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The JIAEE is the official refereed publication of the Association for International Agricultural and Extension Education. Its purpose is to enhance the research and knowledge base of agricultural and extension education from an international perspective.

 

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Vol. 17(2) Full Text E-mail
Wednesday, June 30 2010 18:53

Volume 17, Number 2 Summer 2010


Journal of

International Agricultural

and Extension Education

 

AIAEELogosmall


A publication of the Association for International Agricultural and Extension Education

 

Journal of International Agricultural and Extension Education

ISSN 1077-0755

DOI Prefix 10.5191

aiaee.org

 

The Journal of International Agricultural and Extension Education (JIAEE) is the official refereed publication of the Association for International Agricultural and Extension Education (AIAEE). The purpose of the JIAEE is to enhance the research and knowledge base of agricultural and extension education from an international perspective. Acceptance rates for the past 3 volumes are:

Volume 14=18%; Volume 15=20%; Volume 16=10%.

 

Articles intended for publication should focus on international agricultural education and/or international extension education. Articles should relate to current or emerging issues, cite appropriate literature, and develop implications for international agricultural and extension education. Manuscripts, or portions of manuscripts, must not have been published or be under consideration for publication by another journal.

 

Three types of articles are solicited for the JIAEE: Feature Articles; Commentary Articles; and Tools of the Profession Articles/Book Reviews.

 

Feature Articles

Feature articles focus on philosophy, current or emerging issues, and the methodology and practical application of specific research and appropriate technologies, which have implications for developed and developing countries. For publication in the JIAEE, feature articles must pass the JIAEE’s double blind, referee process, where peer reviewers evaluate manuscript content and ensure readability. Reviewers are selected from the AIAEE membership of current and past authors. In the double blind, referee process, all references to authors are removed before the manuscript is sent to reviewers. Feature articles may be submitted for peer review a total of three times before they are no longer acceptable for publication in the JIAEE. Failure to meet the submission formatting guidelines will result in an automatic 1st rejection.

 

Commentary Articles

Commentary articles state an opinion, offer a challenge, or present a thought-provoking idea on an issue of concern to international agricultural and extension education, including a published article in the JIAEE. Commentary articles are reviewed by two members of the Editorial Board for appropriateness, readability, and relevance to the JIAEE.

 

Tools of the Profession and Book Review Articles

Tools of the Profession articles report specific techniques, materials, books and technologies that can be useful for agricultural and extension educators in a global context and/or in a country/region. Tools of the Profession articles are reviewed by two members of the Editorial Board for appropriateness, readability, and relevance to the JIAEE.

 

Subscriptions

Subscriptions may be acquired online at http://www.aiaee.org/subscribe.html. The individual membership rate of $70 provides a yearly subscription to the online journal. Individuals may also complete the form and return via US mail using http://www.aiaee.org/images/stories/AIAEE/Member_Form.pdf.  Domestic and international libraries and subscription agencies may register their IP range for online access for subscribers for $150 per year.

 

Individual memberships and subscriptions are payable to J. Mark Erbaugh, AIAEE Treasurer, The Ohio State University, 113 Ag. Admin. Bldg., 2120 Fyffe Rd., Columbus, OH  43210.
 
Through Students’ Eyes: Perceptions and Aspirations of College of Agriculture and Life Science Students Regarding International Educational Experiences E-mail
Wednesday, June 30 2010 15:54

DOI 10.5191.jiaee.2010.17201

 

Abstract

 

This study examined perceptions and aspirations of 956 students concerning international educational experiences. Drawn as a purposive critical case, respondents were enrolled across 29 undergraduate majors and 24 graduate majors in Texas A&M University, College of Agriculture and Life Sciences (COALS) during 2009. Sample demographics were consistent with the student population (N=6,470) of COALS. Questionnaires were administered across 13 academic departments. Respondents revealed strong interests in international educational experiences. Two-thirds of respondents held positive perceptions of international experiences and identified preferred countries. Students preferred faculty-led programs or similar campus-originated and directed experiences. Students were receptive to a variety of other international experiences. Respondents sought international experience to enhance their overall life experience, for the opportunity to live in another culture, and to increase their employability. Influencing factors included affordability, the country itself, and subject matter. Financial issues were perceived as difficulties. Pragmatically, students recognized challenges in paying for programs and added living expenses. Despite these challenges, 70% of the students believed that international experiences would improve their competitiveness. A positive relationship existed between willingness and competitiveness. The authors posit four deductive recommendations: COALS provides experiences that prepare students for their future. Consequently, a global curriculum will result in a better-prepared person. Faculty members communicate values. Consequently, faculty should provide early and consistent messages that help students actualize their plans. Learning transitions from safe environments to real-world experiences. Consequently, applying simulations within traditional courses will facilitate global engagements. Simplifying the international experience is crucial. Consequently, accessible assistance will encourage broader experiences.

 

Keywords: Aspirations, Curriculum Reforms, Experience and Education, Faculty Roles, International Education, Student Mobility, Student Perceptions, Study Abroad

 

 
 
Professional Competencies Needed by Agricultural and Extension Program Evaluation Staff and Managers of Iranian Ministry of Agriculture E-mail
Wednesday, June 30 2010 18:42

DOI 10.5191.jiaee.2010.17202

 

Abstract

 

The purpose of this study was to investigate professional competencies needed by program evaluation staff and managers of the Ministry of Jihad-e Agriculture (including the evaluation staff and managers of Monitoring and Evaluation Directorate and the program evaluation staff of the Extension and Farming Systems Deputy) in Iran. This research was conducted during 2008 using a descriptive and correlational design and utilizing a stratified random sampling, which selected 132 out of 170 evaluation managers and agricultural personnel involved in program evaluation of that ministry. The reliability of the instrument was estimated to be acceptable (alpha= 0.75- 0.98). Both staff and managers suggested the development of evaluation competencies for their programs. They are interested in participating in relevant training courses to enhance their proficiency. The priority of the extension program evaluation staff tends to “Situational Analysis” area, while agricultural program evaluation managers mainly prefer the “Systematic Inquiry” area. Most evaluation competencies should be acquired or developed after the managers have being employed.

 

Keywords: Professional Competencies, evaluation staff and managers

 

 
 
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