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.
Agricultural education
abdolrahim gheyassi; Amir Alambegi; Ahmad Rezvanfar; Seyed Mahmood Hosseini; seyed ahmadreza Pishbin
Abstract
The following research aims to provide a structural model for the development of essential soft skills in agricultural students. In this regard, a mixed approach (qualitative-quantitative) was used. In the qualitative part of the research, the data was collected through semi-structured interviews with ...
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The following research aims to provide a structural model for the development of essential soft skills in agricultural students. In this regard, a mixed approach (qualitative-quantitative) was used. In the qualitative part of the research, the data was collected through semi-structured interviews with 19 Participants (faculty members of agricultural majors) who are expert in the subject of research. Participants were selected using purposeful and snowball sampling methods. In qualitative phase, "grounded theory strategy" was used to design the initial model of the research. In the quantitative part of the research, after confirming the reliability and validity of the instrument, data were collected from 384 of the senior students of agricultural majors. In order to evaluate the research model, Structural equation modeling with partial least squares approach was used. The results of the research confirmed the research model. Based on this model, the factors affecting on essential soft skills and essential soft skills consequences for agricultural students were clarified.
Agricultural education
abdolrahim gheyassi; Amir Alambeigi; Ahmad Rezvanfar; Seyed Mahmood Hosseini; seyed ahmadreza Pishbin
Abstract
AbstractThe aim of this study was to explain the structural relationships between the components of essential soft skills in agricultural students (9 soft skills). In this regard, to achieve the aim of the study, the fuzzy DEMATEL technique was used. The views of 11 academic experts were collected through ...
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AbstractThe aim of this study was to explain the structural relationships between the components of essential soft skills in agricultural students (9 soft skills). In this regard, to achieve the aim of the study, the fuzzy DEMATEL technique was used. The views of 11 academic experts were collected through a questionnaire, based on the Likert scale. The results showed that communication skills, learning skills, and leadership skills are the most effective components, respectively. Also, findings indicated that the adaptability skills component is the most influential component. The results also show that five components (communication skills, emotional intelligence skills, leadership skills, learning skills, ethical skills) are causal factors and four components (problem-solving and decision-making skills, time management skills, teamwork skills, adaptability skills) Are effect factors. Thus, in higher agricultural education, while paying attention to the development of all essential soft skills, more focus and investment should be made on the development of communication skills, learning skills, and leadership skills, respectively.
Agricultural education
hoda izadi; mahmood hoseini; ali asadi; amir alambaigi
Abstract
The purpose of this study is to identify, define and select evaluation indicators for the third mission of the faculties of agriculture and natural resources and to determine criteria for evaluating these indicators .This research uses a combined approach after conducting a qualitative study and using ...
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The purpose of this study is to identify, define and select evaluation indicators for the third mission of the faculties of agriculture and natural resources and to determine criteria for evaluating these indicators .This research uses a combined approach after conducting a qualitative study and using the Delphi method in four stages, in order to confirm the extracted indicators and criteria, conduct a quantitative study. According to the research results, the indicators of the third mission in seven dimensions include: conducting joint research and consulting, use of university facilities, commercialization and entrepreneurial activities, knowledge exchange and non-academic publications, networking and public interaction and promotion and Facilitation is placed, the acceptability of each being measured by thirteen criteria. According to the findings of the present study, the third mission in the faculties of agriculture and natural resources is a multifaceted approach beyond the entrepreneurial dimension and has the ability to meet the needs of diverse stakeholders in the agricultural community
Viida Mirzapour; Iraj Malakmohammadi; Seyed.Mahmood Hosseini
Abstract
Lack of clear and codified scientific methods for agricultural waste management extension education (AWMEE) in the country is the most agricultural impresive problem. Therefore, it is worth considering that by applying an appropriate model of waste management extension education, agricultural development ...
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Lack of clear and codified scientific methods for agricultural waste management extension education (AWMEE) in the country is the most agricultural impresive problem. Therefore, it is worth considering that by applying an appropriate model of waste management extension education, agricultural development will bost in Iran. This applied research was conducted with the aim of designing a structural model Waste Management Extension Education in agricultural Through quasi-experimental method.The statistical population consisted of 242,235 farmers, gardeners and experts of Mazandaran province. In each group, 1061 participants were determined as a sample using Cochran's sampling formula. A questionnaire was used to collect required data. In order to determine validity of the questionnaire, construct validity average variance extracted AVE= 0.6 calculated and to determine the reliability, ordinal alpha coepicient (α=0.80), (θ=0.81) and cumulative reliability coefficient (CR=0.90) were used. Data analyses was performed using LISREL8.8 software for confirmatory factor analysis. results showed that the factor structure and measurement model designed to measure (AWMEE( factors and the data were in good shape for analysis. Results the path analysis showed that at P= 0.05, causing of agricultural waste, agricultural extension education waste management,waste reduction factors have a direct and significant positive effect on agricultural development (t> 1.96) and among them agricultural extension education waste management had the greatest impact on agricultural development (t = 6.53 and β =0.30). Also, based on the results of the final model, it can be said that the factor promoting waste reduction management had the greatest impact on agricultural development.
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.
