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.
This eighth publication in the Conducting the Needs Assessment series provides Extension professionals and other service providers with directions for how to use the Borich model to collect data about the training needs of a target audience and how to use that data to improve programming. Written by Olivia Caillouet and Amy Harder; published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.https://edis.ifas.ufl.edu/wc415
Study abroad experiences can change college students by contributing to their development of self-awareness, communication skills, and ability to navigate the unknown. The objective of this study was to determine students’ perceived barriers, benefits, and preferences for international programs (IP). Undergraduate students in large-enrollment, required courses by major, and all freshman orientation undergraduate courses in Bumpers College were targeted and all grade classifications were represented (n = 672). Based on a five-point Likert-type scale (1 = completely disagree to 5 = completely agree), students reported “cost is too high” (M = 3.93, SD = 1.00) and being “too busy with school” (M = 3.54, SD = 1.10) as the barriers keeping them from participating in an IP. Using the same Likert-scale, students reported “socially/culturally learn more about a host country” (M = 4.61, SD = 0.67) and “life-changing opportunity” (M = 4.60, SD = 0.66) as the most influencing benefits. Students were most interested in short-term, faculty-led programs (n = 234, 27.2%) with a length of two to three weeks (n = 224, 30.7%) during summer session I (n = 307, 39.4%). Students reported they would like to learn more information about future IPs through email (n = 278, 34.8%), classroom visits (n = 111, 13.9%), and their academic advisors (n = 108, 13.5%). Assessing student’s barriers, benefits, and preferences for IPs will guide Bumpers College program development. It is important to focus IP efforts on students’ needs and interests, while also providing meaningful, engaged learning in all environments. Keywords: agricultural education; barriers and benefits; international programs; study abroad
This mixed methods study aimed to explore the perceptions of employees’ belongingness, uniqueness, and inclusivity within the [Blinded University]. A survey with quantitative and qualitative questions was used for data collection from February to April 2021. Respondents were [Blinded University] employees, faculty, students, and Extension professionals (n = 430). White (non-Hispanic) Extension professional respondents reported significantly greater levels of organizational belongingness than Extension respondents classified as Other ethnicities. No other significant differences were found for the three constructs among Extension, main campus, or student respondents. The qualitative survey data converged with the quantitative survey data and provided a more complete understanding of respondents' perceptions of organizational diversity, equity, and inclusivity (DEI). Respondents indicated improvements are needed for diversity and inclusivity initiatives, resources, and training. Key recommendations were that [Blinded University] continue DEI initiatives while better tailoring efforts toward meeting the needs of Extension professionals and Hispanic students. Building on the foundational understanding garnered from the present study, future research should explore inclusivity beyond ethnicity and also consider gender, sexual orientation, and income levels. Keywords: belongingness, Diversity, Equity, and Inclusion; Extension; uniqueness; land-grant university;
University engagement within communities is becoming more important, and public land-grant universities (LGUs) are uniquely situated to create knowledge that benefits society. Intercollegiate Extension programs could be a novel approach to improving university engagement by using the Extension mission as a catalyst for socially relevant programs. However, a gap remains in the literature regarding specific guidelines to overcome barriers toward intercollegiate Extension programs. The purpose of this study was to explore how transactional factors influenced the implementation of intercollegiate Extension programs at LGUs. A qualitative descriptive phenomenological research design was used. The Organizational Change model guided the interview protocol creation. All eight participants were employed by LGUs. Template analysis was applied to the data combined with the constant comparative method. Four themes and six sub-themes emerged from the interviews. The transactional themes were: (a) promotion and tenure, (b) utilizing LGUs’ organizational structures to support intercollegiate Extension programs, (c) task and individual skills required for successful intercollegiate programs, and (d) professional recognition. Utilizing LGUs’ organizational structures to support intercollegiate Extension programs was most relevant to the success of intercollegiate programs. Intercollegiate Extension programs should use existing assets like the county-based infrastructure to assist in disseminating university knowledge relevant for addressing public needs.
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