Reconsideration of the agricultural transfer model

Abstract

The cooperative extension system in American agriculture is widely viewed as the paradigmatic public sector technology transfer system. Empirical evidence supports the view that research and extension are complementary inputs in increasing agricultural productivity. Cooperative extension, however, does not perceive itself as a technology transfer system; but as an informal education system. Many participants at the federal, landgrant university, or county levels in cooperative extension would not recognize their work within a technology transfer framework. Moreover, many would object to such a characterization of their work. The differences in perspective is accounted for, in part, by the fact that agricultural extension is part of the larger system of cooperative extension. This system, which encompasses agriculture, home economics, 4-H and community and rural development, requires a more encompassing framework than technology transfer to provide an integrated rationals for its program elements. Within the technology transfer framework, the roles of the different components of the system across the states are both highly variable and changing. Based on site interviews in nine states, analysis is presented of the current and prospective roles of extension specialists and county agents.