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Publication Date
1981
Description
The observations made in this paper are based upon contacts with international students, both in the U.S. and in many other countries. Two of the most serious problems in increasing world food production in the developing world are (1) lack of trained people, and (2) technology transfer. A third constraint, inadequate research, is also critical but not of the magnitude of the other two, since there is a great amount of research information available that is not being adequately ut:ilized. Training needs fall into two general categories in which deficiencies are obvious: (1) graduate-level programs, particularly in the applied fields relating to range ecology and grassland management, and (2) "techni.cian"-level training, which may be below the B.S.-equivalent level. Most international students, after returning to their home countries, expressed enthusiasm about their training in the U.S. They were less enthusiastic about training in other countries because it was "more basic" and "not as practical" or useful for their jobs at home. Also, there appeared to be more effective training at institutions within similar ecologic zones, whereas training-particularly in the agricultural sciences-in dissimilar zones was not as effective for their purposes. Careful selection of universities abrnad is very important. Then was an almost unanimous feeling among foreign-trained students, as well as among agencies involved in development assistance, that the research required for a Ph.D. should be conducted in the country of the student's origin. This requirement may not be as critical if the research is more applied than basic and if the research is carried out in similar ecological environments. Even though ":in-country research" poses some managerial and financial problems to fo:reign universities, its importance cannot be overemphasized. While mo£t of the less-developed countries{LDCs) require some service (usually 5 years) in the home country after the degree is conferred abroad, there is evidence of substantial migration of trained personnel from many of these LDCs. The working environment in many LDCs is depressing for the returning professional. Some of these people cannot get foreign exchange to maintain their professional ties to such organizations as the Animal Science Society, the Agronomy Society, or the Society for Range Management. Some find it virtually impossible to communicate with other professionals in their field: there is no library and no intellectual stimulation. It is indeed sad to observe the trained mind in an environment that will not permit growth and development.
Citation
Thomas, G W., "Effective Training for International Students" (1981). IGC Proceedings (1977-2023). 9.
(URL: https://uknowledge.uky.edu/igc/1981/section13/9)
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Archival
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Agricultural Science Commons, Agronomy and Crop Sciences Commons, Plant Biology Commons, Plant Pathology Commons, Soil Science Commons, Weed Science Commons
Effective Training for International Students
The observations made in this paper are based upon contacts with international students, both in the U.S. and in many other countries. Two of the most serious problems in increasing world food production in the developing world are (1) lack of trained people, and (2) technology transfer. A third constraint, inadequate research, is also critical but not of the magnitude of the other two, since there is a great amount of research information available that is not being adequately ut:ilized. Training needs fall into two general categories in which deficiencies are obvious: (1) graduate-level programs, particularly in the applied fields relating to range ecology and grassland management, and (2) "techni.cian"-level training, which may be below the B.S.-equivalent level. Most international students, after returning to their home countries, expressed enthusiasm about their training in the U.S. They were less enthusiastic about training in other countries because it was "more basic" and "not as practical" or useful for their jobs at home. Also, there appeared to be more effective training at institutions within similar ecologic zones, whereas training-particularly in the agricultural sciences-in dissimilar zones was not as effective for their purposes. Careful selection of universities abrnad is very important. Then was an almost unanimous feeling among foreign-trained students, as well as among agencies involved in development assistance, that the research required for a Ph.D. should be conducted in the country of the student's origin. This requirement may not be as critical if the research is more applied than basic and if the research is carried out in similar ecological environments. Even though ":in-country research" poses some managerial and financial problems to fo:reign universities, its importance cannot be overemphasized. While mo£t of the less-developed countries{LDCs) require some service (usually 5 years) in the home country after the degree is conferred abroad, there is evidence of substantial migration of trained personnel from many of these LDCs. The working environment in many LDCs is depressing for the returning professional. Some of these people cannot get foreign exchange to maintain their professional ties to such organizations as the Animal Science Society, the Agronomy Society, or the Society for Range Management. Some find it virtually impossible to communicate with other professionals in their field: there is no library and no intellectual stimulation. It is indeed sad to observe the trained mind in an environment that will not permit growth and development.
