High School Agricultural Communications Competencies: A Natioinal Delphi Study

Abstract

The major purpose of this study was to identify competencies that should be achieved by high school students who complete courses in agricultural communications. Identification of the competencies came from industry leaders, high school agricultural education teachers, and university faculty in agricultural communications. A three-round Delphi technique was the principal procedure used to conduct the study with a total of 75 individuals being asked to participate in round one. In the first round, the panel identified 11 topic areas that should be included in a high school agricultural communications course: (1) Writing; (2) Computer/Information Technology; (3) Agricultural Industry; (4) Communications History; (5) Professional Development; (6) Research/ Information Gathering; (7) Ethics; (8) Public Relations/Advertising/ Marketing; (9) Leadership Development; (10) Legislative Issues; and (11) Communication Skills. Resulting rounds produced 93 competencies within the 11 topic areas that were identified for potential inclusion in the high school curriculum. Of the 93 competencies, two were eliminated due to lack of agreement by the panel. Scholastic level ratings by the panel further reduced the number of competencies appropriate for high school students to 76 and categorized the remaining competencies according to appropriateness for introduction at the freshman, sophomore, junior, and senior level.

Knowledge and Perceptions of Agricultural Communications Pilot Curriculum in Arkansas Secondary Agricultural Classrooms

“…This may be because the current agricultural leadership and communication class is primarily leadership with the only communications focus being public speaking (Don Edgar, personal communication, December 19, 2013). Therefore, as a vocationally based program, findings of this study do not agree with Akers (2001) that preparation of students, especially based in current and emerging technologies associated in agricultural communications, is present. Participating in the agricultural communications curriculum modules resulted in the gain of agricultural communications knowledge and skills.…”

“…The terms include the financing, processing, marketing, and distribution of agricultural products; farm production, supply and service industries; health, nutrition and food consumption; the use and conservation of land and water resources; development and maintenance of recreational resources; and related economic, sociological, political, environmental, and cultural characteristics of the food and fiber system. (p. 2) Agriculture can be promoted through marketing, which uses writing, design, and multimedia strategies (Akers, Vaughn, & Lockaby, 2001). By educating students in these areas and introducing them to possible career fields in agriculture, we can prepare secondary students to assist with agricultural promotion, or at the least, improve their overall perceptions of agriculture.…”

Employers' Perceptions of Recent Agricultural Communications Graduates' Workplace Habits and Communication Skills

“…63 -71 DOI: 10.5032/jae.2009.04063 provide the preparation and skills that produce high-quality graduates" (p. 21). In addition, Akers (2000) stated that agricultural communications programs should frequently review their programs and graduates to ensure existing curriculum effectively prepare students for the communications industry.…”

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AbstractAgricultural communications programs should frequently review their curriculum to ensure students receive the highest quality of education possible (Akers, 2000

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Using Case–Scenarios to Determine the Perceptions of Secondary Agriculture Teachers and 4-H Youth Development Personnel Regarding Interorganizational Cooperation

“…According to Linstone and Turoff (1975) "the Delphi technique may be characterized as a method for structuring a group so that the process is effective in allowing a group of individuals as a whole, to deal with complex problems" (p. 13). The Delphi method allows a group to reach consensus on a certain concept without bringing the subjects in personal contact with each other (Akers, 2000).…”