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A Positive Role For Graduate Agribusiness Programs In Agricultural Economics

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  • Robbins, Lynn W.

Abstract

Agribusiness graduate students should do problem-solving and take business courses to understand the environment in which they will practice their theory. The longer we wait to teach them application, the greater are the chances of losing our critical mass in terms of relevancy and political support. We can, and should, cultivate a broader range of agribusiness problems and clientele groups. We can effect change immediately by doing more agribusiness research. We can assure our long-run existence through a stronger political support base by educating our graduate students in the ways of firm-level agribusiness application.

Suggested Citation

  • Robbins, Lynn W., 1988. "A Positive Role For Graduate Agribusiness Programs In Agricultural Economics," Western Journal of Agricultural Economics, Western Agricultural Economics Association, vol. 13(01), July.
  • Handle: RePEc:ags:wjagec:32159
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    Cited by:

    1. Boland, Michael A. & Featherstone, Allen M. & Chapman, Sandra J., 1999. "Characteristics Of Master'S Programs In Agribusiness Management," International Food and Agribusiness Management Review, International Food and Agribusiness Management Association (IFAMA), vol. 2(01).
    2. David W. Hughes, 1996. "Teaching rural development economics to undergraduate agribusiness students," Agribusiness, John Wiley & Sons, Ltd., vol. 12(6), pages 497-508.
    3. Boland, Michael A. & Lehman, Erika & Stroade, Jeri L., 2001. "A Comparison Of Curriculum In Baccalaureate Degree Programs In Agribusiness Management," International Food and Agribusiness Management Review, International Food and Agribusiness Management Association (IFAMA), vol. 4(03).
    4. Steven J. Torok & Alan Schroeder, 1992. "A comparison of problems and technical assistance needs of small agribusiness and nonagribusiness firms," Agribusiness, John Wiley & Sons, Ltd., vol. 8(3), pages 199-217.

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