Education in agricultural entrepreneurship: training needs and learning practices

Pliakoura, Alexandra; Beligiannis, Grigorios N.; Kontogeorgos, Achilleas

doi:10.1108/et-04-2020-0095

Cited by 10 publications

(16 citation statements)

References 60 publications

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“…Therefore, farmers can develop their entrepreneurial skills by registering for entrepreneurship training and obtaining credit loans. Farmers who are interested in improving their entrepreneurship skills are willing to pay more (Pliakoura, Beligiannis, & Kontogeorgos, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Individual Characteristics and Entrepreneurship on Rice Farming Performance

Imelda

Hidayat

Aritonang

2022

J AGRIB RURAL DEV RES

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Entrepreneurship in the agricultural sector produces creative, innovative, and independent farmers who can improve farm performance. Therefore, this research aimed to determine the impact of individual characteristics and entrepreneurship on rice farming performance. The method employed in this research was a descriptive method to provide a qualitative description of individual characteristics and entrepreneurship in the performance of rice farming. The research was executed in one of the rice-producing centers in Kubu Raya Regency, West Kalimantan. The simple random sampling method was used in selecting farmers with 150 respondents selected as the sample size. Furthermore, the research variables involved were individual characteristics, farmer’s entrepreneurship, and rice farming performance. Data were collected using questionnaires, interviews, and observations, and analysis was performed using Structural Equation Modeling (SEM) with SMART-PLS software. The results showed that individual characteristics and entrepreneurship had a significant and positive effect on rice farming performance. Consequently, it can be concluded to improve rice farming performance, farmers suggested strengthening their characteristics, particularly those related to farming motivation, and enhancing their entrepreneurial characteristics through their task and outcome-oriented behavior.

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Section: Introductionmentioning

confidence: 99%

The Effect of Individual Characteristics and Entrepreneurship on Rice Farming Performance

Imelda

Hidayat

Aritonang

2022

J AGRIB RURAL DEV RES

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“…• The results of the synthesis of components of the digital agriculturists' learning competencies as shown in Table V [33][34][35][36][37][38].…”

Section: • the Results Of The Synthesis Of Components Of Virtualmentioning

confidence: 99%

“…1. Seeking lifelong learning opportunities [33], [34], [35], [36], [37] 2. Self-concept of being an effective digital learner [33], [34], [36] 3.…”

Section: Components Of Digital Agriculturists' Learning Competencies ...mentioning

confidence: 99%

“…Initiative, creativity and independent learning concerning digital agriculture learning issues [33], [34], [35], [38] 4. Self-responsibility in digital agriculture occupations [33], [34], [35], [36], [37], [38] 5. Optimistic about agriculture evolution in the digital era [33], [34], [35], [36], [37], [38] 6.…”

Section: Components Of Digital Agriculturists' Learning Competencies ...mentioning

confidence: 99%

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Virtual Communities of Practice to Promote Digital Agriculturists’ Learning Competencies and Learning Engagement: Conceptual Framework

Manyuen¹,

Boonlue²,

Neanchaleay³

et al. 2022

IJACSA

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Virtual Communities of Practice (VCoPs) are networks of people who share a common interest and a desire to learn together in the same domain via ICT. The limitations of the existing concepts for developing VCoPs in general contexts are not explained in terms of the integration between virtual learning technologies and digital learning strategies used to promote expected learning outcomes in the agricultural sector. This research aims to propose the conceptual framework for developing the Virtual Communities of Practice through Digital Inquiry (VCoPs-DI Model) to promote digital agriculturists' learning competencies and engagement. The research methodology was divided into three stages: the first stage involves a literature review for document analysis and synthesis, the second stage involves constructing the conceptual framework, and the third stage involves evaluating the content validity index. The key results showed that the developed conceptual framework has three parts: (1) The fundamentals of concept formation were divided into four concept bases: (1.1) Communities of Practice (CoPs), (1.2) Virtual Learning Environments (VLEs), (1.3) Digital Learning Resources (DLRs), and (1.4) Critical Inquiry Method; (2) The identification of the manipulated variable was divided into two compositions: (2.1) VCoPs and (2.2) Digital Inquiry (DI); (3) The identification of the dependent variable was divided into two compositions: (3.1) Digital agriculturists' learning competencies, and (3.2) learning engagement. Findings from an expert's review show that the scale levels of the content validity index (SCVI) were 0.958. We anticipate that our conceptual framework could be used for reference as part of the design and development of the VCoPs model to promote learning in the agricultural sector.

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“…Agricultural entrepreneurship is defined as a single or collective effort by an individual or team to develop resources for production of agricultural products and market distribution of relevant useful agricultural products, services or commodities to meet market demand (Spais, 2010;Pliakoura et al, 2020). According to statistics, the number of graduates in China in 2022 reached 10.76 million, and the employment situation is quite grim.…”

Section: Agricultural Entrepreneurshipmentioning

confidence: 99%

Relationship Between Entrepreneurship Education Curriculum and Agricultural Students’ Satisfaction in China

Huang

Liu

et al. 2022

Front. Psychol.

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Developing agriculture is an important way to get rid of poverty and boost economic development. Entrepreneurship, especially entrepreneurship education, is considered to be an important contributor to the realization of the above objectives. Entrepreneurship education has received more and more attention. Improving the entrepreneurial willingness and skills of agricultural students is of great significance to the economic and social development of developing countries. In order to explore the relationship between entrepreneurship education curricula and satisfaction, especially the agricultural students, we conducted a questionnaire survey in 35 universities across the country between 2018 and 2019 to evaluate the entrepreneurship education of agricultural students in Chinese universities. And 1223 valid questionnaires with 7 interviews were obtained. Furthermore, we used the structural equation model to empirically analyze the questionnaire data and found that entrepreneurship practice plays a part in the mediating effect between entrepreneurship curriculum and satisfaction with entrepreneurship education. This paper expands literature on entrepreneurship education and has certain reference significance for training a large number of agricultural entrepreneurial talents the practice of entrepreneurship education in other developing countries.

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Education in agricultural entrepreneurship: training needs and learning practices

Cited by 10 publications

References 60 publications

The Effect of Individual Characteristics and Entrepreneurship on Rice Farming Performance

The Effect of Individual Characteristics and Entrepreneurship on Rice Farming Performance

Virtual Communities of Practice to Promote Digital Agriculturists’ Learning Competencies and Learning Engagement: Conceptual Framework

Relationship Between Entrepreneurship Education Curriculum and Agricultural Students’ Satisfaction in China

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