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.
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.
24 pages, Extension is sometimes viewed globally as less important than academic research and innovation, even though these networks are crucial to agricultural development. Using Lewin’s (1947) organizational change theory as a conceptual background, an instrument to measure advocacy capacity within international extension networks was developed. The resulting scale was analyzed for content validity, response process validity, internal structure validity, and consequential validity. An exploratory factor analysis (EFA) was performed on the proposed scale. The underlying structure of the scale was found to load onto five factors. The five extracted factors were labelled: 1) network support of advocacy, 2) network integration of advocacy, 3) network influence in advocacy, 4) network visibility in advocacy, and 5) network advocacy performance. The overall International Extension Network Advocacy Capacity (IENAC) scale, and associated subscales were all found to have acceptable levels of validity.
33 pages, A key factor in determining the future of agricultural extension efforts is ensuring that the voices of those who need to be heard are represented at all stages of the decision-making process. As agricultural extension becomes increasingly globalized, it is critical that the diversity of voices represented within capacity assessments likewise increases. Using two distinct approaches, the present study attempts to address a current gap within the extension literature specifically related to extension assessment respondent groups. First, 97 extension related assessment manuscripts were identified during a literature review and analyzed for respondent group. The results indicated most studies included only one respondent group. Among these assessments clientele and Beneficiaries and Formal Power Roles were the respondent group categories most frequently examined. Next, a primary study was conducted to identify which respondent groups should be represented in capacity assessment according to agricultural extension experts. The panelists had the highest level of agreement regarding the inclusion of extension clientele and beneficiaries within capacity assessments. However, panelists agreed that representation from outside influences and formal power roles were also important to include in the capacity assessment process. The results indicate extension networks should purposively include a diverse set of respondents when conducting assessments to ensure a comprehensive perspective is represented.
19 pages., Advancing information and communication technologies (ICTs) has become central to international agricultural and extension development efforts. ICTs are crucial in facilitating information transfer, ensuring stakeholder access to information, and increasing the decision-making capacity of smallholder farmers. The research presented here introduces an instrument developed to quantify perceptions of ICT use capacity within international extension networks. The aggregate scale was verified for content validity, response process validity, internal structure validity, and consequential validity informing its use. The instrument was administered to network members (n = 122) associated with the Global Forum for Rural Advisory Services. An exploratory factor analysis (EFA) was conducted with measures of correlation and reliability analyzed. Six factors were extracted and analyzed further. The resulting Perceptions of ICT Use scale and factors can be used as reliable instruments for quantifying perceptions of ICT use capacity, enhancing international extension network needs assessments, and informing policies and practices which maximize ICT capacity.
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.
