| dc.description.abstract | Escalating workforce demands, rapid technological advancements, and the rise of niche markets have significantly impacted agricultural career pathways and post-secondary educational opportunities, increasing the importance of advanced degrees and specialized certifications. Over the past four decades, the skills and education required for agricultural professionals have transformed, with substantial growth in demand for highly skilled individuals to fill both traditional and new positions, including within the expanding Agricultural Leadership, Education, and Communications field. The industry also needs a diverse and highly skilled workforce to navigate modern agriculture's complexities. A comprehensive examination of the agricultural industry explored existing and emergent career paths, analyzed historical trends in agricultural employment, and identified new career trajectories resulting from workforce expansion, talent retention, and various state and national initiatives emphasizing the need for a highly skilled and educated workforce. The skills and competencies required for these evolving roles were examined, considering the impact of technological advancements and the resulting demand for specialized knowledge. The alignment of existing educational programs with current and projected workforce needs was assessed, identifying potential gaps and areas for improvement.
Based on these findings, I recommend unifying the disconnected Agricultural Leadership, Education, and Communications program under a single department within the College of Agriculture. The group housed within the College of Education should transition to the College of Agriculture, joining the other existing program areas (ag communications, ag leadership, and agricultural science) under unified leadership. This consolidation reflects this field's position as an applied field of agriculture and mirrors every aspirational or peer program, both nationally and internationally. While teacher training is one aspect, it's a small part of agriculture's broader social and behavioral sciences. Auburn University should look to peer and aspirational Land-Grant institutions for models and best practices to serve its mission of improving agriculture and Alabama. A limited perspective of the administrative organization is hindering progress and undermining efforts to retain Alabamians in the state's most valuable workforce, the agricultural workforce. I recommend that Auburn University adheres to established CIP codes, using 01.0801 for ALEC teacher/extension agent aspects and 01.0899 for non-formal aspects (Ag Leadership/Ag Science). This work aimed to understand how educational institutions can effectively prepare students for diverse agricultural career opportunities, contributing to a robust and adaptable workforce that meets 21st-century challenges. | en_US |
