Agricultural education
KUBRA arkavazi; seyed ahmadreza Pishbin; Seyyed Yousef Hedjazi; amir alambaigi
Abstract
Attention to human capital is an undeniable necessity in order to achieve economic goals. Universities, as responsible institutions for developing and cultivating human capital needed by society, have a significant contribution to the knowledge-based economy. In this regard, universities have faced new ...
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Attention to human capital is an undeniable necessity in order to achieve economic goals. Universities, as responsible institutions for developing and cultivating human capital needed by society, have a significant contribution to the knowledge-based economy. In this regard, universities have faced new and challenging developments that leds a distinct concept called "Entrepreneurial University". Despite the importance of the agricultural sector in the country’s growth and development, no effective action has been taken in the field of Agricultural Entrepreneur University. Therefore, the current research has been taken with the aim of explaining the development mechanisms of entrepreneurial university in Iran's agricultural higher education. A quantitative-qualitative method was used to conduct this research. Statistical population of the study included all agricultural faculty members of Iran universities, 206 of them were selected using the Daniel's method in an accessible manner to collect the required data. In order to data collection, semi-structured interviews were used in the qualitative part and researcher-made questionnaires in the quantitative part. The results of entrepreneurial university dimensions’ analysis indicate the importance and role of eight dimensions including: "vision, mission, strategy", "effective management and organizational structure change", "stakeholders participation", "knowledge commercialization", "executive mechanisms", "entrepreneurship education and entrepreneurial culture creation", "social and economic challenges" and "technology Requirements", in creating the foundation for development and realization of the agricultural entrepreneurial university
Agricultural education
Mohsen Maleklee; Amir Alambeigi; Seyyed Yousef Hedjazi; Seyed Mahmood Hosseini
Abstract
Due to the critical nature of agricultural extension in poverty alleviation and increasing food security, it is necessary to pay attention to the entry and barring of new actors through the pluralistic approach in agricultural extension. One of these actors is the private sector, and the issue of service ...
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Due to the critical nature of agricultural extension in poverty alleviation and increasing food security, it is necessary to pay attention to the entry and barring of new actors through the pluralistic approach in agricultural extension. One of these actors is the private sector, and the issue of service quality is of double importance in the case of this sector of agricultural technical service providers. The statistical population of this research was farmers who had the experience of using the services of consulting, technical and agricultural engineering services companies in Tehran province during the last 5 years, and finally, 201 farmers were selected from the 422 participants through random sampling method. A questionnaire was used to collect data, and to determine its validity, the average value of extracted variance (AVE = 0.82) was used, and to determine the reliability of the research tool, the composite reliability value (CR = 0.95) was used. SERVQUAL model showed that the indicators of the model titled: quality of response (0.84), concreteness (0.79), guarantee (0.77), reliability (0.56), empathy (0.74), loyalty (0.65), company organization (0.65), customer service (0.55) and internal control (0.44) can be modeled. Based on this, it was found that the SERVQUAL model has the necessary credibility for measuring the quality of services provided to farmers and providing services with a higher level of quality by consulting companies for technical and agricultural engineering services.
Zainab Moazen; Hamid Movahed Mohammadi; Seyyed Yousef Hedjazi; Ahmad Rezvanfar
Abstract
In the pathway of the evolution of higher education, there are footprint of different approaches and models of educational planning and curriculum that analytic perspective on approaches and fields reveals that each one is based on conditions, needs and constraints, and this is why continuous thinking ...
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In the pathway of the evolution of higher education, there are footprint of different approaches and models of educational planning and curriculum that analytic perspective on approaches and fields reveals that each one is based on conditions, needs and constraints, and this is why continuous thinking about Curriculum is essential. The curriculum is not separate from the discipline, and in its broadest meanings it is what is learned to the learner. Content of curriculum contains of organized and stored knowledge, terminology, information, reality, facts, principles, methods, concepts, generalizations, phenomena and issues related to the subject. Agriculture is a systematic science that is described by social and ecological systems, while the content of agricultural education programs focuses on separate disciplines (insectology, botany, etc.), which does not prepare students to deal with complex systems of Agriculture. Therefore, there is an urgent need in the agricultural education system and agricultural education and extension in order to change the orientation of the curriculum based on the interdisciplinary education approach. In this regard, the purpose of this paper is rethinking about the curriculum content of the undergraduate in the field of agricultural education and extension based on the principles governing the interdisciplinary approach. Which is Used the methodology of qualitative and quantitative content analysis and the technique of semi-structured interviews,to survey and identify the subjects and central signage; Topics, educational orientations and skills; and complementary disciplines and collaborative organizations from the perspective of faculty members and experts in the field of agricultural education and extension.
javad ghasemi; seyed mahmod hoseini; Seyyed Yousef Hedjazi; Hamid Movahed Mohammadi
Abstract
Experiential learning is a fundamental model of teaching and learning in agricultural education. Accordingly, the purpose of this survey research was to analysis the elements of experiential learning in Iranian higher agricultural education system. The statistical population of the study consisted of ...
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Experiential learning is a fundamental model of teaching and learning in agricultural education. Accordingly, the purpose of this survey research was to analysis the elements of experiential learning in Iranian higher agricultural education system. The statistical population of the study consisted of 20518 graduate students of Iranian agricultural colleges out of which 380 students selected as sample, using Cochran formula and proportionate stratified random sampling technique. Data were collected by applying a questionnaire developed for the study and were analyzed using SPSSwin/v.19 and LISREL/v8.5. Validity of the questionnaire was approved by a panel of experts and construct validity using AVE Index (AVE= 0.84-0.96). In order to measure the reliability of the questionnaire, ordinal Alpha coefficient and composite reliability (CR) were calculated (α= 0.83-0.93; CR= 0.96-0.98). Results of prioritizing dimensions of four elements of experiential learning in higher agricultural education system indicated that in the element of curriculum, educational evaluation held the highest and educational needs and goals held the lowest ranks; in the element of teacher’s characteristics, skill dimension held the highest and motivational – interactive dimensions held the lowest ranks; in the element of student’s characteristics, motivational dimension held the highest and interactive dimension held the lowest ranks and in the element of organizational factors, infrastructure dimension held the highest and financial dimension held the lowest ranks. Confirmatory factor analysis revealed that indicators used for measuring curriculum, instructors' characteristics, learners' characteristics and organizational factors were appropriate and models fitness indexes were at desirable level.
Zeinab Moazen; Hamid Movahed Mohammadi; Ahmad Rezvanfar; Seyyed Yousef Hedjazi
Abstract
The aim of this research was to analyze the components agricultural extension and education major according to interdisciplinary curriculum elements. The statistical population of the study included 302 students (1393-1396 for Master and 1391-391 for PhD) at universities of Tehran, Shiraz, Ramin, Kermanshah, ...
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The aim of this research was to analyze the components agricultural extension and education major according to interdisciplinary curriculum elements. The statistical population of the study included 302 students (1393-1396 for Master and 1391-391 for PhD) at universities of Tehran, Shiraz, Ramin, Kermanshah, and Zanjan. Using Krejcie and Morgan tables, a sample of 170 students was selected by stratified sampling method. The research instrument was a questionnaire. Its validity was confirmed by the faculty members and PhD students and graduates of Agricultural Extension and Education. Cronbach's alpha coefficient used to determine the reliability. Data were analyzed using SPSS software. The results of factor analysis showed that aim element had three component including acquiring cognitive skills, problem solving skills, and acquiring the skills of the real world of engineering. Content element had four components including: content cohesion, comprehensiveness of the content, the proper utilization of the content of the related disciplines, and the provision of complementary and relevant courses in terms of study. The element of teaching and learning strategies had three components including: problem-based teaching methods, the interaction of faculty members, and the use of cooperation of different disciplines in the teaching process. The element of learning experiences and activities had three components including: matching the experiences with the needs of the field and the interests of the students, setting out the activities and experiences of learning based on the internal and external workgroup, and designing challenging experiences and learning activities. T
Seyed Yousef Hedjazi; mohammed ali sarrafi; Ismail Ahangari
Abstract
This Study Aimed At Survey Effective Factors On Professional Competency Development In Extension Educators Of Forest, Rangeland And Watershed Management Organization To Providing Good Conditions For Improvement Professional Competencies Of Extension Educators Who Work In Natural Resources Sector By Provide ...
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This Study Aimed At Survey Effective Factors On Professional Competency Development In Extension Educators Of Forest, Rangeland And Watershed Management Organization To Providing Good Conditions For Improvement Professional Competencies Of Extension Educators Who Work In Natural Resources Sector By Provide Suggestions To Change Training Programs. The Statistical Population Were The Extension Educators Of Forest, Rangeland And Watershed And Its Dependent Educational Centers That They Were 85 Persons. Data Have Been Analyzed By Using Frequency, Percentage , Mean, Exploratory Factor Analysis And Multiple Regression. The Results Showed That Five Components Such As Needs Assessment And Curriculum Design, Classroom Management, Teaching Technology, Assessment And Professional Characteristics Of Teachers Has A Significant Impact On The Professional Competency Development For Extension Educators In Total, 82% Of The Variance, In The Dependent Variable Explained. Classroom Management Factor Had Greatest Importance Among The Factors To Explains Of The Total Variance Factors Affecting Professional competency Development .
Abstract
Evaluating students' learning styles and understanding how they learn, and using the appropriate teaching methods in order to improve the quality of their learning is very important. The aim of this research was to investigate the relationship between educational factors and learning styles of agricultural ...
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Evaluating students' learning styles and understanding how they learn, and using the appropriate teaching methods in order to improve the quality of their learning is very important. The aim of this research was to investigate the relationship between educational factors and learning styles of agricultural students at University of Tehran. Survey method was applied in this research. The statistical population in this applied research was 1300 agricultural students at this university from which 300 students were selected applying stratified sampling technique. A questionnaire, including personal and academic characteristics of the students and "Index of Learning Styles Questionnaire" were developed to collect data. The realibilty of Learning Style Questionnaire was approved by using VARK test. Validity and reliability of the other parts of the research instrument were confirmed based on the evaluation of a panel of experts and composite reliability, respectively. The findings of research indicated that most of the agricultural students had an active learning style in terms of processing dimension (60%), an intuitive learning style in terms of perception dimension (55%), verbal learning style in terms of presentation dimension (56.7%), and sequential learning style in terms of perspective/understanding dimension (58.3%). The results of Spearman correlation analysis revealed that there was a significant relationship between active-reflective learning styles with handout and sensing-intuitive learning styles with textbook and combined educational resources respectively. Results of "Man-Whitney U" test revealed that there was no significance difference between learning styles of students in terms of gender and educational level.
Abstract
Drawing on self-efficacy theory this applied study, which its data were collected through a survey, was aimed to investigate variability of positive affects using dimensions of teaching self-efficacy among agriculture trainers. Statistical population was consisted of 210 agriculture thinners of applied ...
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Drawing on self-efficacy theory this applied study, which its data were collected through a survey, was aimed to investigate variability of positive affects using dimensions of teaching self-efficacy among agriculture trainers. Statistical population was consisted of 210 agriculture thinners of applied scientific centers of higher education in Tehran and Alborz Province which 130 cases randomly was selected according to finite correction population formula. Research instrument was a standard questionnaire which its face, construct and discriminant validity was confirmed and amount of Cronbach's alpha and composite reliability was satisfied. Statistical dominant structural equation modeling method which employing was partial least squares (PLS) method, the results showed that self-efficacy in motivate students and Maintain Discipline could result in positive affect while teaching and at situations which is called as a teacher. Also it was clarified that having self-efficacy in education could result in positive affect at situations which is called as a teacher.
