Enhancing Production Efficiency and Farm Profitability through Innovative Extension Programming
Saved in:
| Title: | Enhancing Production Efficiency and Farm Profitability through Innovative Extension Programming |
|---|---|
| Language: | English |
| Authors: | Nathan W. Conner, Matt Stockton, Daran Rudnick, Charles Burr, Tessa Burford |
| Source: | Journal of Human Sciences & Extension. 2023 11(2). |
| Availability: | School of Human Sciences, Mississippi State University. PO Box 9745, Mississippi State, MS 39762. Tel: 662-325-6861; Fax: 662-325-8188; e-mail: jhse@ext.msstate.edu; Web site: https://scholarsjunction.msstate.edu/jhse/ |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education |
| Descriptors: | Extension Education, Agricultural Education, Agricultural Production, Agricultural Skills, Agriculture Teachers, Agribusiness, Farm Management, Professional Development, Efficiency, Cost Effectiveness, Productivity, Andragogy, Self Concept, Self Efficacy, Student Motivation, Experiential Learning, Program Development, Program Effectiveness |
| Geographic Terms: | Nebraska (Lincoln) |
| ISSN: | 2325-5226 |
| Abstract: | Cooperative Extension strives to provide agricultural producers with non-formal educational opportunities designed to positively impact agriculture (NIFA, 2021). Therefore, a team of Extension professionals at the University of Nebraska -- Lincoln developed and facilitate an ongoing professional development program designed to enhance the engagement of agricultural producers in farm management, especially in the areas of input use efficiency and profitability. Andragogy was used as the framework to help ensure the Testing Agricultural Performance Solutions (TAPS) program provided agricultural producers with non-formal education that aligned with andragogical principles. Knowles (1980) refers to andragogy as the "art and science of helping adults learn" (p. 45) and his assumptions of andragogy include: 1) Learner's need to know, 2) Self-Concept of the learner, 3) Prior experience of the learner, 4) Readiness to learn, 5) Orientation to learning, and 6) Motivation to learn (Knowles, 1998, as cited in Knowles et al., 2015, p. 6). The TAPS program uses the assumptions of andragogy (Knowles, 1998, as cited in Knowles et al., 2015) to provide a common platform for experiential and peer-to-peer learning that includes the involvement of university researchers, extension specialists, and industry personnel. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463925 |
| Database: | ERIC |
| Abstract: | Cooperative Extension strives to provide agricultural producers with non-formal educational opportunities designed to positively impact agriculture (NIFA, 2021). Therefore, a team of Extension professionals at the University of Nebraska -- Lincoln developed and facilitate an ongoing professional development program designed to enhance the engagement of agricultural producers in farm management, especially in the areas of input use efficiency and profitability. Andragogy was used as the framework to help ensure the Testing Agricultural Performance Solutions (TAPS) program provided agricultural producers with non-formal education that aligned with andragogical principles. Knowles (1980) refers to andragogy as the "art and science of helping adults learn" (p. 45) and his assumptions of andragogy include: 1) Learner's need to know, 2) Self-Concept of the learner, 3) Prior experience of the learner, 4) Readiness to learn, 5) Orientation to learning, and 6) Motivation to learn (Knowles, 1998, as cited in Knowles et al., 2015, p. 6). The TAPS program uses the assumptions of andragogy (Knowles, 1998, as cited in Knowles et al., 2015) to provide a common platform for experiential and peer-to-peer learning that includes the involvement of university researchers, extension specialists, and industry personnel. |
|---|---|
| ISSN: | 2325-5226 |
