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Assessing the Boundary-Spanning Roles of Cooperative Extension Professionals in Higher Education Community Partnerships

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Title: Assessing the Boundary-Spanning Roles of Cooperative Extension Professionals in Higher Education Community Partnerships
Language: English
Authors: Casey D. Mull, Jenny W. Jordan
Source: Journal of Higher Education Outreach and Engagement. 2024 28(3):23-41.
Availability: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Extension Education, Land Grant Universities, School Community Relationship, School Community Programs, College Faculty, Partnerships in Education, Community Needs, Institutional Mission, Faculty Development, Role Conflict
ISSN: 1534-6102
2164-8212
Abstract: Cooperative Extension has a long-standing history of placing individuals in communities to lead community-wide change. These individuals are employees of the nation's land-grant universities, with significant roles and responsibilities working between and among institutions and their communities. They often must maintain dual identities and roles, bridging the university mission and community needs. This study examined the boundary-spanning behaviors and orientations of Cooperative Extension staff and found few personal or work characteristics correlated with boundary-spanning behaviors. We explain how this lack of correlation may serve to assuage concerns about objectivity in the boundary-spanning work of Extension professionals. Higher education administrators and community leaders can use this information to better orient, equip, and train these Cooperative Extension professionals to make a lasting impact through propelling objective community change.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445602
Database: ERIC
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  Data: Assessing the Boundary-Spanning Roles of Cooperative Extension Professionals in Higher Education Community Partnerships
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  Data: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
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  Data: Cooperative Extension has a long-standing history of placing individuals in communities to lead community-wide change. These individuals are employees of the nation's land-grant universities, with significant roles and responsibilities working between and among institutions and their communities. They often must maintain dual identities and roles, bridging the university mission and community needs. This study examined the boundary-spanning behaviors and orientations of Cooperative Extension staff and found few personal or work characteristics correlated with boundary-spanning behaviors. We explain how this lack of correlation may serve to assuage concerns about objectivity in the boundary-spanning work of Extension professionals. Higher education administrators and community leaders can use this information to better orient, equip, and train these Cooperative Extension professionals to make a lasting impact through propelling objective community change.
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      – SubjectFull: School Community Relationship
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      – SubjectFull: School Community Programs
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      – SubjectFull: Community Needs
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      – SubjectFull: Role Conflict
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