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The Proper Preeminent Role Of Parent Disciplines And Learned Societies In Setting The Agenda At Land Grant Universities

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  • Beattie, Bruce R.
  • Watts, Myles J.

Abstract

Contrary to recent commentary, reliance on individual faculty initiative and learned societies in setting the academic agenda has greater promise for contributing to the land grant mission than more administratively driven and dominated systems. Learned societies have the advantage in evaluating disciplinary content and are thereby the appropriate evaluators of quality. A distinguishing characteristic of all university professors should be a continuing commitment to active participation in research in support of their principle function, teaching, be their students on-campus undergraduate or graduates, off-campus clientele, or professional peers. The popular notion that all, or even most recognized peer-review journals are oriented mainly to disciplinary (versus problem-focused) research is challenged.

Suggested Citation

  • Beattie, Bruce R. & Watts, Myles J., 1987. "The Proper Preeminent Role Of Parent Disciplines And Learned Societies In Setting The Agenda At Land Grant Universities," Western Journal of Agricultural Economics, Western Agricultural Economics Association, vol. 12(2), pages 1-9, December.
    • Handle: RePEc:ags:wjagec:32238
    DOI: 10.22004/ag.econ.32238
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    References listed on IDEAS

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    1. James T. Bonnen, 1986. "A Century of Science in Agriculture: Lessons for Science Policy," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 68(5), pages 1065-1080.
    2. Ronald D. Knutson, 1986. "Restructuring Agricultural Economics Extension to Meet Changing Needs," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 68(5), pages 1297-1306.
    3. Bonnen, James T., 1986. "A Century Of Science In Agriculture: Lessons For Science Policy," 1986 Annual Meeting, July 27-30, Reno, Nevada 278406, American Agricultural Economics Association (New Name 2008: Agricultural and Applied Economics Association).
    4. Lawrence W. Libby, 1986. "Restructuring Agricultural Economics Extension to Meet Changing Needs: Discussion," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 68(5), pages 1313-1315.
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    Cited by:

    1. Blank, Steven C., 1997. "A Decade of Decline and Evolution in Agricultural Economics Programs: 1985-96," 1997 Annual Meeting, July 13-16, 1997, Reno\ Sparks, Nevada 35801, Western Agricultural Economics Association.
    2. Brester, Gary W., 2006. "Research and Publishing: Relevance and Irreverence," Journal of Agricultural and Resource Economics, Western Agricultural Economics Association, vol. 31(3), pages 1-16, December.
    3. Jeremy D. Foltz & Bradford L. Barham, 2009. "The Productivity Effects of Extension Appointments in Land-Grant Colleges," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 31(4), pages 712-733.
    4. E. Peterson & Fred Ruppel & Daniel Padberg, 1988. "Assessing agricultural education: Agricultural economics at a crossroads," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 5(4), pages 26-33, September.
    5. Johnson, Marc A., 1987. "Promotion, Tenure And The Extension/Research Interface," Staff Papers 133704, Kansas State University, Department of Agricultural Economics.
    6. Parcell, Joseph L., 2002. "Extending Alone," 2002 Annual meeting, July 28-31, Long Beach, CA 19655, American Agricultural Economics Association (New Name 2008: Agricultural and Applied Economics Association).

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