2013 Annual Meeting, August 4-6, 2013, Washington, D.C., 2013
Students studying "fringe" agribusiness sectors (e.g,, supermarkets, textile manufacturers, paper... more Students studying "fringe" agribusiness sectors (e.g,, supermarkets, textile manufacturers, paper mills, wholesale nurseries etc.) need more business training. Attempts to serve these sectors by broadening courses would probably add some topics and reduce others. The result could be less beneficial for students seeking careers in traditional "core" areas (e.g., agricultural sales, input supply, agricultural finance, cooperatives, and commodity marketing). Because the needs of these "fringe" areas are not uniform, "generic" agribusiness courses may not address all their specific business skill needs. One starting point could be to rotate part of the agribusiness capstone course so three major topics are covered in depth different semesters: supply chain management, human resource management, and regulations, public relations, and crisis management. By Dr. Ronald B. Larson Agribusiness was widely recognized as an important new field during the 1980s when its unique characteristics and needs were described. Sonka (1989) highlighted five ways agribusinesses may be different from other types of firms: 1) the unique cultural, institutional and political aspects, 2) the uncertainty from production, 3) the alternative goals and forms of political intervention, 4) the public sector's contribution toward development of technology, and 5) the variety of competitive structures in the agribusiness sector. demonstrated that agribusinesses have distinctive features and may need specialized educational programs. They defined agribusinesses as food and kindred product manufacturers, apparel and other finished products manufacturers, food stores, apparel and hosiery stores, and eating and drinking places. When they compared the business problems agribusinesses had with those faced by nonagribusinesses, they found significant differences. Therefore, general business courses may focus on issues that agribusinesses do not believe are critical and may not emphasize the types of challenges faced by agribusinesses. To generate topics for the agribusiness curricula, information was gathered from employers and alumni using focus groups (e.g., Bruening and Scanlon 1995) and surveys (e.g.,
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