Agricultural public relations professionals were surveyed to determine the proficiencies in public relations that they perceive to be most important in an agricultural communications curriculum. They also were asked how frequently they used those proficiencies and how best to integrate the proficiencies in the agricultural communications curriculum. The population for the study consisted of public relations professionals who were members of the Agricultural Relations Council and the Cooperative Communicators Association. Most respondents perceived agricultural proficiencies to be less important than general communications or public relations proficiencies. Proficiencies related to use of the computer skills, human relations skills, time management, writing, and editing were among the most frequently used proficiencies by public relations professionals. Based on these results, it is recommended that university faculty consider focusing public relations curriculum toward writing, editing, presentations, time management, conflict resolution, and teamwork. It also is recommended that students take coursework in agricultural policy and government programs and finance/business principles. Finally, it is recommended that faculty stress the importance of meeting deadlines to prepare students for the public relations profession.
This study evaluated a two-way, visitor exchange project for entrepreneurship development between three African countries and the United States. The study's purpose was to determine outcomes, understand lessons learned, and derive implications for international agricultural development. Findings of the study confirm visiting African Entrepreneur Fellows (AEFs) developed entrepreneurial knowledge, gained business skills, and acquired positive attitudes toward U.S. business and culture. The majority of AEFs had applied acquired knowledge and skills to improve their businesses and promoted open economic ideals, business ethics, and human rights in their businesses. As a result, AEFs were able to expand their business into new ventures, improve customer services, establish communication networks, and serve their communities. Visitor exchange, entrepreneurship-building programs are effective strategies in contributing to development efforts in developing countries. Paying due attention to the selection and matching of U.S. mentors with the business interests and learning needs of international fellows is necessary to ensure their learning expectations are met. It is important to assign international participants with suitable mentors for longer periods of time to increase the likelihood of receiving more in-depth learning experiences and develop lasting professional relationships to further collaboration. Realization of the potential of entrepreneurship-focused, visitor exchange programs between nations as a strategy for international agricultural development is the major implication of this study.
Academic service-learning can be an effective and successful educational tool across many disciplines. The benefits afforded students and the community they serve are reciprocal in nature, thereby providing service to the community and capitalizing on a real-world learning environment for the students. Agricultural communications programs can offer for service-learning opportunities within the academic arena. The Campaign Planning for Agricultural and Natural Resources course at Oklahoma State University captures the essence of service-learning and provides students with an opportunity to use knowledge gained in previous courses to develop usable communications campaigns for small businesses or organizations. This case study should serve as a starting point for service-learning research in agricultural communications.
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