Competencies Needed by Agricultural Communication Undergraduates: An Academic Perspective

Abstract

Communication competencies and skills needed by agricultural communication graduates are constantly changing because of the dynamic nature of the technology used by communication professionals. Although several studies have been conducted in recent years that engaged alumni and industry professionals to determine agricultural communication program graduate competencies, no studies were found which sought out these competencies from the perspective of faculty. Determining the communication competencies faculty deem important will help identify gaps between industry needs and academic perceptions. This Delphi study was conducted to determine the competencies agricultural communication faculty believe are needed for agricultural communication program graduates. Nineteen participants from 14 universities came to consensus on 79 statements. The ten statements receiving the highest level of agreement were "Ability to communicate in writing," "Ability to write clearly, concisely, tersely, and to get to the point," "Highly developed writing skills," "Good writing skills," "Professional competence-able to practice effective communication-write / speak correctly, clearly in a style and form that is expected of the audience, profession they will serve," "Critical thinking," "Grammar," "Ability to communicate, both orally and in writing, ability to understand conceptual thinking and how it relates to communication," "Ability to find and use information sources both on and off the internet," and "Ethics." This study provides additonal information to help address Agricultural Communications National Research Priority Area 4: "What are the skills, competencies, and resources necessary to prepare professional agricultural communicators for success in various aspects of agricultural knowledge management?"

Skills Students Need in the Real World: Competencies Desired by Agricultural and Natural Resources Industry Leaders

“…In the general education core area, proper use of grammar and writing skills were desired, along with general technology skills and an understanding of business. However, when Morgan and Rucker (2013) identified differences between the skills agricultural communication professors believed were important for undergraduate students to employ upon graduation compared to the competencies which agricultural industry professionals identified as important for entry-level employees, they found while the professors focused on specific, academic skills of communication and thinking, industry professionals desired more general workplace competencies such as ethics and soft skills. Professionals in the field desired graduates with a holistic approach to communications; employers were interested in an employee with the ability to use a variety of communication skills rather than those focused on one area (Morgan, 2010).…”

“…However, when Morgan and Rucker (2013) identified differences between the skills agricultural communication professors believed were important for undergraduate students to employ upon graduation compared to the competencies which agricultural industry professionals identified as important for entry-level employees, they found while the professors focused on specific, academic skills of communication and thinking, industry professionals desired more general workplace competencies such as ethics and soft skills. Professionals in the field desired graduates with a holistic approach to communications; employers were interested in an employee with the ability to use a variety of communication skills rather than those focused on one area (Morgan, 2010). Since professors play a vital role in the development of their own curriculum, this disconnect between professors' perceptions of industry needs and the actual needs of the industry can be problematic in preparing employment ready graduates (Morgan & Rucker, 2013).…”

“…Morgan (2010) found many of the agriculture competencies desired by employees, such as ability to meet deadlines, reliability, dependability, and strong work ethic were taught indirectly through university structure as opposed to being taught through curriculum. Conversely, Sargent et al (2003) evaluated the success of a 15-week, capstone course designed to develop leadership skills vital in the workplace.…”

“…These results confirmed a skills gap exists between employer demands and employee capabilities (Andelt et al, 1997;Robinson & Garton, 2008;Symonds et al, 2011). Morgan (2010) highlighted the highly dynamic nature of the agricultural communications field today and identified the needs of the field through a Delphi study. Communication-area competencies encompassed a broad variety of communication skills with oral communication identified as most important; listening and writing skills were also essential.…”

“…Professionals in the field desired graduates with a holistic approach to communications; employers were interested in an employee with the ability to use a variety of communication skills rather than those focused on one area (Morgan, 2010). Since professors play a vital role in the development of their own curriculum, this disconnect between professors' perceptions of industry needs and the actual needs of the industry can be problematic in preparing employment ready graduates (Morgan & Rucker, 2013). Through curriculum and internship opportunities, academics need to find ways to bridge the gaps that exist so graduates are more prepared to meet the expectations of employers.…”