AGRONOMIC EDUCATION AT A CROSSROAD: PROVIDING SKILL SETS OR DEVELOPING MINDSETS?

Abstract

Globally, agrifoodsystems are in constant evolution. In such a context, agronomists have the critical task to act as change agents, enabling agricultural innovation and facilitating the transition towards sustainability. Hence, agronomists should develop a new professional mindset that goes beyond the prescribed roles and fixed duties of a bounded professional. However, it is questionable whether the curricula offered by agronomic education institutes are really targeted at the development of such mindsets. In this study, employing a two-phase mixed research design and drawing on data from 180 agronomy students, we aim at identifying whether the curricula offered to future agronomists by a Greek higher education institute pave the way for the development of new professional mindsets. Our quantitative analysis revealed that agronomy curricula continue to supply students with conventional skill portfolios, and that, to nurture a professional mindset they should focus on the cultivation of soft competencies and the offering of action-based learning opportunities. Qualitative results further support these findings, uncovering that the limited focus paid by curricula to the development of students’ soft skills and systemic thinking reduces their feelings of self-efficacy. In parallel, the lack of links connecting academia and agrifood systems generates a sense of isolation from the real agrifood world, which eliminates students’ opportunities to test and validate their theoretical knowledge. These findings indicate that agronomy curricula should go beyond the supply of ready-to-use skill sets, by providing students with opportunities to combine theoretical and practical knowledge, and by helping them develop a new professional identity which emphasizes adaptability and cross-boundarythinking