An Examiniation of Trinidad Extension Officers' Behavioral Beliefs and Intent to Participate in an International Extension Experience

Abstract

Participation in an international extension experience empowers extension professionals to meet the needs of diverse clientele in an increasingly global world. A survey of governmental extension workers in Trinidad was conducted to understand how their behavioral beliefs about an international extension experience influenced their intention to participate in such an experience. Behavioral beliefs can be positively or negatively modified based on an individual's perceptions of the components (time, location, activities) of a specific international extensionexperience, so manipulating the components should cause corresponding changes in behavioral beliefs and ultimately intent to participate. This study found positive behavioral beliefs about international extension experience participation are held by Trinidadian extension officers. They are willing to travel to a wide variety of locations and are most interested in acquiring hands-on experience and working one-on-one with another extension professional. The most desirable locations and activities should be integrated into international extension experiences in order to positively influence behavioral beliefs, and thereby intent to participate. Future research is needed to more closely examine the impact of participation on extension officers in Trinidad.

Louisiana Secondary Agricultural Educators’ Perceptions of an International Experience toward Their Teaching Career

“…More than three-fourths of the secondary agricultural educators perceive that participating in an IE is beneficial to their teaching career, and nearly three-fourths perceive that participating in an IE is relevant to their teaching career. Consistent with previous research (Harder et al, 2011;Lamm & Harder, 2010) and Ajzen's Theory of Planned Behavior, this finding demonstrates that most secondary agricultural educators have already formed positive attitudes toward participation in an IE. Additionally, secondary agricultural educators perceive Australia or New Zealand as very appealing for participation in an IE and all other locations as somewhat appealing.…”

“…Consistent with findings from Harder et al (2011) regarding Trinidad Extension officers' preferences for activities in which to participate during an IE, secondary agricultural educators perceive acquiring hands-on experience and working one-on-one with a host country educator as the most important activities. Secondary agricultural educators perceive all other selected activities in which to participate during an IE as somewhat important with attending non-credit classes at foreign universities as the least important.…”

“…Zhai and Scheer (2002) stated the evolution of this worldwide system demands the integration of a global perspective among all of society's institutions. Therefore, government officials, teachers, business personnel, farmers, and other professionals alike need to be equipped to respond to the present and future global challenges and opportunities (Harder, Lamm, Ganpat, & Lindner, 2011;Zhai & Scheer, 2002). According to Bruce, Podemski, and Anderson (1991), this includes engaging in different cultural environments while efficiently interacting and working with an open mind.…”

“…However, studies involving IEs among Extension educators can be of insight, because both secondary agricultural educators and Extension educators are responsible for teaching agricultural concepts. Various research studies found that Extension educators who have had participated in an IE (a) are more likely to have a global mindset, (b) exhibit higher sensitivity to the needs of diverse learners, (c) have a more developed sense of cultural awareness, and (d) demonstrate less stereotyping toward people in developing countries (Lamm & Harder, 2010;Harder et al, 2011;Suarez, 2003). Additionally, professionals who had visited a foreign country had a more positive perception of the internationalization of the agricultural education curriculum than their counterparts (Harder et al, 2011).…”

“…Various research studies found that Extension educators who have had participated in an IE (a) are more likely to have a global mindset, (b) exhibit higher sensitivity to the needs of diverse learners, (c) have a more developed sense of cultural awareness, and (d) demonstrate less stereotyping toward people in developing countries (Lamm & Harder, 2010;Harder et al, 2011;Suarez, 2003). Additionally, professionals who had visited a foreign country had a more positive perception of the internationalization of the agricultural education curriculum than their counterparts (Harder et al, 2011). Besley and Peters (2009) maintained that it is necessary for high school educators to have international backgrounds in order to better internationalize the high school curriculum, and therefore promote global competence among high school students.…”