Transactional factors influencing the implementation of intercollegiate Extension programs at U.S. land-grant universities

Abstract

University engagement within communities is becoming more important, and public land-grant universities (LGUs) are uniquely situated to create knowledge that benefits society. Intercollegiate Extension programs could be a novel approach to improving university engagement by using the Extension mission as a catalyst for socially relevant programs. However, a gap remains in the literature regarding specific guidelines to overcome barriers toward intercollegiate Extension programs. The purpose of this study was to explore how transactional factors influenced the implementation of intercollegiate Extension programs at LGUs. A qualitative descriptive phenomenological research design was used. The Organizational Change model guided the interview protocol creation. All eight participants were employed by LGUs. Template analysis was applied to the data combined with the constant comparative method. Four themes and six sub-themes emerged from the interviews. The transactional themes were: (a) promotion and tenure, (b) utilizing LGUs’ organizational structures to support intercollegiate Extension programs, (c) task and individual skills required for successful intercollegiate programs, and (d) professional recognition. Utilizing LGUs’ organizational structures to support intercollegiate Extension programs was most relevant to the success of intercollegiate programs. Intercollegiate Extension programs should use existing assets like the county-based infrastructure to assist in disseminating university knowledge relevant for addressing public needs.