Redefining Agricultural and Extension Education as a Field of Study: Consensus of Fifteen Engaged International Scholars

Shinn, Glen C.; Wingenbach, Gary; Lindner, James R.; Briers, Gary E.; Baker, Matt

doi:10.5191/jiaee.2009.16106

Cited by 5 publications

(6 citation statements)

References 21 publications

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“…To generate the challenge statements presented in Round 2, a thematic analysis was completed on responses to the open-ended question for both panels (Johnson & Christensen, 2014. Participant responses were examined for duplicate wording and ideas, along with compound statements that would need to be separated (Ramsey, 2009;Shinn et al, 2009). Inductive codes were utilized (Johnson & Christensen, 2014).…”

Section: Instrument Development and Data Collectionmentioning

confidence: 99%

“…Panelists were asked to indicate their agreement with each challenge statement on a 6-point Likert-type scale: 1 (strongly disagree), 2 (disagree), 3 (slightly disagree), 4 (slightly agree), 5 (agree), and 6 (strongly agree). This response scale follows other agricultural education professionals who have used Delphi methodology for social sciences research (Ramsey, 2009;Shinn, et al, 2009;Siegfried, 2011). A comment box was provided with each challenge statement, allowing participants to clarify ideas or offer justification for responses (Hsu & Sandford, 2007;Ludwig, 1997).…”

Section: Instrument Development and Data Collectionmentioning

confidence: 99%

“…Items receiving less than 75% agreement, but more than 51% agreement, were sent to the next round. Items receiving less than 51% agreement did not meet consensus and were removed from further examination (Ramsey, 2009;Shinn, et al, 2009;Siegfried, 2011). This technique provided a predetermined a priori decision-making tool (Ludwig, 1997).…”

Section: Roundmentioning

confidence: 99%

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4-H STEM Curriculum Challenges: A Delphi study

Branscum

Sallee

Allen

et al. 2020

JYD

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Science, technology, engineering and math (STEM) skills have become essential for today’s youth. STEM-literate individuals are a necessity to fill the ever-growing STEM employment pipeline. Employers are expecting applicants with STEM skills. 4-H programs across the nation have recognized the importance of educating STEM-minded youth. As STEM programs become more prevalent within 4-H, it is essential to address challenges Extension educators and 4-H volunteers face when teaching STEM curriculum. In this study the Delphi technique was utilized to collect the opinions of a geographically dispersed group of 4-H Extension educators and volunteers. Each group served on a separate panel and were asked the question, “What challenges do you face when teaching STEM curriculum?” After three rounds of study, both the educator and volunteer panels identified 2 challenges faced when teaching STEM curriculum. Through identification of these challenges, Oklahoma state 4-H staff can better address the professional development needs of educators and volunteers within the organization, and support the desired scientific literacy outcomes of 4-H youth.

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Section: Instrument Development and Data Collectionmentioning

confidence: 99%

Section: Instrument Development and Data Collectionmentioning

confidence: 99%

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4-H STEM Curriculum Challenges: A Delphi study

Branscum

Sallee

Allen

et al. 2020

JYD

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“…Fisheries extension includes aspects of method, material, intensity, and role of extension agents (Amanah 2005;Fatchiya 2010). According to Huda (2010), fisheries extension agents must have the expected capabilities compatible to the characteristics of fish processors, as corroborated by Shinn et al (2009). The technique of delivering information in fisheries extension needs to be improved combining different extension methods for enhancing knowledge transfer and improve learning in agriculture to increase the skills of processors, improving the welfare of traditional processors in Lampung Province.…”

Section: Introductionmentioning

confidence: 99%

The influence of extension activities on the competencies of traditional fisheries processing in Lampung Province

et al. 2020

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Extension is an informal learning process that plays an important role in improving fisheries processors competencies. However, current extension activities that have been running so far are felt to be lacking so it is necessary to look at the effectiveness of conducting extension on traditional fisheries business related to methods, media, materials and capabilities of extension agents. This study was aimed to (1) analyze the effectiveness of fisheries extension activities in traditional fisheries processing businesses in Lampung Province, (2) analyze traditional processors competencylevels, (3) analyze the effect of extension on processors competencies/capabilities in traditional fisheries processing businesses. This study used a quantitative approach enriched with qualitative analysis. The survey was conducted to obtain primary data using a questionnaire. The research location were in three districts in Lampung Province. The data analysis technique used descriptive and regression analysis. The results of the study were (1) the effectiveness of extension was still low, (2) traditional processors competencies belonged to the low category, and (3) the ability of extension agents affected the development of fisheries processors’ competencies. The effectiveness of extension is still low due to the limited extension methods. Therefore it is important to carry out extension activities with varied methods according to the target needs to improve the competency of traditional fisheries processors.

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“…As Shinn et al (2009) argue, agricultural extension education, as a field of study, is based on sound principles of teaching and learning and integrates the sciences relevant for the development of human capital and for the sustainability of agriculture, food, renewable natural resources and the environment.…”

Section: Introductionmentioning

confidence: 99%

Who is the Customer of Public Agricultural Extension/Education Services?

Lioutas

Charatsari

2011

International Journal of Rural Management

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Agricultural extension education services (AEES) have three major characteristics that complicate their marketing: first, these are 'rural services' that are heavily influenced by the 'rurality' of their field of action; second, their aim is to promote intangible behavioural changes which inevitably are considered by the potential customers as risky; third, their orientation is usually non-profit. However, there is a surprising lack of studies regarding the marketing of AEES. The aim of this research is to segment rural population based on the usage rate of public AEES and to depict the relative influence of the importance assigned on both services relationship attributes and motivational drivers to this classification. After a random sampling procedure, 202 peasants from the region of Thessaly, Greece participated in the study. Our findings revealed three segments: the 'Conveniencers', who are the heavy users of public AEES; the 'Analysts', who, although are regular users of AEES, are light users of public services and assign higher importance to the service delivery attributes; and the grey segment of 'Objective Hunters', who are occasional seekers of AEES and are primarily motivated by their expectation to gain benefits related to their farm enterprise. Our findings also demonstrate that public rural services have failed to build sustainable relationships with the rural population.

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Redefining Agricultural and Extension Education as a Field of Study: Consensus of Fifteen Engaged International Scholars

Cited by 5 publications

References 21 publications

4-H STEM Curriculum Challenges: A Delphi study

4-H STEM Curriculum Challenges: A Delphi study

The influence of extension activities on the competencies of traditional fisheries processing in Lampung Province

Who is the Customer of Public Agricultural Extension/Education Services?

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