Agribusiness and Professional M.S. Degree Programs in Agricultural Economics in the United States

1985 ◽  
Vol 67 (5) ◽  
pp. 1215-1222 ◽  
Author(s):  
Charles E. French ◽  
Bernard L. Erven
Keyword(s):  
United States ◽  
The United States ◽  
Agricultural Economics ◽  
Degree Programs

Ph.D. Programs in Agricultural Economics in the United States

1966 ◽  
Vol 48 (3) ◽  
pp. 738
Author(s):  
Gail L. Cramer ◽  
Adam A. Sokoloski
Keyword(s):  
United States ◽  
The United States ◽  
Agricultural Economics

University-Based Higher Education on Nonprofit and Nongovernmental Organizations in South Korea: Comparative Analysis between South Korea and the United States

2021 ◽  
Author(s):  
Sung-Ju Kim ◽  
Bok Gyo Jeong
Keyword(s):  
United States ◽  
South Korea ◽  
Financial Management ◽  
Nonprofit Sector ◽  
The United States ◽  
Degree Programs ◽  
Education Programs ◽  
South Korean ◽  
Curricular Content ◽  
Nonprofit Education

From the early 1990s to the present, the nonprofit sector in South Korea has grown exponentially in size and scope, resulting in increased calls for the development of nonprofit education programs to educate future leaders of the nonprofit sector in South Korea. This article reports on a study undertaking to determine the scope and dimensions of the nonprofit and non-governmental organization (NPO/NGO) education in South Korea, identifying university-based nonprofit education programs in South Korea and analyze curricular content employing Wish and Mirabella’s seven-category model for evaluating curricular content in nonprofit programs. At present, South Korea offers 23 NPO/NGO degree programs at 16 universities with a combined total of 634 courses being offered as part of these degree programs. In addition, there are 45 universities offering three or more NPO/NGO related courses outside of the identified 23 NPO/NGO degree programs among the top 50 South Korean Universities, including the aforementioned 16 universities. Our findings show that South Korean NPO/NGO degree programs are more focused on advocacy and public policy related topics than on other categories of curriculum content, and with very little focus on financial management related topics in particular. The paper concludes with a discussion of the unique structure of NPO/NGO degree programs compared with programs in the United States, highlighting the proportional difference between the internal and external functions.

scholarly journals Distance Education in Agricultural Economics: Perceptions of Department Heads

2007 ◽  
Vol 39 (2) ◽  
pp. 253-264
Author(s):  
Kim Jensen ◽  
Burton English ◽  
Christopher Clark
Keyword(s):  
United States ◽  
Distance Education ◽  
Financial Incentives ◽  
The United States ◽  
Agricultural Economics ◽  
Department Heads ◽  
Strategic Plans ◽  
Faculty Time ◽  
Distance Courses ◽  
Future Plans

Heads of agricultural economics and agribusiness departments across the United States are surveyed to develop an inventory of distance education (DE) offerings by their departments. Perceived challenges, strategies for use, and future plans for DE are assessed. While the majority of the responding departments offer DE, the department heads believed that faculty time costs to develop/deliver DE are high relative to traditional delivery and that both strategic plans for implementing DE and financial incentives for faculty to adopt DE are lacking. The department heads did, however, have positive views about the technological ability of students to use distance courses.

Efficiency effects of agricultural economics research in the United States

2006 ◽  
Vol 34 (3) ◽  
pp. 273-280 ◽  
Author(s):  
David E. Schimmelpfennig ◽  
Christopher J. O'Donnell ◽  
George W. Norton
Keyword(s):  
United States ◽  
The United States ◽  
Agricultural Economics ◽  
Efficiency Effects ◽  
Economics Research

Executive Education

2020 ◽  
Author(s):  
Rolv Petter Amdam
Keyword(s):  
United States ◽  
Personal Development ◽  
Management Education ◽  
Business Schools ◽  
The United States ◽  
Management Program ◽  
Executive Education ◽  
Degree Programs ◽  
Business Elite ◽  
New Research

Executive education, defined as consisting of short, intensive, non-degree programs offered by university business schools to attract people who are in or close to top executive positions, is a vital part of modern management education. The rationale behind executive education is different from that of the degree programs in business schools. While business schools enroll students to degree programs based on previous exams, degrees, or entry tests, executive education typically recruits participants based on their positions—or expected positions—in the corporate hierarchy. While degree programs grade their students and award them degrees, executive education typically offers courses that do not have exams or lead to any degree. Executive education expanded rapidly in the United States and globally after Harvard Business School launched its Advanced Management Program in 1945. In 1970, around 50 university business schools in the United States and business schools in at least 43 countries offered intense executive education programs lasting from three to 18 weeks. During the 1970s, business schools that offered executive education organized themselves into an association, first in the United States and later globally. From the 1980s, executive education experienced competition from the corporate universities organized by corporations. This led the business schools to expand executive education in two directions: open programs that organized potential executives from a mixed group of companies, and tailor-made programs designed for individual companies. Despite being an essential part of the activities of business schools, few scholars have conducted research into executive education. Extant studies have been dominated by a focus on executive education in the context of the rigor-and-relevance debate that has accompanied the development of management education since the early 1990s. Other topics that are touched upon in research concern the content of courses, the appropriate pedagogical methods, and the effect of executive education on personal development. The situation paves the way for some exciting new research topics. Among these are the role of executive education in creating, maintaining, and changing the business elite, the effect of executive education on socializing participants for managerial positions, and women and executive education.

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