Developing an International Agricultural Leadership Program to Meet the Needs of a Global Community

Moore, Lori L.; Boyd, Barry L.; Rosser, Manda H.; Elbert, Chanda

doi:10.12806/v8/i1/ib2

Cited by 12 publications

(9 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Experiences outside the students' home country are invaluable learning opportunities that develop, integrate, and enhance skills necessary to succeed in both their educational and future work and career paths (Kidwai, 2011). As noted by Moore, Boyd, Rosser, and Elbert (2009), graduates with international experience are a critical component of the United States competitiveness in a global marketplace. Unfortunately, many undergraduates lack knowledge that will assist them in a globalized world (Wingenbach et al, 2003).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Untitled

2019

JIAEE

View full text Add to dashboard Cite

Articles intended for publication should focus on international agricultural education and/or international extension education. Articles should relate to current or emerging issues, cite appropriate literature, and develop implications for international agricultural and extension education. Manuscripts, or portions of manuscripts, must not have been published or be under consideration for publication by another journal. For publication in the JIAEE, manuscripts must pass the JIAEE's double blind, referee process, where peer reviewers evaluate manuscript content and ensure readability. Reviewers are selected from the AIAEE membership. In the double blind, referee process, all references to authors are removed before the manuscript is sent to reviewers. Articles may be submitted for peer review a total of three times before they are no longer acceptable for publication in the JIAEE. Failure to meet the submission formatting guidelines will result in an automatic first rejection. Two different types of articles are solicited for the JIAEE: Feature Articles and Research Notes. Feature Article A Feature Article should focus on philosophy, current or emerging issues, and the methodology and practical application of specific research and appropriate technologies, which have implications for developed and developing countries. Conceptual/Theoretical and Methodological manuscripts are also encouraged as submission for feature articles. If applicable, a feature article should report the findings from a fully investigated study. Feature articles are no longer than 20 double-spaced pages, excluding references. Research Note A Research Note is a concise but complete description of a limited investigation that will not be included in a later manuscript. It serves one of the following purposes: (1) presents initial proofof-concept results on new ideas or program evaluations, timely issues, or innovative approaches; (2) reports replications or extensions of previously published research that does not merit another full-length manuscript yet provides results that contribute to a greater understanding of the phenomena under study. Research Notes are no longer than 10 double-spaced pages, excluding references.

show abstract

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Untitled

2019

JIAEE

View full text Add to dashboard Cite

show abstract

“…In this era of globalization the most important challenge facing leaders is how to work across cultural differences and cultural boundaries to achieve goals and accomplish change (Wibbeke, 2009). Further, there is a need for future leaders to better understand global issues and develop the skills to become globally literate (Moore, Boyd, Rosser, & Elbert, 2009). A focus on global leadership education is essential "as the world becomes increasingly interdependent, complex, uncertain, and dynamic [and] the challenge to understand and operate within that world…become[s] ever more difficult" (Oddou & Mendenhall, 2008, p. 174).…”

Section: Introductionmentioning

confidence: 99%

Learning Leadership Abroad: An Overview of a Short-Term Leadership-Focused Study Abroad Program in Italy

Rosch¹,

Haber-Curran²

2013

Journal of Leadership Education

View full text Add to dashboard Cite

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom curricula with field experiences in the city as well as in Bologna and Florence. Initial quantitative and qualitative assessment suggested the program helped student development both in their leadership practices as well as their personal development.Dr. Paige Haber-Curran is an assistant professor in Student Affairs in Higher Education at Texas State University, San Marcos, Texas.

show abstract

“…For decades, researchers have emphasized the need for universities to assist students in developing skills and attitudes associated with success in a globally interconnected and interdependent world (Carlson & Widaman, 1988;Hayward, 2000;Snyder, Lamm, Brendemuhl, Irani, Roberts, Rodriquez, & Navarro, 2011). This is especially true within the corporate sector, where there seems to be a shortage of global leaders (Moore, Boyd, Rosser, & Elbert, 2009). In the corporate arena, the ability to relate to and interact with diverse cultures is often a pre-requisite for global employment (Pierce & Newstrom, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Developing crosscultural skills not only enhances one's ability to work with others from diverse backgrounds but also increases one's social competence within diverse societies (Harris, Moran, & Moran, 2004). In order for universities to produce globally competitive students, they must provide international experiences that shape global and cultural understanding (Gouldthorpe, Harder, Stedman, & Roberts, 2012;Moore et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Student Educational Responsibility: A Case Study of Emotional Response to International Education

Hains¹,

Ricketts²,

Tubbs³

2012

JIAEE

View full text Add to dashboard Cite

This study focuses on student emotional reactions toward new events or stimuli within a learnercentered, international education course. Using the primary tenets of appraisal theory, researchers analyzed novel stimuli, as identified by the students, and students' emotional reactions toward each stimulus. Participants were immersed into two separate Scottish island communities for a 22-day period. The primary course objective included students developing leadership skills associated with community development while working with rural Scottish communities. Results indicated that students experienced a wide range of emotions associated with multiple stimuli. Identified stimuli were dichotomized into two categories, the international immersion process as well as the shift in educational responsibility from instructor to student. Emotional magnitude and coping mechanisms differed from student to student. Post international study reflections indicated that students experienced a deeper learning experience when using a learner-centered approach to international education.

show abstract

Developing an International Agricultural Leadership Program to Meet the Needs of a Global Community

Cited by 12 publications

References 17 publications

Untitled

Untitled

Learning Leadership Abroad: An Overview of a Short-Term Leadership-Focused Study Abroad Program in Italy

Student Educational Responsibility: A Case Study of Emotional Response to International Education

Contact Info

Product

Resources

About