Bringing industry into an undergraduate agribusiness course |
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| Institution: | 1. Purdue University, USA;1. Suleyman Demirel University, Faculty of Economics and Administrative Sciences, Tourism Management Programme, East Campus, Çunur, Isparta, Turkey;2. Akdeniz University, Tourism Faculty, Tourism Guidance Programme, Campus, Antalya, Turkey;1. Department of Anthropology, University of Georgia, United States;2. International Institute for Environment and Development, United Kingdom;1. International Food Policy Research Institute, 1201 Eye Street, NW, Washington, DC, United States;2. International Food Policy Research Institute, Ghana office, CSIR Campus, Airport Residential Area, Accra, PMB CT 112 Cantonments, Accra, Ghana;1. Seoul National University, 1 Kwanak-ro, Seoul City 08826, Republic of Korea;2. Korean Research Institute for Vocational Education and Training, 370 Sicheong-daero, Sejong City, 30147, Republic of Korea;1. International Food Policy Research Institute, United States;2. Division of Bio-economics, Department of Earth and Environmental Sciences, KU Leuven, Belgium;3. Food and Agriculture Organization of the United Nations (FAO), Italy |
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| Abstract: | The current changes in agriculture, often referred to as industrialization, are creating a work environment for agribusiness employees that is more complex than ever before. It is paramount that agricultural economics and agribusiness programs adequately prepare students for this changing work environment. In particular it is essential to help students develop good analytical and communications skills. Specifically students need to be able to integrate ideas from different areas, identify similarities and differences, identify alternative courses of action, analyze the consequences of the alternative actions and communicate the implications of the action. This paper reports on a successful agribusiness capstone course that made extensive use of active learning techniques and brought industry into the undergraduate course. The format of the course as well as the benefits derived for the students, the university, and industry are discussed in the paper. In addition the factors that lead to the success of the course as well as those factors that were a constraint are identified. Readers can take from this example the ideas that will work for them to incorporate into their courses. |
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