Building a Sustainable Agricultural Career Pipeline: Effective Recruitment and Retention Practices Used by Colleges of Agriculture in the United States

This national study examined effective student recruitment and retention practices used by colleges of agriculture in the United States among 1862 land-grant, 1890 land-grant, and non-land-grant institutions. Respondents reported that faculty at colleges of agriculture were primarily white. Through the analysis of sub-group percentages, the researchers found that the ethnic makeup of faculty was not reflective of the general population. The researchers found that administrators from 1862 land-grant institutions reported statistically significant differences (p \u3c .05) regarding the use of specific strategies to target underrepresented populations in student recruitment as compared to other institutional types. Further, 1862 land-grant institutions reported statistically significant differences in student retention strategies (p \u3c .05) as compared to other institutional types regarding the delivery of programs that aimed to retain first-year students. Based on key findings from this investigation, the authors developed the agricultural student retention model (ASRM) to help guide colleges of agriculture in improving their holistic retention program as they navigate inclusive and diverse institutional contexts. Additionally, key recruitment strategies were identified as well, that could facilitate holistic student recruitment efforts. Perhaps more significant progress can be made toward creating a sustainable agricultural workforce that is more reflective of U.S. population demographics using this model

Planned Behavior Typologies of Agricultural Education Teacher Educators Regarding Service Learning as a Method of Instruction: A National Mixed Methods Study

This study sought to understand the service-learning beliefs and intentions of agricultural education teacher educators. We collected quantitative data through a web-based survey instrument and course syllabi. Variables yielding statistically significant relationships were analyzed using cluster analysis, which produced three unique clusters operationalized as typologies representing the planned behaviors of teacher educators regarding service learning. For example, the Optimistically Unaware expressed positive beliefs about the method, but did not understand how to integrate service learning in their teaching methods courses. Meanwhile, the Policy-Focused Decision Makers used established education policy as anchors when navigating decisions, such as whether to feature service learning in their courses. Service-Learning Implementers espoused strong beliefs about the method’s potential while also emphasizing how it could be used to enrich the preparation of agriculture teachers. Results point to the potential service learning holds if integrated as a complement to teacher preparation rather than an addition to current practice

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

Transforming Students’ Global Knowledge and Perspectives through International Service-Learning (ISL): How U.S. University Agriculture Students Made Sense of their Lived Experiences Over Time

University agriculture students are failing in terms of their general global knowledge. As such, the need exists to examine instructional techniques that may assist in overcoming this deficiency. One such approach is international service-learning (ISL). The purpose of the current study, therefore, was to explore the lived experiences of university agriculture students who participated in an ISL opportunity to Uganda, which was partially funded by a grant from the U.S. Department of State. The essence of participants’ lived experiences is best described as a transformative shift in their global knowledge and perspectives. The processes that foregrounded this shift are described through six themes of meaning: (a) contextual border crossing; (b) dissonance; (c) personalizing; (d) processing; (e) connecting; and (f) sustained relationships. Findings suggest students’ perspectives could be modified through ISL. Using Kiely’s (2005) transformative learning model for service-learning (TLMSL), recommendations are offered for research, theory-building, and practice

Toward a Holistic Agricultural Student Recruitment Model: A National Analysis of the Factors Affecting Students’ Decision to Pursue an Agricultural Related Degree

Currently, the agricultural industry struggles to fill positions with qualified agricultural workers. Therefore, it is critical to attract high caliber individuals to agricultural degree programs that are prepared to enter the workforce with the skills needed to navigate complex issues and problems. The purpose of this national study was to identify key factors that influence the recruitment of agriculture students at land-grant and non-land-grant universities. Using Chapman’s model of student success as our conceptual lens, we tested 66 factors identified in the literature as successful recruitment strategies for colleges of agriculture based on students’ personal characteristics as well as key external influences. We discovered statistically significant (p \u3c .05) differences existed based on students’ gender and race/ethnicity. To better operationalize the findings from this study for U.S. colleges of agriculture, we developed the agricultural student recruitment model (ASRM). The model visually represents the distinct but intersecting factors that most profoundly influence students’ academic degree decisions. Moving forward, we recommend colleges of agriculture use the ASRM as a tool to better resonate with populations that may lack representation in their degree programs and the state’s agricultural industry

Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and (3) advocacy for global experiences. In the first theme, dichotomous learning outcomes, participants’ long-term changes in perspective appeared to vary based on their level of academic maturity. Meanwhile, in the second theme, as university agriculture students compared their lived experiences in Nicaragua to their existing assumptions of the U.S., it appeared to elicit powerful shifts concerning how they viewed the world. And, as a result, they reported their experiences prompted them to consider the implications of social inequities more deeply. In the final theme, participants reported that after returning home, they began to advocate for global experiences among their peers, family, and friends. Consequently, our findings supported the use of short-term study abroad courses to foster a positive transformation in students’ global perspectives and behaviors after returning to the U.S

Awakening Transformative Learning: A Comparison of the Dissonance Experienced by Agriculture Majors During Study Abroad Courses to Costa Rica and Thailand

Students who have participated in study abroad courses exhibit an improved capacity for citizenship, emotional growth, and global competence. However, achieving such requires that study abroad courses be designed to allow students to question their underlying beliefs and values – a concept called dissonance. When individuals reflect on dissonance, it has been reported to spur a process in which their previously held perspectives are transformed. As such, this investigation sought to compare the dissonance experienced by agriculture majors (N =21) at Louisiana State University during study abroad courses to Costa Rica and Thailand. We bounded cases by academic college, degree level, and year. However, they were distinct regarding context and duration. As a result, two forms of dissonance were consistent across cases: intellectual and moral. However, within cases, we also distilled context-specific dissonance that students grappled with that helped them reconsider their previously held worldviews. Our findings demonstrated that when students processed dissonance productively, their global knowledge and perspectives were transformed. We also concluded that although shared forms of dissonance existed, it is imperative for faculty to design students’ experiences abroad purposefully to nurture students’ perspective changes in transformative ways

The Intersection of Gender, Media, And Policy: A Qualitative Analysis on Thai Newspaper Coverage of Women in Agriculture

Women empowerment and gender equality have been found to be statistically significant and positive predictors of global agricultural development. Therefore, reducing gender disparities can encourage economic progress and growth in developing nations. As such, determining effective ways to stimulate social progress and women’s empowerment has emerged as a critical need. One strategy used to raise the public’s consciousness about gendered issues in Thailand has been through mass media. In response, this study aimed to (1) determine to what extent Thailand’s newspaper coverage focused on topics related to women and the agricultural industry; and (2) describe how women in agriculture have been portrayed in newspaper coverage since the introduction of Thailand 4.0’s policy in 2016. Using a qualitative content analysis of Thailand’s newspaper coverage of women in the agricultural sector, four themes emerged: (1) economic policy implications for Thailand’s agricultural system; (2) human rights; (3) women entrepreneurship and leadership; and (4) agricultural development. Therefore, this study concluded that newspaper coverage of women in agriculture was diverse and conflicting – a finding not previously reported. The findings also revealed that women in agriculture have been underrepresented in newspaper publications historically. Moving forward, we provided critical implications for how future research, theory, and practice can depict women in agriculture more positively in the newspaper media

Casting a Critical Lens on Thailand’s Higher Education System: A Case Study of Women’s Experiences as Agricultural Extension Faculty

The agricultural industry and higher education have traditionally been male-dominated spaces in the developing world. However, in recent decades, significant progress in female representation has been achieved in both sectors. Previous research has suggested that women in the Southeast Asian agricultural industry have been more empowered than women in other regions. However, women in Thailand’s agricultural postsecondary programs have been understudied. In response, this study examined the experiences and perceptions of women agricultural extension faculty in Thailand’s higher education system. Through qualitative analysis of in-depth interviews with women, three distinct themes emerged: (1) gendered disparities, (2) barriers to success in academia, (3) perceptions of self and gender in agriculture and higher education. The findings suggested that Thai female faculty in agricultural extension held positive perceptions of their careers despite persistent gender inequalities and traditional cultural norms. Moving forward, we recommend that more in-depth research be conducted to understand better how such perceptions coexist with the deeply entrenched gender inequalities