Graduate Education in Agricultural Communication:  The Need and Role

Boone, K.; Paulson, Curtis E.; Barrick, R. Kirby

doi:10.4148/1051-0834.1444

Cited by 6 publications

(4 citation statements)

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“…Several authors have addressed education in agricultural communications (e.g., Adams, 1922;Boone, Paulson, & Barrick, 1993;Elefson, 1992;Reisner, 1990b) and the workplace skills graduates need (e.g., Morgan, 2012). Sprecker and Rudd (1998) reported that "communication skills … are more important than subject-area knowledge" (p. 31) when preparing students for agricultural communications.…”

Section: Agricultural Communications Educationmentioning

confidence: 99%

Journal of Applied Communications vol. 97 (2) Full Issue

Telg¹

2013

Journal of Applied Communications

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Section: Agricultural Communications Educationmentioning

confidence: 99%

Journal of Applied Communications vol. 97 (2) Full Issue

Telg¹

2013

Journal of Applied Communications

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“…It is important to note that communications is central to a variety of human perceptions and behaviors, so it is natural that other disciplines and scholars would have occasional involvement in its conduct (Rogers & Chaffee, 1983). The fact that many agricultural communications graduate programs are relatively new and understaffed further necessitates involvement by faculty members from other disciplines, such as agricultural education, for service on graduate committees and related activities (Boone, Paulson, & Barrick, 1993). However, there is little evidence in the literature that agricultural communications research has been influenced in any direct way from the discipline of agricultural education compared to other social sciences (Boone et al, 2000;NPAC, 1960).…”

Section: Home Department Influencesmentioning

confidence: 99%

Agricultural Education And Agricultural Communications: Striking A Proper Balance In The Academy

Tucker¹,

Whaley²,

Cano³

2003

JAE

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From its beginnings in the early 1800s, the profession of agricultural communications was born out of the practical need to share important farm and home information with isolated rural audiences. Some 200 years later, agricultural communications has evolved into a diverse industry responsible for developing and disseminating news and marketing information related to food, agricultural, and environmental systems. Professional preparation for such careers is often provided through academic programs that are housed in departments of agricultural education. This administrative arrangement provides both benefits and challenges to the future development of agricultural communications programs, which need to strike important balances in teaching, outreach, and research programs and in collaborative relationships within and outside of the academy. The potential for success is greatly enhanced if agricultural communications development strategies are coordinated with agricultural education to build synergies between the programs while maintaining unique strengths. This philosophical paper uses elements of the sociology of education to address some of the benefits and challenges posed by agricultural communications' close relationships with private industry and other academic departments, including agricultural education. The paper concludes with a list of implications and courses of action recommended for discussion by academicians in the two disciplines.

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“…Over time, however, competencies needed for professional agricultural communications careers have changed with technology and job requirements (Rudd & Sprecker, 1997). In a study of graduate programs, Boone, Paulson, and Barrick (1993) found that graduate students in agricultural communications were educated in human relations, agricultural subject matter, communications skills, and communications systems. Reisner (1990) found that the most predominant characteristic of academic programs in agricultural communications was variety.…”

Section: Characteristics Of Agricultural Communications As a Professimentioning

confidence: 99%

Job Satisfaction as an Outcome Measure of the Effectiveness of an Agricultural Communications Academic Program

Irani¹,

Scherler²

2002

JAE

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Agricultural communications is an academic program area that has evolved from its early beginnings in print-based agricultural journalism. Due to the changing nature of technology and the need to communicate to diverse, increasingly urbanized audiences, agricultural communications has evolved to include public relations, marketing, broadcasting and Webbased communications, consequently impacting the role and responsibilities of many professional agricultural communicators. Although most of the research that has been conducted on agricultural communicators has focused on their perceptions as to how to improve educational programs and curricula, few studies have looked at the job satisfaction of graduates once they leave the programs that prepared them for their subsequent careers. A descriptive survey of a population of recent graduates of the University of Florida's agricultural communications program was conducted to assess how satisfied respondents were with their jobs, as well as explore the relationships between facets of job satisfaction and graduates' perceptions as to the effectiveness of their educational preparation. Results of the study indicated that the majority of respondents were generally satisfied with their positions. Respondents' perceptions of their opportunities for promotion, their co-workers and the work itself were also positively correlated with their evaluations of the effectiveness of the university's educational preparation.

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Graduate Education in Agricultural Communication: The Need and Role

Abstract: Is there a meed for graduate studies in agricultural communication?

Cited by 6 publications

References 0 publications

Journal of Applied Communications vol. 97 (2) Full Issue

Journal of Applied Communications vol. 97 (2) Full Issue

Agricultural Education And Agricultural Communications: Striking A Proper Balance In The Academy

Job Satisfaction as an Outcome Measure of the Effectiveness of an Agricultural Communications Academic Program

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