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University of Agricultural Sciences, Bengaluru
University of Agricultural Sciences Bangalore, a premier institution of agricultural education and research in the country, began as a small agricultural research farm in 1899 on 30 acres of land donated by Her Excellency Maharani Kempa Nanjammanni Vani Vilasa Sannidhiyavaru, the Regent of Mysore and appointed Dr. Lehmann, German Scientist to initiate research on soil crop response with a Laboratory in the Directorate of Agriculture. Later under the initiative of the Dewan of Mysore Sir M. Vishweshwaraiah, the Mysore Agriculture Residential School was established in 1913 at Hebbal which offered Licentiate in Agriculture and later offered a diploma programme in agriculture during 1920. The School was upgraded to Agriculture Collegein 1946 which offered four year degree programs in Agriculture. The Government of Mysore headed by Sri. S. Nijalingappa, the then Chief Minister, established the University of Agricultural Sciences on the pattern of Land Grant College system of USA and the University of Agricultural Sciences Act No. 22 was passed in Legislative Assembly in 1963. Dr. Zakir Hussain, the Vice President of India inaugurated the University on 21st August 1964.
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ThesisItem Open Access ANALYSIS OF THE PERCEPTIONS OF THE ROLE OF THE SUBORDINATE AND SUPER-ORDINATE WITH RESPECT TO AUTHORITY, RESPONSIBILITY, AND DELEGATION IN THE COMMUNITY SCHOOLS OF FLINT AT THE ATTENDANCE CENTER LEVEL(University of Agricultural Sciences GKVK, Bangalore, 1973) Mitchell, Bobby MIn this study the writer sought to determine if significant differences exist between the perceptions of the principals and community school directors with respect to the variables authority, responsibility, and delegation as measured by the following instruments: Responsibility, Authority and Delegation Scales; Leader Behavior Description Questionnaire; The Job Satisfaction and Job Expectations Questionnaire. The RAD Scale measures how the individual perceives his responsibility, authority, and delegation. A (P) value of <.05 would indicate harmony or dissonance based on a significant or insignificant statistic when analyzed. The Leader Behavior Description Questionnaire commonly referred to as (LBDQ) is an instrument that measures the perception of one leader in the formal organization by another leader in the formal organization or by himself. The pronoun (I) may be substituted for (He), if one uses the instrument to measure himself. The Job Satisfaction Scale measures satisfaction with school, administration, and recognition. The Job Satisfaction Scale is counted as one variable even though it has three parts. The Job Expectations Scale measures expectations concerning work, advancement, friends' attitudes, pay, freedom on the job, family attitudes, and job security The sample of this study included the entire population of the elementary principals and community school directors in the inner-city of Flint, Michigan. There are 44 elementary principals and 42 community school directors in the elementary schools of Flint, Michigan. Because of the special nature of two of the schools, teachers who acted in the capacity of community school director in their respective building are included in this study. One school was an elementary school for the mentally retarded students, therefore, the board could not justify the employment of a full-time director. Another school was a school for the academically talented, therefore, a full-time director could not be employed for that school. These directors were not performing all of the functions of community school directors, because they had their regular teaching assignments as well. These quasi-directors, however, did assist the principals in working with parents, school activities, other teachers, and the curriculum. For the reasons mentioned above, two teachers at the respective schools were substituted for community school directors. The data was examined by a multi-variate analysis of variance test (programmed by Jeremy Finn). Significance was determined by a confidence level of .05, and a (P) value of <.05 considered significant. The following conclusions were made as a result of this study: 1. There is no significant difference between the perceptions of principals and community school directors with respect to the variable responsibility. 2. There is a significant difference between the perceptions of the principals and community school directors with respect to the variable authority. 3. There is a significant difference between the perceptions of the principals and community school directors with respfct to the variable delegation. 4 . There is no significant difference between the perceptions of the principals and community school director with respect to the variable initiating structure.ThesisItem Open Access ANALYSIS OF THE PERCEPTIONS OF THE ROLE OF THE SUBORDINATE AND SUPER-ORDINATE WITH RESPECT TO AUTHORITY, RESPONSIBILITY, AND DELEGATION IN THE COMMUNITY SCHOOLS OF FLINT AT THE ATTENDANCE CENTER LEVEL(UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE, 1973) BOBBY, M MITCHELL Sr; MCMILLAN, JOSEPH HIn this study the writer sought to determine if significant differences exist between the perceptions of the principals and community school directors with respect to the variables authority, responsibility, and delegation as measured by the following instruments: Responsibility, Authority and Delegation Scales; Leader Behavior Description Questionnaire; The Job Satisfaction and Job Expectations Questionnaire.ThesisItem Open Access DISTRIBUTION OF AUTHORITY IN KASETSART UNIVERSITY, BANGKOK, THAILAND(UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE, 1974) KANOKVICHITRA, PULSRIABSTRACT NOT AVAILABLEThesisItem Open Access AN INTERORGANIZATIONAL ANALYSIS OF COORDINATION OF SERVICES BETWEEN A PUBLIC SCHOOL SYSTEM AND SELECTED SOCIAL AGENCIES ON ONE COMMUNITY(RUTGERS UNIVERSITY, 1975) BLUMENKRANTZ, DAVID; HALSTED, DONALD LABSTRACT NOT AVAILABLEThesisItem Open Access PERCEPTIONS OF POWER AND AUTHORITY AT THE UNIVERSITY OF ARKANSAS(The University of Arkansas, 1975) STEFFERUD, JOHN ANTHONY; VANZANDT, BILL RABSTRACT NOT AVAILABLEThesisItem Open Access A STUDY OF THE DELEGATION OF ADMINISTRATIVE TASKS BY PRINCIPALS OF THE LARGE HIGH SCHOOLS IN MICHIGAN AS RELATED TO SELECTED VARIABLES(UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BANGALORE, 1968) MAWDSLEY, JACK KThe general purpose of the study was to contribute toward the improvement of high school administration through an ascertainment of the delegation of administrative tasks by principals of the large high schools in Michigan and the determination of relationships which might exist between the utilization of this administrative technique and selected variables. The principals were interviewed with regard to their delegation of sixty-five administrative duties within six major areas of educational administration. A delegation ■core was obtained on each individual and correlation coefficients were computed between the delegation scores and the data gathered on each of the variables. The findings, generally, revealed a mean age of forty-nine, while the average experience, as principal of a large high school, was slightly under five years. Less than half of the principals had taken the major part of their graduate work in educational administration, and the greatest number had experienced most of their classroom teaching in the field of social studies. The principals estimated spending almost fifty-seven hours per week in fulfilling the responsibilities of the position, with over one-quarter of the time being devoted to the instructional program and curriculum development. Most want to remain in the high school principalship until retirement, and the great majority feel an immediate need for more administrative assistance in their buildings. The study bore out the assumption that there is no common or set pattern in the delegation of administrative tasks by high school principals. It also pointed out that the large, comprehensive high school provides an advantageous environment for delegating duties to others, and the principals of these schools in Michigan are successfully utilizing the technique. Most of the principals completely delegated more duties than they performed personally, and the delegation came store often in the principals' least preferred areas of administration than in their most preferred area. Administrative tasks were most often delegated in pupil personnel matters and least often in the area of school and community relations. No significant linear relationships were found to exist when the delegation scores of the principals were correlated with the following variables: 1. the number of years experience the principals had as chief building administrators in large high schools; 2. the ages of the principals; 3. the number of full-time administrative assistants in the buildings; 4. the percentages of students going on to college from the schools; 5. the school enrollments; 6. the state equalized valuation of the school districts; 7. the fact that the principals had taken the major part of their graduate work in educational administration as opposed to other graduate areas; and 8. the fact that the principals wanted to remain in the high school principalship as opposed to a move to other professional goals. Findings of the study were in accord with previous research which denied that certain personal, professional and institutional variables affect the administrative behavior of principals, but in disagreement with studies which indicated that most high school principals receive the major part of their graduate training in educational administration. The results, also, seriously question generalizations which are presently being made, in the professional literature, regarding high school principals being bogged down in trivial matters and not concerning themselves with the instructional and curricular programs of the school. The author recommends that similar studies of a wider scope be undertaken so that comparisons might be made in schools of different administrative organization and size. This study should be replicated for the purpose of exploring other variables which might have a relationship to the delegation of administrative tasks. Two factors which might be considered are the personality of the principal and the quality of his administrative assistants. Visitations should be encouraged for those administrators not presently using the delegation technique, so that they might have the opportunity to observe situations in which the method is effectively being utilized. Investigation should also be made into the present concern of principals regarding the administrative understaffing of their schools and the increasing involvement of central office personnel in matters pertaining to the high school.ThesisItem Open Access ATTITUDES AND PERFORMANCES OF JUNIOR COLLEGE STUDENTS DURING THE TRANSITION FROM A SEMESTER TO A QUARTER SYSTEM(UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BANGALORE, 1968) MERTES, BARBARA FRACISCO; BUFFINGTON, REED LABSTRACT NOT AVAILABLEThesisItem Open Access THE ROLE OF MASS MEDIA IN THE MODERNIZATION OF THE INDIVIDUAL(UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BANGALORE, 1969) GOMEZ, ELY D; KLINE, ROBERT DThere is general consensus that mass media are important in developing countries. However, there is no unanimity as to the actual role the,r really play. The purpose of this exploratory study was to ascertain the role that mass media play in the process of modernization. Pertinent research literature was reviewed and generalizations farmed regarding this role, particularly as it pertains to the individual. The theoretical scheme for this study centered around two major concepts--mass media and modernization. Assumptions established about mass media were: (1) that the philosophy, role, functions and potentialities of mass media are determined by the nature of the social system; and (2) that they serve as agents of reinforcement rather than agents of change. Assumptions established about modernization were: (1) it is a process involving both societal and individual changes; (2) as a process involving changes within the individual, it can be viewed both in terms of changes in attitude and behavior; and (3) it is a multilinear process and/or a multivariate phenomenon. Studies were selected for review according to a specific set of criteria: (1) they must be o: an empirical nature, and (2) they must deal with the relationship between some aspects of mass media and either the modernization of the individual or the modernization of the social system. The studies were categorized as to correlational studies and field experiments. The individual, village, and nation were used as unit(s) of analysis. The studies were analyzed according to the following generalizations: (1) In general, mass media exposure creates in the individual a favorable climate or attitude toward modernization rather than providing specific behavioral skills. (2) In general, mass media exposure is not likely to be inherently one kind of variable, i.e., it can act as an antecedent, an intervening and a consequential variable in the process of modernization. (3) In general, mass media exposure is not the only good predictor of modernization. For the most part, the empirical studies reviewed tend to support the generalizations. Mass media can be effective in creating awareness, interest and favorable attitudes, but are less effective in teaching specific behavioral skills. Secondly, mass media exposure acts as an antecedent and an intervening variable but not as a consequential variable in the process of modernization. Lastly, although mass media exposure is a good predictor of modernization, other variables such as education, literacy, and social status may serve as equally good predictors. The results of the study have provided a framework in which the roles of mass media in modernization can be viewed. But this is only one step forward. It is hoped that the implications for mass media discerned in this study will open avenues for further research which will eventually lead to more viable generalizations.ThesisItem Open Access THE INFLUENCE OF AGRICULTURAL EXTENSION IN SELECTED VILLAGES OF KAIRA DISTRICT(GUJARAT, INDIA)(University of Agricultural Sciences GKVK, Bangalore, 1970) HOGLE, HOMER LEFEVRETbit study attempts to identify the varied results of extension efforts In agriculture and to determine hew and vhy these results have varied. The basic problen therefore vas to determine the Influences of three extension agencies and to account for the differential effects of their influences on agricultural practices and production in selected villages of Kalra district in Gujarat state, India. The three major agricultural change agencies under study are l) the Anand Institute of Agriculture; 2) the Kalra District Panchayat—Agriculture Branch, a department of the Block Development Programme; and 3) the Kalra District Co-operative Milk Producers' Union Limited. To Identify and isolate the Influences of the three agencies, It vas necessary to Identify and Isolate the differing influences emanating fro* the farcers and their villages. As a Beans tovard resolving the basic problem, four major objectives are pursued throughout the study—to determine and compere l) village adoption of improved farm practices, 2) village production of crops, 3) the Influences of farmer characteristics on adoption •nd production, and k ) the Influences of village characteristics on adoption and production. A purposive sample of eight villages vas selected to represent all possible combinations of Influences from the three agencies. Then a 5 to 10 percent stratified, randoa sample of farmers was selected from each village and administered a pretested-retested, structured interview schedule to determine personal characteristics, rates of adoption of lnproved faro practices, and comparative crop yields. Further data were collected by observation, report, and records. Analysis and Interpretation of the data indicate that the Institute of Agriculture has had the greatest Influence oc the adoption of lnproved far* practices, especially on the use of plant protection Materials, the employment of superior implements, the spread of dairy innovations, and the vide use of lnproved strains of tobacco. The Block Development Programme was found to be next most effective, especially in encouraging the use of high-yielding varieties of paddy and bejra, and the use of chemical fertilizers. Anul Dairy, when operating as the sole agency In a village, has not had a significant influence on the adoption of general farm practices, though It has had considerable success vlth Introducing dairy Innovations and developing cooperation vlthln and among the villages. An analysis of the production data Indicates that the Block Development Programme has had by far the cost significant Influence on increasing total agricultural production. The Institute has been next cost influential In Increasing total output, and Anul Dairy least so. The varying effectiveness of the agencies Is explained by the nethods •■ployed by each. The Block has been reasonably successful in employing extension techniques such as l) demonstration plots, 2) night meetings In the villages, end 3) crop competitions. The Institute has benefited the farmers most by conducting Farmers' Days co the Institute farms. In addition, it has had considerable success vith village Meetings and radio broadcasts. The Dairy has been most effective by scheduling educational excursions, sponsoring intensive village campaigns co specific practices, and running a highly successful Secretarial Training Programme. Despite strong evidence favoring the agencies' Joint presence In the village, the findings also reveal that the differences among farcers and villages have had a acre significant Influence on farcer performance, in teras of greater adoption of improved practices and production of crops, than the single or combined Influences of the three agencies. Howerer, all Of the villages under study have been influenced to sooe extent by all three agencies.