presentation. What makes a good review? Taylor & Francis allow editors to rate reviewers based on timeliness and quality assessment. Timeliness is important, because one can see from the process above that all of these steps take some time, and we want to get out important research in a timely manner. The manuscript handling system (ScholarOne Manuscripts) will send alerts and reminders to reviewers when deadlines are looming. However, it is always possible to request an extension given extenuating circumstances. Quality assessment, however, is even more important. To write a good review, it is critical that reviewers carefully read the manuscript and give constructive feedback on each of these element using written text and providing examples and details. Rating the manuscripts helps, but even more important are the careful written comments that give editors the information needed to take decisions. The Taylor & Francis website (Informa UK Limited, 2021b) provides additional useful resources on how to review a manuscript. The articles in this issue have all been through multiple revisions and reviews. It is a painstaking process that requires commitment from the authors, editors, and reviewers. In Issue 27.2 we have articles on teaching secondary school agriculture at the psychomotor domain in Kenya (Njura et al.), entwining indigenous knowledge and science in extension for sustainable agriculture in Papua New Guinea and Vanuatu (Radcliffe et al.), participatory versus traditional agricultural advisory models for training farmers in conservation agriculture in Kenya (Bourne et al.), professionals’ attitudes and beliefs to inform design of agr","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"27 1","pages":"109 - 110"},"PeriodicalIF":2.8,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224x.2021.1899431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41671313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/1389224X.2020.1844769
Qingsong Tian, Yan Yu, Zhaoyang Xiang, Chongguang Li
ABSTRACT Purpose Agricultural technical education is widely used in Chinese agricultural production to reduce farmers’ pesticide overuse. However, the effectiveness of technical education is questioned by scholars who found that it fails to promote farmers’ pesticide management. In this study, we aimed to explore whether farmers’ interpersonal trust in education staff affects the efficiency of technical education. Design/methodology/approach A questionnaire-based cross-sectional study was conducted on Chinese vegetable farmers with 117 open field vegetable growers and 119 greenhouse vegetable growers. Data were analyzed using a multivariate regression model. Findings The results show that technical education can significantly reduce farmers’ pesticide application in vegetable production. And the effect of specific guidance is stronger than that of course training. The response of farmers on technical education, as a proxy of farmers’ understanding capacity on education knowledge, negatively affects farmers’ pesticide costs. More importantly, we find that farmers’ trust in education staff could affect the positive effect of agricultural technical education on pesticide application. Practical implications This study will enable education staff/officers to value interpersonal relationships, which can instruct farmers to turn the pesticide knowledge they received from technical education into production practice. Theoretical implications Promoting farmers’ trust in information providers will increase the efficiency and quality of knowledge transmission and transformation in agricultural technical education. Originality/value This paper highlights the importance of interpersonal trust in agricultural technical education, and offers an available explanation for controversy over on efficiency of agricultural technical education.
{"title":"Agricultural technical education, interpersonal trust, and pesticide use by vegetable farmers in China","authors":"Qingsong Tian, Yan Yu, Zhaoyang Xiang, Chongguang Li","doi":"10.1080/1389224X.2020.1844769","DOIUrl":"https://doi.org/10.1080/1389224X.2020.1844769","url":null,"abstract":"ABSTRACT Purpose Agricultural technical education is widely used in Chinese agricultural production to reduce farmers’ pesticide overuse. However, the effectiveness of technical education is questioned by scholars who found that it fails to promote farmers’ pesticide management. In this study, we aimed to explore whether farmers’ interpersonal trust in education staff affects the efficiency of technical education. Design/methodology/approach A questionnaire-based cross-sectional study was conducted on Chinese vegetable farmers with 117 open field vegetable growers and 119 greenhouse vegetable growers. Data were analyzed using a multivariate regression model. Findings The results show that technical education can significantly reduce farmers’ pesticide application in vegetable production. And the effect of specific guidance is stronger than that of course training. The response of farmers on technical education, as a proxy of farmers’ understanding capacity on education knowledge, negatively affects farmers’ pesticide costs. More importantly, we find that farmers’ trust in education staff could affect the positive effect of agricultural technical education on pesticide application. Practical implications This study will enable education staff/officers to value interpersonal relationships, which can instruct farmers to turn the pesticide knowledge they received from technical education into production practice. Theoretical implications Promoting farmers’ trust in information providers will increase the efficiency and quality of knowledge transmission and transformation in agricultural technical education. Originality/value This paper highlights the importance of interpersonal trust in agricultural technical education, and offers an available explanation for controversy over on efficiency of agricultural technical education.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"54 8","pages":"211 - 227"},"PeriodicalIF":2.8,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1389224X.2020.1844769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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