Hostname: page-component-8448b6f56d-mp689 Total loading time: 0 Render date: 2024-04-25T01:29:52.922Z Has data issue: false hasContentIssue false
  • English
  • Français

Design and Management of Teaching Programs With Survival In Mind

Published online by Cambridge University Press:  28 April 2015

Larry J. Connor
Larry J. Connor*
Affiliation:
University of Floridaand Michigan State University
Get access

Abstract

Agricultural economics teaching programs are becoming stressed. They vary considerably because of different institutional settings and are conducted under changing college, university, and department trends and paradigm shifts. To ensure success, strategic marketing processes need to be used in analyzing programs: identifying potential students (clientele or customers), ascertaining what to offer (majors, minors, service courses, enrichment options, and distance education), finalizing the strategic plan, and executing the plan (with students, administration, industry, and disciplinary peers). Conclusions and recommendations for enhancing teaching quantity and quality are presented for the strategic marketing processes. Finally, some implications and conclusions for graduate education are discussed.

Keywords

strategic marketingteachingundergraduate and graduate educationA20A22A23
Type
Keynote Address—Southern Agricultural Economics Association, Little Rock, AK, February 2005
Information
Journal of Agricultural and Applied Economics , Volume 37 , Issue 2 , August 2005 , pp. 489 - 497
Copyright
Copyright © Southern Agricultural Economics Association 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Agricultural Economics Association. “Food and Agribusiness Management Education: Preparing Students for an Evolving Industry.” Denver: AAEA Workshop, 2004.Google Scholar
Boland, M.A., and Akridge, J.T.. “Undergraduate Agribusiness Programs: Focus or Falter?” Review of Agricultural Economics 26,4(Winter 2004):564–578.CrossRefGoogle Scholar
Connor, L.J. “Moving From Transactional to Transformational Leadership in Colleges of Agriculture.” NACTA Journal 48,2(June 2004).Google Scholar
Diamond, R.M.Designing and Assessing Courses and Curricula: A Practical Guide. San Francisco: Jossey-Bass Publishers, 1998.Google Scholar
Fink, L.D.Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass Publishers, 2003.Google Scholar
Kerin, R.A., and Peterson, R.A.. Strategic Marketing Problems—Cases and Comments. 9th ed. Upper Saddle River, New Jersey: Prentice Hall, 2001.Google Scholar
Kotler, P.Marketing Management. Upper Saddle River, New Jersey: Prentice Hall, 2000.Google Scholar
Luzar, E.J., Sperling, E.S., and Connor, L.J.. “Using Marketing Concepts to Enhance Student Enrollment in Colleges of Agriculture.” Gainsville: North American Colleges and Teachers of Agriculture Annual Meeting. 2004.Google Scholar
Peter, J.P., and Donnelly, J.H. Jr.A Preface to Marketing Management, 9th ed. St. Louis: McGraw-Hill Book Co., 2003.Google Scholar
Weimer, M.Learner—Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass Publishers, 2002.Google Scholar