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The Pennsylvania State University the Graduate School College of Agricultural Sciences EXPLORING the PUBLIC VALUE of THE

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The Pennsylvania State University the Graduate School College of Agricultural Sciences EXPLORING the PUBLIC VALUE of THE The Pennsylvania State University The Graduate School College of Agricultural Sciences EXPLORING THE PUBLIC VALUE OF THE NUFFIELD INTERNATIONAL FARMING SCHOLARS PROGRAM A Dissertation in Agricultural and Extension Education by Jean Paula Lonie 2018 Jean Paula Lonie Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2018 The dissertation of Jean Paula Lonie was reviewed and approved* by the following: Mark A. Brennan Professor and UNESCO Chair in Community, Leadership, and Youth Development Co-Chair of Committee Dissertation Co-Adviser Theodore R. Alter Professor of Agricultural, Environmental, and Regional Economics Co-Chair of Committee Dissertation Co-Adviser Richard T. Roush Professor of Entomology Dean, College of Agricultural Sciences Tracy S. Hoover Professor of Agricultural and Extension Education Associate Dean, Undergraduate Education, College of Agricultural Sciences Rama B. Radhakrishna Professor of Agricultural and Extension Education Assistant Dean, Graduate Education, College of Agricultural Sciences Daniel M. Kniffen Professor of Animal Science Special Member Connie Baggett Associate Professor of Agricultural and Extension Education Head of the Graduate Program *Signatures are on file in the Graduate School ii ABSTRACT Public value is a contested, subjective issue. The need exists to continue the exploration of this concept, particularly with regard to programs that focus on individual growth and outcomes. This mixed-methods case study uses public value as the lens through which the Nuffield International Farming Scholars program is viewed. Participant perceptions are captured regarding the relationship between key variables (motivation to participate in the program, personal benefit, professional benefit, post-Nuffield engagement, and demographics) and public value. Qualitative analysis of key informant interviews and survey data combine to create a well- rounded view of how Nuffield Scholars define the concept, as well as their perceptions of individual participant and program contributions to public value. This work also intends to contribute to public value theory, affirming the contestedness of the concept and better understanding its relationship with this specific program. Nuffield Scholars overwhelmingly feel that the Nuffield program contributes to public value, and that the experience allows them to contribute individually. Statistically significant relationships were found between all key variables and public value, validating the participants’ perception. Scholars indicate an increased personal and professional confidence following their travels, which manifests as a stronger sense of agency and increased voice locally and within the agriculture industry. There is also evidence of a different level of engagement and leadership contribution following their Nuffield experience. Participants also reported personal and professional benefit, and a contribution to public value, from the global Nuffield network. In exploring the Nuffield phenomenon through the lens of public value, there is the opportunity to further understanding of how programs delivered at the individual level may have meaning and significance beyond the participant, and discover opportunities to identify and articulate the impact of Nuffield beyond individual scholars. iii TABLE OF CONTENTS LIST OF FIGURES. ………………………………………………………………………………………………vii LIST OF TABLES. ……………………………………………………………………………………………....viii ACKNOWLEDGEMENTS. ……………………………………………………………………………………....ix CHAPTER 1: INTRODUCTION AND PURPOSE. ………………………………………………………........1 Public Value and Wicked Problems. ...………………………………………………………………………….3 Farmers and Agriculturalists as Co-Creators of Knowledge. …………………………………………………...5 Growing Relationships. …………………………………………………………………………………………5 Reciprocity and Community. ……………………………………………………………………………………8 Why Nuffield International? …………………………………………………………………………………….8 Overview of Research. ………………………………………………………………………………………….9 Research Questions. …………………………………………………………………………………………9 Relevance of Research. ……………………………………………………………………………………..10 The History of the Phenomenon – The Nuffield Farming Scholars Story. ……………………………………12 CHAPTER 2: NUFFIELD FARMING SCHOLARS: A HISTORY AND AN OVERVIEW. …...….……...13 Bicycles and Philanthropy. …………………………………………………………………………………….13 Growing Beyond the British Empire. ………………………………………………………………………….17 Expansion of the Nuffield Network and Program. …………………………………………………………….23 Developing the Global Focus Program. ……...…………………………………………………………….24 An Annual Gathering Forms – Contemporary Scholars Conference. ……...………………………………25 The Peerage and a Bull: Distinguishing Nuffield Scholars Around the World. ……………………………….26 The Challenge of Diversity. ……………………………………………………………………………………30 Formation of Nuffield International. …………………………………………………………………………..34 Nuffield International Grows and the Globe Shrinks. ……………………………………………………...44 Formalizing a New Umbrella Organization. ……………………………………………………………….45 Opportunities and Challenges. …………………………………………………………………………………47 A Steady Philosophy in a Changing Industry. …………………………………………………………………51 Moving Beyond the Individual Scholar. ……………………………………………………………………….53 CHAPTER 3: PERSPECTIVES ON PUBLIC VALUE. …………………………………………...…………54 Exploring Public Value. ……………………………………………………………………………………….54 Defining Public Value. ……………………………………………………………………………………..58 History of Public Value. ……………………………………………………………………………………63 Expressing Public Value. …………………………………………………………………………………...67 Exploring the Variables. ……………………………………………………………………………………….70 Dependent Variable: Public Value. ………………………………………………………………………...71 Independent Variable: Motivation to Participate. …………………………………………………………..71 Independent Variables: Personal Benefit and Professional Benefit. ……………………………………….77 Field-Based Learning in Agriculture. …………………………………………………………………...82 Practical Wisdom. ……………………………………………………………………………………….82 Mindset Matters. ………………………………………………………………………………………...83 Independent Variable: Post-Nuffield Engagement. ………………………………………………………...86 Linking Community and Social Capital. ………………………………………………………………..90 Independent Variable: Sociodemographics. ………………………………………………………………..91 iv Visualizing This Research. …………………………………………………………………………………….94 Summary. ………………………………………………………………………………………………………94 CHAPTER 4: RESEARCH METHODS. …………………………………...………………………………….96 Choosing the Case Study. ……………………………………………………………………………………...97 Research Design. ………………………………………………………………………………………………99 Operationalization of Concepts and Variables. ………………………………………………………………101 Dependent Variable: Public Value. ……………………………………………………………………….101 Independent Variable: Motivation to Participate. …………………………………………………………102 Independent Variable: Personal Benefit. ………………………………………………………………….102 Independent Variable: Professional Benefit. ……………………………………………………………...102 Independent Variable: Post-Nuffield Engagement. ……………………………………………………….103 Independent Variable: Sociodemographics. ………………………………………………………………104 Sample Selection. …………………………………………………………………………………………….104 Qualitative Design and Interviews. …………………………………………………………………………..105 Designing the Key Informant Interview Script. ……………………………………………………………...110 Dependent Variable: Public Value. ……………………………………………………………………….111 Independent Variable: Motivation to Participate. …………………………………………………………111 Independent Variable: Personal Benefit. ………………………………………………………………….112 Independent Variable: Professional Benefit. ……………………………………………………………...112 Independent Variable: Post-Nuffield Engagement. ……………………………………………………….112 Independent Variable: Sociodemographics. ………………………………………………………………113 Online Survey Design and Data Collection. ………………………………………………………………….113 Survey Questionnaire. ………………………………………………………………………………………..117 Dependent Variable: Public Value. ……………………………………………………………………….117 Independent Variable: Motivation to Participate. …………………………………………………………117 Independent Variable: Personal Benefit. ………………………………………………………………….118 Independent Variable: Professional Benefit. ……………………………………………………………...118 Independent Variable: Post-Nuffield Engagement. ……………………………………………………….120 Independent Variable: Sociodemographics. ………………………………………………………………121 Data Analysis Strategy. ………………………………………………………………………………………121 Qualitative Analysis Process. ……………………………………………………………………………..121 Quantitative Analysis Process. ……………………………………………………………………………124 Reliability and Validity. …………………………………………………………………………………..125 Limitations of the Work. ……………………………………………………………………………………..126 Research Findings Preview. ………………………………………………………………………………….126 CHAPTER 5: RESEARCH FINDINGS. ………………………………………..…………………………….127 Survey Overview and Frequency of Responses. ……………………………………………………………..127 Overall Characteristics of Survey Participants. …………………………………………………………...127 Survey Responses by Research Variable. …………………………………………………………………….131 Dependent Variable: Public Value. ……………………………………………………………………….131 Independent Variable: Motivation to Participate. …………………………………………………………132 Independent Variable: Personal Benefit. ………………………………………………………………….133 Independent Variable: Professional Benefit. ……………………………………………………………...134 v Independent Variable: Post-Nuffield Engagement. ……………………………………………………….134 Measuring Public Value Intensity. …………………………………………………………………………...135 Bivariate Analysis. ……………………………………………………………………………………………135 Inter-Item Correlation. ………………………………………………………………………………………..137 Multi-Variate Analysis. ………………………………………………………………………………………138 Exploring the Nuffield Phenomenon – Qualitative Findings. ………………………………………………..143 Analyzing Qualitative Results.
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