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.
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.
21 pages, One of the most complex agricultural and natural resources challenges of our time is reconciling sustainable global food security and biodiversity conservation. Providing undergraduate students effective, learning experiences to develop technical and cultural competency prepares them to address this challenge and become global leaders in their disciplines. A three-year experiential research and extension project brought together 14 students and 10 faculty mentors to investigate smallholder farmers practicing conservation-compatible adjacent to the Vaca Forest Reserve in Belize. We used an agroecological approach to foster systems-level thinking and develop transdisciplinary skills of undergraduate students. Students completed applied individual research projects that explored the challenge of food security and biodiversity conservation in the tropics, and worked collaboratively with local stakeholders, design and implement extension projects based on research results. Student and faculty teams assessed cropping and soil management practices; social and economic systems; and wildlife, forestry, and ecosystem services. We assessed student learning outcomes with a tool commonly used for evaluating undergraduate research. Students reported learning gains in attitudes and behaviors toward research, mindset towards research, ability to think and work like a scientist, and research skills. Students also reported positive working relationships with mentors and peers, and a high level of publication and presentation outputs. Students reported that their Belize experience helped develop their agroecological and cross-cultural knowledge and skills, and prepared them for their next career steps. We conclude with recommendations for higher education institutions wishing to develop meaningful global undergraduate research experiences that can build the next generation of leaders.
27 pages, Agricultural extension has shifted towards community-centric, farmer-centered, and participatory approaches that enhance rural change through a social learning lens, resulting in the emergence of the farmer-to-farmer extension model. The purpose of the study was to understand lead farmer selection criteria within the farmer-to-farmer model and their impacts on community social learning. We applied Torraco’s (2005) integrative literature review method to guide our discussion around lead farmer selection processes, types of lead farmers selected and their impacts on social learning. The study indicated farmer-to-farmer extension model has the potential of re-invigorating the provision of agriculture extension services owing to its low cost, reliability, and the potential to be sustainable. However, farmer-to-farmer faces numerous challenges such as a lack of funding, limited community adoption, and acceptance of the system. This study’s findings suggest the farmer-to-farmer approach can be more effective when stakeholders, especially the community is actively involved in designing, implementing, and evaluating the model. The study recommends that practitioners work closely with the community to develop long-term relationships based on trust through intentionality and inviting attitude that respects and values community knowledge.
19 pages, A Small Farm Resource Center (SFRC) is an informal in-situ extension model used for testing promising agricultural and rural livelihoods options on a physical central site, with some measure of extension methodology. There is a need to evaluate SFRCs as research-extension models operating outside of formal government extension and advisory services. Seven SFRCs located in Southeast Asia were studied to classify extension methodologies adopted by those centers, evaluate extension efficacy, and to provide recommendations for amplifying their services. On average in 2013, SFRCs were 21.1 years old, covered 24.2 ha, cost 242,000 USD to establish and had a yearly operating cost of 28,500 USD. The work of the seven SFRCs could be classified into five predominant extension methodologies: on-site and off-site demonstrations, on-site and off-site trainings, and off-site extension outreach. Most of the SFRCs utilized combinations of these and tailored their methods to the particular context. Besides agricultural production, SFRCs also offered socio-cultural and socio-economic assistance, owing to a cycle of extension knowledge refinement. SFRCS were re-engaged in 2021 and all 7 were still operational, and the majority provided the same number or more services (57%) as in 2013, utilized the same amount of space (71%), and were perceived to have the same or more efficacy (71%) even in the face of decreasing or stagnating funding (71%) due to the COVID-19 pandemic. Overall, SFRCs continue to be used successfully throughout Southeast Asia and provide cost-effective and needs-based extension and advisory services to underserved populations outside of formal extension services.
18 pages, The purpose of this study was to assess the knowledge level of farmers on basic computer literacy, social media use, and to explore which social and demographic factors affected their knowledge capacity. The study had a final sample of 176 participants from the northern, southern and central regions of Trinidad and Tobago. A survey instrument comprising of 14 multiple-choice questions with one accurate response was developed to decrease bias of farmers randomly selecting the accurate response. The questions addressed knowledge on basic computer and social media literacy. Analysis was conducted using one-way ANOVA with post-hoc testing. Results indicated that there were significant differences in farmers’ performance in the knowledge test based on characteristics such as age, education, and household use of social media and the internet. Based on the findings, minimal training in computer and social media literacy did not impede the farmers’ use of the computer or social media. These discoveries highlight the potential of extension programs using the internet and social media applications to improve communication efficiency among agricultural stakeholders within farming communities.
19 pages, In today’s globalized world, educators and employers generally agree on the necessity for undergraduate agricultural [ag] students to develop a sound understanding of global ag issues and policy. Because of this, many U.S. universities have promoted internationalizing curriculum and increased international study abroad experiences. However, few studies have examined the impact of international experiences on students’ knowledge and attitudes about international ag issues and policies. This study bridges this gap by identifying the relationship between student knowledge and attitude toward international ag issues and U.S. ag policy, and how international experience and demographic variables play a role in that relationship. Adapted from previous literature, an online survey was developed in 2019 among 196 undergraduate students in ag and non-ag fields to measure student knowledge (global aptitude assessment) and student attitude (attitude index score) towards the importance of global agricultural issues and policy. Results concluded that undergraduate students held a low level of knowledge about global ag issues and policy; in fact, ag students held lower average knowledge scores than non-agricultural students. This emphasizes the urgency for administrators to intentionally design and reevaluate our current curriculum to meet these knowledge gaps. Additionally, study abroad experiences did not contribute to students’ knowledge nor attitudes. The authors discuss several possibilities for such results and highlight the call to similarly reevaluate our study abroad curriculum to be more intentional in impacting student knowledge in global ag food systems and acknowledge differences in policy, getting students excited and interested in the global market.
19 pages, The COVID-19 pandemic has drastically affected people's lives around the world, including agricultural extension workers. To date, few studies have been conducted to understand the adaptation of extension services in Latin American countries during the pandemic. This mixed-methods study explored Latin-American extension professionals’ preparation to implement knowledge-sharing activities and sought to understand extension professionals' responsiveness to COVID-19. The results revealed significant differences in extension responsiveness, between field extension workers and in-office extension workers. Delving into this difference revealed that field extension professionals perceived lower responsiveness because they were not able to continue their pre-pandemic, face-to-face activities in the field with farmers; on the other hand, office extension workers were able to complete and respond to their annual program objectives by increasing institutional partnerships by virtual means. Resilience was found in the two phases of this study. Extension professionals were viewed by farmers as a reliable resource for addressing COVID-19 challenges. Extension professionals began using new communications technologies to train farmers, even though they were not trained in these technologies themselves. It will be important to begin formally incorporating the use of new technology, and alternative communication strategies with communities during crises, as part of preparation for field technicians.
