Structuring Research For Agricultural Education: A National Delphi Involving Internal Experts

Abstract

Humans are set apart by the ability to solve problems-to do research. Hamlin (1966) described research as ". ..an unusually stubborn and persisting effort to think straight which involves the gathering and the intelligent use of relevant data" (p. 14). Kerlinger (1986) defined research as a "systematic, controlled, empirical, and critical investigation of natural phenomena guided by theory and hypotheses..." (p. 10). Warmbrod (1986) recommended ". ..we pay greater attention to the significance and importance of the problems and issues that we research" (p. 9). Is our research guided, thoughtful, and important? External decision makers tied to agricultural education have the perception that our research lacks focus; that it is soft and not systematic (Buriak and Shinn. 1989). Whether this perception is true or otherwise, the question remains: Do we identify, prioritize and research focused problems and issues that are a part of a collective and systematic effort?

Research Themes, Authors, and Methodologies in the Journal of Applied Communications: A Ten-Year Overview

“…Therefore, agricultural communications research must be at a level equal to agricultural education research, in order to more easily form, build, and expand collaboration efforts. However, research quality, continuity, and rigor in the discipline have been questioned (Buriak & Shinn, 1993;Dyer et al, 2003;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990; Warmbrod, 1986).…”

“…Yet, the quality of research in agricultural education, with the inclusion of agricultural communications, has been questioned for more than two and one-half decades, and in some cases it has been identified as inferior to other disciplines (Buriak & Shinn, 1993;Dyer et al, 2003;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990;Warmbrod, 1986).…”

“…Several researchers have completed various components of journal analysis in agricultural communications and agricultural education: familiarity and quality of journals and importance of faculty publishing (Miller et al, 2006;Radhakrishna, 1995;Radhakrishna & Jackson, 1993); research theme areas (Buriak & Shinn, 1993;Dyer et al, 2003;Edgar, Edgar, Briers, & Rutherford, 2008a;Miller et al, 2006;Moore, 1991;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990); prolific authors (Harder & Roberts, 2006;Radhakrishna & Jackson, 1995;Radhakrishna, Jackson, & Eaton, 1992); and statistical methods used (Bowen, Rollins, Baggett, & Miller, 1990;Dyer et al, 2003;Mannenbach, McKenna, & Pfau, 1984). Figure 1.…”

“…Therefore, agricultural communications research must be at a level equal to agricultural education research, in order to more easily form, build, and expand collaboration efforts. However, research quality, continuity, and rigor in the discipline have been questioned (Buriak & Shinn, 1993;Dyer et al, 2003;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990; Warmbrod, 1986).Commentary in the Journal of Applied Communications (JAC) has focused on the need for creating research focus, cohesion, and goal-oriented vision (Doerfert, 2003;Tucker, 2004;Whiting, 2002). In an effort to strengthen research agendas, the National Research Agenda [NRA]: Agricultural Education and Communication, 2007-2010 was created as a guide for developing futuristic research (Osborne, n.d.).…”

Journal of Applied Communications vol. 95(2) Full Issue

“…The conceptual framework of the study was grounded in work by numerous scholars in agricultural education and agricultural communications. Several researchers have completed various components of journal analyses in agricultural education: Familiarity and quality of journals and importance of faculty publishing (Radhakrishna, 1995;Radhakrishna & Jackson, 1993); research theme areas (Buriak & Shinn, 1993;Dyer et al, 2003;Edgar et al, 2008;Miller et al, 2006;Moore, 1991;Radhakrishna & Xu, 1997;Silva-Guerrero & Sutphin, 1990); prolific authors (Harder & Roberts, 2006;Radhakrishna & Jackson, 1995;Radhakrishna, Jackson, & Eaton, 1992); statistical methods used (Bowen, Rollins, Baggett, & Miller, 1990;Dyer et al, 2003;Mannenbach, McKenna, & Pfau., 1984), and cited literature (Moore, 1991;Radhakrishna et al, 1994;Radhakrishna, 1995;Miller et al, 2006). Conceptually this study focused on cited literature.…”