Diffusion of Innovations theory has been one of the primary drivers behind contemporary agricultural development, helping farmers adopt new technologies and improve productivity. However, as agriculture evolves, the traditional model of promoting new technologies and approaches runs the risk of becoming less effective. Farmers are not just passive recipients of information—they possess valuable indigenous knowledge and unique insights into their local environment. To foster innovation, particularly at the local level, in agriculture, we need to rethink how Extension services operate, shifting away from top-down information dissemination to more collaborative facilitators of knowledge-sharing and farmer-led decision-making. Based on her time with the Ministry of Agriculture in Malawi Dr. Masambuka-Kanchewa observed many of the challenges first hand. Based on our work with the African Forum for Agricultural Advisory Services and The World Bank Alexa and I were also able to observe some of these challenges. Below is a summary of some of our observations about the future of Extension services and the Diffusion of Innovation. Key Findings Dependency on Extension Professionals : Farmers may rely too heavily on Extension professionals for advice, even in situations where geographically local knowledge is more appropriate to make their own decisions, leading to a "dependency syndrome" that stifles innovation. Underutilization of Indigenous Knowledge : Rich indigenous knowledge and local resources are often left untapped because farmers hesitate to share insights without external validation. Role of Extension Professionals : Extension professionals are primarily seen as technology promoters, but there is a need for them to act as facilitators of dialogue, helping farmers understand both the pros and cons of new innovations. Need for Knowledge Integration : There is a need to integrate indigenous, local, knowledge with new technologies to encourage more independent, innovative decision-making by farmers. Practical Recommendations Integrating Indigenous Knowledge : Farmers' indigenous and local knowledge should be integrated into the Extension process. Creating peer-to-peer networks where farmers can share their experiences and knowledge can enhance innovation. Policy Shifts : Governments need to rethink their agricultural policies. Instead of focusing solely on technology adoption, policies should promote knowledge-sharing among farmers, scientists, and policymakers. Initiatives like those in Kenya, which focus on biodiversity and knowledge exchange, could serve as models. Investing in ICT : Information and Communication Technologies (ICTs) have the potential to enhance farmer participation and knowledge sharing. By creating platforms where farmers can exchange ideas and give feedback, if facilitates a two-way flow of information, allowing for more responsive and informed decision-making. Professionalization of Extension : Individuals involved in Extension services should extend beyond just providing technical advice. Extensionists should develop the skills to act as connectors, bringing farmers together to share knowledge and facilitating conversations in a more nuanced, locally appropriate, manner. Agriculture and the food system continues to evolve, and so too must the roles of those who support it. By adapting the Diffusion of Innovations theory to include more farmer-led knowledge sharing, governments and Extension professionals can foster a more innovative, self-reliant, and robust agricultural system. These adaptations are crucial for ensuring the sustainability and resilience of agricultural practices worldwide. Please share you insights in the comments below. I've also included the full manuscript if you would like to read more. Masambuka, F.,   Lamm, K. W., & Lamm, A. J. (2020). Beyond diffusion of improved technologies to promoting innovation creation and information sharing for increased agricultural productivity: a case study for Malawi and Kenya. Journal of International Agricultural and Extension Education, 27 (1), 79-92. https://doi.org/10.5191/jiaee.2020.27106

This week in my undergraduate Communication and Leadership in Groups and Teams class we were discussing stress. As part of the conversation I asked, "what are somethings which cause you stress?" In addition to the expected answers including deadlines, relationships, and sports (it is football season in the SEC) one student mentioned ambiguity. This was a unique answer and made me pause and think about how often not knowing can be stressful, and particular how lack of clarity can have negative effects individually and on teams. My blog post this week shares the results of a research study I conducted with several amazing colleagues looking at project team satisfaction - specifically, what improves satisfaction among team members. We analyzed variables including clarity, frustration, fit, and justice, and their impact on overall team satisfaction. Although based in the classroom our results might be applicable in broader contexts and may help to improve project team satisfaction more broadly in the agriculture and food system. Key Findings Our study confirmed that several factors greatly influence member satisfaction when working in teams, particularly: Clear Communication : When team members understand their tasks and roles, satisfaction with the team experience improves significantly. Clear instructions help teams work together more smoothly and avoid confusion. Managing Frustration : Frustration within a team can seriously reduce satisfaction. The more frustrated members feel, the less likely they are to enjoy or learn from the experience. Managing this frustration through clear expectations and good communication can make a big difference in team success. These findings show that leaders have a major impact on how well teams function. When leaders communicate clearly and check in regularly with teams, members are more likely to have a positive and productive experience. Below are the details of our findings: Practical Takeaways for Leaders For leaders, particularly those responsible for teams, focusing on two key strategies can significantly improve team satisfaction: Provide Clear Instructions : Make sure members fully understand their roles and responsibilities by giving clear, detailed instructions. Asking members to repeat back instructions can help ensure clarity. Monitor Team Frustration : Pay attention to signs of frustration within teams and step in when needed to provide support or clarification. Conclusion While teamwork can be challenging, the benefits of working in teams far outweigh the difficulties, especially when clear communication and frustration management are prioritized. By focusing on these strategies, leaders can help ensure members are more satisfied and better able to perform. I've included the full manuscript below if you would like to read more. Please be sure to include your insights using the comments below. Lamm, K. W., Powell, A., Randall, N. L., Nguyen, N. P., & Lamm, A. J. (2020). Undergraduate project team satisfaction: Analysis of a theoretically derived structural model. Journal of Agricultural Education, 61 (2) , 307-323. https://doi.org/10.5032/jae.2020.02307

Effective communication is fundamental in agricultural and food systems - innovations and updates are happening with greater frequency, so there is a critical need to understand where agricultural and food system leaders prefer to receive communications. Agricultural opinion leaders have a significant impact on the industry, so focusing efforts to effectively communicate with this group are very important. While it is widely acknowledged that delivering the right message to the right audience is essential, a critical gap exists in understanding how audience segmentation affects communication preferences—especially among Agricultural and Natural Resources (ANR) opinion leaders. Working with several amazing colleagues we analyzed the communication channel preferences of over 3,000 ANR leaders to identify what channels were preferred, or not. Key Findings The study identified key trends in how ANR opinion leaders prefer to receive information, with notable differences tied to demographic factors: Web Pages/Blogs : Across audience segments, dedicated web pages or blogs emerged as the most preferred communication channel. This reflects the need for easily accessible, well-organized, and frequently updated digital content. Conference Calls : Conversely, conference calls were the least favored, particularly among younger individuals and those residing outside the United States. This finding suggests that traditional communication methods may not align with the expectations of more digitally oriented audiences. Audience segmentation plays a critical role in shaping these preferences, underscoring the need for targeted communication strategies that are responsive to demographic nuances. Practical Implications For communication practitioners in the agriculture and food system, these findings translate into several actionable insights: Web-Based Channels : Prioritizing dedicated web pages or blogs is essential for effectively reaching ANR opinion leaders. These platforms should be consistently updated with engaging, relevant content to maximize their impact. Conference Calls : Given their limited appeal, conference calls should be used selectively and only in cases where there is strong evidence of effectiveness for a specific audience. Effectively communicating with ANR opinion leaders requires an understanding of their distinct preferences and the channels they are most likely to engage with. This research reinforces the importance of investing in digital communication platforms, particularly dedicated web pages and blogs, which are the most preferred channels among ANR opinion leaders. By tailoring communication efforts to these preferences, communicators can ensure that their messages not only reach their intended audiences but also resonate in ways that drive meaningful engagement. I've included the full manuscript below if you would like to read more. Please be sure to share your thoughts and insights using the comments. Lamm, K. W., Borron, A., Holt, J. & Lamm, A. J. (2019). Communication channel preferences: A descriptive audience segmentation evaluation. Journal of Applied Communications, 103 (3). https://doi.org/10.4148/1051-0834.2238

Last spring I had the opportunity to teach a course on advocacy and public policy for graduate students. This was a great opportunity to engage in dialogue about an important, but not necessarily well understood aspect of leadership. In my experience policy and advocacy are frequently confused with electoral politics. While this can sometimes be the case, it is not always. Learning more about advocacy and public policy can help to remove some of the mystery around these topics and make leaders feel more empowered. This is often an important set of tasks within agriculture and the food system, where effective leadership goes beyond managing resources and people—it also requires the ability to navigate and influence policy. Agricultural leaders need to understand the broader policy landscape to more effectively advocate for their industries and communities, help inform regulations, and support systemic change. Based on a research project I undertook with several amazing colleagues we developed the proposed Policy Leadership Framework to help provide a starting point for those interested in more effectively engaging in advocacy and policy discussions. The framework is intended to help leaders understand and participate with the policy process at every level, from setting the agenda to evaluating outcomes. Key Recommendations and Model Highlights: Policy Agenda Setting:  Effective leaders play a crucial role in setting the policy agenda by representing their industries and communities and establishing clear goals. Policy Formulation:  Leaders contribute to policy formulation by providing technical guidance and ensuring policies align with their vision, values, and needs. Policy Adoption:  During the adoption phase, leaders maintain focus and support to ensure that policies are approved and ready for implementation. Policy Implementation:  Leaders assist in translating goals into actionable rules and coordinating resources to bring policies to life. Policy Evaluation:  In the final stage, leaders evaluate the effectiveness of policies, ensuring they meet the intended goals and and vision. Challenges and Opportunities: Integrating Policy Leadership into Education:  Agricultural and leadership educators should look for opportunities to incorporate policy leadership into their curriculum to prepare future leaders for the challenges of navigating policy environments. Context-Specific Leadership:  As policies vary widely across local, state, national, and even international levels, leaders should be acknowledge and seek to understand and adapt to context-specific factors. Similarly, across industries, agricultural or otherwise, it is important to understand the context for any advocacy or policy activities. Our hope is the Policy Leadership Framework can serve as a tool for agricultural leaders, educators, and policymakers. By understanding and engaging with each step of the policy process, leaders can more effectively advocate for their industries and communities and drive meaningful change in the agricultural sector. Please be sure to share your insights using the comments below. I've also included a copy of the full manuscript if you would like to read more. Lamm, K. W., Randall, N. L., Lamm, A. J., & Carter, H. S. (2019). Policy leadership: a theory-based model. Journal of Leadership Education , 18 (3), 185-191. https://www.emerald.com/insight/content/doi/10.12806/V18/I3/T1/full/html

In the context of agricultural leadership development programs, effective leadership development is not only limited to external skills and knowledge acquisition, but also on the reflective and personal insights that come from core self-evaluation. This process of self-assessment, where individuals critically reflect on their strengths, weaknesses, and overall self-concept, forms the foundation of robust leadership. Agricultural leadership development programs that incorporate core self-evaluation into their program curriculum equip leaders with the self-awareness necessary to navigate complex challenges and inspire others. However, little is known about high level participant trends, particularly in the context of core self-evaluation. Using a demographic lens, I was able to work with a great research team to analyze core self-evaluation data from over 1,100 agricultural leadership development program alumni. The results we observed were interesting and we hope provide some preliminary data looking at this important concept. Of course, the results are limited to those individuals who participated, so should not be extrapolated to other groups; however, having empirical data should help to leadership development program leaders to think about if, or how, they might want to use these results in their programs. Key Findings: Core Self-Evaluations and Age:  A positive correlation was found between age and core self-evaluation scores, suggesting that self-awareness tends to increase with experience and maturity. Core Self-Evaluations and Organizational Level:  The study observed higher core self-evaluation scores among individuals at higher organizational levels, indicating that those in more senior roles may have greater self-confidence and self-awareness (logically, there may also be a relationship between organizational level and age; nevertheless, the trendline appears is noteworthy). Non-Findings: In parallel to the statistically significant findings we observed, we did not find any statistically significant differences when comparing between demographic groupings based on gender, educational attainment, nor geographic region. Challenges and Opportunities: Tailoring Educational Interventions:  Leadership educators should consider the varying levels of self-awareness among participants when designing programs, allocating more time for introspection where needed and appropriate. Leveraging Core Self-Evaluation:  Incorporating core self-evaluation into leadership training can provide valuable insights for both learners and educators, enhancing the overall effectiveness of the program. Core self-evaluation is an important component of effective leadership development. By developing self-awareness through structured reflection, agricultural leadership programs can better prepare individuals to lead from a robust self-aware foundation. We hope the insights from this study provide a starting point for future exploration and application, helping leadership educators design more tailored and impactful programs and training that meets the needs of diverse learners. I've included the full article if you would like to read more. Please be sure to share your insights using the comments section. Lamm, K. W., Nguyen, N. P., Edgar, D. W., Borron, A., & Lamm, A. J. (2019). Know thy self: An examination between individual core self-evaluations and demographic characteristics among agricultural leadership development program participants. Journal of Leadership Education ,  18 (4), 15-23. https://doi.org/10.12806/V18/I4/R2

Leadership programs, including those focused on agricultural and natural resource adult leadership development, do more than just educate; they create networks of professionals who continue to influence the industry long after their formal training ends. The strength of these alumni networks often determines the lasting impact of the programs themselves, as graduates who remain engaged can continue to share knowledge, resources, and opportunities, enriching the entire field. I'm pleased to share the results from a multi-level study I conducted across 23 adult leadership development programs including 2,200 individuals from 262 different cohorts specifically looking at predictors of individual intentions to participate in alumni programming. Key Findings: Group Dynamics Matter:  Group-level satisfaction within a leadership cohort positively influences participants' intentions to stay connected through alumni programs. This suggests that the collective experience within the program can drive ongoing engagement. Unexpected Outcomes in Opinion Leadership:  Interestingly, high levels of opinion leadership within a cohort were negatively related to the intention to participate in alumni programs. This could imply that those who already see themselves as strong leaders may feel less need to remain engaged, potentially due to a perceived self-sufficiency. Recommendations: Balancing Individual and Group Needs:  Leadership educators should consider both individual and group dynamics when designing programs, ensuring that the overall group experience fosters long-term engagement among all participants. Encouraging Continuous Learning:  It is essential to remind all participants, regardless of their perceived leadership status, of the value of ongoing learning and engagement, particularly through alumni networks. Maintaining strong connections with alumni can often be just as important as the leadership program itself. These alumni networks are critical for the continued growth and development of the agricultural sector, ensuring that the benefits of leadership programs extend far beyond the end of a specific program. By understanding the dynamics within these groups, we can better design programs that not only educate but also develop a robust commitment to leadership and community within the agricultural and food industry. I've included the full article below if you would like to learn more. Please be sure to share your insights using the comments. Lamm, K. W., & Lamm, A. J. (2019). A multi-level evaluation of the relationship between leadership program satisfaction, opinion leadership, and intent to participate in alumni programs. Journal of Leadership Education , 18 (4), 39-46. https://doi.org/10.12806/V18/I4/R4

Agriculture plays a fundamental role in society, providing the food, fiber, and resources necessary to sustain daily life and drive economic activity. It supports communities, fuels industries, and provides a foundation for national and global economies. Crop and soil science, focuses on a wide range of crops which serve as a primary source of food and raw materials for countless products (such as cotton, corn, soybeans, etc.) By focusing on identifying the critical issues facing crop production it is possible to focus efforts within the domain and improve efficiency and sustainability. Such efforts are crucial not only for meeting current demands but also for securing the future of our food and fiber industries. This post shares the findings from a study I conducted with several amazing colleagues. Key Findings: Using a three round Delphi process a panel of experts identified 47 critical issues facing industries related to crop and soil sciences. The issues were then analyzed using the constant comparative method, resulting in 8 primary themes (listed alphabetically): Chemical Usage:  Addressing the responsible and sustainable use of herbicides, pesticides, and fertilizers to minimize environmental and health impacts. Climate and Environmental Factors:  Focusing on adapting agricultural practices to mitigate and respond to climate variability while protecting ecosystems. Current and Future Workforce Training:  Preparing a skilled workforce equipped with the knowledge and skills needed for modern agricultural challenges. Economic Sustainability:  Ensuring financial viability and profitability in agricultural practices to support long-term growth and stability. Public Understanding of Production Practices:  Enhancing consumer awareness and understanding of agricultural processes and their impacts. Research and Collaboration:  Fostering interdisciplinary research and partnerships to drive innovation and share knowledge across the sector. Seed and Food Quality Control:  Maintaining high standards of quality and safety in seed production and food processing to protect consumer health. Soil Health and Water Usage:  Promoting practices that improve soil quality and optimize water resources for sustainable agricultural productivity. Challenges and Opportunities: Promoting Interdisciplinary Solutions:  The complexity of these challenges will require collaboration across disciplines to innovate and implement effective strategies. Enhancing Public Engagement:  Improving public understanding of agricultural practices is crucial for fostering informed decision-making and sustainable behaviors. Advancing Research and Collaboration:  Prioritizing research and building collaborative networks can address knowledge gaps and strengthen our ability to tackle critical issues, particularly in areas like soil health and climate resilience. This research provides a high level overview of the critical issues facing crop production in agriculture and the food system. By focusing efforts on critical areas such as soil health, climate impacts, and interdisciplinary research, we can more effectively mobilize resources and expertise to meet the challenges of feeding a growing global population while ensuring environmental sustainability. This strategic focus is essential for developing a consistent and coherent vision and understanding amongst agricultural and food system leaders and ensuring the long-term viability of crop production. Please be sure to share your thoughts using the comments below. I've also included the full manuscript if you would like to learn more. Lamm, K. W., Randall, N. L., & Sherrier, D. J. (2021). Agriculture leaders identify critical issues facing crop production. Agronomy Journal, 113 (6), 4444-4454. https://doi.org/10.1002/agj2.20835

In agriculture and food systems, developing strong leaders is essential. Mentoring plays a key role in this development, providing guidance and support to emerging leaders. Within programs like LEAD21 , it's crucial to understand how mentor-mentee relationships work, whether they start from existing relationships or are formed from scratch. Each type of relationship brings unique benefits that help shape participants into capable leaders who can handle the challenges and innovations needed in the food system and higher education today. The following are a set of findings from a study I conducted with several amazing colleagues looking at the mentoring experience in an adult leadership development program. Key Insights from Mentoring in Adult Agricultural Leadership Development Programs: Nature of Mentor/Mentee Relationships:  Relationships can be pre-existing or formed from scratch within the context of the program. Each type brings different dynamics and opportunities for growth. Interaction Processes:  Mentors interact with mentees through both formal and informal processes, with informal interactions often leading to more personalized and adaptable learning experiences. Roles of Mentors:  Mentors view their roles variably; some see themselves as guides aimed at achieving specific career outcomes for mentees, while others adopt a more exploratory and personal development-focused approach. Challenges and Opportunities: Clarifying Expectations:  Both mentors and mentees benefit from clear expectations and structured guidelines, which help in maximizing the mentoring relationship's effectiveness. Program Support and Resources:  Providing mentors with ongoing support and resources, including updates on program curriculum and participant progress, can enhance the mentoring process. Building Networks:  Encouraging the formation of broader mentorship networks can enrich the leadership development program experience, providing both mentors and mentees with valuable professional connections and support. Mentoring within a leadership development program conceptual framework Mentoring within agricultural leadership development programs offers a complex but important opportunity for developing the next generation of leaders. By analyzing, iterating, and improving the mentorship process—through better understanding of relationship dynamics, structured support, and extended networking opportunities—we can improve the impact of these programs. Effective mentoring not only develops individual capabilities but also strengthens the entire agricultural and food system by developing leaders equipped to face future challenges. Please be sure to share your thoughts in the comments below. I've included the full article if you would like to learn more. Lamm, K. W., Sapp, L. R., & Lamm, A. J. (2017). The mentoring experience: leadership development program perspectives. Journal of Agricultural Education , 58 (2) , 20-34.   https://doi.org/10.5032/jae.2017.02020

In the increasingly complex world of agriculture and food systems, the call for an interdisciplinary approach to education is important. As we face the challenges of feeding a growing global population and implementing sustainable agricultural practices, it clear that tackling these issues requires a blend of knowledge from diverse fields. This educational strategy not only equips students with a comprehensive skill set but also prepares them to lead across disciplinary boundaries. This blog summarizes research I conducted with several other amazing colleagues analyzing this important topic. By integrating various academic disciplines, we develop future leaders who are ready to solve the complex problems of today and tomorrow. This is not just an educational shift, it reflects the need for flexible, nimble, lifetime learners ready to address critical issues. Key Insights from Interdisciplinary Education Research: Learning Goal Orientation:  Students who are intrinsically motivated to learn tend to show more interest in interdisciplinary programs. This aligns with findings that suggest a strong foundation in goal orientation significantly influences educational pursuits. Program Design and Implementation:  Understanding students' goal orientations can greatly aid educators in tailoring programs that better meet diverse educational needs, enhancing both engagement and effectiveness. Student Interests in Agricultural Topics:  Current interest trends among students include high engagement with issues like nutrition and human disease management, less so with economic and plant disease management. These preferences provide valuable direction for curriculum development. Challenges and Opportunities: Curriculum Development:  There is an opportunity to develop instructional materials that align more closely with student interests, potentially increasing engagement and the effectiveness of learning. Tailored Educational Paths:  Educators might consider less structured courses that emphasize personal development and practical application over traditional grading to attract students who are more interested in learning for its own sake. Early Introduction and Broad Inclusion:  Introducing interdisciplinary education early in the educational journey could open students to a broader range of career paths and increase engagement among those not already directed towards specific professional goals. This research indicates a critical shift towards interdisciplinary education within our agricultural and food systems programs, highlighting a need to adapt our educational frameworks to the complexities of critical issues around the globe. By integrating various academic disciplines, we can better prepare our students to tackle the pressing issues of sustainability and food security. This approach not only enhances the educational journey, it also equips our future workforce to drive meaningful change across industries and communities. As educators, it's our responsibility to cultivate an environment that fosters broad thinking and innovation, ensuring that our graduates are not only prepared for the challenges of today but are also well-equipped to lead and solve the problems of tomorrow. Please be sure to share your insights using the comments below. I've also included the original article if you would like to learn more. DiBenedetto, C. A., Lamm, K. W., Lamm, A. J., & Myers, B. E. (2016). Examining undergraduate student attitude towards interdisciplinary education . Journal of Agricultural Education , 57 (1), 167-178. https://doi.org/10.5032/jae.2016.01167

As the global population climbs towards 9 billion by 2050, the pressure on our agricultural systems to produce more food becomes increasingly critical. At the same time, the agricultural sector is experiencing a decline in its workforce, with fewer individuals choosing farming as a career path. In this landscape effective leadership within agriculture and food systems is more crucial than ever. It’s not just about producing more; it’s about innovating and managing resources appropriately and sustainably. Leadership programs within Cooperative Extension Services (CES) play an important role, tackling these challenges by developing the next generation of leaders in agriculture and the food system. The following are results from a study I conducted with several amazing colleagues evaluating the perception of Agricultural Leadership Development Program (ANR LDP) alumni. Key Insights Leadership Engagement:  Participants reported taking on multiple leadership roles post-program completion, demonstrating the effectiveness of ANR LDPs in cultivating agricultural leaders who are ready to innovate and guide the sector. High Levels of Satisfaction:  The overwhelming majority of participants expressed satisfaction with their program experiences, indicating that the learning environments are highly conducive to engagement and educational success. Impact on Professional Growth:  Many graduates have translated their learning into real-world applications, significantly influencing agricultural practices and policies through their leadership roles. Need for Enhanced Leadership Training:  While a significant number of participants transition into leadership positions, there remains a gap in training that could help even more individuals step up as leaders, suggesting a need for curriculum enhancements that focus specifically on leadership skills and barriers to leadership engagement. Next Steps Longitudinal Tracking and Impact Measurement:  Effective tracking of graduates' long-term career paths and leadership roles is essential for assessing the true impact of ANR LDPs. Developing robust methods for longitudinal studies could provide clearer insights into the program's success and areas for improvement. Adapting to Emerging Agricultural Challenges:  As global agricultural demands shift due to climate impacts and technological advancements, leadership programs must evolve to equip leaders with the necessary skills to navigate these complex issues. Strengthening Program Accessibility and Reach:  Expanding the reach of leadership programs to include a broader array of participants from different geographies and backgrounds can enrich learning experiences and prepare the workforce to address the agricultural challenges of the future. Integrating Modern Technologies:  There's a growing necessity to incorporate advanced technologies and data-driven decision-making into leadership curricula. By teaching upcoming leaders to leverage innovations such as precision agriculture, AI, and sustainable practices, programs can ensure that graduates are prepared to lead in a technologically advanced agricultural landscape. The results of this study underscore the critical role that Agricultural Leadership Development Programs (ANR LDPs) play in shaping the future of agriculture and the food system by preparing leaders who are equipped to address the critical issues facing the industry. By enhancing leadership training, incorporating modern technologies into the curriculum, and improving methods for tracking and assessing long-term impacts, these programs can continue to improve their effectiveness. Additionally, adapting curricula to better tackle contemporary agricultural challenges such as technological advancements will ensure that future leaders are well-prepared. These enhancements will not only meet the current needs of the agricultural industry but will also set a robust foundation for sustainable and effective leadership. I've included the full article below if you would like to learn more. Please be sure to share your insights using the comments. Lamm, K. W., Carter, H. S., & Lamm, A. J. (2016). Evaluating extension based leadership development programs in the Southern United States . Journal of Agricultural Education , 57 (1), 121-136. https://doi.org/10.5032/jae.2016.01121

As we navigate the challenges of a rapidly growing global population and a changing food system, the importance of nurturing a future workforce that can think critically and systemically has never been more important. Systems thinking offers a powerful lens through which students in agricultural and natural resource fields can not only understand but also innovate within the complex global food system. This skill is essential for developing solutions that balance human needs with environmental sustainability, enabling us to tackle some of the most pressing issues facing our planet today. I'm excited to share research from an amazing team I worked with on this important topic. Understanding the Intersection of Systems Thinking and Green Consumption Values: High Engagement with Systems Thinking: Most respondents indicated that they engage in systems thinking, particularly in understanding event sequences and the dynamic nature of systems, which reflects Gen Z’s inclination towards innovation. Moderate Alignment with Green Consumption Values: While students recognize the importance of not harming the environment, their actual purchasing behaviors show less alignment with green values, likely influenced by financial constraints typical of college life. Correlation Between Systems Thinking and Green Values: The study found a mild association between systems thinking and green consumption values, suggesting a nuanced relationship that warrants deeper exploration. Challenges and Future Directions: Enhancing Educational Approaches: There is a need to adapt educational strategies to better integrate systems thinking and green consumption, potentially through experiential learning that mirrors real-world complexities. Addressing Financial Constraints: Recognizing the financial limitations of students, it's suggested that practical applications of green values be incorporated into learning, making sustainability more accessible regardless of economic status. Expanding Research and Understanding: Further studies should continue to work with to better understand the relationships between student backgrounds and how these influence systems thinking and sustainability values. This research underscores the importance of cultivating systems thinking among students, particularly in fields related to agriculture and environmental sciences. By aligning educational outcomes with the principles of sustainability and systems thinking, we can better prepare students to tackle the complex issues facing our global food systems. The integration of these competencies is not just beneficial for individual career readiness but for the food system as well. I've included the full manuscript below if you would like to learn more. Please share your insights using the comments.

In higher education, especially in fields like agricultural leadership, it's crucial to use motivational strategies effectively to boost learner engagement. In this blog post I'm excited to share findings from a study I conducted with several amazing colleagues with a group of agricultural leadership students. Our results demonstrate how important intrinsic motivation is for enhancing both individual and team satisfaction in project-based learning. This study highlights the need for educational experiences that actively support and foster motivation, significantly improving learning outcomes. It suggests that by creating more motivating and supportive learning environments, we can make education both more effective and more enjoyable. Key Findings from the Study: Intrinsic Motivation and Team Satisfaction: Students exhibited high intrinsic motivation (average score of 4.30) for their selected projects. Project team satisfaction was slightly lower (average score of 5.66), with substantial variability among students. A strong, significant correlation (r = .70) was observed between intrinsic motivation and team satisfaction. Impact of Demographic Variables: No significant differences in intrinsic motivation or team satisfaction based on age, gender, ethnicity, or race were found. Intrinsic motivation was identified as a significant positive predictor of team satisfaction, independent of demographic factors. Recommendations for Enhancing Team Satisfaction: Emphasize project-based learning in agricultural education to foster both interpersonal and management skills. Address potential challenges such as social loafing and negative group behavior by focusing on intrinsic motivations connected to the work, rather than solely on team importance. The study’s findings underscore the role of intrinsic motivation in enhancing team dynamics and overall project satisfaction among undergraduate agricultural students. Educators are encouraged to appeal to students' intrinsic interests and ensure that projects are meaningful to them, thereby potentially improving both satisfaction and educational outcomes. As the agricultural and educational sector evolves, incorporating motivational strategies that foster genuine engagement and skill development becomes increasingly important for preparing students for the future. Please be sure to share your thoughts using the comments below. I've also included the full manuscript if you would like to learn more. Lamm, K. W., Carter, H. S., & Melendez, M. W. (2014). Investigating the linkage between intrinsic motivation and project team satisfaction in undergraduate agricultural leadership students. Journal of Agricultural Education, 55(3), 103-115. https://doi.org/10.5032/jae.2014.03103