نشریه پژوهش مدیریت آموزش کشاورزی
سال پنجم شماره 27 (زمستان 1392)

Age of information technology and its achievements, has provided context to become from teacher- directed to self-directed learning. Virtual environments that are created through internet and intranets motivate students to be self-directed in learning. In order to use self-directed methods in education, self-directed should be measured through learning readiness scale. The goal of this study was to examine the impact of achievement goal on self-directed learning readiness (SDLR) of agricultural students in science and research branch, Islamic Azad University, Tehran. The statistical population of this research included 1056 graduate student, college of agriculture and natural resources, from which 220 were selected through random sampling based on Cochran formula. Validity of the questionnaire was confirmed by a panel faculty members and reliability was measured by calculating Cronbach alpha coefficient α=87/percent was estimated by the SPSSwin17. The results indicated that self -directed learning readiness scale of the students was perceived to be at high level (75 percent). Calculating correlation coefficient showed that mastery goals and performance goal associated positively with self-directed learning readiness. Regression results also showed that mastery goals, performance goal explained 50 percent of variance in self-directed learning readiness.

Higher education institutions aren´t just as knowledge repository and lecturers aren’t just as knowledge transferors. Creativity and effectiveness of teaching is one of the current higher education necessities. The purpose of this descriptive – corrlational study was to explain and predict teaching creativity and effectiveness of academic staff، at the Faculty of Agriculture. The study utilized statistical population consisted of agricultural undergraduate students (N=54) and academic staff at Razi University (N=1169). Based on the findings، students believed the academic staff demonstrate creative and effective teaching behaviors. At good level similar to the staff evaluation about their own creativity. Results indicated that there is not significant difference between male/female and also day/evening students’ evaluation of their academic staff creativity and effectiveness. While، students with different field of study، evaluated the academic staff creativity and effectiveness differently. In addition، the study found a positive، and significant correlation between the academic staff creative teaching behaviors and effectiveness of teaching behaviors، as perceived by students. Accordingly، increasing the creativity of academic staff will increase their teaching effectiveness.

The objective of this descriptive- survey research was to analysis promoting factors of software movement in agricultural and natural resources higher education. Statistical population of the study consisted of 956 (573 M. Sc & 383 Ph. D) postgraduate students at University College of Agriculture and Natural Resources، University of Tehran، out of which 124 (83 M. Sc & 41 Ph. D) students were selected as sample، using Cochran formula and proportionate stratified random sampling technique. The main instrument was a questionnaire that its validity was confirmed by a panel of faculty members and to measure the reliability of the questionnaire، Cronbach Alpha coefficient was calculated for the main scales of the questionnaire (α1=0. 92 & α2=0. 87). Collected data were analyzed by SPSSwin. Results of prioritizing showed that from all promoting factors of software movement in agricultural and natural resources higher education، the top three most important factors were: effective scientific managers; completing and being in the same direction academic researches; and group working between academic researchers respectively. Factor analysis revealed that four factors explained about 62. 3 percent of variations of promoting factors: structural- fundamental factors، research culture، elite recognition and research ethics.

As nations and governments call for economic growth، regional development and job creation in agriculture sector، it is increasingly expected from the higher agricultural education''s institutions to contribute to relevant and appropriate entrepreneurship education. Using a three-round Delphi technique، this research identified and prioritized alternatives and criteria of integrating entrepreneurship education in higher agricultural education curriculum. According to the research findings، five alternatives and five criteria were identified. The criteria were prioritized as: institutional/logistic feasibility; educational and pedagogical feasibility; accordance with vision and strategy of university development; enhancing entrepreneurship and self-employment capabilities of agricultural students (entrepreneurial capacity-building); and government''s policies of entrepreneurship in higher education and graduate employment. Also، based on coefficient of variation (C. V.)، the alternatives was prioritized as: an elective course of fundamentals of entrepreneurship and self-employment (for some majors)، a 3- credit course of agriculture entrepreneurship and enterprise development (for all majors)، a major in agriculture entrepreneurship and enterprise management (M. Sc. level)، establishment of an interdisciplinary department of agricultural entrepreneurship and agribusiness in agricultural faculty، andextracurricular training and counseling services in entrepreneurship and enterprise. Finally، the alternatives were categorized in three main alternatives of entrepreneurship education in higher agricultural education.

Students need to be informed of the application of environment، community and economics attributes in their studies. Several international declarations have emphasized the promotion of knowledge and perception of sustainability concept in different levels of formal education since 1990. Accordingly، this research has focused on the assessment of graduates’ perception of sustainability concept in order to achieve the emphasized dimensions of this concept and also presents appropriate recommendations concerning improving comprehensive perception from sustainability concept among agricultural and natural resources students. To do the study، 120 graduates of Agriculture and Natural Resources College of the University of Tehran، in different disciplines، in four consecutive five years intervals، were studied using conceptual map. After the analysis of conceptual maps، it was determined that the environmental category with the highest relevance rank index was perceived by the graduates as the most relevant category of sustainability concept. Social and institutional categories have allocated the second and third ranks by them. The economic category had the lowest rank to the graduates. Low level of complexity index of conceptual maps indicated that graduates have not perceived sustainability as a complex and systemic concept and 85 percent of them had no systemic thinking concerning sustainability concept. Since 1995 onwards، graduates’ perception of environmental، social and economic categories had experienced an uptrend. Finally، it is recommended that students specialized goals and content in agricultural and natural resources educational disciplines to be revised based on multidisciplinary and applied approach with balance among different sustainability categories.

The goal of this research is to determine the effectiveness of instructional methods used in teaching aquatics breeding and propagation course with the emphasis on students and instructors views. Method of this research is cross sectionaldescriptive. Statistical population and sample of the research encompass the whole students and instructors of aquatics breeding and propagation course in educational centers of Jihad-e-Agriculture; consisting of 280 students، while graduating in the last semester، five higher education centers and 35 instructors of aquatics breeding and propagation course. Information gathering tool is a researcher-made questionnaire containing questions that are produced for conveying the views of students and instructors in relation to using instructional methods. Validity of the questionnaire is determined by a group of faculties of aquatics breeding and propagation and behavioral science and reliability is calculated using Alpha Cronbach (α=0. 87). SPSS software and Crosscal Wallis، Friedman and Mann Whitney U test were used to analyse data. Results from Mann Whitney U test showed that there is a significant difference between students’ and instructors’ views on using demonstrating، laboratory، academic tours، participatory، research and pre-organized instructional methods. However، there is not any significant difference between the so called views on methods like speech، questions-answers، memorization، creative processing، exploratory and planned methods.

Lack of attention to farm management skills among farmers and، lack of awareness about variables affecting these skills، lead wheat producers toward low productivity and efficiency to apply agricultural resources. This study was aimed at evaluating the agriculture-graduated wheat farmers` farm management skills in Shoeybeyeh in Shushtar Township. All 52 agriculture-graduate farmers were studied as the statistical population. Data gained through interview، observation and questionnaire. Reliability of the questionnaire was determined by applying Cronbach''s Alpha (0. 825). Spearman correlative coefficient and stepwise multiple regression were used to investing the relationship between variables and determine impact of independent variables on farm management skills respectively. Results showed apositive and significant relationship between the level of agriculture graduates` farm management skills and their age، level of education، agriculture work experience، attitude، participation in extension courses، and use of communicative channels، social participation، and farm mechanization level. In addition، there was a positive and significant relationship between technical knowledge and agriculture graduates` farm management skills. Results from stepwise regression showed that technical knowledge and attitude، together، explain 0. 87. 7% of the dependent variable variance.

This study was carried out to analyze the entrepreneurial characteristics among 3792 students of agriculture faculties at the University of Tehran (N1=1825)، Islamic Azad University of Rasht (N2=815) and Karaj (N3=1152) branches by a survey design in 2011. The statistical sample size consisted of 250 agricultural students (100 respondents from Tehran University and 150 respondents from Islamic Azad University of Rasht and Karaj branches) using by Bartlet et al. Least Sample Tables for given population. Data were collected by questionnaire. Fuzzy screening method of triangular numbers was used to analyze and prioritize variables. Results showed that the most important entrepreneurial characteristics of students were: need to success، independency، creativity and self-confidence، respectively. The most effective educational methods to entrepreneurship were also educational trips in order to make students familiar with job opportunities، using methods which lead to create creative thinking in students، use of modern teaching methods along with educational technologies، inviting successful entrepreneurs and experts and doing new project during their courses.

Although، the rate of female agriculture graduates employment is very low in Iran but the rate of their entry to higher agriculture education higher than male. Therefore، the main purpose of this research was to investigate the factor influencing female student’s interests in Razi University to study agricultural and get employed in agriculture. This research is quantitative and cause-correlation. Statistical population consisted of 692 undergraduate female students in agriculture and natural resources campus at Razi University. Base on Kerjce & Morgan sampling table، 110 students were selected research sample. Research instrument was a questionnaire that its reliability and validate was confirmed (α =0. 88). Result showed that five main reasons for girls to study in agriculture were earning experience and expertise، independence property، self-support; demonstrate women potential in social fields and interest to work. In addition، based on Spearman''s correlation coefficient، there was a negative and significant relationship between students'' motivation and their academic background (p=0. 05)، and base One Way ANOVA test there was a significant and positive correlation between students'' motivation and their field of study (p=0. 05). Result of Factor Analysis showed that the reasons of female students to study agricultural and employed in agricultural sector are classified in six factors including: social promotion، suitable substrates for growth، interest in agriculture، self-support، Environmental encouragement and individual needs، These six factors explained 67% of the total variance of reasons of female students trend to study agricultural and get employed in agriculture field.

The main purpose of this study was to investigate variables impacting competency of senior year agriculture students at East Azarbaijan Payame Noor University to get into the job market. The statistical population consisted of 796 senior agriculture students at Payame Noor University of East Azarbaijan Province، Iran. A sample of 89 students was selected through Cochran formula and proportional stratified sampling techniques. The questionnaire validity was confirmed by a panel of faculty members and its reliability was assessed through Cronbachs alpha (0. 85، 0. 79، 0. 68، 0. 82 for the skill factors، attitude factors، knowledge factors and public competencies respectively). SPSS/win16 was employed for data analysis. The results of correlation analysis showed that there were significant relationships between students، attitude، knowledge and skills and their competency to get employed at the job market. The result from stepwise regression analysis showed that students، knowledge، skills and GPA explained 60. 5 % of their competency variance.