Document Type : Original Article

Authors

1 Ph.D. Student in Agricultural Extension and Education Department, Razi University, Kermanshah, Iran.

2 Associate Professor, Department of Agricultural Extension and Education, Faculty of Agriculture, Razi University, Kermanshah, Iran.

3 Assistant Professor, Department of Educational Innovations and Training, Institute for Research and Planning in Higher Education, Tehran, Iran.

Abstract

Developing the best curriculum possible to meet the needs of faculty, students, and companies involved in internships has been the focus of much research and discussion. The purpose of this exploratory research was to study and reach consensus on how internship can provide the most effective model of experiential learning in higher agricultural education system, using the western part of Iran as a case study. The research compares the needs of agricultural practitioners with agricultural academicians following the curriculum development theoretical framework suggested by Van Den Akker (2003). Using the Ten Phase Curriculum Model (Van Den Akker, 2003) as the theoretical framework, 34 university professors and 64 agricultural employers, all with previous experience in internship management, participated in a three phase Delphi technique.
Results demonstrated the practical significance of Van Den Akker’s Curriculum Model (2003) in the context of higher agricultural education systems in general and internships in particular. Consensus was reached in that for internship course to be effective, both university professors and agricultural employers need to be engaged in design and implementation of the internship since their curricular need were so disparate.
Findings indicate a more conscious and systematic perspective to internship curriculum development is needed. The respondents were extremely varied in their perspectives of what an agricultural internship curriculum should include. The findings show that comparing reflective thoughts of curriculum and working toward consensus is needed. Comparing the practitioner and academic differences in internship course requirements will lead to an improved experience for all parties involved, particularly,

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