Using Non-Probability Sampling Methods in Agricultural and Extension Education Research

Understanding what the public thinks can guide how to target international agricultural and extension education interventions. Public opinion data can also provide insights into how the agricultural and natural resource industry communicates about emerging technologies and practices. However, the use of cellphones and the Internet have greatly reduced response rates to antiquated methods of public opinion data collection and the research world must alter its approach in response. The use of nonprobability sampling techniques has increased dramatically in public opinion research the past five years and more recently within agricultural and extension education research. To keep up with these trends, agricultural and extension education researchers must know the nuance associated with the use of nonprobability sampling techniques and how to mitigate some of the issues that may arise as a result

Scale Development and Validation: Methodology and Recommendations

The importance of valid and reliable data and its collection is fundamental to empirical research; however, there remain inconsistent approaches to creating robust scales capable of capturing both valid and reliable data, particularly within international agricultural and extension education contexts. Robust scale development consists of five areas for validation: content, response process, internal structure, external structure, and consequential. The purpose of this guide was to provide methodological recommendations to improve scale development rigor and adoption and to provide a set of functional principles to aid researchers and practitioners interested in capturing data through developed, or adapted, scales. Additionally, the information summarized provide a benchmark upon which to evaluate the rigor and validity of reported scale results. A consistent framework should provide a common lexicon upon which to examine scales and associated results. Proper scale development and validation will help ensure research findings accurately describe intended underlying concepts, particularly within an international agricultural and extension education context

Identifying Audience Needs to Effectively Communicate about the Cost of Implementing Sustainable Farming Practices

Water is a complex issue across the globe and is largely affected by a growing world population and higher standard of living. Within the United States, the security of the freshwater supply is an increasing concern and water resource protection may increase if residents are knowledgeable about the issue. Sustainable farming systems will lessen the impact of agriculture on water resources but may cost the end user more to ensure sustainability. Therefore, the purpose of this study was to determine if rural, urban, and suburban audiences differ in their willingness to pay for sustainable farming practices that protect water resources so that communication messages can be tailored. Audience segmentation was used to guide the study. Data were collected with a researcher-developed online survey instrument. The results found water consumers’ overall willingness to pay for more sustainable farming practices was fairly high. Statistically significant differences were found between urban and rural residents’ willingness to pay for sustainable farming practices. Thus, the findings imply residents with differing rurality need tailored communication messages delivered through specific channels

Identifying Respondent Group Representation in Extension Capacity Assessments: A Meta-Synthesis of the Literature and a Primary Study

A key factor in determining the future of agricultural extension efforts is ensuring that the voices of those who need to be heard are represented at all stages of the decision-making process. As agricultural extension becomes increasingly globalized, it is critical that the diversity of voices represented within capacity assessments likewise increases. Using two distinct approaches, the present study attempts to address a current gap within the extension literature specifically related to extension assessment respondent groups. First, 97 extension related assessment manuscripts were identified during a literature review and analyzed for respondent group. The results indicated most studies included only one respondent group. Among these assessments Clientele and Beneficiaries and Formal Power Roles were the respondent group categories most frequently examined. Next, a primary study was conducted to identify which respondent groups should be represented in capacity assessment according to agricultural extension experts. The panelists had the highest level of agreement regarding the inclusion of extension clientele and beneficiaries within capacity assessments. However, panelists agreed that representation from outside influences and formal power roles were also important to include in the capacity assessment process. The results indicate extension networks should purposively include a diverse set of respondents when conducting assessments to ensure a comprehensive perspective is represented

Identifying Respondent Group Representation in Extension Capacity Assessments: A Meta-Synthesis of the Literature and a Primary Study

A key factor in determining the future of agricultural extension efforts is ensuring that the voices of those who need to be heard are represented at all stages of the decision-making process. As agricultural extension becomes increasingly globalized, it is critical that the diversity of voices represented within capacity assessments likewise increases. Using two distinct approaches, the present study attempts to address a current gap within the extension literature specifically related to extension assessment respondent groups. First, 97 extension related assessment manuscripts were identified during a literature review and analyzed for respondent group. The results indicated most studies included only one respondent group. Among these assessments Clientele and Beneficiaries and Formal Power Roles were the respondent group categories most frequently examined. Next, a primary study was conducted to identify which respondent groups should be represented in capacity assessment according to agricultural extension experts. The panelists had the highest level of agreement regarding the inclusion of extension clientele and beneficiaries within capacity assessments. However, panelists agreed that representation from outside influences and formal power roles were also important to include in the capacity assessment process. The results indicate extension networks should purposively include a diverse set of respondents when conducting assessments to ensure a comprehensive perspective is represented

A Multimodal Degree Completion Needs Analysis of Agricultural and Extension Education Graduate Students in Sub-Saharan Africa

Increasing doctoral degree holders in Sub-Saharan Africa may significantly impact the quality and quantity of undergraduate and graduate programs. Research capacity is crucial to successfully completing a thesis or dissertation and obtaining a graduate degree. Unfortunately, in Sub-Saharan Africa, many students abandon or delay their degrees at this stage due to limited research and writing skills. This study aimed to identify the most critical thesis and dissertation (TD) research needs of masters and PhD students from Sub-Saharan Africa. Thirty-eight skills were identified from the literature and presented to agricultural education and extension/leadership students. Borich (1980) and Witkin (1984) needs assessment models were used to ascertain the perceived importance and extent of students\u27 knowledge of TD topic areas. The top identified needs were extracting a manuscript from a thesis, writing a journal article, choosing inferential statistics, deciding the descriptive statics, and what to review in the literature. A total of 15 items were identified as critical needs using the Witkin model. The findings identified challenges and opportunities for improving Sub-Saharan African graduate students\u27 research knowledge and TD performance, implying that combining the two models to identify training needs may produce more comprehensive results than using only one methodology

Communication Channel Preferences: A Descriptive Audience Segmentation Evaluation

For over 70 years the use of opinion leaders in a two-step communication process has been employed and validated. However, despite the accepted importance of communicating with opinion leaders as a means to cascade information to opinion leaders’ networks of influence there have been few empirical studies specifically examining agricultural and natural resource opinion leader communication channel preferences, particularly from an audience segmentation perspective. The results reported in the study capitalize on previous research data examined from a unique perspective. Specifically, communication channel preferences were analyzed according to opinion leader self-reported demographic categories serving as audience segments. Associations between sex, age, level of employment, level of education and geographical region and communication channel preference were analyzed. The results of the study are descriptive and foundational in nature. Overall, the results indicate a dedicated web page or blog is the most preferred communication channel across all audience segments and conference calls are the least preferred communication channel across the majority of audience segments. The Facebook group communication channel had the most variability between audience segments and the LinkedIn group communicational channel had the largest observed effect sizes among audience segments

Higher Education Leadership Development During the COVID-19 Pandemic: An Exploration of Online Learner Readiness

The COVID-19 pandemic precipitated profound disruptions across the higher education sector as institutions were forced to restructure entire systems and operate with significantly reduced resources. Most notably, many institutions were forced to transition to fully virtual instruction. The present study examined adult leadership development program participants’ perceptions of online learning readiness during the transition to a fully virtual training environment precipitated by the COVID-19 pandemic. A census of the 2020 LEAD21 class was taken, and perceptions of online learning readiness were collected via a retrospective pre- and post-test. Descriptive and inferential statistics were used. Respondents had the highest levels of agreement with computer and Internet self-efficacy and the lowest levels of agreement with learner control in an online context. A paired t-test was conducted to analyze the difference in perceptions of online learning readiness post-training and retrospective pre-training. A statistically significant increase was observed for overall online learning readiness, as well as for computer and Internet self-efficacy, learner control, motivation for learning, Internet communication self-efficacy, and self-directed learning. An implication from this finding is that the transition to fully virtual training resulted in increased online learning readiness across all dimensions. With new strains of COVID-19 emerging and the potential for ongoing restrictions for social interaction, online learning will continue to be an important aspect of the educational process. It is vital that higher education leaders consider individuals’ readiness to effectively engage in online training and instruction. Implications and recommendations for future research in practice in international contexts are provided

Measuring the Aggregated Public Value of Extension

Extension program participants tell story after story of the impact of Cooperative Extension on their lives, their families, and their businesses. Despite huge amounts of qualitative data, very little quantitative data exist showing the aggregated public value of Extension programs—especially across program areas. The lack of data leaves Extension administrators high and dry when they are asked to show public value, a circumstance sometimes resulting in reductions in human and financial resources. A simple, yet powerful Extension public value instrument was developed and used in Georgia along with analysis methods designed to showcase the short-, medium-, and long-term impacts of Extension programs

Perceived Strengths of the Georgia 4-H Program: A Delphi Analysis

The Georgia 4-H program is the largest youth organization in the state andempowers youth participants to become autonomous and productive members ofsociety. 4-H involvement has been linked to positive youth development outcomes, including leadership and vocational skills, increased self-confidence, and meaningful relationships. The focus of this study was to identify key strengths ofthe 4-H program, as indicated by Foundation Advisory Board members (some ofwhom were 4-H alumni), to guide future programming and curriculum efforts.Strengths were examined through an appreciative inquiry using organizationalmeasures, including positive youth development as conceptualized by T he Five C’s Model (Lerner et al., 2000) and positive organizational behavior as conceptualized by the C . H.O .S.E. characteristics (Luthans, 2002). Through a modified Delphi approach, an expert panel (n =31) identified and reached consensus regarding perceived strengths of the Georgia 4-H program. Eighty-seven items were retained after the Delphi process and were analyzed using the constant comparative method (CCM). Of these 87 items, 41 received a unanimous individual consensus rating. Seven themes emerged following the CCM analysis, including 4-H Organization – General; 4-H Organization – Leadership andSupport; Leadership and Professional Development; Character and Life SkillsDevelopment; Youth Development; Diversity, Accessibility, and Inclusion; and Programming and Opportunitie