Identification of professional competencies needed by students in agricultural education pursuing agricultural careers in non-school settings

Abstract

The central purpose of this study was to determine which competencies were needed by undergraduate students in agricultural education who desire to pursue agricultural careers in non-school settings. Two research questions relative to the central purpose were addressed: (1) What competencies were needed by students in agricultural education who were pursuing agricultural careers in non-school settings? (2) What competencies were needed both by students in agricultural education pursuing careers in school settings and by students pursuing agricultural careers in non-school settings (competencies that were included already in the existing curricula for teacher education)? Procedure. A theoretical base for the study was developed after a review of the literature was conducted. This provided a rationale for the study. It was determined that the use of competencies n developing curriculum content in higher education was appropriate. The two research questions were addressed by eliciting perceptions from representatives of those agricultural industries or organizations (non-school settings) in which students in agricultural education pursue careers. Twenty-three "experts" were identified by a lay advisory committee to serve as a Delphi panel. The modified Delphi technique used in the study involved the "experts" in identifying and rating competencies in a sequential series of questionnaires. Based on the "experts'" ratings, comments, and support statements, one hundred and twenty-two competencies were identified and classified as to "need" by students in agricultural education. Major Conclusions. The following conclusions were drawn and supported by the findings: (1) There were 20 generic competencies that were needed by students in agricultural education who were pursuing agricultural careers in non-school settings. (2) There were 65 competencies generic to the needs of students in agricultural education who were pursuing agricultural careers in school and non-school settings. (3) Most competencies that received consensus relative to "need" by students emphasized "people skills" rather than "technical skills." (4) Representatives of agricultural organizations or industries can identify appropriate competencies to be considered for inclusion in curricula designed for students in agricultural education who were pursuing careers in non-school settings.