The Experts below are selected from a list of 2568 Experts worldwide ranked by ideXlab platform
Evagelos D. Lioutas - One of the best experts on this subject based on the ideXlab platform.
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Who is the Customer of Public Agricultural Extension/Education Services?
International Journal of Rural Management, 2020Co-Authors: Evagelos D. Lioutas, Chrysanthi CharatsariAbstract:Agricultural Extension Education services (AEES) have three major characteristics that complicate their marketing: first, these are ‘rural services’ that are heavily influenced by the ‘rurality’ of their field of action; second, their aim is to promote intangible behavioural changes which inevitably are considered by the potential customers as risky; third, their orientation is usually non-profit. However, there is a surprising lack of studies regarding the marketing of AEES. The aim of this research is to segment rural population based on the usage rate of public AEES and to depict the relative influence of the importance assigned on both services relationship attributes and motivational drivers to this classification. After a random sampling procedure, 202 peasants from the region of Thessaly, Greece participated in the study. Our findings revealed three segments: the ‘Conveniencers’, who are the heavy users of public AEES; the ‘Analysts’, who, although are regular users of AEES, are light users of publ...
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“I'd like to participate, but . . .”: women farmers' scepticism towards agricultural Extension/Education programmes
Development in Practice, 2013Co-Authors: Chrysanthi Charatsari, Majda Černič Istenič, Evagelos D. LioutasAbstract:This mixed research is inspired by our desire to explain why rural women are cautious in their attitudes towards agricultural Extension/Education. Fifty-two women livestock farmers from Thessaly-Greece were randomly selected to participate in the study. Our results indicate that at one end of the spectrum women express a high willingness to participate in agricultural Extension/Education programmes, while at the other end this willingness is not translated into participation mainly because of women's perception that agricultural Extension/Education constitutes a male dominated area. Another key determinant restricting women's participation arises from their low familiarity with Education and the unpleasant experiences they recall from school. « J'aimerais participer, mais… » : le scepticisme des agricultrices concernant les programmes de vulgarisation/d’Education Ce travail de recherches mixtes s'inspire de notre desir d'expliquer pourquoi les femmes en milieu rural font preuve de circonspection dans leur...
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i d like to participate but women farmers scepticism towards agricultural Extension Education programmes
Development in Practice, 2013Co-Authors: Chrysanthi Charatsari, Majda Černič Istenič, Evagelos D. LioutasAbstract:This mixed research is inspired by our desire to explain why rural women are cautious in their attitudes towards agricultural Extension/Education. Fifty-two women livestock farmers from Thessaly-Greece were randomly selected to participate in the study. Our results indicate that at one end of the spectrum women express a high willingness to participate in agricultural Extension/Education programmes, while at the other end this willingness is not translated into participation mainly because of women's perception that agricultural Extension/Education constitutes a male dominated area. Another key determinant restricting women's participation arises from their low familiarity with Education and the unpleasant experiences they recall from school. « J'aimerais participer, mais… » : le scepticisme des agricultrices concernant les programmes de vulgarisation/d’Education Ce travail de recherches mixtes s'inspire de notre desir d'expliquer pourquoi les femmes en milieu rural font preuve de circonspection dans leur...
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who is the customer of public agricultural Extension Education services
International Journal of Rural Management, 2011Co-Authors: Evagelos D. Lioutas, Chrysanthi CharatsariAbstract:Agricultural Extension Education services (AEES) have three major characteristics that complicate their marketing: first, these are ‘rural services’ that are heavily influenced by the ‘rurality’ of their field of action; second, their aim is to promote intangible behavioural changes which inevitably are considered by the potential customers as risky; third, their orientation is usually non-profit. However, there is a surprising lack of studies regarding the marketing of AEES. The aim of this research is to segment rural population based on the usage rate of public AEES and to depict the relative influence of the importance assigned on both services relationship attributes and motivational drivers to this classification. After a random sampling procedure, 202 peasants from the region of Thessaly, Greece participated in the study. Our findings revealed three segments: the ‘Conveniencers’, who are the heavy users of public AEES; the ‘Analysts’, who, although are regular users of AEES, are light users of publ...
A Ayeni - One of the best experts on this subject based on the ideXlab platform.
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Extension Education strategy for minimizing aflatoxin impact on sub saharan african agriculture and food systems
World Mycotoxin Journal, 2015Co-Authors: A AyeniAbstract:Sub-Saharan Africa (SSA) is the most vulnerable region of the world to all aflatoxin-related problems including food insecurity, ill health and reduced foreign exchange earnings. Aflatoxin-contaminated maize, groundnuts (peanuts), sorghum and other crops reduce human access to adequate calories from these staples; consumption of aflatoxin-contaminated foods results in severe health conditions, including liver cancer, that deny the region a significant amount of otherwise productive man-hours; while the reduction of grain quality below the international standards due to aflatoxin contamination drastically reduces income in foreign exchange earnings. Scientific knowledge of the causes of aflatoxins in agricultural systems and their mitigation abounds in research institutions in SSA and internationally, but most of this knowledge is unavailable to farmers, food consumers and policy makers in useful form due to poor Extension Education and ineffective Extension services. A paradigm shift in the approach to ex...
Chrysanthi Charatsari - One of the best experts on this subject based on the ideXlab platform.
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Who is the Customer of Public Agricultural Extension/Education Services?
International Journal of Rural Management, 2020Co-Authors: Evagelos D. Lioutas, Chrysanthi CharatsariAbstract:Agricultural Extension Education services (AEES) have three major characteristics that complicate their marketing: first, these are ‘rural services’ that are heavily influenced by the ‘rurality’ of their field of action; second, their aim is to promote intangible behavioural changes which inevitably are considered by the potential customers as risky; third, their orientation is usually non-profit. However, there is a surprising lack of studies regarding the marketing of AEES. The aim of this research is to segment rural population based on the usage rate of public AEES and to depict the relative influence of the importance assigned on both services relationship attributes and motivational drivers to this classification. After a random sampling procedure, 202 peasants from the region of Thessaly, Greece participated in the study. Our findings revealed three segments: the ‘Conveniencers’, who are the heavy users of public AEES; the ‘Analysts’, who, although are regular users of AEES, are light users of publ...
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“I'd like to participate, but . . .”: women farmers' scepticism towards agricultural Extension/Education programmes
Development in Practice, 2013Co-Authors: Chrysanthi Charatsari, Majda Černič Istenič, Evagelos D. LioutasAbstract:This mixed research is inspired by our desire to explain why rural women are cautious in their attitudes towards agricultural Extension/Education. Fifty-two women livestock farmers from Thessaly-Greece were randomly selected to participate in the study. Our results indicate that at one end of the spectrum women express a high willingness to participate in agricultural Extension/Education programmes, while at the other end this willingness is not translated into participation mainly because of women's perception that agricultural Extension/Education constitutes a male dominated area. Another key determinant restricting women's participation arises from their low familiarity with Education and the unpleasant experiences they recall from school. « J'aimerais participer, mais… » : le scepticisme des agricultrices concernant les programmes de vulgarisation/d’Education Ce travail de recherches mixtes s'inspire de notre desir d'expliquer pourquoi les femmes en milieu rural font preuve de circonspection dans leur...
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i d like to participate but women farmers scepticism towards agricultural Extension Education programmes
Development in Practice, 2013Co-Authors: Chrysanthi Charatsari, Majda Černič Istenič, Evagelos D. LioutasAbstract:This mixed research is inspired by our desire to explain why rural women are cautious in their attitudes towards agricultural Extension/Education. Fifty-two women livestock farmers from Thessaly-Greece were randomly selected to participate in the study. Our results indicate that at one end of the spectrum women express a high willingness to participate in agricultural Extension/Education programmes, while at the other end this willingness is not translated into participation mainly because of women's perception that agricultural Extension/Education constitutes a male dominated area. Another key determinant restricting women's participation arises from their low familiarity with Education and the unpleasant experiences they recall from school. « J'aimerais participer, mais… » : le scepticisme des agricultrices concernant les programmes de vulgarisation/d’Education Ce travail de recherches mixtes s'inspire de notre desir d'expliquer pourquoi les femmes en milieu rural font preuve de circonspection dans leur...
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who is the customer of public agricultural Extension Education services
International Journal of Rural Management, 2011Co-Authors: Evagelos D. Lioutas, Chrysanthi CharatsariAbstract:Agricultural Extension Education services (AEES) have three major characteristics that complicate their marketing: first, these are ‘rural services’ that are heavily influenced by the ‘rurality’ of their field of action; second, their aim is to promote intangible behavioural changes which inevitably are considered by the potential customers as risky; third, their orientation is usually non-profit. However, there is a surprising lack of studies regarding the marketing of AEES. The aim of this research is to segment rural population based on the usage rate of public AEES and to depict the relative influence of the importance assigned on both services relationship attributes and motivational drivers to this classification. After a random sampling procedure, 202 peasants from the region of Thessaly, Greece participated in the study. Our findings revealed three segments: the ‘Conveniencers’, who are the heavy users of public AEES; the ‘Analysts’, who, although are regular users of AEES, are light users of publ...
Wanga W Chakanika - One of the best experts on this subject based on the ideXlab platform.
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The benefits of university Extension Education to its stakeholders and possible improvements
2019Co-Authors: Stabile N Ngambi, Wanga W ChakanikaAbstract:The purpose of the study was to investigate the benefits of university Extension Education to its stakeholders and possible improvements. The objectives were to establish the benefits to the graduates, students and members of staff. A mixed method design was employed in which questionnaires and an interview guide ware used to collect data from a sample of 231 respondents. The respondents consisted of 100 students, 100 graduates, 30 part-time tutors and one resident lecturer. The findings showed that graduates, students, tutors and the resident lecturer benefited from participating in university Extension Education including the (1) acquisition of knowledge; (2) employment both in the formal and informal sector; (3) income acquisition and increased earnings; (4) ability to meet family responsibilities; (5) upgrading of qualifications; (6) opportunity to study while working; (7) involved in the cheapest form of Education; (8) to go for further studies; (9) chance to change career or receive promotion; (10) change of attitude and gain of recognition and respect from society which lead to improved self-esteem. Possible improvements to university Extension Education included the need to: (1) set up libraries and computer labs; (2) building and buying infrastructure; (3) improved communication by administration; (4) employ qualified tutors; (5) market university Extension Education programmes; (6) formation of a student’s union; (7) upgrade diploma programmes to degree and run as a directorate; (8) establish recognition of courses being offered; (9) provision of uniform teaching and learning materials; and (10) improve funding and employ more workers in the provinces. In view of these findings, the university management should consider improving the management of university Extension Education by reforming the unit into a directorate, improve the remuneration of tutors and providing libraries and computer laboratories in all the Provincial Centres of the University.
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The itinerant nature of university Extension Education: An entity of no fixed abode and implications for its development at the University of Zambia
2019Co-Authors: Phillip K Mwansa, Oswell Chakulimba, Wanga W ChakanikaAbstract:This article is based on a PhD study that sought to explore the contribution of University Extension Education of the University of Zambia to human resource development since 1966. The study was inspired by the lack of a comprehensive documented account on the contribution of Extension Studies to human resource development in Zambia. The objectives included tracing the history of Extension Studies at the University of Zambia from 1966 to 2014; establishing the contribution of Extension Studies to human resources development; and investigating the status and prospects of Extension Studies. The theoretical framework of the study was the technical-functional theory. The target population was 6,200 and included former and current students, part-time tutors, Resident Lecturers and Senior Managers of the University. The sample size was 486 and was selected through probability and non-probability samplings. Qualitative data were collected through document reviews and interviews and quantitative data were collected through questionnaires. Qualitative data was analysed through thematic analysis and quantitative data was analysed using Statistical Package for Social Sciences. The study established that Extension Studies has contributed to human resources development in Zambia by graduating approximately 61,251 professionals in different fields of study as of 2014. Furthermore, the research participants expressed satisfaction with the quality of Education they received and some of them recommended that the Extension Unit of the University of Zambia should be transformed into an institute to serve the community better. The study concluded that Extension Studies remains an important unit that links the University of Zambia with the community. The study recommended that the University of Zambia should improve its responsiveness to the Educational needs of the Zambian society.
James R Lindner - One of the best experts on this subject based on the ideXlab platform.
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Handling of Nonresponse Error in the Journal of International Agricultural and Extension Education
Journal of International Agricultural and Extension Education, 2020Co-Authors: James R LindnerAbstract:This study was designed to describe and explore how nonresponse in the Journal of International Agricultural and Extension Education historically has been handled. Similar work by Lindner, Murphy, and Briers (2001) was replicated in an effort to describe the generalizability of their findings and applicability of recommendations to this population. All articles (N=87) published in the Journal of International Agricultural and Extension Education during the years 1995 through 1999 were analyzed using content analysis techniques. The findings of this study support those of Lindner, Murphy, and Briers (2001), namely that not mentioning nonresponse error as a threat to external validity of a study, not attempting to control for nonresponse error, or not providing a reference to the literature were unfortunately the norm rather than the exception. Recommendations for handling nonresponse error and minimally acceptable response rates are provided.
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International Agricultural and Extension Education: Meeting the Unknown Challenges of Tomorrow
Journal of International Agricultural and Extension Education, 2018Co-Authors: James R LindnerAbstract:The purpose of this paper is to provide philosophical observations and reflections over 25 years of the Journal of International Agricultural and Extension Education (JIAEE) as a reader, author, and editor. The paper provides a brief history of JIAEE including changes that occurred over the years. This paper honors those that contributed to JIAEE and stood as its caretakers over the past 25 years. This main body of the paper is divided into three sections: early years, middle years, and contemporary years. The paper explores the development and use of JIAEE keywords and provides visual depictions using wordclouds. The purpose of keywords is discussed and suggestions for future use are provided. Final recommendations and well wishes for the future are provided. Recommendations include: Considering the hiring of a permanent editor or publishing firm such as Taylor & Francis; creating a purposeful research agenda in conjunction with AIAEE; and redressing the developing and use of keywords
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redefining agricultural and Extension Education as a field of study consensus of fifteen engaged international scholars
Journal of International Agricultural and Extension Education, 2009Co-Authors: Glen C Shinn, Gary J. Wingenbach, James R Lindner, Gary E Briers, Matt BakerAbstract:Definitions are in tension between historical and future meaning. Definitions also differ depending on the purpose and audience. This research engaged international scholars to develop a consensus definition forecasting international agricultural and Extension Education in the year 2010 and beyond with the intended purpose for guiding scholarship. Using the classic Delphi method, experts engaged in four rounds to develop and agree on a preferred definition for agricultural and Extension Education in an international context. From a submission of fifteen personal definitions, 95 stem statements were winnowed to 51 consensus statements agreed to by the expert panel. Researchers sorted the 51 statements by context, content, and condition; then, they crafted four prototype definitions of international agricultural and Extension Education. Provided with the prototypes, the expert panel members agreed on a professional definition that redefines the field of study based on constructs representing a sound conceptual foundation, while anticipating societal, technical, and client/learner needs.
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forecasting doctoral level content in international agricultural and Extension Education 2010 viewpoint of fifteen engaged international scholars
Journal of International Agricultural and Extension Education, 2009Co-Authors: Glen C Shinn, Gary J. Wingenbach, James R Lindner, Gary E Briers, Matt BakerAbstract:Given an increasingly interconnected world with an expanding knowledge base, this research engaged 15 international scholars to resolve two research questions: (a) what are the knowledge objects that are essential for the doctoral-level professional working in international agricultural and Extension Education in 2010, and (b) what are the knowledge domains that coalesce and organize knowledge objects by general principles? Using the Delphi method, scholars engaged in three rounds to identify, rate, and confirm consensus on knowledge objects (KO’s) and knowledge domains (KD’s) for agricultural and Extension Education—2010. KO’s consisted of fundamental and powerful concepts, knowledge, paradigms, skills, and/or theories. From a submission of 335 KO’s, 240 distinct KO’s were rated; the number was reduced to 173 KO’s as agreed to by the expert panel. Researchers merged the 173 statements into 126 unique KO’s and assigned them to one of 12 knowledge domains. Knowledge domains were defined as related KO’s organized by general principle. The expert panel reached agreement on the 12 KD categories and the placement of 126 KO’s that delineate the field of study.
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FACTORS AFFECTING INVOLVEMENT OF VOLUNTEERS IN Extension Education ACTIVITIES IN TALESH TOWNSHIP, IRAN
Journal of Agricultural Education, 1999Co-Authors: Mohammad Chizari, James R LindnerAbstract:Self-sufficiency in food and fiber production is a goal of Iran 's Extension service. In an effort to bolster Extension 's efforts, volunteers are enlisted to work with Extension agents andfarmers. Well-trained and competent volunteers are effective in helping the Extension service disseminate knowledge to farmers. Little is known about factors that affect involvement of volunteers in Extension Education activities. All Extension volunteers (138) in the Talesh Township, Iran were surveyed Factors that most encouraged volunteers to participate in Extension Education programs were for the sake of God, leaving a good name and memory, and closer relationships with Extension agents. Volunteers were also more likely to participate in tasks and training programs that provided immediate benefit towards farming operations. Men were more likely than women to become volunteers.
