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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.
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    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.

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    Bibliographic Info

    Article provided by Western Agricultural Economics Association in its journal Western Journal of Agricultural Economics.

    Volume (Year): 12 (1987)
    Issue (Month): 02 (December)
    Pages:

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    Handle: RePEc:ags:wjagec:32238

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    Web page: http://waeaonline.org/
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    Related research

    Keywords: Teaching/Communication/Extension/Profession;

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    Cited by:
    1. Brester, Gary W., 2006. "Research and Publishing: Relevance and Irreverence," Journal of Agricultural and Resource Economics, Western Agricultural Economics Association, vol. 31(03), December.
    2. Foltz, Jeremy D. & Barham, Bradford L., 2008. "The Productivity Effects of Extension Appointments in Land Grant Colleges," Staff Paper Series 527, University of Wisconsin, Agricultural and Applied Economics.

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