An Integrated Approach to Farm Management Education

Abstract

Farm management lies well to the vocational end of the theoretical-vocational spectrum of tertiary courses in agricultural economics. Students and potential employers generally expect courses in farm management to contain some exposure to realistic management situations. However, as French has emphasized, it is rather than exposure to the real world per se that is required. Furthermore, the application of farm management procedures and methods of pseudo real world situations may achieve relevance at the cost of education. If farm management instruction is to improve the allocative ability (Huffman, p. 96) of the students who participate in these courses, then the emphasis must be on concepts rather than on the mechanical use of tools (Boehlje, Eidman, and Walker, p. 196). The aim of this paper is to describe an approach to teaching farm management that emphasizes self-discovery and relevance. Our technique takes maximum advantage of the motivation and involvement created by a complex, computerized management simulation known as the Central Tablelands Farm Management Game (CTFMG).' Our purpose is to show by example how a computer simulation exercise can be integrated with other traditional and nontraditional teaching techniques in an effort to achieve specific educational goals. Effective teaching requires a flexible instructor who employs multiple teaching techniques which then create an environment where takes place both inside and outside the (Kendrick, p. 766). By basing the course on a realistic management simulation, we aim to create a classroom environment in which the student learns to recognize management problems and then actually reaches out analytical procedures to help meet the challenges posed by these problems. We view all components of the course as tools for assisting decision making, and we try to introduce each new tool at the time when it will have a maximum impact upon the student. Such timing is based upon consideration of student need (for the management tool) and upon the student's level of prior knowledge. Each tool is evaluated by students in an instructor-led group discussion after the initial usage and then periodically throughout the course in the light of new knowledge that may alter opinions. Teaching and are frequently confused in higher education. . . . One can observe in any classroom that teaching can proceed in the absence of learning (Kropp, p. 757). Our approach aims to place the emphasis on learning. This is facilitated by relatively small classes (less than thirty-five) and a generous course weighting in the curriculum. The only prerequisite for entry is a one semester microeconomics course. The percentage of students who will ultimately assume a managerial role is not known, but it is unlikely to exceed 20%. On the other hand, a very high percentage of recent graduates are employed in extension-research positions.