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Kerala Agricultural University, Thrissur

The history of agricultural education in Kerala can be traced back to the year 1896 when a scheme was evolved in the erstwhile Travancore State to train a few young men in scientific agriculture at the Demonstration Farm, Karamana, Thiruvananthapuram, presently, the Cropping Systems Research Centre under Kerala Agricultural University. Agriculture was introduced as an optional subject in the middle school classes in the State in 1922 when an Agricultural Middle School was started at Aluva, Ernakulam District. The popularity and usefulness of this school led to the starting of similar institutions at Kottarakkara and Konni in 1928 and 1931 respectively. Agriculture was later introduced as an optional subject for Intermediate Course in 1953. In 1955, the erstwhile Government of Travancore-Cochin started the Agricultural College and Research Institute at Vellayani, Thiruvananthapuram and the College of Veterinary and Animal Sciences at Mannuthy, Thrissur for imparting higher education in agricultural and veterinary sciences, respectively. These institutions were brought under the direct administrative control of the Department of Agriculture and the Department of Animal Husbandry, respectively. With the formation of Kerala State in 1956, these two colleges were affiliated to the University of Kerala. The post-graduate programmes leading to M.Sc. (Ag), M.V.Sc. and Ph.D. degrees were started in 1961, 1962 and 1965 respectively. On the recommendation of the Second National Education Commission (1964-66) headed by Dr. D.S. Kothari, the then Chairman of the University Grants Commission, one Agricultural University in each State was established. The State Agricultural Universities (SAUs) were established in India as an integral part of the National Agricultural Research System to give the much needed impetus to Agriculture Education and Research in the Country. As a result the Kerala Agricultural University (KAU) was established on 24th February 1971 by virtue of the Act 33 of 1971 and started functioning on 1st February 1972. The Kerala Agricultural University is the 15th in the series of the SAUs. In accordance with the provisions of KAU Act of 1971, the Agricultural College and Research Institute at Vellayani, and the College of Veterinary and Animal Sciences, Mannuthy, were brought under the Kerala Agricultural University. In addition, twenty one agricultural and animal husbandry research stations were also transferred to the KAU for taking up research and extension programmes on various crops, animals, birds, etc. During 2011, Kerala Agricultural University was trifurcated into Kerala Veterinary and Animal Sciences University (KVASU), Kerala University of Fisheries and Ocean Studies (KUFOS) and Kerala Agricultural University (KAU). Now the University has seven colleges (four Agriculture, one Agricultural Engineering, one Forestry, one Co-operation Banking & Management), six RARSs, seven KVKs, 15 Research Stations and 16 Research and Extension Units under the faculties of Agriculture, Agricultural Engineering and Forestry. In addition, one Academy on Climate Change Adaptation and one Institute of Agricultural Technology offering M.Sc. (Integrated) Climate Change Adaptation and Diploma in Agricultural Sciences respectively are also functioning in Kerala Agricultural University.

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Subject: Agricultural Extension × Author: KAU × Author: Saradhi, Prasanna × Start date: 1975 × Thesis Type: M.Sc ×
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    ThesisItemOpen Access
    Emotional intelligence and job performance of Kerala Agricultural University scientists
    (Department of Agricultural Extension, College of Agriculture ,Vellayani, 2022) Saradhi, Prasanna; KAU; Smitha, K.P
    The study entitled "Emotional intelligence and job performance of Kerala Agricultural University scientists," was conducted during the year 2020-2021. The objective of the study was to assess the gender differential in emotional intelligence of Kerala Agricultural University scientists and its influence on their job performance. Organizational constraints experienced by scientists were also studied and suggestions for improvement were delineated. The study was conducted in the colleges, research stations, KVKs and other centers under Kerala Agricultural University, representing the three zones of Kerala, viz., the Northern zone, the Central zone, and the Southern zone. A total of 120 scientists, including 40 from colleges, 40 from research stations, and 40 from KVKs and other centers, were selected by adopting stratified proportionate sampling. From each group of 40 scientists, it was ensured that 20 were female and 20 were male respondents. There were two dependent variables and 14 independent variables in this study. Emotional intelligence and job performance were the dependent variables. The scale developed by Goleman (1995) was used to assess emotional intelligence. Job performance was assessed by developing an index for the study, under five dimensions: teaching, research, extension, self development efforts, and administrative and institution building activities. Based on the analysis of the data, it was found that majority of the respondents (66.66%) had a medium level of emotional intelligence. From the MannWhitney U test, it was revealed that there was no significant difference between male and female scientists in their emotional intelligence, but in the case of job performance there was a significant difference between male and female scientists in all dimensions except teaching. From the factor analysis it was observed that out of 5 dimensions self awareness and motivating oneself were the major components that contributed to the emotional intelligence whereas teaching and research were the two major dimensions that contributed towards job performance. On performing principal component analysis – biplot, it was observed that involvement in administrative and institution building activities is comparatively lesser for all other categories of respondents except college teachers whereas the PCA – biplot of emotional intelligence has shown uniformity in 127 distribution of all categories of respondents for all components. The study revealed that the majority of the respondents (85.83%) had a medium level of job performance. Analysis of the profile characteristics of KAU scientists revealed that majority of the respondents (65.9%) were middle aged, had doctoral degrees (73.3%), job experience of less than 10 years (40.83%), nuclear families (75.8%), belonged to urban areas (61.7%) and had adequate promotional opportunities (66.7%). It was also observed that most of the respondents had a medium level of family income (65%), attitude towards profession (68.3%), self-confidence (65%), organisational climate (76.7%), perceived workload (73.33%), leadership quality (85%), organisational commitment (72.5%), and job stress (70%). From the correlation analysis it was revealed that the factors having relationship with emotional intelligence were promotional opportunities, self confidence, organisational climate, leadership quality, organisational commitment, and job stress whereas Job performance was having relationship with age, job experience, attitude towards profession, self-confidence, organisational climate, and organisational commitment. The study also revealed that there was no significant association between emotional intelligence and job performance of KAU scientists. Major constraints perceived by the KAU scientists were lack of practical oriented capacity building programme and its follow up, less promotion / growth opportunities for scientists, lack of teamwork, empathy and mutual understanding among the scientists, lack of adequate infrastructure facility (office/ laboratory facilities/ quarters etc.,), poor library facilities and lack of availability of adequate books in the university library. The constraints experienced by the scientists need to be considered in order to improve the performance of the KAU scientists at their work place. The major suggestions delineated by the respondents for improving the job performance of KAU scientists were improvement of infrastructure facilitates for escalating work efficiency, democratic and transparent decisions by the authorities and impartial actions, more promotion/ growth opportunities for scientists, favourable organizational climate for team building and boosting the morale of the scientists, and clarity of roles for scientists regarding teaching, research, and extension.
  • Thumbnail Image
    ThesisItemOpen Access
    Emotional intelligence and job performance of Kerala Agricultural University scientists
    (Department of Agricultural Extension, College of Agriculture ,Vellayani, 2022) Saradhi, Prasanna; KAU; Smitha, K.P
    The study entitled "Emotional intelligence and job performance of Kerala Agricultural University scientists," was conducted during the year 2020-2021. The objective of the study was to assess the gender differential in emotional intelligence of Kerala Agricultural University scientists and its influence on their job performance. Organizational constraints experienced by scientists were also studied and suggestions for improvement were delineated. The study was conducted in the colleges, research stations, KVKs and other centers under Kerala Agricultural University, representing the three zones of Kerala, viz., the Northern zone, the Central zone, and the Southern zone. A total of 120 scientists, including 40 from colleges, 40 from research stations, and 40 from KVKs and other centers, were selected by adopting stratified proportionate sampling. From each group of 40 scientists, it was ensured that 20 were female and 20 were male respondents. There were two dependent variables and 14 independent variables in this study. Emotional intelligence and job performance were the dependent variables. The scale developed by Goleman (1995) was used to assess emotional intelligence. Job performance was assessed by developing an index for the study, under five dimensions: teaching, research, extension, self development efforts, and administrative and institution building activities. Based on the analysis of the data, it was found that majority of the respondents (66.66%) had a medium level of emotional intelligence. From the MannWhitney U test, it was revealed that there was no significant difference between male and female scientists in their emotional intelligence, but in the case of job performance there was a significant difference between male and female scientists in all dimensions except teaching. From the factor analysis it was observed that out of 5 dimensions self awareness and motivating oneself were the major components that contributed to the emotional intelligence whereas teaching and research were the two major dimensions that contributed towards job performance. On performing principal component analysis – biplot, it was observed that involvement in administrative and institution building activities is comparatively lesser for all other categories of respondents except college teachers whereas the PCA – biplot of emotional intelligence has shown uniformity in 127 distribution of all categories of respondents for all components. The study revealed that the majority of the respondents (85.83%) had a medium level of job performance. Analysis of the profile characteristics of KAU scientists revealed that majority of the respondents (65.9%) were middle aged, had doctoral degrees (73.3%), job experience of less than 10 years (40.83%), nuclear families (75.8%), belonged to urban areas (61.7%) and had adequate promotional opportunities (66.7%). It was also observed that most of the respondents had a medium level of family income (65%), attitude towards profession (68.3%), self-confidence (65%), organisational climate (76.7%), perceived workload (73.33%), leadership quality (85%), organisational commitment (72.5%), and job stress (70%). From the correlation analysis it was revealed that the factors having relationship with emotional intelligence were promotional opportunities, self confidence, organisational climate, leadership quality, organisational commitment, and job stress whereas Job performance was having relationship with age, job experience, attitude towards profession, self-confidence, organisational climate, and organisational commitment. The study also revealed that there was no significant association between emotional intelligence and job performance of KAU scientists. Major constraints perceived by the KAU scientists were lack of practical oriented capacity building programme and its follow up, less promotion / growth opportunities for scientists, lack of teamwork, empathy and mutual understanding among the scientists, lack of adequate infrastructure facility (office/ laboratory facilities/ quarters etc.,), poor library facilities and lack of availability of adequate books in the university library. The constraints experienced by the scientists need to be considered in order to improve the performance of the KAU scientists at their work place. The major suggestions delineated by the respondents for improving the job performance of KAU scientists were improvement of infrastructure facilitates for escalating work efficiency, democratic and transparent decisions by the authorities and impartial actions, more promotion/ growth opportunities for scientists, favourable organizational climate for team building and boosting the morale of the scientists, and clarity of roles for scientists regarding teaching, research, and extension.