Teaching/Communication/Extension/Profession,

Turner, Steven C.

English

Research Papers in Economics

Morale and Faculty Development in
Agricultural Economics: Discussion
Steven C. Turner*
Dr. Purcell’s observations on faculty
success within agricultural economics deal primarily
with comparative advantage and respect for
diversity. His arguments are similar in nature to
Houck’s AAAE presidential address of 1992. I
would suggest that someone interested in this topic
read Ladd, Skees, McDowell, Hite, Bonnen,
Paarlberg, Debertin, and Bromely for further
context.
A crucial contribution of Purcell is his
defense of the traditional linkages (clientele) of
agricultural economists. As an assistant professor
speaking to this body I feel a little like Luke
Skywalker. To confront and succeed in the fhture
I must somehow (rediscover my past. The reality
of the past is that without the Merrill, Hatch, and
Smith-Lever Acts none of us would be sitting here
today. Furthermore, it is the uncertainty that
surrounds these historical acts that threatens us
today. So it is important that we listen carefully to
Purcell and his talk of constituency, clientele, and
credibility. But it is also (most) important that we
remember our university mission.
What does it mean to be a university
professor? Pelikan defines a university to include
the following: advancement of knowledge through
research; extension of knowledge through teaching;
professional training that includes both knowledge
and skill; preservation of knowledge in libraries;
and diffision of knowledge through scholarly
publication. Knowledge, Knowledge, Knowledge.
Pursuing, extending, preserving, and diffusing
knowledge. It sounds hauntingly similar to an
“ivory tower.” As Purcell pleads for balance, there
should also be a plea for preserving the ivory tower.
For without that component of a university the
dissolution to a training, technical, and consulting
enterprise is inevitable. In fact, Purcell implicitly
warns against this dissolution.
Another front to address in this morale and
development discussion is the evolution of our
profession. The powertid trend is towards renaming
ourselves applied economists. Thus we have
progressed from farm to agricultural to applied. But
as a colleague of mine explained, much of the
economic literature also uses some application to
clarify or approach some problem. Therefore if
economists are becoming more like us and we are
becoming more like economists where does that
leave us--Southern Economic Association. Uh-oh.
One already exists. How about the American
Economic Association? Uh-oh. One already exists.
Once again this brings us back to comparative
advantage. Purcell believes our comparative
advantage is as a liaison from the private or public
arena to the disciplinary arena of analytical
economics. Notice the word agriculture has not
been used. The most recent faculty in agricultural
economics have little allegiance to traditional
agriculture. They consider themselves applied
economists. Why wouldn’t they? Emory Castle
recently revealed that as early as 1973 discussion at
the highest agricultural economic leadership levels
centered around a perspective and name change
from agricultural to applied. It should not then be
surprising that most of us today consider ourselves
applied economists. As usual, the institutional lag
verifies the reality of change. Faculty development
and morale are individual realities that are difficult
*Steven C. Turner is an assistant professor in the department of agricultural and applied economics at the University
of Georgia.
J, Agr and Applied Econ. 25 (July, 1993): 24-26
Copyright 1993 Southern Agricultural Economics AssociationJ. Agr. und Applied Emn., J[ily,1993
to measure in the aggregate. Nevertheless, the
beauty of university life is contingent on freedom to
intellectually grow and develop. This includes risk
since failure is possible and probable.
Dr. Purcell, in a 1989 teaching workshop in
Baton Rouge, warned those present that one faces a
decision when entering an academic career path.
That decision concerns commitment and
consequences. For those committed to
undergraduate teaching, the consequences are less
publications, prestige, and income. Today, he
reminds us that marginal principals apply equally to
the various functions of a university position.
One question to end the discussion is “Why
are publications the measure of success at a research
institution?” I will come right out and say
publications are an appropriate measure of success.
The rationale for this answer is that diffusion of
knowledge can come only after advancement,
extension, or application. And, the heart of a
25
university is the pursuit of knowledge. It is the
spoke in the center of the wheel. A university
faculty that loses their passion for the pursuit of
knowledge will deteriorate into no more than a
technical training school. Furthermore, it is the
noblest goal of university faculty to instill this
passion into our students (undergraduate, graduate,
and adult). Many of the most troubling signs of
our society (and our profession) rotate on a lack of
appreciation for diversity and knowledge.
Constraints force society to choose activities which
are valued highest, The activities of a research
university are the lodestone of a dynamic and
healthy economy and government. I believe the
challenge that confronts faculty today is to teach the
methodology and value of research. The ability to
conduct research is a crucial ingredient to successful
careers and citizenship. We have a comparative
advantage and must realize that sometimes we will
be the memory of a university professor. I would
hope that memory would include a passion for the
pursuit of knowledge.
References
Bonnen, J. T. (1992). “Changing Roles of Agricultural Economists and Their Institutions.” American
Journal of Agricultural Economics. 74(5): 1259-1261.
Bromley, D. W. “Vested Interests, Organizational Inertia, and Market Shares.” Choices. Third Quarter
1992:58-59.
Castle, E, N. (1993), “Should the American Agricultural Economics Association Change Its Name?”
AAAE Newsletter. 15(1):7.
Debertin, David L. “There Is a Future for the Land Grants, if,..” Choices. Third Quarter 1992:47.
Hite, J. (1992). “Implications for Land Grant Universities of the Changing Political Economy of
Agriculture and Rural America: Discussion,” American Journal of Agricultural Economics.
74(5):1256-1258.
Houck, J. P. (1992), “The Comparative Advantage of Agricultural Economists.” American Journal of
Agricultural Economics. 74(5): 1059-1065.
Ladd, G, H. (1991). “Thoughts on Building an Academic Career, ” Western Journal of Agricultural
Economics. 16(1):1-10.
McDowell, G, R. (1992). “The New Political Economy of Extension Education for Agriculture, and Rural
America.” American Journal of Agricultural Economics. 74(5):1249-55.
Paarlberg, D. “The Land Grant College System in Transition,” Choices, Third Quarter 1992:45.26 Turner: MoraleandFacultyDevelopment
Pelikan, Jaroslav. (1992). The Mea of the University: A Reexamination. Yale University Press, New
Haven.
Skees, J. R. (1992). “The New Political Economy of Agricultural and Rural Research: Implications for
Institutional Change.” American Journal of Agricultural Economics. 74(5):1241-48.

Changing Roles of Agricultural Economists and Their Institutions.”

Implications for Land Grant Universities of the Changing Political

The Land Grant College System in Transition,” Choices, Third Quarter 1992:45.26 Turner: MoraleandFacultyDevelopment Pelikan,

The New Political Economy of Agricultural and Rural Research: Implications for Institutional Change.”

The New Political Economy of Extension Education for Agriculture,

There Is a Future for the Land Grants, if,..” Choices. Third Quarter

Thoughts on Building an Academic Career,

Vested Interests, Organizational Inertia, and Market Shares.” Choices. Third Quarter

MORALE AND FACULTY DEVELOPMENT IN AGRICULTURAL ECONOMICS: DISCUSSION

MORALE AND FACULTY DEVELOPMENT IN AGRICULTURAL ECONOMICS: DISCUSSION

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