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Abstract

Agricultural marketing courses cover a broad spectrum of topics and issues. Undergraduate committees, program coordinators, and marketing-oriented faculty struggle with the appropriate number and content of marketing course offerings. Curricula issues are discussed from the perspectives of three agricultural economics departments. Size, expertise, interests, and pedagogic philosophy assist in determining the number, mix, and content of courses. Solving these problems includes modulization and increasing depth or breadth, to reflect the changing marketing system and student needs. Educators must continually look outward at the changing food system and inward to their marketing curriculum to assess needs and implement changes as they are warranted.

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