International academic opportunities have gained increased attention among students, faculty,
and administration at American universities. It is important for agricultural students to have an
awareness and understanding of agricultural policy and issues in the United States and other
countries. Also, faculty who have personal and professional ties internationally are often the link
for these students to engage in global experiences. This study used descriptive survey
methodology to assess students (N = 773) and faculty (N = 85) at the University of Arkansas
about their perceptions of international experiences, as well as what they saw as the most
influential barriers and influencers to participating in international experiences. Students noted
their parents (M = 3.30) as the most impactful influence for deciding whether or not to engage in
an international experience, and cost (M = 3.92) was perceived as the most influential barrier to
an international experience. Faculty noted money (84.2%) and time (80.7%) as barriers, and
about one-half of the faculty wished to collaborate with institutions in Europe. Faculty perceived
that institutional financial support should be provided to both faculty and students (74.1%). This
study notes student influencers and barriers and faculty needs and provides recommendations
for improving international learning experiences and opportunities for future research.
International programs (IP) continue to grow in importance. There is an increased demand from employers and communities for globally competent individuals, yet only 2.3% of Dale Bumpers College of Agricultural, Food and Life Sciences (Bumpers College) students studied abroad in an agriculture-related program during the 2014 and 2015 academic year. This study used descriptive survey methods with University of Arkansas undergraduate students enrolled in Fall 2017 Bumpers College courses (n = 1,758) to determine their perceptions of international experiences. These perceptions included identifying the most influential barriers and benefits to participation. The majority of students were interested in short-term faculty-led programs (n = 1,190, 72.1%), followed by international internships (n = 760, 46%). Students wanted to participate in an IP during summer I (n = 1,138, 69%), followed by summer II (n = 839, 50.8%). Based on a 5-point Likert-type scale, students reported "cost is too high" (M = 3.83, SD = 1.10) and being "too busy with school" (M = 3.27, SD = 1.18) as the most influential barriers to participating in an IP. Using the same Likert-type scale, students reported an IP being a "lifechanging opportunity" (M = 4.49, SD = 1.75) and "sets me apart when applying for grad school/jobs" (M = 4.27, SD = 1.90) as the most influential benefits. The fact that 5.5% of the students surveyed had participated in an IP confirms that the Bumpers College requires more immersion in order to meet the University of Arkansas goal for 25% international participation by 2020.
Information and Communication Technology (ICT) has the potential to address critical considerations within rural advisory service (RAS) networks, specifically, getting the right information to audiences in a timely and appropriate manner. ICTs are technologies that facilitate knowledge and information sharing. For RAS networks, ICTs can be an important tool to ensure that both explicit and tacit information is shared with network members with the anticipated benefit of increased capacity of the network. Although the importance of ICTs are well documented within the literature, there are limited guidelines for what specific network capacities in ICT use are needed to better provide support for RAS providers to fulfill their responsibilities. Using the Delphi process, a panel of 31 experts from 24 countries arrived at consensus on 51 specific ICT use capacities associated with effective RAS networks. The results of the research provide a practical framework for RAS providers and networks to develop ICT use related capacity building and tactical planning activities.
Keywords: Information Communication Technology (ICT); ICT use; Delphi; evaluation; capacity assessment
Cooperatives in the international coffee sector can help build farmer capacity, increase coffee productivity, and improve farmer welfare. The purpose of this research was to examine Guatemalan coffee cooperatives to determine unique attributes, social capital perspectives, and social impacts on small holder farmers. Four perspectives on social capital and economic development were examined across cases: (a) the communitarian view, (b) the networks view, (c) the institutional view, and (d) the synergy view. The research design was mini-ethnographic case study with cross-case synthesis. The emerging themes were (a) economic impacts, (b) multiple generation farmers, (c) capacity building trainings to improve crop management, (d) use of shade trees and organic matter for soil amendments, (e) service learning/agritourism, and (f) use of microloans to enhance economic development. Based upon the exploratory cases, each community had similar and unique internal and external interactions that could be triangulated with social capital perspectives. Networks were formed between members of the co-ops (intracommunity) giving a sense of community and purpose (i.e. agritourism, service learning) and external sources (i.e. workshops/trainings and a USAID research plot). The concept of social capital perspective gives insight into an explanation of economic development.
According to a survey of professionals in agricultural education, The Journal of Leadership Education (JOLE) is a new and primary outlet of leadership education research and professional scholarship. The purpose of this study was to assess five years of JOLE's primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types using a mixed-methods design. A compilation of the research results is reported. Research themes appear cyclic and add little to improving an apparent lack of research continuity. Research must continue to determine cycle depth and the influence on research in leadership education as an integrated specialization area of agricultural education. This research may be used comparatively with the National Research Agenda to determine where future research should be focused.
The University of Arkansas has a campus-wide goal of 25 percent of students participating in an international program prior to graduation. This created concern because only three percent of Dale Bumpers College of Agricultural, Food and Life Sciences (Bumpers College) students participated in an international program prior to 2012. For five years, the Bumpers College International Programs Office (IPO) has assessed students to determine their perceived benefits, barriers, and needs in an effort to design international programs of interest and increase student participation. In this study, Bumpers College students were surveyed to determine perceived benefits and barriers to participating in an international program and identify the countries of interest in visiting. Instruments were administered via paper form to 1,165 students enrolled in large section courses in fall 2016. Using a six-point Likert-type scale, students’ believed international program participation “looks good on a resume” with a mean of 5.46 (SD = 0.77). The least important statement was “increased employability” with a mean of 4.92 (SD = 1.00). Students slightly agreed or agreed to all questionnaire benefit statements. The barrier statement “costs too high” was identified as the most important with a mean of 4.79 (SD = 1.12). The least important statement was “an international program will not have an impact on my future career” with a mean of 2.12 (SD = 1.21). About 72% of students were willing to participate in an international experience in a European country. Recommendations for practice and research are discussed and identified limitations are provided.
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