23 pages, Increasing doctoral degree holders in Sub-Saharan Africa may significantly impact the quality and quantity of undergraduate and graduate programs. Research capacity is crucial to successfully completing a thesis or dissertation and obtaining a graduate degree. Unfortunately, in Sub-Saharan Africa, many students abandon or delay their degrees at this stage due to limited research and writing skills. This study aimed to identify the most critical thesis and dissertation (TD) research needs of masters and PhD students from Sub-Saharan Africa. Thirty-eight skills were identified from the literature and presented to agricultural education and extension/leadership students. Borich (1980) and Witkin (1984) needs assessment models were used to ascertain the perceived importance and extent of students' knowledge of TD topic areas. The top identified needs were extracting a manuscript from a thesis, writing a journal article, choosing inferential statistics, deciding the descriptive statics, and what to review in the literature. A total of 15 items were identified as critical needs using the Witkin model. The findings identified challenges and opportunities for improving Sub-Saharan African graduate students' research knowledge and TD performance, implying that combining the two models to identify training needs may produce more comprehensive results than using only one methodology.
25 pages, The 2020 growing season presented new and significant challenges for farmers and farms across the United States as they navigated the COVID-19 pandemic. The rich and diverse agricultural landscape of Washington State offers a valuable microcosm in which to explore the experiences of farms in the U.S. during the pandemic. The purpose of this study was to qualitatively assess the impacts of the COVID-19 pandemic on directly marketing small farms in western Washington State, with a focus on farmers’ experiences with resilience. We conducted in-depth, semi-structured interviews with 15 farmers and used thematic analysis to explore the influence of the pandemic on overall experiences, responses, and values and perceptions related to small farms. Interviewees provided insights on the impacts of the pandemic on their daily farm operations, production costs, marketing channels, demand, and revenue. Farmers also reported shifting personal and public attitudes towards small farms during the pandemic. Product diversity, flexibility, multiple forms of support, values, and access to resources emerged as drivers of COVID-19 impacts and farm adaptations. When compared to existing frameworks on farm resilience, farms in this study are seen to demonstrate resilience via buffer and adaptive capabilities, which enable them to absorb and adjust to shocks. Farmers also discussed resilience via transformative capability, the potential to create new systems, leveraging the collective power of small farms to shape future food systems. Future research on the resilience of small farms should focus on ways to both promote resilience attributes and facilitate the ability of farmers to act on resilience capabilities.
9pgs, The goal of this literature review was to identify evidence-based curricula that support youth mental health with special attention to inclusion of access, equity, and belonging (AEB). Four databases were searched for peer-reviewed articles published between 2010 and 2019 related to youth mental health curricula. A total of 1446 articles were identified, and 171 articles underwent a full-text review. Of the 61 curricula identified, 44% addressed AEB to some extent and 65% showed program effectiveness. Four programs were recommended (Sources of Strength, Teen Mental Health First Aid, Dynamic Mindfulness, and Youth Mental Health First Aid) and eight conditionally recommended.
16 pages, Lack of access to agricultural extension and advisory services has been identified as one of the major challenges facing emerging farmers in South Africa. The purpose of this study was to determine the level of access to these services by emerging livestock farmers in uThungulu District Municipality of KwaZulu-Natal. A survey design was used with face-to-face interviews to collect data using a semi-structured questionnaire. A sample of 1 437 was randomly selected from 4 792 emerging livestock farmers in the district. Descriptive statistical analyses were performed using Statistical Package for the Social Sciences (SPSS) version 23 software. The results show that more than 90% of emerging livestock farmers in the district had high access to public extension and 14% had access to private extension, in addition. About 32% of the respondents also had access to extension and advisory services from agricultural cooperatives. There was an improvement in access to these services by emerging farmers compared to the past. The involvement of the private sector and cooperatives in rendering extension and advisory services to emerging livestock farmers shows that various stakeholders are involved in improving emerging livestock farmers in the province.
8 pages, The use of digital technologies in agriculture offers various benefits, such as site-specific application, better monitoring, and physical relief. The handling of these technologies requires a specific skill set. Therefore, the question arises of when and how farm managers learn about digital technologies. Aiming to analyse the current situation, the present research investigated the role that digital technologies play in vocational training for future farm managers. Taking the example of farm management information systems (FMIS), the present study also analysed various predictors of adoption, including the effect of training. To investigate these research questions, an online survey among teachers and students of the farm management vocational programme across Switzerland was conducted in the spring of 2021. In total, 150 individuals participated, 41 of whom were teachers. Participants answered questions about the learning content in the farm management programme and their perception of digital technologies in general. Students further reported whether they already had a farm they would be managing in the future and how they perceived FMIS. The results indicate that both teachers and students are convinced that digital technologies play an important role in agriculture and will gain more importance in the future. A substantial part of 43% of the students who participated indicated that they had learned neither about digital technologies during their basic agricultural training nor the subsequent farm management programme. In terms of FMIS, 51% of the student sample indicated that they had never heard about FMIS during their agricultural training. While having learned about FMIS was not a significant predictor for adoption, gender, perceived ease of use, and intention to use more digital technologies in the future significantly predicted the adoption of FMIS. The paper concludes that, to support the adoption of digital technologies and FMIS specifically, training for future farm managers should focus on how to operate an FMIS to increase the perceived ease of use of this technology.
9 pages, In agricultural research for development adoption of new technology tends to be cast in categories: adoption, partial adoption, dis-adoption or non-adoption. While these may serve for pragmatic classification and measures for project success or impact they fail to properly acknowledge the ongoing and independent efforts of farmers (and others) in experimentation and integration of knowledge across a range of sources. This paper explores responses to practices for cattle management introduced during a research project, at project close, and five years after the project has finished. We consider the perceptions and application of new knowledge by farmers, extension staff, and policy makers. By taking a longer-term view, we demonstrate how farming households adapt and integrate knowledge from different sources into their daily practice, influenced by local institutions and changing cultural expectations, as well as external researchers. We also consider the influence of changing government priorities and incentives in steering farm-management decisions. Results suggest that a focus on measures to build capacity and empower farmers with information to adapt and respond to change, regardless of project activities, is a much more important goal and indicator of impact than measuring adoption.
18 pages, This study examines factors that appear to contribute to farmers’ adoption and discontinuation of poly house technology for off-season vegetable production. We collected cross-sectional survey data from a sample of 151 households in Kaski district, Nepal during October 2018. The data are analyzed using Heckman’s two stage sample selection model. The study reveals that the family members report being engaged in nonfarm sector that there is an increased probability of discontinuation of poly house technology. Farmers may be diverting their labor towards nonfarm activities that result in higher returns to labor and different risks. At the same time, the results indicate that farmers who did not receive training on vegetable production were more likely to discontinue poly house technology. It was also found that increasing farmers’ engagement with marketing activities increased the likelihood of farmers to continue poly house technology and increase household income. The provision of continued technical support (e.g., training), input supply (e.g., seeds, fertilizers) and market information are essential to sustain the adopted technologies. The study sheds light on the sustainability of technology adoption by underpinning the importance of extension services for longer-term adoption. We believe that the combined effect of various technologies would be associated with sustained adoption of the improved off-season technologies. This provides a new direction to operationalize farmer-oriented policies in agricultural extension and helps in devising programs for sustained adoption of technology.
14 pages, Agriculturalists can be divided into broad ideological camps with differing value sets. While many different groups exist, there are two primary ideological groups: (1) conventional or agrarian populists and (2) non-conventional or neo-agrarians. Agricultural education students’ values about agriculture shape how they will work in their future classrooms, schools, and communities, as well as how they will interact with students and community members. The purpose of this narrative study was to describe undergraduate agricultural education students’ conceptualization of their values about agriculture. The findings from this study highlighted the polarization of ideologies in American agriculture. The agricultural education students’ conceptualization of agricultural values was largely conventional. Some students formed conventional agriculture values as they grew up, while other students experienced a change of their values towards conventional attitudes while in college. Students’ responses to others with differing values ranged from indifferent to negative. These differences indicate a real challenge for post-secondary agricultural educators. Students have the right to maintain their own values in agriculture, however they must be able to work with others who have differing values. Research is needed to evaluate effective ways to help students learn how to work with people who have differing agricultural values.
9 pages., The paper explored the policy options targeted at preventing extreme hunger after surviving the COVID-19 pandemic. Multistage sampling procedure was used to select 15 key informants across five purposively selected Local Government Areas in Kaduna and Ogun States for this study. Checklist (administered through recorded telephone calls) was used to elicit responses (qualitative data) on the impacts of COVID-19 on the food system. This paper concludes that the COVID-19 pandemic has negatively impacted on the food system thus challenging the AES to employ more innovative and pragmatic approaches to reach the farmers. Major impacts of COVID-19 on food system were disruptions in agricultural production, limitation of field visit by extension personnel and distortion of technology delivery system. Major recommendations include: in response to the stay-at-home order in the wake of the COVID-19 pandemic, Agricultural extension services (AES) should explore virtual means to reach the clientele. To this end, farm operations and new techniques should be packaged into short clips and shared via various platforms. Also, legislative means to consider AEAS as essential services should be sought; and extensionists should be trained and provided with personal protection equipment (PPE) to enable them reach farmers. Such field officers should be insured and provided with adequate tangible mobility.
Cletzer, D. Adam (author), Mott, Rebecca L. (author), Simonsen, Jon C. (author), Tummons, John D. (author), Peckman, Jaelyn Y. (author), and Preston, Kate (author)
Format:
Journal article
Publication Date:
2022-01-01
Published:
USA: American Association for Agricultural Education
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 205 Document Number: D12706
17 pages, Agricultural leadership coursework has sought to developed leadership skills in graduates of colleges of agriculture for decades. Yet, a national study of the scope and nature of undergraduate leadership coursework has not been conducted since 2003. The purpose of this study was to provide empirical data for discussion of the state of agricultural leadership education. A census of all programs represented by faculty in AAAE was conducted, and 227 courses were determined to exist, the most common types of courses were introduction to leadership, personal leadership, and team and group leadership. The most common leadership theories or concepts present in the 100 course syllabi analyzed were “traits and skills,” “ethics,” and “servant leadership.” More than 80 different textbooks were used.
