10.5191/jiaee.2008.15108

 

 

Introduction

The global economy of the 21st century provides considerable opportunities for professional agriculturalists to engage with people beyond the borders of their own country. This trend has led many agricultural universities to implement programs that provide international experiences for students and faculty. Additionally, faculty from the United States have opportunities to conduct teaching, research, and outreach projects in international settings. Although considerable opportunities exist, faculty and students face numerous barriers to international activities. Wingenbach, Chmielewski, Smith, PiƱa, and Hamilton (2006) reported that barriers to students included stereotypes, language, and concerns of personal safety. Hand, Ricketts, and Bruening (2007) reported that barriers to faculty included costs, limited resources, and time commitment. Andreasen (2003)identified many of the same barriers and classified barriers as either external or internal factors. Although numerous barriers exist, as Hand et al. noted, faculty also benefit from international activities through personal and professional development.

 

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