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Social cognitive drivers of farmer learning behaviour in the student-to-farmer university outreach in Uganda
By Stephen W. Kalule
Globally, universities are repositioning themselves for community outreach although with difficulty in responding to the unpredictable social features of host communities. Accordingly, this study aims to assess the role of social cognitive factors in farmer learning behaviour during university outreach. Structural equation modelling was conducted on the data obtained from a sample of 283 host participants of the student outreach programme of Gulu University, Uganda. The results indicate that social outcome expectations (? = 0.227, t = 1.978, P < 0.05), social influence (? =.372, t = 4.448, P < 0.01) and farmers’ formation of intentions (? =.214, t = 3.254, P < 0.01) significantly predict farmer learning behaviour. It is also established that social influence combine with formation of intentions to mediate social outcome expectations in predicting farmer learning behaviour. We highlight that tapping into the social setting of host farmers is critical for the success of university outreach in the sense that it generates the social reinforcements for effective farmer participation and learning. We recommend that the managers of university outreach programmes should devote efforts to prepare students to be sensitive to the concerns and needs of the community as a whole rather than just the host farmers. © 2019, © 2019 African Journal of Science, Technology, Innovation and Development.
Facilitating conditions for farmer learning behaviour in the student-to-farmer university outreach
By Stephen W. Kalule
Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach. Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour. Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (? = 0.380; t = 5.263; P <.01) and actual farmer learning behaviour (? = 0.182; t = 2.081; P <.05). Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation. Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions. Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach. © 2019, © 2019 Wageningen University.
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