Mission, Initiatives, and Obstacles to Research in Agricultural Education: A National Delphi Using External Decision-Makers

Buriak, P.; Shinn, Glen C.

doi:10.5032/jae.1989.04014

Cited by 35 publications

(42 citation statements)

References 3 publications

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“…While decisions should be based upon a developed knowledge base, if one is unavailable, the opinions of experts are an acceptable alternative (Helmer, 1966). Buriak and Shinn (1989) suggested a Delphi model in which the study progresses in separate phases, "each phase moving closer to satisfying the objectives" ( p.14). The phases of this research project are described below.…”

Section: Methods and Proceduresmentioning

confidence: 99%

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Opportunities and Obstacles for Distance Education in Agricultural Education

Murphy¹,

Terry²

1998

JAE

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A nationwide study using delphi techniques was conducted to develop consensus andprovide focus and direction for future research activities concerning the adoption of electronic communication, information, and imaging technologies for instructional use in agricultural education settings. A panel of 61 distance education experts were identified The four objectives were to identify the: I)positive effects of electronic technologies designed to facilitate communication, information gathering/retrieval, and imaging for instruction; 2) major obstacles that must be overcome in their adoption; 3) most promising technologies at the secondly level; 4) mostpromising technologies at the post-secondary level. Panelists suggested 21 ways these technologies improve instruction; responses clustered around: 1) increased availability of educational opportunities; 2) improved informational resources; 3) more effective instructional materials; 4)more convenient delivery methods. . Panelists achieved consensus on 13 obstacles, which clustered around: 1) time constraints; 2) lack of a formalized faculty reward system; 3) lack of technical support; 4) equipment costs; 5) inadequately designed facilities. There was little difference between technologies identified as being most promising for the secondary and post-secondary levels. In general, panelists identified technologies clustered around four systems areas: I) distributed information; 2) computer-based information; 3) computer-assisted telecommunications; 4) graphical image production and display.

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Section: Methods and Proceduresmentioning

confidence: 99%

“…study was taken from Buriak and Shinn (1989) who used a Delphi approach involving expert opinion leaders to identify a research agenda for agricultural education. The Delphi method was selected for its ability to identify, and even create consensus among expert opinion leaders (Stackman, 1974).…”

Section: Methods and Proceduresmentioning

confidence: 99%

Opportunities and Obstacles for Distance Education in Agricultural Education

Murphy¹,

Terry²

1998

JAE

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“…This study was part of a larger study to elicit and refine group opinions or judgements, so a classic Delphi approach was used (Buriak & Shinn, 1989;Dalkey, 1969a;Delbecq, Van de Ven, & Gustafson, 1975;Franklin & Hart, 2007;Linstone & Turoff, 1975). The Delphi technique is an iterative process of controlledfeedback interactions between the researcher(s) and their purposively selected panel of experts (Buriak & Shinn, 1989;Schmidt, 1997), to "permit a carefully restricted exchange of information while reducing the process loss which might occur during traditional group interaction" (Rohrbaugh, 1979, p. 76). Furthermore, the Delphi approach "capture [s] the areas of collective knowledge .…”

Section: Methodsmentioning

confidence: 99%

LEADERSHIP EDUCATION BEYOND THE CLASSROOM: Characteristics of Student Affairs Leadership Educators

Dunn¹,

Moore²,

Odom³

et al. 2019

Journal of Leadership Education

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Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A-17 student affairs managers and Group B-20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education. not have a systematic approach to follow for teaching or developing leadership (Northouse, 2019; Rosch,

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“…Agricultural extension research tends to be toward the "soft" on a "soft hard" continuum, and toward the "applied" on an "applied-basic" continuum. Warmbrod (1993b), quoting from Buriak and Shinn (1989), stated that research station directors often perceived that: Agricultural extension research is "soft", it does not have clearly defined objectives or hypothesis, lacks focus and rigor, is not programmatic, and is not sufficiently funded. It is conducted by persons with weak training in research methodology who: (1) Cannot identify important research problems (2) do not value research endeavours (3) conduct research for promotion and tenure rather than for its importance and utility and (4) have a limited amount of time assigned for research.…”

Section: Purpose Of the Studymentioning

confidence: 99%