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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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Subject: Extension Education × Start date: 1960 × Type: Thesis × Thesis Type: Ph.D ×
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    ThesisItemOpen Access
    A CRITICAL STUDY ON FARM LEADERS WITH SPECIAL REFERENCE TO THEIR CHARACTERISTICS AND ROLES FOR AGRICULTURAL DEVELOPMENT
    (UNIVERSITY OF AGRICULTURAL SCIENCES GKVK BANGALORE, 1999-04-15) NARASIMHAIAH, K.C.; Narayana Reddy, Dr.G.V.
    The technological development in the farm front has broadened the information need of Indian farmers. Effective communication of new technologies to millions of farmers in rural areas is essential for accelerated agricultural development. Opinion leaders in villages influence the decision making behaviour of their fellow farmers in respect of agricultural technologies. Since they act as catalysts of change there is a need to identify and use local opinion leaders in the transfer of technology progrmmes. Hence, the present investigation was planned to study the essential characteristics of these leaders and also their followers, the communication behaviour of leaders, the role expectation and role performance of farm leaders as perceived by leaders themselves and their followers, and finally, the relationship between the characteristics of leaders and their role performance for agricultural development.Ex-post-facto research design was followed. The study was conducted in twelve agriculturally progressive villages of Mandya district of Karnataka State. Sixty farm leaders identified through the key informant method and one hundred and eighty follower farmers selected randomly from these twelve villages, formed the respondents for the study. The characteristics of farm leaders were treated as independent variables, while role performance and communication behaviour of farm leaders formed the dependent variables. All the respondents were personally interviewed using the pre-tested interview schedule and data were collected. Appropriate statistical tests were used to analyse the data and interpret the results. The salient findings of the study are as under: The profile analysis of the respondents indicated that farm leaders were better educated, more innovative, more self reliant, and possessed higher socio-economic status, greater social participation, higher management orientation, greater empathy, higher value orientation, more knowledge about agricultural development programmes, higher contact with extension agency and greater mass media exposure than their followers. The findings on communication behaviour indicated that majority of farm leaders consulted Agricultural Assistant of the Department of Agriculture for their technical needs. Majority of them possessed medium level of overall knowledge and medium overall interpretation behaviour on recommended production technologies of rice, sugarcane and dairy enterprises. They possessed a favourable attitude towards agricultural development programmes and evaluated the new agricultural information either 'through discussion with specialists' or 'through discussion with progressive farmers'. All leaders preserved the new information by memory. Majority of them disseminated the new information to their fellow farmers either 'through interpersonal oral communication' or 'through group discussion'. Majority of them possessed medium overall communication behaviour. The results on role expectation and role performance revealed that both farm leaders and their followers perceived all the twentysix roles as important and there was no significant difference in expectation between farm'leaders and their followers regarding the roles to be performed by farm leaders. Both farm leaders and their followers had similar perception on the role performance of farm leaders in respect of certain roles as stated below. Majority of leaders and their followers perceived that the performance of farm leaders was 'regular' in roles namely; promotes group or community action in the village', 'acts as a quick conveyer of severe problems of farmers to government ormass media' and 'considers the past experiences and future potentialities in accepting or recommending new technologies'. Similarly, majority of them perceived that farm leaders 'occasionally' performed the roles namely, 'focusses general and specific problems of farmers in appropriate fora' and 'represents and speaks for the whole village in official circle about agricultural enterprises'. A considerable number of them perceived that farm leaders 'never' performed the roles namely, 'acts as a teacher to train other farmers in learning new skills' and 'participates in farmers' training programmes'. Majority of leaders also rated their performance as 'regular' in respect of eleven more roles. A considerable number of followers perceived that farm leaders 'never' performed the roles namely, 'always keeps group interest above self advantage', 'acts as a front line demonstrator' and 'collects latest information from different sources about agricultural enterprises'. There was a significant difference in perception between farm leaders and their followers regarding the role performance of farm leaders. The characteristics namely, education, socio-economic status, achievement motivation, self reliance and mass media exposure of farm leaders were positively and significantly associated with their role performance. The combined contribution of all the seventeen characteristics of farm leaders was significant in predicting the role performance of farm leaders. All these variables together were able to explain about 53.2 per cent of variation in the role performance of farm leaders. However, the characteristic 'achievement motivation' was found to be the crucial one.
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    ThesisItemOpen 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 M
    In 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.
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    ThesisItemOpen 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 H
    In 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.
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    ThesisItemOpen Access
    DISTRIBUTION OF AUTHORITY IN KASETSART UNIVERSITY, BANGKOK, THAILAND
    (UNIVERSITY OF AGRICULTURAL SCIENCES, BANGALORE, 1974) KANOKVICHITRA, PULSRI
    ABSTRACT NOT AVAILABLE
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    ThesisItemOpen 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 L
    ABSTRACT NOT AVAILABLE
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    ThesisItemOpen Access
    PERCEPTIONS OF POWER AND AUTHORITY AT THE UNIVERSITY OF ARKANSAS
    (The University of Arkansas, 1975) STEFFERUD, JOHN ANTHONY; VANZANDT, BILL R
    ABSTRACT NOT AVAILABLE
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    ThesisItemOpen 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 K
    The 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.
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    ThesisItemOpen 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 L
    ABSTRACT NOT AVAILABLE
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    ThesisItemOpen Access
    THE ROLE OF MASS MEDIA IN THE MODERNIZATION OF THE INDIVIDUAL
    (UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BANGALORE, 1969) GOMEZ, ELY D; KLINE, ROBERT D
    There 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.