Agricultural education competencies and progress toward a doctoral degree
TL;DR: In this article, the compilation of doctoral students' knowledge, skill, and abilities as they progressed toward a degree in agricultural education was designed to describe their knowledge, skills and abilities.
Abstract: This study was designed to describe the compilation of doctoral students’ knowledge, skill, and abilities as they progressed toward a degree in agricultural education. A census of beginning, middle, and end of program doctoral students at Texas A&M University was conducted. An 85% response rate was achieved. Data for the study were collected by mailed questionnaire and online through the Internet. Study findings showed that as doctoral students progressed toward a degree, their Foundations Knowledge, Applications Knowledge, International Knowledge, Social Skills, Content Skills, Process Skills, Complex Problem-Solving Skills, Systems Skills, Resource Management Skills, Verbal Abilities, Idea Generation and Reasoning Abilities, Auditory and Speech Abilities, Attentiveness Abilities, and Perception Abilities increased. Recommendations for validating and authenticating study findings are provided. This study provides a model for benchmarking competencies and provides a taxonomy from which to study and understand/consider agricultural education competencies.
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Book•
01 Jul 2003
TL;DR: This book discusses how innovative ICT models can assist student needs and keep universities in the competitive marketplace of online learning.
Abstract: Addresses the challenges and opportunities associated with information and communication technologies (ICTs) as related to education. This book discusses how innovative ICT models can assist student needs and keep universities in the competitive marketplace of online learning.
46 citations
TL;DR: The authors found that most U.S. 18-24 year olds lack understanding of global events and do not concern themselves with learning more about international policies, products, peoples, and cultures.
Abstract: The purpose of this study was to determine agricultural education undergraduates’ knowledge and attitudes about international agricultural issues. A proportional stratified sample of 293 students responded to the study. Only 5% achieved a passing score in the knowledge assessment about agricultural policies, products, peoples, and cultures. More than 40% of the respondents cited watching international news stories on television as the source used most often to develop their attitudes about international agricultural issues. Least identified sources included actual participation in a Work Experience Abroad program or International Foreign Youth Exchange. Respondents’ believed more strongly that they could learn about international agricultural issues by taking vacations to other countries or by watching selected television programs than they could by interacting with international agricultural exchange students. Despite a media deluge of daily global events, the results of this study showed that students do not concern themselves with learning more about international policies, products, peoples, and cultures. The results support earlier research (RoperASW, 2002) where it was found that most U.S. 18-24 year olds lacked understanding of global events. This lack of understanding may stem from a disconnection between “real world” events and the topics discussed in agricultural curricula. More effort needs to take place in teaching students how global events may impact agricultural practices worldwide. One recommendation for increasing students’ knowledge about international agricultural policies, products, peoples, and cultures is through increased experiential learning via out-of-country learning situations.
43 citations
Cites background from "Agricultural education competencies..."
...A study by Lindner and Dooley (2002) found that doctoral students had low levels of international knowledge when they entered a graduate program and average levels when they graduated....
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...…A&M University had a gross lack of knowledge about international agricultural policies, products, peoples, and cultures, but their international agricultural knowledge base is not unlike many students across the U.S. (Lindner & Dooley, 2002; RoperASW, 2002; Redmann, Schupp, & Richardson, 1998)....
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...Respondents in this study did not fare well in the international agricultural issues knowledge test, but it should be noted that these students are not unlike other students (Lindner & Dooley, 2002; RoperASW, 2002; Redmann, Schupp, & Richardson, 1998)....
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TL;DR: In this paper, the authors evaluate and measure perceived learning in a training program delivered via distance education, which is called Course Design for the Digital Age: Instructional Design and Materials Conversion.
Abstract: The purpose of the study was to evaluate and measure perceived learning in a training program delivered via distance education. The program was entitled: Course Design for the Digital Age: Instructional Design and Materials Conversion. The study documents the growth in distance education core competencies of professionals in Costa Rica using a competency-based behaviorally anchored instrument. The study uses both qualitative and quantitative methods of data collection and analysis. The resulting scores provide outcome assessment measures useful for researchers and practitioners for documenting the results of self-assessment and comparing observable behaviors of competence.
31 citations
Cites background from "Agricultural education competencies..."
...Other researchers have considered competency identification, modeling and assessment in Australia, Ireland, the United States, England, the Netherlands, Italy, Germany and Finland (Lindner and Dooley 2001; O’Brien and Thompson 1999; Rothwell and Lindholm 1999; Smith 1999; Valkeavaara 1998)....
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TL;DR: Lindner et al. as discussed by the authors explored and described perceived academic knowledge, skills, and abilities of agricultural and extension education graduate students in cross-national settings to ascertain if the rankings of variables were consistent by country.
Abstract: The purpose of this research was to explore and describe perceived academic knowledge, skills, and abilities of agricultural and extension education graduate students in cross-national settings to ascertain if the rankings of variables were consistent by country. Using a Web-based questionnaire, data were collected from 23 countries. One hundred and sixty-six graduate students participated in the study. The findings showed that most perceived competency rankings varied by country. The rankings of five competencies tended to be consistent with respect to national settings: Applications Knowledge ranked second in four knowledge categories; Systems Skill ranked sixth in seven skill categories; Technical Skill ranked seventh in seven skill categories; Communication Abilities ranked first in four ability categories; and Attentiveness & Quantitative Abilities ranked fourth in four ability categories. Recommendations include increased professional conversations about agricultural and extension education graduate student competencies in cross-national contexts and further study. Introduction A successful agricultural and extension education student and graduate in any country will draw on a variety of academic fields, knowledge bases, and contextual applications to achieve his or her personal and professional goals (Lindner, Dooley, & Murphy, 2001). Further, he or she will rely on a unique bundle of knowledge, skills, and abilities that are acquired and strengthened through life experiences and education to achieve his or her personal and professional goals. Graduate school is an opportunity for students to gain not only new knowledge, but also acquire and strengthen skills and abilities needed to be professionally successful. Knowledge is a body of information (Buford, & Lindner, 2002) supported by professionally acceptable theory and research, which students use to perform effectively and successfully in a given setting. Skill is a present, observable competence to perform a learned psychomotor act. Effective performance of skills requires application of related knowledge and facilitates acquisition of new knowledge. Ability is a present competence to perform an observable behavior or a behavior that results in observable outcomes. Collectively, knowledge,
28 citations
Cites methods from "Agricultural education competencies..."
...This model has been shown to be valid and reliable for collecting data from agricultural and extension education students and their perceived competencies (Lindner & Dooley, 2002; Lindner, Dooley, & Murphy, 2001)....
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TL;DR: In this paper, the Delphi method was used to identify, rate, and confirm consensus on knowledge objects (KO's) and knowledge domains (KD's) for agricultural and extension education.
Abstract: Given an increasingly interconnected world with an expanding knowledge base, this research engaged 15 international scholars to resolve two research questions: (a) what are the knowledge objects that are essential for the doctoral-level professional working in international agricultural and extension education in 2010, and (b) what are the knowledge domains that coalesce and organize knowledge objects by general principles? Using the Delphi method, scholars engaged in three rounds to identify, rate, and confirm consensus on knowledge objects (KO’s) and knowledge domains (KD’s) for agricultural and extension education—2010. KO’s consisted of fundamental and powerful concepts, knowledge, paradigms, skills, and/or theories. From a submission of 335 KO’s, 240 distinct KO’s were rated; the number was reduced to 173 KO’s as agreed to by the expert panel. Researchers merged the 173 statements into 126 unique KO’s and assigned them to one of 12 knowledge domains. Knowledge domains were defined as related KO’s organized by general principle. The expert panel reached agreement on the 12 KD categories and the placement of 126 KO’s that delineate the field of study.
27 citations
Cites result from "Agricultural education competencies..."
...The consensus knowledge domains from international agricultural and extension scholars were congruent with previous research (Lindner & Dooley, 2002; Radhakrishna & Xu, 1997; Shinn, Briers, & Baker, 2008; Williams, 1991) on the importance of the following domains: (a) change and technology…...
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References
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Book•
01 Jan 2007
TL;DR: In this paper, the authors present an overview of the design of web, mail, and mixed-mode surveys, and present a survey implementation approach for web-based and mail-based surveys.
Abstract: Preface to the 2007 Update.Preface to the Second Edition.Acknowledgments.Part One: ELEMENTS OF THE TAILORED DESIGN METHOD.1 Introduction to Tailored Design.2 Writing Questions.3 Constructing the Questionnaire.4 Survey Implementation.5 Reduction of Coverage and Sampling Errors.Part Two: TAILORING TO THE SURVEY SITUATION.6 Mixed-Mode Surveys.7 Alternative Questionnaire Delivery: In Person, to Groups, and through Publications.8 When Timing Is Critical: Diary, Customer Satisfaction, and Election Forecast Surveys.9 Household and Individual Person Surveys by Government.10 Surveys of Businesses and Other Organizations.11 Internet and Interactive Voice Response Surveys.12 Optical Scanning and Imaging, and the Future of Self-Administered Surveys.References.2007 Appendix: Recent Developments in the Design of Web, Mail, and Mixed-Mode Surveys.Appendix References.Index.
9,580 citations
TL;DR: In this article, the authors describe and explore how nonresponse in the Journal of Agricultural Education has been handled historically and provide three statistically sound and professionally acceptable procedures and protocols for handling nonresponse.
Abstract: This study was designed to describe and explore how nonresponse in the Journal of Agricultural Education has been handled historically. All articles (N=364) published in the Journal of Agricultural Education during the years 1990 through 1999 were analyzed using content analysis techniques. Study findings show that not mentioning nonresponse error as a threat to external validity of a study, not attempting to control for nonresponse error, or not providing a reference to the literature were, unfortunately, the norm and not the exception. This study provides three statistically sound and professionally acceptable procedures and protocols for handling nonresponse: Method 1—Comparison of Early to Late Respondents; Method 2—Using “Days to Respond” as a regression variable; and Method 3—Compare Respondents to Nonrespondents.
799 citations
"Agricultural education competencies..." refers methods in this paper
...The knowledge category used in the research reported here was based on a census of Agricultural Education graduate course offerings at Texas A&M University and has been shown to be a valid and reliable model for collecting data on knowledge (Lindner et al. (2001)....
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Book•
14 Jul 1999
TL;DR: In this paper, the authors present a tool for practitioners, managers, and business professionals who would like to hone their human resource management strategic formulation and implementation skills, with special emphasis on human resource strategy issues.
Abstract: Designed for practitioners, managers, and business professionals who would like to hone their human resource management strategic formulation and implementation skills, with special emphasis on human resource strategy issues.
119 citations
"Agricultural education competencies..." refers background in this paper
...Jackson and Schuler (2000) noted O*Net provides a national benchmark that offers a common language for all users of competency information....
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Journal Article•
99 citations
"Agricultural education competencies..." refers background in this paper
...Competencies are behavioral dimensions that help to identify effective from ineffective performance (Maxine, 1997)....
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