Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication

Heinert, Seth B.; Roberts, T. Grady

doi:10.5032/jae.2016.01042

Cited by 7 publications

(5 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Not only is there an importance of ensuring adequate supplies of food for a growing world population, but there also exists an importance of understanding and assisting with food production systems in developing countries. With increased urbanization, an upsurge in world population, along with lifestyle changes resulting in diverse food preferences, there becomes a necessity to increase animal and crop production, whereby increasing food security (Ekiri et al, 2013;Harrell et al, 2017;Heinert & Roberts, 2016). Zhai and Sheer (2002) noted that as global food needs increase, understanding agriculture in various contexts along with an awareness of international perspectives is imperative to alleviating concerns in regard to adequate food supplies.…”

Section: Global Awareness and Impact On Future Careersmentioning

confidence: 99%

“…According to the Food and Agriculture Organization of the United Nations (FAO), today's agricultural industry is charged with feeding a growing population (2009). In order to sustain a growing population the agricultural industry must produce larger quantities of food and market the food worldwide (Heinert & Roberts, 2016). Population growth compels the agricultural community to recognize complexities related to growing adequate amounts of food and marketing products to a global community (Heinert & Roberts, 2016).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Using an International Experience to Bridge the Gap Between Culture and Science Literacy

Conner

Milius

Stripling³

et al. 2019

JIAEE

View full text Add to dashboard Cite

Today’s agricultural industry is charged with feeding a growing population, which means producing larger quantities of food and marketing the food worldwide. Future employers seek graduates that have global perspectives. To mitigate students’ lack of international knowledge, many higher education institutions are providing students an opportunity to participate in study abroad programs. The purpose of this study was to explore how an international experience in South Africa impacted participants’ perceptions of South African culture, global agriculture, and science. Seven reoccurring themes emerged from the data: a) adaptability (pre-experience), b) enhanced communication skills (both pre and post experience), c) an attainment of diverse/broadened academic agricultural knowledge (both pre and post experience), d) risk taking (post-experience), e) intercultural competency and global awareness (both pre and post experience), f) critical thinking skills (post-experience), and g) career enhancement (post-experience). Findings indicate an international experience should integrate cultural learning, academic learning, and should be applied to the participant’s future career. Keywords: international experiences; science literacy; cultural learning; study abroad

show abstract

Section: Global Awareness and Impact On Future Careersmentioning

confidence: 99%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Using an International Experience to Bridge the Gap Between Culture and Science Literacy

Conner

Milius

Stripling³

et al. 2019

JIAEE

View full text Add to dashboard Cite

show abstract

“…We need leaders who understand the interconnectedness of food systems to address food security issues (Heinert & Roberts, 2016). International issues need to be taught in postsecondary education to prepare students for the global market (Zúñiga et al, 2015).…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

Becoming a global citizen: Belief vs. action

2023

View full text Add to dashboard Cite

Postsecondary institutional mission statements include goals of preparing students to become global citizens. Transformative learning theory is central to global citizenship education (GCE). Many postsecondary institutions provide GCE initiatives through the global competencies approach, which includes self-awareness in intercultural encounters, communications, and general knowledge about world issues. The purpose of this study was to explore perceptions of global citizenship and general knowledge of international food and agriculture issues. A cross-sectional design and random samples of university members provided data. Differences in perceptions of global civic engagement were found; faculty members were significantly more globally engaged. Graduate students had significantly more awareness of being global citizens. Respondents were unknowledgeable about international food and agriculture. Transformative learning and GCE may be incorporated into postsecondary education by using disorienting dilemmas to promote critical self-examination of worldviews. To enliven university missions of preparing global citizens, we must encourage meaningful actions from local to global levels.

show abstract

“…(1) the strategic management for supporting and promoting the TFHAS policy dialogue at a global, regional and country scale ("SM-SPPDGRCL"); (2) operational management for building normative and standard-setting TFHAS works ("OM-BNSW"); (3) relationship management for facilitating TFHAS advocacy, communication and sharing of data and information ("RM-FACSDI"); and (4) management for encouraging TFHAS knowledge and the uptake and updating of technology ("KM-EKTUU"). These four assessed dimensions can analyze the cross-measurements of the role of cognitive institutions [5].…”

Section: Introductionmentioning

confidence: 99%

Research on the International Sustainable Practice of the Taiwanese Food and Agricultural Education Law under the Current Global Food Security Challenges

Huang

Lai

et al. 2023

Foods

View full text Add to dashboard Cite

On 19 April 2022, in order to overcome a succession of recent global food health and agriculture safety (FHAS) incidents, the Taiwanese government instituted and announced 20 comprehensive Articles under the Taiwanese Food and Agricultural Education Law (TFAEL) for regulating the Taiwanese FHAS in order to completely construct the international strategies under the current global food security challenges of the FAHS. As a result, this research study firstly employs the learning community model (LCM) of the learning theory to measure the implementing depth of the international sustainability practice of the 20 Articles of the Taiwanese FHASE from a learning performance analytical perspective. Then, the social learning theory (SLT) of the educational theory is applied to consolidate the individual behaviors of the relative stakeholders, the organizational management of the relative industries and the socialized consent of the multilateral organization performance assessment network (MOPAN) of the Food and Agriculture Organization (FAO) of the United Nations (UN). After completing quantitative and qualitative analyses, the two most valuable conclusions and findings were as follows: (1) Not only Article 12, but also Articles 3, 4 and 5 of the new law can empirically facilitate strategic management for supporting and promoting the Taiwanese FHAS educational policy dialogue at a global, regional and country scale in order to effectively advance the international sustainable compatibility of the TFAEL. (2) Articles 6, 11 and 16 of the new law can completely construct operational management for building normative and standard-setting Taiwanese FHAS educational works in order to efficiently advance the international sustainable compatibility of the TFAEL. Therefore, beyond the analytical results of this research, the international sustainable compatibility of the TFAEL provides a direction for the development of sustainable food systems, food policies, agricultural food markets and food chains in order to overcome the various contemporary global food security challenges.

show abstract

Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication

Cited by 7 publications

References 17 publications

Using an International Experience to Bridge the Gap Between Culture and Science Literacy

Using an International Experience to Bridge the Gap Between Culture and Science Literacy

Becoming a global citizen: Belief vs. action

Research on the International Sustainable Practice of the Taiwanese Food and Agricultural Education Law under the Current Global Food Security Challenges

Contact Info

Product

Resources

About