A Journey to a Global Scholar Identity: An Autoethnography of Agricultural and Extension Faculty’s Experiences

Working in the academy can be a very rewording career, but more and more faculty and graduate students are considering non-academic careers. Understanding the career journey of faculty in academic positions working in international agricultural and extension education (AEE) could be insightful to better understand this niche discipline and be informative to other faculty and graduate students along their own journeys. This article explores the journeys of three faculty members in international AEE. We used an autoethnography to our stories. We are an assistant professor, an associate professor, and a professor. We conducted a focus group and then examined: (a) curriculum vitae, (b) scholarly research, (c) research statements, and (d) teaching philosophies. We found three themes in our journeys: (a) a forked path, (b) peaks and valleys, and (c) navigating beyond – to embrace our professional identities as global scholars in international AEE. Recommendations ae made for AIAEE and other international AEE scholars

Identifying Best Practices for a Successful Study Abroad Program

The purpose of this study was to identify the best practices of study abroad programs before, during, and after the experience. The results of this study will add further to implementing quality educational programs in agricultural and life sciences. A qualitative methodology with participant observation was employed to provide a thick and rich examination of a study abroad experience conducted in Latin America. Results provided specific best practices for activities before, during, and after such an experience. Recommendations and implications are provided

Competencies and Experiences Needed by Pre–service Agricultural Educators to Teach Globalized Curricula: A Modified Delphi Study

The 21st century graduate must be able to interact with people from all over the world and must also be knowledgeable about the world (Longview Foundation, 2008). In order to produce graduates that are globally competent, The National Council for the Accreditation of Teachers (NCATE, 1982) has mandated that multi–cultural education be incorporated as part of the teacher–preparation curricula. The purpose of this study was to identify competencies and experiences needed by agricultural pre–service teachers in order to teach globalized curricula. A modified Delphi method was used and the panel consisted of 13 (n = 13) experts in the field of agricultural teacher education with additional experience in international agricultural education or extension. Twenty competencies and two experiences were identified for pre–service agricultural educators to teach globalized curricula at the high school level

Small-Scale Farmers’ Decision-Making for Crop Selection and Production Practices in Northern Haiti

Decision-making is an essential aspect of farming. The decisions farmers make affect their overall yield and, ultimately, impact their livelihoods. Understanding the different factors impacting farmer decision-making can provide insight for extension providers to improve the quality of service. In Haiti, the vast majority of farms are smallholder farms averaging less than 1.5 hectares (Ministry of Agriculture, Natural Resources, and Rural Development [MARNDR], 2010). The purpose of this study was to determine the decision-making practices of small-scale farmers in Northern Haiti related to crop production. The following research objectives guided the study: (a) identify the factors associated with crop selection, and (b) identify reasons farmers engage in specific practices for crop production. Results from this study found that small-scale farmers in the North Department reported using the following factors to determine crop selection: financial security, familial traditions, concern for family, and availability of financial resources. When determining practices for crop production, farmers relied on the following drivers: financial limitations and previous learning experiences. Recommendations include increasing the availability of resources to the farmers in this region in order to create a solid foundation for behavior adoption and increased farmer capabilities

Moving Beyond Short-Term Impacts of Service-Learning Study Abroad Program on Students’ Transformation: An Irish Case Study

The purpose of this study was to better understand the impacts on students who participate in short-term service-learning study abroad programs. Using Mezirow’s theory of Transformational Learning as a guide, students were interviewed on the lasting impacts that the program had on their transformation. Student participated in semi-structured interviews lasting in length of 30 minutes to an hour. These interviews took place approximately 7 months after the completion of their study abroad program. Student’s transformation was categorized into the 4 main areas of transformation according to Mezirow (1991): refining meaning schemes, learning new schemes, transforming schemes, and transforming perspectives

Organizations’ Perception of Service-Learning Study Abroad Programs and Transformational Partnerships

Global education is becoming increasingly important in higher education institutions in the United States. Concurrently, service-learning is another educational activity becoming more popular in higher education institutions. Very little research has been done on the impact on the community from a service-learning perspective, especially as a part of a study abroad. The purpose of this study was to explore the impacts of a short-term service-learning study abroad program on the community partners (organizations) where students completed service-learning. Semi-structured interviews were conducted with leaders of organizations in Ireland who hosted students from the University of Florida during a study abroad program. Data were interpreted using Enos and Morton’s (2003) campus and community partnerships framework. Results revealed both transactional and transformational outcomes. Long-term impacts included cultural exchanges, the skill level of students, and moving partnerships forward. Recommendations for practice and research are provided

Farmers’ Preferences for Modern Information Communication Technologies in Trinidad

In the island nation of Trinidad, farmers have access to public extension services provided through the Ministry of Agriculture, Land and Fisheries but still struggle to get the information they need in a timely manner. Information Communication Technologies (ICTs) offer opportunities to improve the relationship between Extension and farmers. This study, guided by the Uses and Gratification (U&G) theory, sought to assess Trinidadian farmers’ preferences for mobile ICTs. From a convenience sample of 200 farmers in Trinidad, results showed almost all farmers used text messaging, and most used multimedia messaging and WhatsApp. Farmers were deliberate in their selection of medium for receiving different types of information. Findings suggest two-way ICTs are contextually appropriate for communicating with Trinidadian farmers. This study highlights the importance of understanding the information needs and preferences of farmers to ensure effective extension service delivery. While many ICT mediums are available, communicators must seek to utilize those mediums that are widely accessible and adopted by the target audience. The U&G theory provided an appropriate framework to investigate farmers’ preference for ICTs and allowed a critical discussion on the suitability of ICTs in Trinidad’s extension system

Extension Officers’ Adoption of Modern Information Communication Technologies to Interact with Farmers of Trinidad

The Ministry Extension struggled to provide adequate services to Trinidadian farmers because of a reliance on top-down methods. Information Communication Technologies (ICTs) have been touted as an effective and efficient way to serve farmers in the Caribbean. This study sought to describe the factors affecting Ministry Extension officers’ decisions to adopt text messaging via Short Messaging Service (SMS) to communicate with farmers. The Diffusion of Innovation theory (Rogers, 2003) guided this study, and data were collected from a census of Extension officers in the Ministry Extension service. Results showed most Extension officers used voice calls and SMS to communicate with farmers. Many Extension officers who did not use ICTs were willing to use multimedia messaging, SMS, electronic mail (email), voice calls, and social media to interact with farmers. Extension officers were accustomed to using text messaging, saw the benefit of using SMS to communicate with farmers, and were confident in their ability to use SMS for farmer interactions. However, results indicated a lacking policy environment for SMS use, and limited support existed from peers and supervisors to use SMS to interact with farmers. Findings showed most Extension officers perceived farmers can use mobile telephones to make calls, send text messages, and use multimedia messaging. This implies Extension officers were aware of the potential for using a variety of ICTs to engage with farmers. However, internal policies and administrative support are critical to their adoption of ICTs for farmer interactions in Extensio

Employment Opportunities for Graduates of Agricultural TVET Schools in Haiti

The literature suggests that in Haiti, the extension work is primarily conducted by graduates from agricultural TVET schools. However, Haiti is a country with alarming data for food insecurity and severe hunger index. This situation arises questions about the manner in which TVET contributes to the dissemination of best agricultural practices amongst farmers and the role that extension agents play in bringing the scientific discoveries into the rural communities. Moreover, little research has been made about the current situation of Haitian TVET within the agricultural system. This study used basic qualitative methods with a constructivist approach, and backwards design as theoretical framework to explore the employment of TVET graduates within the Haitian agricultural system. Schools’ directors and teachers were individually interviewed, and focus groups conducted with the students, which revealed the employers of TVET graduates, the types of jobs they realize within the system and the external factors that affect employment opportunities. Employers of technicians were most likely public sector, NGOs and IOs as well as entrepreneurship activities. These TVET graduates’ job profiles are in extension performing versatile work, or as entrepreneurs. Their employment opportunities were affected by the overall unemployment, the existing opportunities in agriculture, and lack of government support

Information and Communication Technology Use by Agriscience Teachers in Trinidad and Tobago

The purpose of this study was to investigate information and communication technologies (ICT) usage among Agriscience teachers in Trinidad and Tobago. This knowledge will be used to develop preservice and inservice professional development programming for these teachers. Eighty-five percent (n = 77) of the secondary Agriscience teachers responded to a survey that assessed: (a) technology current use, (b) technology beliefs, (c) technology skills, (d) technology intentions, (e) barriers to technology use, and (f) personal data. Results indicated that Agriscience teachers in Trinidad have accepted ICT as useful tools. Teachers used ICT most frequently for personal reasons and less frequently for school-related tasks. Teachers generally believed that ICT help them accomplish tasks more quickly, enhance their quality of work, were easy to use, and that it could help to keep in touch with their students. However, beliefs varied based on age, career intentions, and computer literacy. Agriscience teachers also indicated that they possessed moderate skill levels and intend to use ICT as a part of their jobs. Differences in perceived skills were noted based on age, experience, and career intentions. Primary barriers centered on technical issues such as lack of hardware, inadequate technical infrastructure, and connectivity. Additionally, teachers believed that lack of a reward structure impeded technology usage