The development of critical thinking skills in agricultural audiences has been identified as an especially important need, based on findings which suggest potential deficiencies in terms of our students’ ability to think critically (Rudd, Baker, Hoover & Gregg, 2000).

In agricultural extension education, it is well recognized that undergraduate programs should be preparing society-ready graduates, and that much useful learning can take place outside of the classroom. In most businesses today, employers are looking for skills and competencies that extend much further than just technical subject matter. Gorchels (1999) denotes that cultural adaptability and work ethic are traits that could be hired into an internationally-related position. Moreover, she states that adaptability is likely to increase with exposure to different cultures. In a comparison of US and European business schools, it was found that European schools sought higher levels of internationalization, and they placed more emphasis on international experience (Fugate & Jefferson, 2001).

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