Forecasting Doctoral-Level Content in International Agricultural and Extension Education–2010: Viewpoint of Fifteen Engaged International Scholars

Abstract

Given an increasingly interconnected world with an expanding knowledge base, this research engaged 15 international scholars to resolve two research questions: (a) what are the knowledge objects that are essential for the doctoral-level professional working in international agricultural and extension education in 2010, and (b) what are the knowledge domains that coalesce and organize knowledge objects by general principles? Using the Delphi method, scholars engaged in three rounds to identify, rate, and confirm consensus on knowledge objects (KO's) and knowledge domains (KD's) for agricultural and extension education-2010. KO's consisted of fundamental and powerful concepts, knowledge, paradigms, skills, and/or theories. From a submission of 335 KO's, 240 distinct KO's were rated; the number was reduced to 173 KO's as agreed to by the expert panel. Researchers merged the 173 statements into 126 unique KO's and assigned them to one of 12 knowledge domains. Knowledge domains were defined as related KO's organized by general principle. The expert panel reached agreement on the 12 KD categories and the placement of 126 KO's that delineate the field of study.

Identification of the Competencies Needed to Apply Social Marketing to Extension Programming: Results of a Delphi Study

“…We defined consensus a priori as items that achieved two-thirds consensus of agree or strongly agree (Boyd, 2003;Conner, Roberts, & Harder, 2013;Shinn, Wingenbach, Briers, Lindner, & Baker, 2009). Individual items that achieved consensus in round two advanced to round three and were subject to an iteration of the same process and criteria.…”

Building Evaluation Capacity within an Agricultural NGO using SWOT Analysis

“…Competencies for evaluators include a broad taxonomy including professional practice, systematic inquiry, social science research methods, situational analysis, project management, and reflective practice (Conner et al, 2013;Kock & Weeks, 2015;Shinn et al, 2009;Stevahn et al, 2005). Ghimire and Martin (2011) reported that extension staff require skills in assessing learning experiences and outcomes, evaluating program results, assessing program impacts, and using impact data for planning future programs.…”

“…Donors require accountability for expenditures through a process of monitoring and evaluation (M&E). NGO and extension staff should possess program planning, needs assessment, and evaluation skills to be effective in their roles (Shinn, Wingenbach, Briers, Lindner, & Baker, 2009;Strong & Harder, 2011). Gaining M&E skills is a process of formal education, on-the-job training, and support from employers through evaluation capacity building continuing education (Ghimire & Martin, 2011).…”

“…ECB continues to be a challenging endeavor for NGOs as staff are limited by a lack of evaluation competencies. Evaluation was seen as an important and top-rated skill for NGO and agricultural extension staff (Conner, Roberts, & Harder, 2013;Ghimire & Martin, 2011;Kock & Weeks, 2015;Shinn et al, 2009;Strong & Harder, 2011); however, it was often positioned as a rearview mirror activity to meet donor-reporting requirements before moving onto the next project.…”

A Delphi Approach to the Preparation of Early– Career Agricultural Educators in the Curriculum Area of Agricultural Mechanics: Fully Qualified and Highly Motivated or Status Quo?

“…Similar or duplicated statements (i.e. skills) were combined or eliminated while compound statements were separated (Shinn, Wingenbach, Briers, Lindner, & Baker, 2009). These skills were analyzed by a panel of experts, grouped into 23 skill areas, and were used to develop the round 2 questionnaire (see Table 1).…”