The Effect of Academic Advising and Demographic Variables on the Perceived Relevance of Graduate Education for Agriculturalists from Tanzania and Malawi.

Autor/in	Aagard, Steven D.
Titel	The Effect of Academic Advising and Demographic Variables on the Perceived Relevance of Graduate Education for Agriculturalists from Tanzania and Malawi.
Quelle	(1991), (198 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Academic Advising; Age; Agricultural Education; Agricultural Trends; Career Choice; Demography; Doctoral Degrees; Economic Development; Employment Level; Foreign Countries; Graduate Study; Higher Education; Masters Degrees; Measures (Individuals); Occupational Aspiration; Relevance (Education); Sex; Malawi; Tanzania + Suchen Sie Ihr Suchwort? Akademischer Rat; Alter; Lebensalter; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Demografie; Doctoral degree; Doktorgrad; Wirtschaftsentwicklung; Beschäftigungsgrad; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Messdaten; Berufsneigung; Berufsziel; Relevance; Relevanz; Geschlecht; Geschlechtsverkehr; Tansania
Abstract	The effect of academic advising on perceptions of relevance by students from two developing countries in East Africa (Tanzania and Malawi) was studied through a survey. The dependent variable was relevance of education to career goals and to national agricultural development goals. The presence and/or adequacy of academic advising was the independent variable. The effect of three extraneous variables--gender, age, and type of employment--was also examined. An instrument was developed for the Tanzanians and then adapted with the Malawians. Individuals who earned a master's or doctoral degree in agriculture from a U.S. institution were identified in both countries and surveyed. Of the 99 surveys sent to Tanzanians, 86 were returned; 58 of 73 Malawians responded. Results were as follows: (1) U.S. graduate education in agriculture was more relevant to students' career goals than to their countries' national development goals; (2) presence or adequacy of academic advising did not affect perceptions of relevance; and (3) Tanzanians found their graduate education to be significantly more relevant to national goals than did Malawians. No significant differences were noted for gender and age. Type of employer did significantly affect perceptions. Two exhibits, 20 figures, 18 tables, 73 references, and 3 appendices (Tanzanian Sample Survey, Malawian Sample Survey, and Malawian Training Policy) are included. (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC