Academia and industry perspectives on leadership and human resource development competencies required for agricultural leadership graduate students pursuing industry careers

The primary purpose of this study was to determine the perceptions of graduate-level agricultural leadership programs by university faculty and industry representatives. This study recommended a curriculum model to enhance the leadership specialization in agricultural education graduate programs. The populations for the study included university faculty teaching graduate agricultural leadership courses and representatives of agriculturally related Fortune 500 companies. The study sample included twenty-two agricultural education faculty who teach graduate agricultural leadership courses and ten human resources professionals employed at agriculturally related Fortune 500 companies, agribusiness firms, and career resource centers. A researcher-developed questionnaire was used to determine the competencies required for training and development and human resources careers. In addition, interviews were conducted with university faculty and industry representatives to determine key components of a graduate agricultural leadership curriculum. To determine the profile of graduate agricultural leadership programs, a researcher-developed questionnaire was sent to university faculty and department chairs and unit leaders of graduate agricultural leadership programs.;The findings revealed that both academia and industry participants rated the following competencies as most important: communication, leadership, and interpersonal relationship building and collaboration. The lowest rated competencies were contracting, business knowledge, and implementation/support. Based on the interviews, participants recommended that graduate agricultural leadership programs focus on management, youth organizations, organizational leadership, and personal leadership development. A very small number of universities in the nation offered an agricultural leadership specialization in the graduate program. These programs have evolved from agricultural education perspectives and have not fully transitioned to an industry focus. Industry representatives preferred master's students for human resources/training and development positions; thus, the proposed curriculum model focused on master level student development.