Agricultural Education Survey Report 2012
Kim Bryceson and Margaret Cover • Faculty of Science • May 2012
Contents Acknowledgements............................................................................................................................................ iii Executive Summary............................................................................................................................................. 1 Introduction......................................................................................................................................................... 2 Background......................................................................................................................................................... 2 The Problem........................................................................................................................................................ 3 What to do about the problem?...................................................................................................................... 4 Process................................................................................................................................................................ 5 Analysis ............................................................................................................................................................... 5 Results................................................................................................................................................................. 6 Definition of Agriculture in the 21st Century.................................................................................................... 6 Current issues affecting agriculture........................................................................................................................... 6 Future issues for agriculture...................................................................................................................................... 7
Education....................................................................................................................................................... 7 Focus of educational offerings ................................................................................................................................. 8 Important attributes of an agricultural graduate......................................................................................................... 8 Graduate salary ....................................................................................................................................................... 9
University/Industry connectivity....................................................................................................................... 9 Discussion......................................................................................................................................................... 11 Recommendations....................................................................................................................................... 12 Bibliography....................................................................................................................................................... 14 Appendices........................................................................................................................................................ 15 Appendix 1 – UQ Survey and Questionnaire................................................................................................. 16 Appendix 2 – List of interviewees.................................................................................................................. 18 Appendix 3 – Quotes against survey sections............................................................................................... 19 Appendix 4 – Potential graduate attribute set for a new UQ agricultural offering............................................ 24
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Acknowledgements We would like to thank all those who were involved in this survey on agricultural education. Your views and concerns about what agriculture and related areas need currently, and what they are likely to need in the future in terms of education, is of great significance. We appreciate the time and effort taken to provide some clear ideas which can be addressed.
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The School of Agriculture and Food Sciences building at UQ Gatton campus FACULTY OF SCIENCE
Executive Summary Following a re-organisation of The University of Queensland (UQ) Faculty structures and coverage at the start of 2011, and consistent with its desire to strengthen its offerings in areas newly under its remit, the UQ’s Faculty of Science is undertaking a review of its Agricultural Science offerings in 2012. This review is also being conducted as part of a standard timetable of Program Reviews (UQ PPL 3.30.05). Current developments in the agrifood and fibre industries worldwide are rapid and the University sees an opportunity to use the Program Review to update and rejuvenate its educational offering to address the issues that have arisen for the sector as a result of the rapid rate of change across the Industry from Production to Plate. A survey was commissioned and run through the UQ Science Faculty’s office with the aim being to query a wide ranging group of stakeholders in the Australian agricultural industry on their views as to what is needed in terms of tertiary agricultural education currently, and for the next 10 years. A rich dataset was obtained across the spectrum of industries involved in the agrifood and fibre sector and across the entire industry chain eg seed stock providers to retailers (Table 1) on the east coast of Australia. Clear themes emerged from the data around the need for graduates who had: 1. A practical understanding of the products and production systems associated with food and fibre production and a good grounding in the core enabling skills associated with agricultural science eg biology, chemistry, maths, entomology, soils, plant and animal physiology, animal and crop nutrition. 2. A multidiscipline focused knowledge and understanding (and in this, ‘discipline’ equates to animals, plants and business). 3. Knowledge of new technological developments and how these are used in the sector.
Key recommendations made as a result of the study include: 1. UQ should have a publically stated Vision for its role in agriculture and agricultural education that reconciles the academic and technical needs of agriculture in the 21st Century. 2. The Bachelor Agricultural Science (BAgrSc) offering must evolve to meet 21st Century Agriculture needs. This evolution needs to occur in content, delivery and attitude to engaging students. 3. UQ should address three tiers of engagement: (i) The Customer for an undergraduate program – ie Parents and high school students. This could be through existing organisations such as PICSE. Creating UQ Gatton as a PICSE hub would be highly beneficial. (ii) The Provider – ie Academics. It is necessary for academics to be strongly committed both to innovation in agricultural education and to teaching. A Faculty Teaching Award specifically aimed at such endeavors would be motivational. (iii) The Employer – ie Industry. UQ should engage more extensively with industry and businesses in the agricultural sector at course and program level. Many businesses responding to the survey expressed this view and would be happy to be involved. 4. It is strongly recommended that the School of Agriculture and Food Sciences (SAFS) discusses the potential for getting the new offering accredited through an accreditation body such as the Australian Institute of Agricultural Science and Technology (AIAST). 5. UQ should develop a Centre of Excellence in high tech agricultural training by incorporating ‘state of the art’ electronic equipment and processes throughout the Gatton Campus and Farm which can be used both in a teaching and a research capacity, as well as for engagement of prospective students.
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Introduction
Background
The University of Queensland (UQ) Faculty structures and coverage were re-organised at the start of 2011. Consistent with its desire to strengthen the programs in areas newly under its remit, the UQ Faculty of Science is undertaking a review of its Agricultural Science offerings in 2012. This review is also being conducted as part of a standard timetable of Program Reviews (UQ PPL 3.30.05). It is important that given current developments in the agrifood industry worldwide, input from the agrifood and fibre business sectors into the review would be highly advantageous to rejuvenating or redeveloping a Program that would address identified current and future issues in the sector.
Agriculture has been an area of teaching and research at UQ both at St Lucia and through the incorporation of the Queensland Agricultural College (QAC) at Gatton Campus in 1990, for over 100 years. During this time, there have been radical changes in business, food and fibre production and tertiary education. Recently, in particular, increasing commodity and food prices globally have sharpened the awareness of both policy-makers and of the general public to the complexity and fragility of the global food system. As a result there has been an associated upsurge in the demand for knowledge around sustainable production and the integrated global food system.
To provide this opportunity for businesses associated with the Australian agrifood and fibre sector. A survey was commissioned and run through the UQ Science Faculty’s office. The aim of this survey was to interview a wide ranging group of stakeholders in the Australian agricultural industry on their views as to the needs of tertiary agricultural education currently and for the next 10 years.
Circa 1900 – students in class on the verandah of the Foundation Building (photo courtesy Bob Taylor, grandson of photographer J.C. Brünnich)
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Such changes and issues could be considered as opportunities for an educational organisation and should have led to agriculture and related fields being an increasingly significant component of UQ’s teaching offerings on both St Lucia and Gatton campuses. The reality is that this has not been the case. The question then must be: “Why?”
In 2012 students have access to state-of-the-art classrooms
The Problem There has been a long term decline in students undertaking agriculturally related tertiary education in Australia. (Figure 1). At UQ this long term decline in agricultural student numbers manifested itself principally in the BAgrSc at St Lucia which led to that Program being dropped on that campus in 2008 to be run only at the Gatton Campus across the Schools of Land Crop and Food Sciences, Animal Studies and Integrative Systems. In 2011 the Faculty of Natural Resources, Agriculture and Veterinary Science (NRAVS) was dissolved (UQ Science Review 2) and the three Schools of Land Crop and Food Sciences, Animal Studies and Integrative Systems were amalgamated into one large School of Agriculture and Food Sciences (SAFS) within the Faculty of Science. SAFS then had responsibility for a number of undergraduate degree Programs run by the previous three Schools eg the Bachelor of Applied Science, Bachelor of Agricultural Science, Bachelor of Food Science and Technology and multiple associated Postgraduate Certificate, Diploma, and Masters Programs. Throughout 2011 a significant review of the Bachelor of Applied Science was undertaken with the goal being to ensure the Program had a strong science core in conjunction with an applied science component targeted at specific key areas of interest to students. This resulted in a Bachelor of Applied Science Program with six Extended Majors (Wildlife Science, Equine Science, Vet Technology, Production Animal Science, Crop Production and Urban Horticulture) with Agronomy and Horticulture being dropped to single major status.
This review of the Bachelor of Applied Science and its outcomes was always regarded as being complimentary to a review of the traditional UQ BAgrSc program due in 2012 to ensure a balanced approach to Program delivery in SAFS. Apart from a general decline in student numbers in agricultural education world-wide, there have been a number of significant issues that have developed over many years with the BAgrSc at UQ. Some of these being: • A lack of vision of where UQ wants to go with Agriculture in concert with ambivalent signs from all levels of Government as to how Australia should progress with Agriculture. • Cultural differences between the St Lucia (city based) and Gatton (regional based) agricultural training both within the university and in the broader community which has never been addressed. This is the elephant in the room for UQ as the world moves towards a better understanding of the need for sustainable food production. • Perception/reality of poor and old program content in the BAgrSc that stems from silo based thinking around academic disciplines and poor communication with practitioners and businesses in the industry sector. • Lack of robust discussion within the University community about what should and what should not be the focus of a new tertiary agricultural program.
Figure 1. Long term decline in agricultural enrolments (source: unpublished DEEWR data, 2011)
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• Lack of students coming into the program despite the jobs available in the agricultural industry (Allan Consulting, 2011) which has created a significant shortfall in government funding for the University to run a viable Agricultural program. • Unlike other semi-professional and professional industries of importance to the country, agriculture has no accreditation requirements. Thus students leave university ostensibly qualified with a professionally focused degree but with no professional qualification – nor has this been demanded by the industry. The value proposition for students to enter the industry is thus significantly reduced. • Agriculture generally and in Australia in particular has an image problem that stems from a 1950s view of farming – vis: where Australia is described as a sunburnt country, a land of drought and flooding rain with fortunes made and lost on a sheep’s back. Added to this, constant media representation of agriculture as men of mature years in the big hat, on a tractor in a paddock with the odd cow’s carcasses lying around in the workplace is about as palatable as watching grass grow for the Y and Z Generation of youth tied to their mobile phones and laptops sipping latte’s at downtown cafes, who should be the market focus for renewal of this industry.
What to do about the problem? The issues outlined are organisational, educational and industry based. Industry-wise many changes have occurred over time which should be addressed educationally. Organisationally, UQ perhaps has not moved with these changes in the industry when looking at its educational offerings in agriculture. Educationally, the Science Faculty has carriage of degree programs in this area and from the educational perspective it was decided that the Science Faculty should canvas, via an unbiased information gathering method, industry stakeholders about their views on the focus of tertiary education needed in the agrifood and fibre industries for the 21st Century. This information should then be used to inform the UQ review of the existing BAgrSc Program in order to enable the School of Agriculture and Food Sciences to rejuvenate and redevelop the agricultural education offering at UQ to better meet state, national and global agrifood and fibre needs.
oo In reality – the agrifood and fibre industry is a
multifaceted complex industry, grounded in good science, highly technologically enabled and increasingly professional. It thus needs to be sold as such.
Agricultural science encompasses the scientific, production and management aspects of the agricultural industries
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Process
Analysis
The process undertaken in this instance involved a systematic approach to engaging agrifood and fibre stakeholders in structured discussion on their views about current and future issues in agriculture in general, and more specifically about the need for particularly focused education requirements to address these issues.
The data collected were downloaded into an excel spreadsheet, coded and classified into a number of themes. These themes were then recoded according to association in order to identify the key themes.
The approach involved identifying stakeholders across the spectrum of industries involved in the agrifood and fibre sector and across the entire industry chain eg seed stock providers to retailers (Table 1) on the east coast of Australia.
Some scenario development was undertaken between qualitative and quantitative data involving cross tabulation to determine if there was any correlation between key themes and current and future issues in agriculture as identified in section one and educational requirements (Likert data) in section 3 of the questionnaire.
A qualitative and quantitative survey instrument (questionnaire) was developed (Appendix 1). The first section consisted of ‘opinion’ questions eg “How do you define agriculture in the 21st Century?” The second section was a structured set of closed ended questions around the value proposition of employing an agricultural graduate with contingency questions associated with the response. The third section was a scaled (Likert 1–5) set of questions on educational focus requirements.
Likert scale data on requirements were tabulated for analysis.
The data collected were rich enough to enable further comparisons between both industry sectors and supply chain actors (components). A limitation of this last analysis was the disparity between the length in various industry chains (ie the number of chain actors – for example horticulture – has a much shorter industry chain than grain or beef) potentially creating a bias in the result.
135 people were asked to participate and the questionnaire was eventually applied to 72 interviewees either by face to face interviews or via email or telephone. The questionnaire was targeted to high level operational management and recruitment. A list of the interviewees is available in Appendix 2.
Table 1. Industry, product and value chain (VC) chain actors identified as participants in the project (n=no. of respondents) Industry code
n
Product code
9
Cotton
CN
n
VC Sector code
n
8
Producer
PP
Horticulture
HR
13
Cropping
CR
26
Grain
GN
7
Breeder
PB
4
Livestock
LV
13
Sugar
SR
2
Inputs
IN
6
Intensive
IS
9
Fruit & Veg
FV
6
Marketing
MK
4
Forestry
FY
1
Beef
BF
6
HR/Training
HR
2
Generic
GE
9
Wool
WL
1
Advocacy
AV
7
Ex Student
ST
5
Dairy
DY
4
Wholesale/retail
WR
1
Pork
PK
2
Consultant
CS
11
Poultry
PY
2
Finance
FE
2
Ornamental Hort
OH
2
Govt agency
GA
3
Generic
GE
31
Processor
PC
3
Plantation Forestry
PF
1
Research
RS
8
Multi-sector
MS
5
UQ Academic
UQ
3
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Results A rich data set was obtained and opinions were wide ranging but surprisingly similar across interviewees. The results are catagorised according to the original sections in the Questionnaire.
There were six clear themes around issues for agriculture in the 21st Century:
Definition of Agriculture in the 21st Century
2. Funding and Regulation (21.4%) – reflects a lack of government funding for agriculture and over regulation.
1. Competition for Resources (28.5%) – reflects the need to compete for land and labor particularly with mining.
3. Production (19.3%) – reflects a focus on efficiency in input use and associated production costs as well as producing enough food for national food security.
“Multi-disciplinary industry that is critical for economic and social welfare”
4. Need for Innovation (12.3%) – both in the use of technology and business process.
“Tough but can be profitable. Rapid rates of change and adoption of new technology”
5. Poor Public Perceptions (10.4%) – reflects on the image that agriculture is old fashioned and dull.
“Technology and capital intensive industry… creating the ability to sustainably feed the world”
6. Markets and Terms of Trade (8.6%) – the margin is always close to cost of production and seasonality and the fluctuating dollar value can be problematic.
“Global food security will be big news. Agriculture will turn from a sunset industry to a growth industry with a focus on more efficient use of scarce resources.”
Current issues affecting agriculture
“Increasing world demand for food and fibre with the challenges of social expectations of urban populations”
Respondents were asked to identify the current issues affecting their organisation or industry and these are listed in Table 2 below:
“Our single greatest challenge in the mid-term future. The next ‘climate change’.”
Table 2. Current issues identified by Australian agribusiness managers (n=no. of responses) Total no. of responses
% Total n= 387
21 Skills/Training 19
111
28.7%
15 Carbon Tax/ 13 Environmental regulation 12 Climate 11 Rationalisation/ variability intensification 3
83
21.4%
75
19.4%
49
12.7%
7
37
9.6%
3
32
8.3%
Main themes in current issues for agriculture 1. Competition for resources Staff shortages 2. Funding and regulation Lack of Govt funding 3. Production 4. Poor public perception
5. Innovation
6. Markets
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40 Agricultural v mining 32 Over Regulation
Cost driven 32 Terms of production trade Lack of public 36 Market/ awareness community expectations Investment in 16 R&D-plant R&D breeding biotech World 19 Domestic markets markets
31 Physical resources 23 Animal welfare 16 Need for food security 10 Education
14 Technical/ Systems/IT/ Engineering 10 Market volatility
4
Competition for resources was the most prominent concern identified with 28.7% of the responses, with the sub theme of staff shortages listed as the most pressing issue. Government funding and regulation was the next most cited issue with both State and Federal Government lack of funding and regulation policies identified as working against agriculture.
Agriculture in the 21st Century is a multidisciplinary area that encompasses science, technology, politics and business. It requires the brightest and best of young minds to address the upcoming identified problems of producing more food with fewer resources in an era of climate instability and globalised distribution and demand for food products in volatile world markets.
Future issues for agriculture
Education
In the main, most people indicated that future issues were going to be the same as current ones – ie “same but more”.
Respondents were asked a series of questions about the value proposition to their businesses of employing graduates with an agricultural qualification. Almost 84% of respondents agreed that there was value to their business in employing agricultural graduates (Table 4). However, respondents did qualify this by saying that current graduates tend not be ‘job ready’ ie they do not have exposure to practical training with up-to-date technology.
Table 3 lists the themes identified by the respondents as being most significant for the future of agriculture. As alluded to – we see that ‘competition for resources’ (28%) is regarded as the most critical issue with the sub theme ‘staff shortages’ being identified as the highest priority issue to be dealt with. Government funding and regulation, particularly ‘overregulation’, were cited across all agricultural and value chain sectors as being critically in need of change in order for a globally competitive industry sector to occur. Sustainable, efficient (cost driven and technologically innovative) production was the next most discussed issue – linked with market availability for products and market volatility.
Less than half the respondents were able to make an informed comparison between UQ graduates and those from other institutions. This was essentially about the fact that they had not seen enough of UQ vs non UQ graduates to make a comparison.
These data have provided enough insight into current and future issues for Agriculture in the 21st Century, to define an “Educational Needs Statement”:
Table 3. Future issues identified by Australian agribusiness managers (n=no. of responses) Main themes in current issues for agriculture 1. Competition for resources
Staff shortages
29 Skills/Training
22 Agriculture v mining
2. Funding and regulation
Environment
20 Animal welfare
3. Production
Cost driven production R&C-plant breeding biotech
23 Government priorities 23 Need for food security 24 R&D investment
4. Innovation
5. Markets
World markets
6. Poor public perception
Market/ community expectations
23 Domestic markets 13 Lack of public awareness
17 Rationalisation/ intensification 15 Technical/ Systems/IT/ Engineering 4
Total no. of responses
% Total n= 307
19 Physical resources 12 Biosecurity
17
87
28.3%
8
63
20.5%
12 Climate variability 7
7
59
19.2%
46
15%
27
8.8%
25
8.1%
12
Table 4. Value of Graduates (no. of responses = 62) Is there a value proposition to employing a graduate? Yes
Do existing graduates meet needs? Yes
Do UQ graduates compare with those from other universities? Yes
52
39
28
83.9%
62.9%
45.2%
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Focus of educational offerings
Important attributes of an agricultural graduate
When asked to identify what focus of education an agricultural graduate should have, it was interesting to note that while basic science was solid across the board (Figure 2) there were strong preferences for discipline focused education (animals and plants) and a further strong emphasis on new technological developments and how these are used in the sector.
Agricultural Science Program Requirements Disagree (1/2) Neutral (3) Science focus 6 Specific discipline focus 8 Multi‐discipline focus 4 Integrative focus 19
Although this was not a direct question, respondents (including businesses beyond the farm gate) gave enough feedback to enable clear themes on what was seen as important attributes for an agricultural graduate (Table 5). The most cited attribute (28%), was a person with a practical understanding of the products and production systems associated with food and fibre production. The next most cited graduate attribute was training in the core enabling skills (17.2%) associated with agricultural science eg Biology, Chemistry, Maths, Entomology, Plant and Animal physiology, Animal and Crop nutrition. Clearly also was the requirement for a multidiscipline focused program (in this, discipline Agree (4/5) 19 equates to 35 animals and plants and business). 10 9 6
42 45 33
Agricultural Science Program Requirements 50
No. of respondents
45 40 35 30 25 20 15 10 5 0
Disagree (1/2)
Neutral (3)
Agree (4/5)
Science focus
6
19
35
Specific discipline focus
8
10
42
Multi-discipline focus
4
9
45
Integrative focus
19
6
33
Figure 2. Preferred Agricultural Science education focus
Table 5. The five most important attributes of graduates (no. of responses =144 out of a Total n =169)
8
Graduate attributes
n
% Total
1. Practical understanding of product/production systems
49
28.0%
2. Basic enabling disciplines
30
17.2%
3. Flexible/adaptable
22
14.0%
4. Communication/people skills
23
13.4%
5. Problem solving capability/ability to learn on the job
20
12.7%
FACULTY OF SCIENCE
Graduate salary
Related to the third ranked science focus option (out of 4 – Figure 2) a number of respondents indicated that research-focused science graduates are not really required as there are enough such graduates around currently to fill current and expected vacancies in this area. Respondents from research organisations indicated that due to financial pressure of project based funding, where possible, technical positions are filled by staff with a lower qualification than an Honours degree or PhD.
Respondents were asked the level of a graduate’s salary with their organisation. Figures quoted ranged from $45,000 – $90,000 depending on company and sector – with 78% of responses being in the range between $50,000 – $65,000. Table 6 indicates data collected in Beyond Graduation, 2011.
University/Industry connectivity Additionally 56 suggestions were made about the issue of improving the connection between agricultural businesses and UQ (Table 7).
Table 6. Graduate Salaries – Median salary, bachelor graduates in full-time employment, by broad field of education, 2008–11 ($’000, n,%). Source: Beyond Graduation 2011 2000
2009
2010
2011
Growth
$0’000
n
$0’000
n
$0’000
n
$0’000
n
%
Natural and physical sciences
47.0
222
55.0
183
59.3
188
65.0
188
38.3
Information technology
50.0
153
60.0
124
68.5
134
75.0
138
50.0
Engineering and related technologies
55.0
267
64.0
220
70.0
229
76.0
233
38.2
Architecture and building
45.0
66
55.0
55
60.0
58
65.0
64
44.4
Agricluture and environmental studies
45.0
57
55.0
49
59.0
53
65.0
54
44.4
Health
45.3
619
57.0
523
62.0
499
67.0
497
47.9
Education
48.0
340
55.0
319
59.0
323
63.0
327
31.3
Management and commerce
47.0
656
55.0
577
62.0
591
70.0
606
48.9
Society and culture
46.2
709
55.0
636
60.0
641
66.0
672
42.9
Creative arts
40.0
188
46.6
156
52.5
164
55.0
188
37.5
Total
47.0
3,277
55.0
2,942
60.0
2,880
66.0
2,967
40.4
Table 7. Identified issues for UQ to work on with industry (no. of responses = 56) Identified issue
n
% Total
1. Connect university and industry
19
34.0%
2. Continuous learning
13
23.0%
3. SAFS work placement program
11
19.5%
4. Mentoring
7
13.0%
5. Graduate programs
6
10.5%
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Stakeholder responses to university/industry connectivity included the following: “Provide opportunities through greater connectedness with industry sectors to excite and motivate and also to provide context.” “Need better integration between research/ teaching/industry. Need teaching to have a clear agricultural focus.” “It is important for the university and industry to connect so that there is a better understanding of the skills and innovation required eg nutrition, genetics, business management, robotics.” “Our organisation is considering introducing ‘student membership’. Will contact relevant Unis to see how this could best be incorporated to promote it to students for eg $20/year. Benefits would include regular info about the grain, cotton and pulse industry, heavily discounted registration fees to attend seminars, opportunity to advertise and promote themselves to practicing agronomists for work experience or employment.” “It is valuable to provide exposure to practical examples, case studies of the latest technologies, management practices and issues facing agriculture (eg current R&D directions, policy issues, concepts of sustainability). This may be best acquired by interaction with industry. This would be beneficial anyway as it provides good contacts and experience.”
“There are opportunities for UQ students to have work placement within our organisation to work in overseas projects during summer break. UQ needs to talk to our organisation.” “Summer work with a detailed analysis of the operation gave a good insight, first hand, different industries. Integrated what I was learning. Hard to do with big numbers of students- UQ still has this opportunity.” “Our organisation has been offering work experience for undergraduates and is proposing to set up a more formal arrangement with UQ to offer the program continuously to students for a minimum period of two weeks. Positions to be awarded on merit and if the program is successful, extend it to district offices.” “Industry placement, practical on-farm experience to support a robust technical/theoretical teaching base is highly valuable, both for the technical learning opportunities and interaction with industry people and places.”
Appendix 3 details further quotes from Survey respondents.
“Our business has been involved with an MLA graduate program. Over the last 8 years 39 graduates have come through our program. They also offer cadetships/scholarships and work experience. CEO sees it as high value.” “Works with UNE as it is associated with the premier Australian meat science institute. Last year took 2 of the 3 UQ food science graduates. Need more. Would prefer UQ from a logistical point of view.”
Students practise in an environment-controlled research glasshouse at UQ Gatton campus
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Discussion The following key issues have been identified recently as drivers of world agri-food systems (Kearney, 2010; Bryceson, 2011) • The dynamics of sustainable production – agriculture is characterised by spatially variable natural resource use and the associated issues of climate variability, a reducing land and water availability for production across the globe and increasing greenhouse gas pollution. The implication is that unless food production becomes smarter, it will not be sustainable in the long term. • An integrated global food system – the overarching trend in agri-food systems as they develop from the localised traditional and poorly organised industry chains to the more advanced industrialised supply chains that exist globally, is the rising need for coordination and the transaction costs that arise as a result (McCulloch et al., 2008). There are marked advantages of organising food production in chains of companies for increased efficiency, flexibility and quality. In particular there has been the increasing requirement for a coordinated flow of information associated both with a food product’s traceability from paddock to plate Hammoudi, et al, 2009), the collection of information on its quality and safety for human consumption (Hobbs, 2006), and the flow of information associated with consumer demands needed for both production and inventory management decisions (Schiefer, 2006). • Globalised markets – the world is now open for business in both agri-food inputs and outputs, and those players in the agri-food industries with the appropriate assets can, as a result, take advantage of both the new markets that have appeared for traditional products, and of technological and institutional opportunities that exist for new products. Conversely, those players without such assets (which include both technological and human capital assets) cannot take advantage of the situation – and the gap between the ‘haves’ and ‘have-nots’ gets wider. For example, the ability to export fresh tropical fruit as a high value commodity requires post harvest cold chain logistics and monitoring capability (Smith, 2005), and if refrigeration consists of ice blocks in a tub, product quality and shelf life will simply not meet the grade necessary to maintain an export market. • The Key Players – in order to survive in increasingly globalised markets, there has been a large increase in vertical integration of businesses in agri-food supply chains since the 1990s – with certain key corporations
becoming increasingly dominant. Such enterprises include the household names of Monsanto (agricultural inputs and genetically modified seed), Cargill (food, agricultural and risk management products and services), Nestles (world’s largest food and beverage company – originally a food processor), Kraft (world’s second largest food and beverage company), Unilever (food, homecare and personal care products) and Carrefour (global distributor and second largest retailer in the world). However it should also be noted that there are a very large number of small agri-food enterprises, particularly in developing countries, which may not have the capability of taking advantage of sophisticated business models or accessing technological innovations in order to add value. In such situations, business based on face to face contact or via the use of minimal technology such as a fax machine or more recently, the mobile phone (Mittal et al, 2010), is still very much the norm. • Food security – integrally involved with all of the above, food security is about availability of clean safe food and a person or community’s access to it. To be food secure means food is available, food is affordable and food is utilised. Unfortunately, an increasing global population has impacted on both supply and demand for food products and in 2009, FAO estimated that 1.2 billion people were not getting enough regular safe food to eat (FAO, 2009). Food Security is a goal – The things that drive food insecurity are what need to be addressed.
All of these global food systems drivers and their complexities have in one form or another been identified within the Australian agricultural and agrifood context by the stakeholders whom we have spoken to – for example: Agri-food Issues – the constant demand for quality, safe product all through the year, everywhere in the world and the stresses that such demand places on sustainable production is a constant issue. Technological innovation, development and implementation in facilitating production that addresses the triple bottom line of people, place and planet is paramount – as is the continuing development of transparent traceability systems from source to customer. Further to this latter point, future research into the role of traceability systems in helping to attain the goal of a food secure world is a key emerging need. Food insecurity is characterised by poor nutrient intake and associated health issues– thus nutrient traceability throughout the food system in order to create interventions that address a lack of nutrients in diets, is something to strive for.
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Technology Issues – creating value opportunities in a globalised market is an emerging issue for the agricultural sector. For this to be successful, businesses need to be supported by electronic infrastructure, an appropriate labour market, appropriate business technology and technology competencies along with access to appropriately targeted education in this area. Knowledge Issues – developing knowledge of sustainable production, technology and business in players from one end of the agri-food chain to the other is another critical emerging issue. Without a knowledge of the whole industry supply/ value chain and the technologies that are now facilitating product and information flows, the imbalance of power and value proposition discontinuities within agrifood chains will continue, and long term sustainability will be compromised. Being aware that the agri-food industry is as technologically complex and business driven as any of the other industry sectors that drive modern human society, and being able to do something with that understanding in order to address key societal issues, is essential. Clearly, there is a need to address the issues identified above through appropriate education. A university of UQ’s research capability should be looking to establish itself as a leader in both undertaking the research, but as importantly, translating such research into captured knowledge through world class education. Education however, goes beyond the research driven content to include technical and vocational aspects. The respondents in this study have indicated that in the case of agriculture, a mix of academic and technical components in a professionally driven degree Program would be both appealing and necessary for the future of the industry sector. Technical education is not traditionally the province of universities. In the past this type of education was delivered at technical colleges and colleges of advanced education (eg the QAC). It is differentiated from academic education by a more hands on approach and requires a higher level of skill and knowledge from students than vocational education which is very much aimed at non academic endeavors (AQF 2011). “In the livestock industry generally, there is a demand for agricultural science graduates with a production focus….and for some of the big pastoral companies, additional vocational training on the job can give the practical skills training needed for day to day animal management.”
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Since UQ acquired the QAC, it has struggled with the differences between academic and technical education – but if UQ intends to continue providing tertiary agricultural programs, there must be an acknowledgement that there is a need for an ethos accepting the validity of technical education within an university environment and that the infrastructure and equipment necessary to deliver a comprehensive and well rounded education experience is provided.
Recommendations Given the previous discussion, the recommendations that can be made from this study are as follows: 1. Create a Vision – UQ must have a publically stated Vision for its role in agriculture and agricultural education. This vision should reconcile the academic and technical aspects of agriculture in the 21st Century and state clearly that as the premier tertiary education provider in Queensland, agriculture and related activities provide innovative and inspiring experiences and career opportunities for students entering UQ, and graduates leaving UQ. 2. Evolve the current BAgrSc offering to meet 21st Century Agriculture needs – a tertiary level education program in agricultural and related areas has been identified by industry stakeholders as being valuable. However this program needs to be developed to address both the basic science subjects that enable successful crop and animal production but also needs to include the substantial technological, biotechnology and business development aspects that such science has enabled over time – and which is required to produce a more current ‘job ready’ graduate. Suggestions to contract students to do project work (similar to the very successful UQ Bachelor of Agribusiness ‘Markets in Asia’ overseas projects for fee-paying clients) with or within a business to undertake technical/scientific/business projects that can be assessed with industry co-supervisors, was advocated instead of the current Industry Placement.
This evolution needs to occur in content, delivery and attitude to engaging students.
Possible Graduate Attributes for such a Program are outlined in Appendix 4.
3. Engagement – UQ should address three tiers of engagement: (i) The Customer for an undergraduate program – ie Parents and high school students in the main (Miller, 2011). Parents need to be confident that their children will be doing a program that has a career path. Students need to be inspired early on in their high school education to move into science and agriculturally related activities eg through organisations such as PICSE. Creating UQ Gatton as a PICSE hub would be highly beneficial. (ii) The Provider – ie Academics. It is important that enthusiastic academic staff are identified to take responsibility for the various discipline sectors involved in order that these are announced to the Media in their full glory. Generally, academic staff should be encouraged and rewarded for delivering inspirational and research driven educational content backed by a solid practical understanding of technologies and practices in the field. A Faculty Teaching Award specifically aimed at such endeavors would be motivational. (iii) The Employer – ie Industry. UQ should engage more extensively with industry and businesses in the agricultural sector at course and Program level. To ensure this is a sustainable activity, industry needs to be confident that if they engage with UQ, their voice will be heard and that the graduates that come out of UQ will address their needs in a fast changing environment. UQ needs to be confident that industry will do their part in providing an educational experience for students. Developing a multi-tiered work placement program with businesses who are prepared to sponsor such a program and who would work with SAFS towards offering a developmental sequence of practical activities that fed into the various years of the new offering, would be most useful.
5. Develop a Centre of Excellence – in high tech agriculture by acquiring and implementing ‘state of the art’ equipment and processes that can be used for both learning / teaching activities and for building research capacity in agriculture. For example the Electronification of Gatton Project which aims to provide the infrastructure and a resource base for Gatton Campus and Farm to become the “Go To” place in Australia for advanced technology delivery in agriculture and related fields. 6. Investigate other demographics for potential students – a number of respondents talked about the difficulty of finding graduates who were prepared to work in rural and regional Queensland, and that they preferred more mature workers who were more settled and had previous experience. Some businesses also stated that they use continuing education as an incentive to keep staff with the company, refunding tuition fees as the employee successfully completes each course. In order for UQ to tap into this potential, it would require understanding the requirements of this demographic and providing the education in a mode that suits mature students who wish to combine work and study. 7. Investigate customised training – some businesses spoke about the difficulty in finding training courses for their specific requirements eg grain storage, handling and quality and discussed in general terms the potential for purchasing customised training (eg short courses for their staff. This could present an opportunity for practical training courses in the summer semester when students are not on campus. Note: While tempting from a financial perspective, this type of training could only occur if there was recognition in UQ staff performance reviews of the value proposition of this type of activity to the University. It is acknowledged that in the current research-driven organisational focus, staff if they wish to progress in the university need the summer semester to keep their research profiles up to scratch.
4. Accreditation – it is strongly recommended that SAFS discusses the potential for getting the new offering accredited through an accreditation body such as AIAST to help develop the value proposition of doing the new degree to potential students (details can be found at: http://www.aiast.com.au/index.php?menu=prof_ development&action=prof_agcredited).
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Bibliography AQF (2011), Australian Qualification Framework First Edition, July 2011. Accessed 1 March 2012 http://www.aqf. edu.au/Portals/0/Documents/Handbook/AustQuals%20 FrmwrkFirstEditionJuly2011_FINAL.pdf
IMAP (2010), Food and Beverage Industry Global Report 2010. http://www.imap.com/imap/media/resources/ IMAP_Food__Beverage_Report_WEB_AD6498A02CAF4. pdf
Beyond Graduation (2011), The Report of the Beyond Graduation Survey. Graduate Careers Australia. Available at: http://www.graduatecareers.com.au/wp-content/ uploads/2012/03/Beyond%20Graduation%202011.pdf
Keating, B and Carberry, P (2010), Emerging opportunities and challenges for Australian broadacre agriculture. Crop and Pasture Science 61(4): 269–278. Accessed 17 April 2012 at http://www.publish.csiro.au/?act=view_file&file_ id=CP09282.pdf
Bryceson KP (2011), Agrifood systems and the eLandscape In: Bak, O and Stair, N (Eds) Impact of E-Business Technologies on Public and Private Organisations: Industry Comparisons and Perspectives. Ch 12 pp 198–213. DEEWR (2011), Australian Jobs 2011. Accessed 18 April 2012 at: http://agrifoodskills.site-ym. com/?page=Scan2011 Dunne AJ, (2010), Contemporary issues in the provision of tertiary agriculture programs: a case study of The University of Queensland Australasian Agribusiness Perspective, Paper 82, April 2010. Accessed 18 April 2012 at http://www.agrifood.info/perspectives/2010/ Dunne.pdf FAO, (2009) The State of Food Insecurity in the World. Accessed on 12 March 2012 from: http://www.fao.org/ publications/en/ Graduate Careers Australia (2011), Graduate Outcomes Survey 2010: A Report on the work and study outcomes of recent higher education graduates, Melbourne. Accessed on 18 April 2012 at http://www. graduatecareers.com.au/wp-content/uploads/2012/03/ Beyond%20Graduation%202011.pdf Hammoudi, A, Hoffmann, R & Surry, Y (2009), Food safety standards and agri-food supply chains: an introductory overview. European Review of Agric Economics, 36(4), pp 469–478. Hobbs, JE (2003), Traceability & Country of Origin Labeling. Presented to: Policy Dispute Information Consortium, 9th Agricultural and Food Policy Information Workshop, Montreal, April 25 2003. Retrieved on March 25 2010 from: http://www.farmfoundation.org/news/ articlefiles/859-hobbs.pdf
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Kearney, J (2010), Food consumption trends and drivers. Phil. Trans. R. Soc. B, 365, pp 2793–2807. McCulloch EB, Pingali, PL and Stamoulis, KG (2008), Small Farms and the Transformation of Food Systems: An Overview. In McCulloch E.B., Pingali, P. L. and K. G. Stamoulis (Eds) (2008). The Transformation of Agri-Food Systems. Globalisation, Supply Chains and Smallholder farms. Ch 1, pp 3–47. Miller, D, Kollegger, K, Lisle, A, Mergard, J and Pearl, E (2011, unpublished), Student Survey Report Career motivations and attitudes towards agriculture of firstyear science students at The University of Queensland. Agforce / UQ Report. Mittal, S., Gandhi, S. & Tripathi, G. (2010), Socio-Economic Impact of Mobile Phones on Indian Agriculture. Working Paper 246, Indian Council for Research on International Economic Relations. The Allen Consulting Group, (2012), Rebuilding the Agricultural Workforce, a report to the Business/Higher Education Round Table. Accessed17 April 2012 at http:// www.bhert.com/publications/reports/Rebuilding-theAgricultural-Workforce-Report-Jan2012.pdf Schiefer, G. (2006), Information management in agri-food chains, In: Ondersteijn, C.J.M., Wijnands, J.H.M., Huirne, R.B.M and O. Van Kooten (Eds) (2006). Quantifying the Agri-Food Supply Chain, Ch 10, 137–146, Springer, The Netherlands. Smith, J. N. (2005), Specialized Logistics for a Longer Perishable Supply Chain. World Trade Magazine, November 2005. Retrieved on March 12 2010 from: http://www.worldtrademag.com/Articles/Feature_Article/ 52de170abaaf7010VgnVCM100000f932a8c0____
Appendices
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Appendix 1 – UQ Survey and Questionnaire
UQ Survey of Australian agrifood & fibre businesses to ascertain their agricultural education needs Undertaken by: A/Prof Kim Bryceson and Mrs Marg Cover The University of Queensland March 2012
The University of Queensland’s Faculty of Science is commencing a review of its Agricultural Science degree. As a way of providing an opportunity for businesses associated with the Australian agrifood and fibre sector to provide input to this review, a survey is being conducted and run through the Associate Dean (Academic), Science Faculty’s office amongst CEOs and Operational Managers of organisations who employ graduates. The aim of this survey is to query a wide ranging group of stakeholders in the Australian agricultural industry on their views as to what is needed in terms of tertiary agricultural education currently and for the next 10 years. All information collected will remain anonymous unless you specifically state other-wise. All survey data will be stored securely and no identifying information will be included in any public document. If you have any questions or problems with the questionnaire, please feel free to contact me, Kim Bryceson, directly:
Associate Professor Kim Bryceson Acting Associate Dean (Academic), Faculty of Science The University of Queensland Gatton, Qld 4343, AUSTRALIA. Tel: 61 7 5460 1617 / 3365 1528 Mobile: 0439 742 002 Email: science.academic@uq.edu.au
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Industry:
Company:
Position:
General Agriculture What does “Agriculture in the 21st Century” mean to you? What are the current issues in the agricultural/agrifood sector from your industry’s perspective?
Why do you think these issues exist? How do you think they can/should be addressed? What do you see as upcoming issues for the agricultural/agrifood sector in general?
Education 1. Is there a value proposition for your business in employing an agricultural / vet science graduate? What is this? 2. Do existing graduates meet the needs of your industry/ company? Yes / No Why? 3. Do UQ Agricultural and/or Vet Science graduates meet your requirements? Yes /No Why?
Educational Requirements How can UQ produce a graduate that you can use to address the current and future issues for your industry as identified above – given that there are limited timeframes (3/4 years) involved? Should they be: (Strongly Disagree = 1 – Strongly Agree = 5)
1
2
3
4
5
A Science focussed (research) graduate?
O
O
O
O
O
A Discipline specific focussed (industry based) graduate?
O
O
O
O
O
A Multiple discipline focussed (industry based) graduate?
O
O
O
O
O
A Science, Technology, Community and Management focussed (integrative) graduate?
O
O
O
O
O
Approx salary?
Comments
AGRICULTURAL EDUCATION SURVEY REPORT 2012
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Appendix 2 – List of interviewees
18
First name
Surname
Company/Organisation
First name
Surname
Company/Organisation
Bob
Dall’Alba
Qld Cotton
David
Freebairn
RPS Solutions
Keith
Glasson
Pioneer
Allan
Mackinley
Lefroy Valley Seeds
David
Hamilton
Consultant
Don
Yule
CTF Solutions
Paul
McIntosh
Landmark
David
Foote
Australian Country Choice
Nigel
Alexander
Napco
Jolyin
Burnett
Australian Macadamia Assoc
Doug
Snell
CBA
Leon
Woltman
Kewpie Stockfeeds
Richard
Chambers
Dow
John
McDonald
NGIQ
Grahame
Spackman
Spackman Iker Consultants
Adrian
Peake
QDO
Asher
Hammond
Agri-jobs
Noel
Barker
Producer
Peter
Mailler
GPA
Narelle
Moore
CBH
Richard
Haire
OLAM
Rob
Dugdale
CGS
Matt
Hood
Rugby
Barry
Croker
Pacific Seeds
Ron
Dullaway
Golden Cockerel (retired)
Sam
Duddy
Producer
Dale
Abbott
Bowen Crop Monitoring
Gabriel
Milnovich
UQ Researcher
Mal
Frick
John Deere Water Pty Ltd
Dennis
Poppi
UQ
Stephen
Tancred
Orchard Services
Mark
Olly
Biomin
Steve
Ainsworth
CSD
Collective
Response
CRDC
John
Chapman
DEEDI
Garawilla Partnership
Ron
Mullins
Canegrowers
Rosecott
Rod
Jenner
Golden Cockerel
Tom
Stockwell
Andobri Stock
Eion
Wallis
BSES
Les
Baxter
ACIAR
Grahame
Taylor
Swickers
Matt
Callaghan
Ridley
Chris
Barnes
FEA Ltd
Brad
Skinner
Highsun Express Plugs
Lynne
McIntyre
CSIRO
Ray
King
RLK Consultants
Caroline
Harris
Agforce
Russ
Hovey
UCLA
Nathan
Symonds
Agforce
Andrew
Penberthy
NAB
Chris
Wilcox
National Council of Wool Sellers
Iain
Hannah
Parmalat
Dominica
Carolan
Ag Appointments
Greg
Harper
CSIRO- Livestock R&D
Lachlan
Hart
Stockyard
Pat
Wilson
Graincorp
Peter
Carberry
CSIRO
Wayne
Bryden
UQ
Andrew
Young
Brisbane Markets
Christine
Hawkins
Wheat Quality Australia
Duncan
McInnes
Dairy Farmers
Susanne
Schmidt
UQ
Tony
Marshall
Dow
Bev
Sawyer
Parmalat
Paul
White
Nufarm
Robert
Parkes
Ridley AgriProducts
Bruce
Walters
Blue Gum Downs
Wayne
Hall
MLA
Fiona
Anderson
Crop Consultants Australia
FACULTY OF SCIENCE
Appendix 3 – Quotes against survey sections Below are a set of quotes taken from the interviewees as they answered the Agricultural Education survey – either written or verbally to the interviewer. The only classification is into broad survey section headings.
Agriculture in the 21st Century A growing global population needing food. Rationalisation and corporatisation. Foreign ownership
Multi-discipliner industry that is critical for economic and social welfare
Agriculture is an industry that creates something by sustainably harnessing energy. Challenge is to do it better.
Agriculture is tough but can be profitable. Rapid rates of change and adoption of new technology
Export focus: Global agriculture and plant breeding that utilises the ‘omic sciences’ and biotechnology to breed new crop varieties that significantly increase crop production and improve crop quality. Domestic focus: Niche production of high quality vegetables, fruit and farm products using more traditional practices, targeting higher value markets and using more direct marketing channels.
Agriculture in Australia is at a watershed. There is a view that with increase in world population there is a need to produce food to feed the world. At the same time Australian Agriculture is facing threats.
Doing things, better (new techniques/ technology) Mindful of customers and consumers
The significance of agriculture will increase as the challenge of producing in the physical environment becomes more variable.
Meeting community expectations in production and management of food and fibre. Australia is the food bowl of Asia
Profitable sustainable food production to meet the needs of a growing world population
Technology and capital intensive
Increased pressure to feed the world
Agriculture is our single greatest challenge in the mid-term future. The next ‘climate change’.
More efficient, increased uncertainty, globalisation, public expectations increased.
Environmentally sustainable, less people more skilled, production systems Best Practice
Competition for resources
There is a need for skilled 2IC’s to work on dairy farms-not milkers but managers
Unis don’t do base technologies and technical skills – shortages of field pathologists, cereal chemists, entomologists.
Periurban encroachment limits farmer’s ability to operate.
Energy and agriculture need to co-exist and look for synergies.
Need capable workforce prepared to live west of the Dividing Range.
Energy is the biggest game in town
Impact of CSG on groundwater
Mining competes for land, water, staff, infrastructure
Live export is not treated equitably vs boxed meat.
Strong resources sector make careers in mining more attractive eg engineering
Not enough experienced agronomic advisors. The key word is experienced with the person drought that has been occurring for decades.
Low numbers of people joining the industry – talent is short.
Hard to get high quality staff in Rural &Regional Australia.
Aging farmers.
Difficulty getting staff of the calibre required to meet the requirements of developing the technology to make the productivity gains
Current and Future issues
-fragmented representation. Beef industry has 4 national peak bodies. Cannot agree so the message on national issues is muddied. Due to the production of biofuel in Brazil and USA, the world market for feed grain prices has escalated.
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Current and Future issues (cont) Difficult to attract enough smart good people.
A career is poultry is not considered sexy
Poor training/ out of touch with current trends, lack of leaders and poor industry leadership. CRC for Spatial Information is driven by surveyors.
Plant based graduates are not being produced.
There has been a decrease in the delivery of training in specific skills in the UQ courses eg entomology, plant pathology– big issue for the future as it will take a long time to turn around. Training at Post Graduate level tends to be recipe based rather than improving problem solving skills through research problems especially biotech
Government funding & regulation
Government does not have a commitment to Agricultural related content P-12. Leads to negative perception that there is negative/ narrow career opportunities in agriculture.
‘Greening’ the work force has seen the rise of environmental theologians quaintly described as Environmental Scientists who cannot make or develop or grow anything so to be safe make more regulations to stop those who would from making mistakes. This they call the precautionary principle.
Community concerns and perceptions influence policy decisions
Biosecurity governance and interstate restrictions
Carbon tax/trading/monitoring
Lack of leadership- both sides and levels have a 3 year focus
Biosecurity – does not work so well. Pest and disease allowed in eg myrtle rust, citrus canker, fire ants
Devolution of government responsibility
Challenge of managing livestock in regards to welfare regulations
Environmental legislation adds to input costs
Cost of doing business is not recognised. Average farmers’ time taken up with compliance = 30%, cost = 20%
Australian culture does not value agriculture
Agriculture poorly communicated to both state and federal governmentt.
OHS and Fair Work Australia The Government needs to take a more proactive role in the planning and management of industry and infrastructure.
Over emphasis on green issues such as environmental, water use, animal welfare, carbon taxing by media and policy makers Over-regulation
Governments do not regard agriculture as a high priority. State – reduction in research. There are no research scientists in DEEDI Emerald – staff are techies doing D&E. Overall contraction with staff chasing external funds. Federal – focus on Resource Management. Catchment authorities focus on improved management rather than R&D. Employ young people to do extension work who are not qualified in agriculture science discipline.
Lack of planning (long term) regarding the sustainability of agriculture and mining.
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FACULTY OF SCIENCE
State and Federal governments have an economic rationalist view. There is no ‘big picture’ view of the value of agriculture to national security and the potential for agriculture to contribute sustainably to the long term future of the country.
Because world leadership has, to this point, been able to waste resources in the food space. As a result, they have never been forced to address the fundamental question “Is food a public or private good?” Because consumers are schizophrenic about food, we buy on the basis of price but we vote without regard to cost.
Australia is an export economy and many issues associated with agriculture such as bio-security, R&D, risk management and capacity of personnel working in agriculture are long term investments and difficult for individual enterprises to capture the benefit of investment in these areas. The government needs to intervene and governments don’t want to.
Current and Future issues (cont) Production Issues
High energy/high asset business
Grain prices – 70% of the cost of a pig is feed
Coles $1/litre milk hurts.
Threat of disease outbreak Production systems need to make a profit
Increasing costs of electricity, water, fuel, transport. Need to change from commodity to product.
Productivity gains are needed and will come though better management and crop genetics.
Low commodity prices vs high cost of technology
Education (important graduate skills) Practical understanding of product/ production systems
Need practical skills and experience in applying scientific principles (especially where students do not have some practical background).
Ideally we would like someone with an appreciation of how science is applied to agriculture. Fewer graduates have this grounding – ‘city kids’ with a classroom-based degree with power points describing how it is in the agricultural sector. Less appreciation for and experience with real life challenges.
Systems knowledge
Graduate needs to have a scientific background and industry focus. Graduates employed by the organisation are mostly drawn from Rural & Regional Queensland before studying at UQ.
Values a general degree like Agricultural Science as it allows the graduate to have an integrated understanding of agricultural systems.
Need to be grounded. For a researcher, the starting point needs to be to consider how the outcomes affect the end-user. It’s more than applied research. Keep the end-user the focus of the Research.
Understand the importance of holistic/ integrated systems
Look at how you learn rather than what you learn. Are the students capable of coming to grips with experience rather than relying on books to learn?
Enabling Core Skills
Core scientific understanding is a critical bridge across multi-discipline businesses. Good scientific discipline leads to structured analysis.
In depth training around the basic plant/soil/ animal science subjects
At the age of 22, graduates need specific core skills and not a general understanding of a variety of disciplines. This gets added to with experience.
Solid background in science.
Well grounded graduates who are multi disciplined and have a good background in the general principles of Agricultural science.
Have good general core skills and be prepared to learn on the job.
Agricultural science graduates need a ‘tool box’ of skills and learning in systems agronomy, soil science, biological processes, plant pathology, entomology, problem solving.
Suggest look at the US system which is broad and general in the first two years and then drills down for a major in years three and four. Learn the basic discipline eg plant physiology, anatomy, biometrics (doing trials) be able to understand and interpret research.
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Education (important graduate skills) (cont) It is not feasible for graduates to learn everything they will need. By initially focusing on core skills eg maths, chemistry, biology, students have more time to get an understanding of the variety of career opportunities. Motivate the students prior to them making commitments that lock them into a particular stream.
Agricultural science is different to science. Agricultural Science focus is broad, science focus is narrow. Agricultural Science needs a breadth of disciplines. It needs context eg grower through to consumers. Biometry is critical. Biochemistry does not do biometrics in B Science. Different way of thinking – needs a mindset that can work in a broad range of issues. Need a mix of skills.
Flexible/ adaptable
Flexibility and commitment
Broad mind set
There needs to be some focus on attracting non-traditional graduates to the agricultural sector.
The degree itself doesn’t necessarily make a person more useful. There is a danger of training being one dimensional and a stereotypical perception of work being related to the farm or supporting the farm. There are many other pathways
People with a broad mind set
– People can come from other career paths eg civil engineering, electronics, mechanics, logistics, sociology. – The path of learning has only just begun. Training should be less about what to do and more about why and how. Students need to learn how to ask the right question. – Understand the business of agriculture and understand the drivers of behavior.
Ability to learn(20)
Know how to find out stuff
Understanding that they are at the beginning of their career and will need to learn the specific skills required. Graduates need to realise that they have no experience. Practical understanding of the issues they face and problem solving skills are important.
Transition to the workplace
22
Connect university to industry
Look at U Tas summer scholarships. Students are contracted to do small research projects over summer.
It is valuable to provide exposure to practical examples, case studies of the latest technologies, management practices and issues facing agriculture (eg current R&D directions, policy issues, concepts of sustainability). This may be best acquired by interaction with industry. This would be beneficial anyway as it provides good contacts and experience.
Important to have exposure to the real world.
Our company works with Marcus Oldham and Rimfire – they like the idea of working more closely with the training institution so that graduates are more business ready.
Need better integration between research/ teaching/industry. Need teaching to have a clear agricultural focus.
We are considering introducing ‘student membership’. Will contact relevant Universities to see how this could best be incorporated to promote it to students for eg $20/year. Benefits would include regular info about the grain, cotton and pulse industry, heavily discounted registration fees to attend seminars, opportunity to advertise and promote themselves to practicing agronomists for work experience or employment.
Important – connectivity between business and UQ. Also between other businesses. Provides opportunities for staff/students to enhance their skills and knowledge.
Our organisation has been offering work experience for undergraduates and is proposing to set up a more formal arrangement with UQ to offer the program continuously to students for a minimum period of two weeks. Positions to be awarded on merit and if the program is successful, extend it to district offices.
FACULTY OF SCIENCE
Transition to the workplace (cont) Could do well to look at the plant protection course from Gatton. Highly regarded graduates.
Provide opportunities through greater connectedness with industry sectors to excite and motivate and also to provide context.
Use undergrads for holiday work – finds them through local kids at uni, other contacts. Would like to see a more formalised way of sourcing these students – eg of his summer workers had difficulty getting accreditation for his prac work??) Would be interested in being involved in a mentoring program.
It is important for Under Graduatestudents to connect with current industry players through vacation work, visiting experts, mentoring. Institute of Agricultural Sciences offers free membership to students. Continuous learning
Be able to add skills eg business, policy, management to training.
A number of members living in Rural & Regional Queensland have gained enormous benefit from studying courses such as Rangeland Management through your excellent distance education facility.
One way our company increases skills capacity is to identify existing staff with potential and up skill them.
Important to have continuous learning to keep up to date with current developments eg Univ Syd Post-Graduation Foundation in Veterinary Science.
A degree leads to an improved career path. Our’s is a small company (70 staff). As an added bonus because there are less opportunities for advancement within the company, our company offers a study option to staff. They are given time off and the company pays tuition fees on the successful completion of each subject. Post graduate study in the areas of business and Agricultural Science (most staff go through USQ).
UG work placement program
Summer work with a detailed analysis of the operation gave a good insight, first hand, different industries. Integrated what I was learning. Hard to do with big numbers of students – UQ still has this opportunity.
There are opportunities for UQ students to have work placement within the organisationprojects during summer break. UQ need to talk to us.
Does UQ have a process for supporting students entering the workforce?
Our organisation has opportunities for UQ work experience. Currently do it through students contacting BSES directly (by word of mouth).
Our company has an on-going 6 month undergraduate placement program with overseas students. Students have exposure to classing, growers, logistics, shipping, purchasing, sales. They are not paid. Do it prior to graduation
Valuable to link to an industry approved insect scouting and ID unit. Would enhance the employability as they would also bring new knowledge to the business.
Industry placement, practical on-farm experience to support a robust technical/ theoretical teaching base is highly valuable, both for the technical learning opportunities and interaction with industry people and places.
Mentoring
The old system of mentoring eg job in DPI and work with an older bloke doesn’t happen anymore. Need to find a new model.
The cotton industry is aiming to become more active in well run programs that are prepared to integrate activities from school to university eg the PISCE, Horizon Scholarship Cotton Summer scholarships, industry placements and mentoring
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Appendix 4 – Potential graduate attribute set for a new UQ agricultural offering Graduate Attributes: On graduation from the Bachelor of BAgrSc/BSc (Agriculture) students will: 1) Demonstrate a deep and coherent understanding of agricultural science, by being able to: a articulate the scientific methods, techniques and ways of thinking relevant to the disciplines involved in agrifood and fibre production; b appreciate the philosophical nature of scientific knowledge within the disciplinary context; c conceptualise the multidisciplinarity involved in agricultural science including the economic consequences of decision making; d explain the role and relevance of agricultural science to society. 2) Demonstrate substantial depth and breadth of scientific and technical knowledge with: a a well-developed knowledge in the basic enabling sciences underpinning animal and crop production; b
well developed knowledge of the specifics associated with animal and crop production including soil science, animal and plant physiology and animal and plant nutrition;
c a well developed knowledge in the technologies involved in underpinning animal and crop production. 3) Have a highly developed capacity for critical thinking and problem solving, including the ability to: a gather, synthesise and critically evaluate complex information from a range of sources; b apply systematic and logical thought processes and procedures in order to draw conclusions; and employ creativity to propose innovative solutions to problems.
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FACULTY OF SCIENCE
4) Have well developed skills and abilities in the techniques of agricultural research including the ability to: a design and plan investigations appropriate to the disciplinary area, including the ability to select and apply appropriate theoretical and/or practical techniques; b appreciate the issues of sample selection, accuracy, precision and uncertainty during the collection, recording and analysis of data; c undertake a research project and accurately collect, record, interpret and analyse relevant data using appropriate quantitative and qualitative techniques to provide evidence-based conclusions; d Understand the nature of risk and uncertainty in making decisions and drawing conclusions based on research findings. 5) Demonstrate a highly developed capacity and sense of responsibility for their own learning and scientific work, including: a being independent and self-directed learners; b working effectively, responsibly and safely in an individual or team context demonstrated through assessed industry research or work based projects; c demonstrating knowledge of the social, ethical and regulatory contexts of the disciplinary area. 6) Be effective communicators of science, with the ability to communicate scientific results, information and arguments to a range of audiences, for a range of purposes, and using a variety media.
Faculty of Science Building 69, Level 2 The University of Queensland Brisbane Qld 4072 AUSTRALIA Phone +61 7 3365 1888 Fax +61 7 3365 1613 email science.enquiries@uq.edu.au www.science.uq.edu.au
64445 SCIafs/May 2012, Cricos Provider No 00025B