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2. Perception and conceptualization of the land-grant mission at a land-grant institution
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- King, Audrey E. H. (author), Settle, Quisto (author), Cartmell, Dwayne (author), Cooley, Asya (author), and Sallee, Jeff (author)
- Format:
- Journal article
- Publication Date:
- 2022
- Published:
- United States: New Prairie Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 205 Document Number: D12582
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- V. 106, Iss. 1
- Notes:
- 23pgs, While the three-part mission of the land-grant university has been a pivotal component of agriculture and natural resources in the U.S., the land-grant mission is not always well understood by all audiences, including faculty members who are the key deliverers of the land-grant mission. As such, it is important to understand how faculty members view the land-grant brand identity. A series of focus groups were conducted with tenure and non-tenure track faculty members at [university]. Faculty members’ perceptions of the university’s brand came out in four themes: overall description of the brand identity, connections to [City], university values, and increased emphasis on research. How faculty members conceptualized the land-grant mission presented two themes: aware but uninformed about the land-grant mission (subthemes: concerns about public awareness and stakeholder priorities, and unawareness of Extension) and having varying definitions of the land-grant mission (subthemes: land-grant is about the land, the land-grant mission is for more than agriculture, the land-grant is successful when serving the state, the land-grant mission is intended to improve society, and the land-grant mission is delivering equal opportunity education). Recommendations for universities included providing faculty members with a full understanding of the land-grant missions and ensuring students are taught about the land-grant mission. Future research was recommended to assess perceptions of faculty members at other land-grant universities and perceptions of non-faculty audiences such as students and external stakeholders. A quantitative survey was also recommended to provide a more generalizable view of faculty perceptions of the brand of land-grant universities.
3. Perception of teaching competencies by administrators, faculty and students of Indian agricultural universities: an assessment of faculty training needs
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Ramesh, P. (author), Raju, D. Thammi (author), Reddy, K.M. (author), Krishnan, P. (author), Biswas, Amit (author), Umamaheshwari, T. (author), and ICAR-National Academy of Agricultural Research Management, India Indian Statistical Institute, India Fisheries College and Research Institute, India
- Format:
- Online journal article
- Publication Date:
- 2019-04-27
- Published:
- India: Taylor & Francis
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 109 Document Number: D10973
- Journal Title:
- The Journal of Agricultural Education and Extension
- Journal Title Details:
- 25(4) : 337-359
- Notes:
- 24 pages, via online journal, Purpose: The study aims at finding out relevance and knowledge levels of selected teaching competencies as perceived by educational administrators, faculty and students, in order to assess the training needs of faculty of agricultural universities. Methodology: Relevance and knowledge levels were tested through a teaching competency questionnaire developed and run on 292 respondents fitting into administrator, faculty and student groups. Needs Assessment Model by Borich [1980. “A Needs Assessment Model for Conducting Follow-up Studies.” Journal of Teacher Education 31 (3): 39–42] is used to identify training needs. Findings: Results indicate differences in perceptions among groups towards teaching competencies. Prioritized training needs were identified which provide the content and direction for the development of faculty in-service educational programmes. Practical implications: Faculty of agricultural universities need periodic in-service training programmes in order to improve their teaching competencies so that they become effective and competent teachers in the present educational environment. Theoretical implications: The statistically validated methodological framework provides for capturing the perception of all stakeholders on the teaching competencies among the faculty members of Agricultural Universities in India, and offers a scope for scaling up the study for similar educational setting in the region. Originality/value: The perception of students and administrators was also considered along with the self-perception of faculty about the relevance and knowledge levels of teaching competencies.
4. Teachers and students’ perception of competence-based education in the agricultural higher education system (Case of a student cooperative in Iran)
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Saadvandia, Mahsa (author), Abbasi, Enayat (author), Farhadian, Homayoun (author), Zarafshani, Kiumars (author), Biemans, Harm (author), and Tarbiat Mordares University Razi University Wageningen University
- Format:
- Online journal article
- Publication Date:
- 2019-06-23
- Published:
- Iran: Taylor & Francis
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 109 Document Number: D10977
- Journal Title:
- The Journal of Agricultural Education and Extension
- Journal Title Details:
- 25(4) : 307-322
- Notes:
- 17 pages, via online journal, Purpose: This quantitative study sought to investigate the perceptions of teachers and students regarding competency-based education (CBE) principles at the College of Agriculture at Razi University. Design: This research is a comparative analysis of two groups. The first group consists of undergraduate and graduate students majoring in agriculture who are members and non-members of student cooperatives (n = 256). The second group consists of agricultural faculty members (n = 59). Findings: The results of this study show that students and teachers have different views with regard to the extent to which CBE principles are practiced in the College of Agriculture. Moreover, students with different learning patterns had different perceptions regarding the extent to which CBE is practiced, whereas teachers with different teaching patterns had the same perception of the application of CBE principles in the College of Agriculture. Practical implications: This study has practical implications for agricultural higher education in general and colleges of agriculture in particular. Colleges of agriculture across Iran could encourage their students to establish and engage in student cooperatives so that the ‘what’ and ‘how’ aspects of CBE are put into practice. Theoretical implications: This study has theoretical implications for CBE principles. For example, student cooperatives can be utilized by faculty members as one of the main strategies for developing CBE in agricultural colleges. Originality/value: This study is original in that it moves from theory to practice when considering CBE.