Pre-professional practices in the training of agricultural graduates: the case of Ecuador using fuzzy cognitive maps

Abstract

ABSTRACT Objective This research seeks to identify strategies that promote the sustainability of pre-professional practices in agricultural careers in Ecuador through the perceptions of actors from the academy, public sector, and business. Design/methodology/approach This research uses online surveys, fuzzy cognitive maps, and scenario analysis. The survey collects information on the characterization of pre-professional practices and perceptions on the development of practices related to management, administration, and contribution to the academic training of the agricultural graduate. The information was obtained from 194 surveys. Results The findings highlight three strategic variables: (i) plans, programs, and projects (ii) experience achieved in pre-professional practices, and (iii) management and administration of pre-professional practices. In the simulation of scenarios, the institutional framework of the pre-professional practices is reflected in the administrative management that includes the monitoring of practices and curricular updating. While the management of pre-professional practices responds to the agricultural problem with adequate monitoring and curricular plan. Practical implication In Ecuador, pre-professional practices are part of the regulations imposed by the state towards higher education institutions. The research seeks strategies to connect the needs of the rural productive sector through pre-professional practices. Theoretical implication The research contributes to the link between pre-professional practices and the rural productive sector in the academic training of agricultural graduates. Originality/value Few empirical studies have examined the development of pre-professional practices in Ecuador as a strategy to link agricultural careers with the rural productive sector, where the student can identify job opportunities.