Market returns to agribusiness skills and competencies

Abstract

Survey responses were used to develop career skill portfolios for a sample of former agriculture students. Cluster analysis identified three distinct career profiles differentiated by the relative need for communication skills; interpersonal skills; computer, quantitative, and management information; business and economics skills; and technical skills. Statistical tests supported the hypothesis that distinct skill and competency portfolios obtain differential values in labor markets. Results suggested that career advancement strategies should emphasize communication and interpersonal skills and that these skills be developed early in an employee's career.Colleges of agriculture traditionally have played a major role in preparing students for careers in agribusiness. Recent declines in agricultural student enrollmentsl raise serious questions about the quantity and quality of graduates available for future agribusiness employment. Enrollment declines have generated a renewed interest in evaluations of undergraduate degree programs in agriculture. These evaluations generally are directed at agribusiness employers or recent graduates from colleges and schools of agriculture. The purpose of these evalua-*Partial support for this research was provided by Southern Regional Research Project S-200, "Occupational Career Paths of Former Students in Southern Landgrant Universities." The authors appreciate the contributions of

Competence for Agribusiness Degrees to Support Competence Based Education

“…These trends have enhanced performance management in organizations and brought clarity to workplaces reducing role ambiguity among workers and managers enabling organizations and employees to meet their expectations. Investment in competence enhancement is economically worthwhile in the job market (Preston & Broder, 1990). Universities and other tertiary institutions to provide competent graduates, therefore, need to review job descriptions and design viable curricula for students (MAAIF, 2018).…”