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This paper aims to investigate the entrepreneurial behaviours exhibited by commercial smallholder farmers in Zimbabwe, focusing on their socio-economic characteristics, and considers their implication for outcomes of livelihood resilience in a resource-constrained and turbulent rural context.

The study used survey data collected from 430 smallholder farmers in Masvingo province, Zimbabwe. Using a two-step cluster analysis, the study constructed a typology of farmers based on their entrepreneurial behaviour and socio-economic characteristics.

The results revealed that commercial smallholder farmers are heterogeneous in terms of their entrepreneurial behaviours. Four clusters were identified: non-entrepreneurial, goal-driven, means-driven and ambidextrous. Beyond their entrepreneurial behaviours, these clusters significantly differ in the socio-economic characterises (gender, age, education levels, farm size, proximity to the market and social connection) and farm performance (seasonal sales per hectare and farm income per hectare).

The typology framework relating farmers’ entrepreneurial behaviours to their socio-economic characteristics and business performance is important to tailor and therefore improve the effectiveness of farmer entrepreneurship programmes and policies. In particular, tailoring farmer entrepreneurship education is crucial to distribute land, finance and market resources in purposive ways to promote a combination of smallholder farmers’ effectual and causal behaviours at an early stage of their farm ventures.

Researchers still know little about which farmers’ behaviours are entrepreneurial and how these behaviours manifest in action during their commercial farm activities. This research leverages effectuation and causation theory to unveil previously overlooked distinctions on farmers’ entrepreneurial behaviours, thereby enhancing a more grounded understanding of farmer entrepreneurship in a resource-constrained context.

This study analyzed the state of broiler production in Senegal after nearly two decades of poultry import restrictions. It provides a synopsis of the Senegalese broiler value chain and evaluates the performance and economics of different broiler farm types.

A multi-stakeholder workshop and interviews were conducted with key informants to investigate the structure and activities of the Senegalese broiler value chain. The typical farm approach (TFA) was used to construct and analyze “typical” farms that represent the most common broiler production systems in Senegal.

The current situation in the Senegalese broiler value chain is favorable for hatcheries, feed mills, producers and poultry traders. However, the slaughterhouses are not faring well. The farm economic analysis demonstrates that typical medium-scale broiler farms are performing well, due to the use of high-quality feed, chicks and good husbandry. Additionally, the analysis revealed that feed and day-old chick (DOC) costs are the most significant in conventional broiler production in Senegal. Despite the high costs of feed and DOCs, broiler production is profitable for typical farms.

Athough this study provides detailed insights into broiler farm economics in Senegal, it does not include typical integrated large-scale broiler farm-types. Based on our findings, we can predict that such farm types may be more efficient and have lower production costs due to the use of high-quality inputs (chicks and feed), and economies of scale. However, future studies will need to verify this prediction.

To the best of the authors’ knowledge, only a few unpublished studies on broiler farm economics in Senegal exist. These studies only provide a basic analysis of the cost of production and profitability, with little consideration of various production systems. Contrastingly, this study provides a detailed economic analysis of different types of conventional broiler farms in key production regions.

Leadership development has been viewed as a foundational component of agriculture education and the FFA since the early 20^th century (Hoover, Scholl, Dunnigan, & Mamontova, 2007). To contribute to previous research in the field of leadership, this study lays the framework for future studies on the leadership styles of those individuals who lead today’s youth in FFA programs across the State of Texas. This study describes FFA advisors of successful FFA programs in terms of their leadership styles, leadership training/educational background, and suggests how FFA advisors could use their leadership styles to improve their programs. Participants reported engaging in behaviors related to transformational leadership, M = 3.15, more often than those related to transactional, M = 2.45, or laissez-faire leadership styles, M = 0.86

Needs assessment is the first step in developing a leadership education program. During the spring of 2008 researchers and program planners conducted focus groups sessions with representatives from Virginia’s agricultural community with the goal of assessing the leadership development interests and needs of that community. As one focus group participant shared, “I’ve had leadership programs all along… they didn’t use examples that were real in my world.” The findings of this qualitative study suggest that an agricultural leadership development program should focus on three areas: (a) knowledge of the changing industry; (b) relationship building across industry sectors; and, (c) practical, transferable skill development. The skill areas of interest include creative problem solving, political advocacy, and communication. These findings are similar to previous research on grassroots leadership development, yet they lead to important recommendations for further research and practice.

The agricultural sector has experienced a transformative impact through the adoption of digital technologies, particularly mobile applications designed for farmers. This study investigates the factors influencing smallholder farmers' willingness to adopt digital application tools in Ogun State, Nigeria, focusing on the IITA herbicide calculator and Akilimo mobile applications.

Data were gathered from 572 smallholder farmers participating in the Zero Hunger project. This research contributes to the limited empirical evidence in Nigeria concerning farmers' willingness to adopt digital application tools. The study analyzes the effects of education, training, access to internet services, smartphone ownership, willingness to use paid applications, awareness of application tools and the cost of digital tools on farmers' willingness to adopt. Gender differentials in willingness to adopt were also explored.

The results indicate positive and statistically significant effects of education, training, internet access, smartphone ownership, willingness to use paid applications, awareness of application tools and the cost of digital tools on farmers' willingness to adopt. However, female farmers exhibited a lower willingness to adopt digital application tools.

Policymakers are urged to create supportive policies promoting basic formal education and provide effective extension services to enhance farmers' training. Additionally, efforts should be made to reduce the cost of digital applications and improve internet accessibility in rural areas. Encouraging female farmers to adopt advanced agricultural technologies is essential. Stakeholders are advised to raise awareness of digital application tools to expedite the adoption of agricultural technologies in the country.

This study will be helpful for the government to determine the state’s readiness for digital agriculture, it will help technology developers and agricultural technology startups to understand the factors determining farmers willingness to adopt digital application tools.

This study offers insights into the readiness of Ogun State, Nigeria, for digital agriculture. It provides valuable information for technology developers and agricultural startups to understand the determinants of farmers' willingness to adopt digital application tools, contributing to the advancement of the agricultural technology landscape.

Programs in agricultural leadership are continuing to enjoy success in institutions around the country. To this point, there has been a lack of research conducted to (a) identify objectives for these programs, (b) identify courses that should be taught in these programs, (c) identify the need for and objectives of an internship requirement, or (d) determine future placements of program graduates. This study sought the opinions of 15 agricultural leadership experts from across the nation to address these questions. Although the panel came to consensus on these areas it was apparent that the experts in agricultural leadership must continue to work toward national goals and standards for agricultural leadership programs.

The purpose of this qualitative study was to evaluate if the environment of the State 4-H Council fosters transfer of training to life after the 4-H program. Purposive sampling identified former members of a State 4-H Council. The research methods included semi-structured and unstructured interviews. Major findings of the study noted that most areas of the council environment encourage the transfer of training, however, some facets of the council environment need improvement to promote training transfer. Recommendations include conducting a needs assessment of all incoming State 4-H Council members, developing an experiential training method, implementing training on working with different personality types, improving communication among the group, and continuing to reward council members for using the skills they gain while on the council.

Investments in gender training for agricultural researchers have not attained expected outcomes, bringing into question the efficacy of training approaches used. New approaches for transformative gender training need to draw on lessons learned from previous courses. This chapter analyses short gender training courses identified using a scoping methodology. Selected courses offered between 2005 and 2015 for scientists in Eastern Africa were critiqued against a theoretical framework for transformative gender training. Also shared is a training model (Gender Responsive Researchers Equipped for Agricultural Transformation course) that addresses gaps in previous courses. The chapter identifies critical lessons for facilitating transformative gender training for non-gender research practitioners which include the need for inter-disciplinary grounding in the disciplines of gender and agriculture, having a phased course delivery and the value of continuous technical support during and after training. Gender training models should also allow for the deepening of gender awareness and consciousness by providing safe spaces for personal reflections on the root causes of gender inequalities and for the questioning of the internalized norms and biases.

In colleges of agriculture leadership education is one area of study where enrollment and demand are outstripping the capacity of institutions to deliver the coursework. However, few faculty members are prepared to teach leadership contextually based in agriculture. Responding to this challenge, the Leadership Education Institute (LEI) for faculty in colleges of agriculture was created. The primary goal of the project was to prepare agricultural faculty to teach leadership as a secondary discipline. This multi-year project, funded by a USDA Higher Education Challenge Grant, was a collaboration of faculty from Oklahoma State University, the University of Nebraska-Lincoln, and the University of Georgia. The project resulted in directly impacting food and agricultural sciences education at 10 institutions across the nation by improving teaching competency of leadership education faculty in colleges of agriculture.

According to a survey of professionals in agricultural education, The Journal of Leadership Education (JOLE) is a new and primary outlet of leadership education research and professional scholarship. The purpose of this study was to assess five years of JOLE’s primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types using a mixed-methods design. A compilation of the research results is reported. Research themes appear cyclic and add little to improving an apparent lack of research continuity. Research must continue to determine cycle depth and the influence on research in leadership education as an integrated specialization area of agricultural education. This research may be used comparatively with the National Research Agenda to determine where future research should be focused.