Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Includes bibliographical references (leaves 41).Issued also on microfiche from Lange Micrographics.The Agricultural Education field is expanding daily and Non-teaching Agricultural Education is highly regarded in this area of study. If the curriculum of Non-teaching Agricultural Education is to uphold its reputation and grow successfully, understanding the career opportunities available is crucial. It is important to provide for students who decide that public school teaching is not their primary area of interest, an opportunity to identify the types of employment available with this degree upon graduation. The objectives for the thesis include an opportunity to describe the post graduate career environment of Non-teaching Agricultural Education graduates. Ascertaining postgraduate satisfaction of Non-teaching Agricultural Education graduates is also an important topic covered. Describing the relevance of Non-teaching Agricultural Education college curriculum to post graduate career environments of Non-teaching Agricultural Education graduates is also elaborated upon. A majority (64%) of Non-teaching Agricultural Education graduates do not have careers in areas which they consider agriculture. Leadership knowledge relevancy relates to career choice satisfaction and to quality of life. Therefore, the more relevant the leadership knowledge and skills component, the higher a student's satisfaction
