The Cooperative Extension Service: A National Assessment

Warner, Paul D.; Christenson, James A.

doi:10.4324/9780429309809

Cited by 39 publications

(14 citation statements)

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“…(Austin, 1983;Bess, 1981). There was an inadequate research base to predict whether an Extension organization within the higher education system will respond in the same ways suggested by theory and supported by research in other organizational settings (Lacy et al, 1980;Warner & Christenson, 1984). 3.…”

Section: B Organizational Contextmentioning

confidence: 99%

An analysis of job characteristics, leadership, teamwork, and job satisfaction in the Cooperative Extension Service

Kruse

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Section: B Organizational Contextmentioning

confidence: 99%

An analysis of job characteristics, leadership, teamwork, and job satisfaction in the Cooperative Extension Service

Kruse

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“…TI tradition focuses on inputs (resources for extension work) and outputs (activities performed by extension) which are levels one and two of Bennett's hierarchy. The focus is placed on comparing inputs and outputs to determine the resource use efficiency (Roling, 1992;Warner & Christenson, 1984).…”

Section: Discussionmentioning

confidence: 99%

An evaluation of agricultural development projects recently conducted in Uruguay: guidelines for extension

DeHegedus

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prices for Uruguay's principal exports, and growing protectionism of main external markets. Consequently, Uruguay's economy begun to unravel. Under these circumstances, the welfare system became an increasingly heavy burden for public sector. The growing external debt, very important if it is considered per capita, aggravated the situation after the 1970s. Nevertheless, the country's Gross Domestic Product per capita is traditionally one of the highest in Latin America. Uruguay belongs to the group of upper middle income countries of Latin America, which also includes Argentina, Brazil, Chile and Mexico (Fujii, 1991). The primary sources of energy are imported petroleum and hydroelectricity. During the 1980s, the latter grew in importance. Agriculture, especially livestock production, has historically been the main economic activity of the country. This is due to the fact that soil availability is very high; 85% of its total area, which is 16 million hectares, can be cultivated or devoted to pasture. It accounts for just 13 percent of the Gross Domestic Product (GDP) and employs relatively few people, but it is relevant in terms of exports. Annual rate of increase in total agricultural production and population growth are basically identical over the last decades, just one percent. This means that agricultural production has been stagnant. Large livestock farmers have relied on the bounties of the pastureland they owned, and have neglected to adopt or encourage new technologies that would have raised productivity. Although land tenure is highly concentrated in Uruguay, a trend which is expected to continue, land distribution was never a major political issue. In this sense, the central government played a great role by providing jobs to those who were expelled from rural areas. This chapter considered the results of the evaluation of six projects on rural development recently carried out in Uruguay. The conceptual framework and methodology described in previous chapters were taken into account. Each project evaluation was followed by a short annotation labeled introduction, intending to provide a general view of the project setting, a description of the project, a matrix describing the project development process, and key findings related to this process.

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“…Extension was created in 1914 as part of the Smith-Lever Act as a nationwide outreach program to disseminate information from universities to local people (Prawl, Medlin, & Gross, 1984 , 2002, para.2). Extension education has been defined as "the process of extending useful and practical information through a broad range of methods to persons in out-of-school situations" (Prawl et al, 1984, p. 25 (Warner & Christenson, 1984).…”

Section: Assessment Within Cooperative Extensionmentioning

confidence: 99%

“…The Extension offices, that are located in most every county, are staffed with faculty who serve as the link to research and education at the land grant university in that state. Although Extension has characterized its function as educational, the subject matter and audiences have varied over time (Warner & Christenson, 1984). These faculty determine the educational needs of citizens of their county in order to plan, implement, and assess their educational efforts.…”

Section: Assessment Within Cooperative Extensionmentioning

confidence: 99%

Utilization of *assessment by Maryland Cooperative Extension faculty

Bentlejewski¹

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The research study explored the degree of faculty utilization of assessment practices at the class, program, and institutional levels within the University of Maryland Cooperative Extension. Differences in assessment utilization among faculty of various ranks and disciplines were examined. Faculty perceptions of the benefits and challenges of implementing assessment were also investigated. A quantitative research approach guided the study, which utilized a 78-item survey. Descriptive statistics, multivariate analyses of variance, and analyses of variance were used to analyze the quantitative data. In addition to the survey instrument, a qualitative analysis of data was conducted with regard to learning outcomes and assessment instruments submitted by faculty. Four specific elements of assessment served as the basis for investigating faculty utilization of assessment. The descriptive data revealed that faculty were utilizing a number of effective practices with regard to developing learning outcomes, designing assessment measures, creating learning experiences, and using the results of assessment. In terms of differences in utilization with regard to faculty discipline, the inferential statistics uncovered statistically significant differences in developing learning outcomes and using assessment measures. In terms of disparities in assessment utilization based on rank, no significant differences were found. The investigation of faculty perceptions revealed countless benefits of assessment as well as a number of challenges. This study resulted in findings which could serve as catalysts for additional research endeavors in assessment of student learning in higher education. The results of the study should enable administrators and assessment leaders to develop more effective strategies for encouraging faculty involvement in assessment efforts. This in turn could lead to successful initiatives to improve educational programs as well as accountability efforts within institutions of higher education.

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The Cooperative Extension Service: A National Assessment

Cited by 39 publications

References 0 publications

An analysis of job characteristics, leadership, teamwork, and job satisfaction in the Cooperative Extension Service

An analysis of job characteristics, leadership, teamwork, and job satisfaction in the Cooperative Extension Service

An evaluation of agricultural development projects recently conducted in Uruguay: guidelines for extension

Utilization of *assessment by Maryland Cooperative Extension faculty

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