Reasons for the Failure of Agricultural Extension Using Grounded Theory (Case Study: Lorestan Agricultural Jihad)

Document Type : Research Paper

Authors

1 Associate Professor, Department of Agricultural Extension and Education, Faculty of Agricultural Engineering and Rural Development, Agriculture Sciences and Natural Resources University of Khuzestan, Ahvaz, Iran

2 PhD. Student of Agricultural Extension, Faculty of Agricultural Engineering and Rural Development, Agriculture Sciences and Natural Resources University of Khuzestan, Ahvaz, Iran

Abstract

Agricultural extension has become an important structural policy tool to help farmers to be more competitive in the world market. Extension activities are being pulled in many directions and a wide range of activities. However although public extension organizations are common in developing counties, they are often their effectiveness is limited by many deficiencies and challenges and extension system as failing. So, the extension organization has not succeeded and the current extension model needs to be reformed. Therefore, in this research, we have tried to study the causes of the failure of agricultural extension through Classical Grounded Theory (CGT). In this regard, the statistical population of the study was members of the Khorramabad Agricultural Jihad and opinion leaders in the Khorramabad which were selected by purposeful sampling (15 persons). In the correct study, the result of coding collected data in different ways such as interview, observation and documents, which led to extract of 90 concepts and 15 categories. The results showed that categories "lack of attention to the agricultural sector", "executive policies", "economic factors", "structural weaknesses", "management weaknesses", "lack of technical and personal knowledge of experts", "The weakness of the system of higher education" and "weakness in facilities" were the reasons for the failure of agricultural extension. Strategic categories also include "reviewing the training of experts and empowering them," "focusing on farmers' wants and needs," "providing effective planning and plans", "monitoring and accountability", "occupational safety" and "balance between the pillars of extension". In this regard, suggestion following is forwarded, the categories of the training of experts their and empowerment, which in this regard suggested that mid-career training classes in order to update the knowledge of the staff and increase their knowledge and skills, they should be held.

Keywords


  1. Albore, A. (2018). Review on Role and Challenges of Agricultural Extension Service on Farm Productivity in Ethiopia. International Journal of Agricultural Education and Extension, 4(1), 93-100.
  2. Alizadeh, N., Sedighi, H., Pezashki Rad., Gh., & Ferasatkhah, M. (2017). Analysis of Effective Components on Educational Transformative in Agricultural Higher Education System in Iran. Iranian Journal of Agricultural Economics and Development Research, 48(1), 43-53. (In Farsi).
  3. Alizadeh, N., Alipour, H., Sadat Mirtorabi, M., & Moazen, Z. (2018). Effective Components in Transformation Agricultural Extension System in Iran. Iranian Journal of Agricultural Economics and Development Research, 49(2), 331-345. (In Farsi).
  4. Altalb, A. A. T., & Filipek, T. (2016). The knowledge level of farmers towards agricultural extension nlublin province-poland. International Journal of Agricultural Extension and Rural Development studies3(1), 21-29.
  5. Anandajayasekeram, P. (2008). Concepts and practices in agricultural extension in developing countries: A source book. ILRI (aka ILCA and ILRAD).
  6. Anderson, J. R., & Feder, G. (2004). Agricultural extension: Good intentions and hard realities. The World Bank Research Observer19(1), 41-60.
  7. Argabright, K., McGuire, J., & King, J. (2012). Extension through a new lens: Creativity and innovation now and for the future. Journal of extension50(2), 1-7.
  8. Atsan, T., Isik, H. B., Yavuz, F., & Yurttas, Z. (2009). Factors affecting agricultural extension services in Northeast Anatolia Region. African Journal of Agricultural Research4(4), 305-310.
  9. Babu, S. C., Joshi, P. K., Glendenning, C. J., Asenso-Okyere, K., & Sulaiman, R. V. (2013). The state of agricultural extension reforms in India: Strategic priorities and policy options. Agricultural Economics Research Review26(2), 159-172.

10. Benson, A., & Jafry, T. (2013). The state of agricultural extension: an overview and new caveats for the future. The Journal of Agricultural Education and Extension19(4), 381-393.

11. Chowa, C., Garforth, C., & Cardey, S. (2013). Farmer experience of pluralistic agricultural extension, Malawi. The Journal of Agricultural Education and Extension19(2), 147-166.

12. Claire, J., Glendenning, S. B., & Kwadwo, A. (2010). Review of Agricultural Extension in India, Are Farmers’ Information Needs Being Met. IFPRI Discussion Paper 01048. RetrievedJuly6, 2012, from http://www. ifpri. org/sites/default/files/publications/ifpridp01048. pdf.

13. Davis, K., Swanson, B., Amudavi, D., Mekonnen, D. A., Flohrs, A., Riese, J., ... & Zerfu, E. (2010). In-depth assessment of the public agricultural extension system of Ethiopia and recommendations for improvement. International Food Policy Research Institute (IFPRI) Discussion Paper, (01041), 1-68.

14. Deady, R. (2011). Reading with methodological perspective bias: A journey into classic grounded theory. The Grounded Theory Review, 10(1), 41-57.

15. Dunnington, R. M. (2012). The nature and determinants of presence among nursing students participating in high fidelity human patient simulation. The Ohio State University, 1-392.

16. Egan, T. M. (2002). Grounded theory research and theory building. Advances in developing human resources4(3), 277-295.

17. Eicher, C. K. (2007). Agricultural extension in Africa and Asia. Michigan State University, Department of Agricultural, Food and Resource Economics, Staff Papers, (7431), 1-24.

18. Evans, G. L. (2013). A novice researcher’s first walk through the maze of grounded Theory: Rationalization for Classical Grounded Theory. Grounded Theory Review12(1), 37-55.

19. Fernandez, C. (2012). Guest Editorial, Themed Section. The Grounded Theory Review,11(1), 27.

20. Ferroni, M., & Zhou, Y. (2012). Achievements and challenges in agricultural extension in India. Global Journal of Emerging Market Economies, 4(3), 319-346.

21. Garson, D. (2012).  Grounded Theory. Statistical Associates Publishing, 1-15. http: // www.statisticalassociates.com

22. Giske, T., & Artinian, B. (2007). A personal experience of working with classical grounded theory: From beginner to experienced grounded theorist. International Journal of Qualitative Methods6(4), 67-80.

23. Halaweh, M. (2012). Integration of grounded theory and case study: An exemplary application from e-commerce security perception research. JITTA: Journal of Information Technology Theory and Application, 13(1), 31-51.

24. Halaweh, M., Fidler, C., & McRobb, S. (2008). Integrating the grounded theory method and case study research methodology within is research: A possible'road map'. ICIS 2008 Proceedings, 165.

25. Hellin, J. (2012). Agricultural extension, collective action and innovation systems: Lessons on network brokering from Peru and Mexico. The Journal of Agricultural Education and Extension18(2), 141-159.

26. Isomottonen, V. (2011). Theorizing a one-semester real customer student software project course. Jyvaskyla studies in computing, 1-18.

27. Jefferies, P. L. (2015). ‘Just Normal’: a grounded theory of prosthesis use (Doctoral dissertation, Dublin City University).

28. Jeggels, J. D. (2009). A reflection on the application of grounded theory in the exploration of the experiences of informal carers. Curationis, 32(2), 21-30.

29. Jones, M., & Alony, I. (2011). Guiding the use of Grounded Theory in Doctoral studies–an example from the Australian film industry. International Journal of Doctoral Studies, 6, 95-114.

30. karimi gougheri, H., Rezaei Moghaddam, K., & Rezaei, A. (2018). Social Network Analysis, a new approach to Explain Pluralistic Extension and Education System: The case of Kerman Province. Iranian Journal of Agricultural Economics and Development Research, 49(2), 311-329. (In Farsi).

31. Langellier, A. (2015). The Rhetoric of Ben Bernanke: A Grounded Theory Approach, 1-28.

32. Lee, Y., An, D., & Kim, T. (2017). The Effects of Agricultural Extension Service on Farm Productivity: Evidence from Mbale District in Uganda. 1-11.

33. Marsh, S. P., & Pannell, D. (2000). Agricultural extension policy in Australia: the good, the bad and the misguided. Australian Journal of Agricultural and Resource Economics44(4), 605-627.

34. Martin, P. Y., & Turner, B. A. (1986). Grounded theory and organizational research. The journal of applied behavioral science22(2), 141-157.

35. Mutimba, J. K. (2014). Reflections on agricultural extension and extension policy in Africa. South African Journal of Agricultural Extension42(1), 15-26.

36. Oladele, O. I. (2004). Effect of World Bank loan withdrawal on the performance of agricultural extension in Nigeria. Nordic Journal of African Studies13(2), 141-145.

37. Petrovic, Z., Jankovic, D., & Cikic, J. (2010). Problems in the extension work and farmers' needs in Serbia. Economics of Agriculture, 57, 91-98.

38. Rezaei-Moghaddam, K., & Karami, E. (2008). Developing a green agricultural extension theory. International Journal of Sustainable Development and Planning3(3), 242-256.

39. Rahimi Feyzabad, F., & Yazdanpanah, M. (2014). Factors Affecting Continued Participation of Farmers in Training – Extension Classes in Aleshtar District, Iran. Journal of agriculture education administration research, 31, 46-57.(In Farsi).

40. Rivera, W. M. (2001). Agricultural and rural extension worldwide: Options for institutional reform in the developing countries.  FAO, 1-49.

41. Rivera, W. M., & Rasheed Sulaiman, V. (2009). Extension: object of reform, engine for innovation. Outlook on agriculture38(3), 267-273.

42. Suvedi, M., & Ghimire, R. (2015). How Competent Are Agricultural Extension Agents and Extension Educators In Nepal?  1-27.

43. Swanson, B. E. (2006). Seminal Article Series The Changing Role of Agricultural Extension in a Global Economy. Urbana51, 61801.

44. Teik-Cheok Loy, J. (2011). Dynasting Theory: Lessons in learning grounded theory. Grounded Theory Review10(2), 45- 62.

45. Wagoro, M. C. A. (2016). A grounded theory of the Kenya human interaction model for mental health nursing practice (Doctoral dissertation, University of Cape Town), 1-280.

46. Wan, J., Liang, L., & Wan, D. (2013). Research on Risk Factors of ICT Commercialization with Grounded Theory. Journal of Computers8(9), 2356-2365.

47. Wesley, A., & Faminow, M. (2014). Background Paper: Research and Development and Extension Services in Agriculture and Food Security. Asian Development Bank Economics Working Paper Series, (425), 1-31.

48. Yazdanpanah, M., & Rahimi Feyzabad, F. (2015). Factors Affecting Aleshtar District Farmers’ Satisfaction And Loyalty towards Extension Training Classes. Journal of agriculture education administration research, 33, 56-72. (In Farsi).

Yazdanpanah, M., & Rahimi Feyzabad, F. (2017). Investigating Iranian Farmers' Satisfaction With Agricultural Extension Programs Using the American Customer Satisfaction Index. Journal of Agricultural & Food Information, 18(2), 123-135.