Developing and Supporting the Future Extension Professional

Argabright, Karen J.; Davis, G. A.; Torppa, Cynthia B.; King, Jeff

doi:10.34068/joe.57.04.21

Cited by 5 publications

(2 citation statements)

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“…Likert (1961) educators (Argabright et. al., 2019;Benge et al, 2011;Boyd, 2004;Benge & Sowcik, 2018;Bruce & Anderson, 2012;Ladewig & Rohs, 2000;Haynes, 2000;Lakai et al, 2014, Ricketts et al, 2010Woodrum & Safrit, 2003;Stedman & Rudd, 2006) and state specialists (Radhakrishna, 2001).…”

Section: Intrapersonal and Interpersonal Leadershipmentioning

confidence: 99%

“…Leadership competencies have also been identified to guide undergraduate academic plans for future Extension professionals (Scheer et al, 2006). Argabright (2019) (Smith & Torppa, 2010). Studies that were conducted in 1990s suggested that organizational leaders should manage and guide change (Graetz, 2000;Limerick & Cunnington, 1993).…”

Section: Intrapersonal and Interpersonal Leadershipmentioning

confidence: 99%

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Support for Organizational Change Among Extension Educators

Windon¹,

Stollar²

2022

Journal of Leadership Education

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This study sought to assess perceptions of support for organizational change and model the relationship between support for organizational change and leadership competencies among Extension educators. The knowledge gained through this work should expand current understandings regarding the nature, scope, and value of support for organizational change within the Extension educator role. We found that Extension educators mostly support organizational change. Our study also showed that leadership competencies predict a significant proportion of the total variation in overall support for organizational change. Extension leaders and leadership development practitioners should be aware that leadership education may increase receptivity to organizational change among educators.

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Section: Intrapersonal and Interpersonal Leadershipmentioning

confidence: 99%

Section: Intrapersonal and Interpersonal Leadershipmentioning

confidence: 99%

Support for Organizational Change Among Extension Educators

Windon¹,

Stollar²

2022

Journal of Leadership Education

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Validation of the professional competencies model required by experts of agricultural consulting, technical, and engineering services companies to provide private extension services

Farshad,

Niknami

2024

Front. Sustain. Food Syst.

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One of the important pillars for achieving organizational objectives is the presence of qualified human resources. Professional competencies in experts working in agricultural consulting, technical, and engineering services companies (ACTESCs) can be a basis for the quality of human resources and assure the quality of the functions of this system. Accordingly, this study aimed to identify the professional competencies required by extension experts working in these companies to provide extension services from their perspectives. The research method was a survey. The statistical population of the study consisted of 593 extension experts working in these companies, from whom 234 people were selected as the sample by the use of Cochran’s formula. In the field stage, a questionnaire was used as the main research tool. The face and content validities as well as the reliability of the research tool were confirmed. The result of the structural equation modeling approach confirmed the hypothesis that economic, technical, and communicational functions play roles in providing extension services. Accordingly, it is recommended to fill the gap between the existing competencies and the competencies required by the experts working in the ACTESCs to provide appropriate Private Extension Services (PESs).

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Fundamentals of an Extension Education Doctoral Specialization: The University of Florida Framework

Harder¹,

Benge²,

Diaz³

et al. 2021

JOE

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Academic departments need to periodically assess their programs to ensure that students are developing the competencies needed for successful careers. Consistent with this goal, a new framework for guiding the doctoral specialization in extension education was developed by the Department of Agricultural Education and Communication at the University of Florida. A modified Delphi method was used to guide the project with a goal of achieving consensus regarding fundamentally important theories, knowledge, literature, and experiences for graduate students pursuing doctoral degrees specialized in extension education. The resulting framework can be used as a guide for recruiting, advising, and communicating job qualifications.

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Developing and Supporting the Future Extension Professional

Cited by 5 publications

References 0 publications

Support for Organizational Change Among Extension Educators

Support for Organizational Change Among Extension Educators

Validation of the professional competencies model required by experts of agricultural consulting, technical, and engineering services companies to provide private extension services

Fundamentals of an Extension Education Doctoral Specialization: The University of Florida Framework

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