This proposed minor/certificate is part of the overall Agribusiness program at CWU (this is the 3rd minor/certificate), which was/is based on the insights provided by the agribusiness leaders, vis-à-vis the workforce and education needs, in WA. Various stakeholder meetings took place, with agriculturally-focused businesses and organizations in the Wenatchee and Yakima areas, which informed the agribusiness initiative at CWU. Another goal of these meetings was to reconnect/reengage with CWU alumni.
We continued to build a strong relationship with these (and other) external partners, which translate into student-industry collaboration projects in the classroom, professional development/career pathways certificate opportunities for students, guest speakers. We have ongoing consultations with agribusiness industry (through an advisory board) that help develop the agribusiness curriculum, which equips our students with the knowledge and skills needed to address pressing socioeconomic issues in the food and agriculture industries.
The proposed mino/certificate is intended to help students become aware of the challenges faced by the global agri-food systems and their failure to advance the well-being of all individuals, and equip them with the knowledge and skills needed to address these challenges through socio-technical innovations for agri-food systems transformations. While the program builds partly on current curriculum, it has new courses that are developed - for instance - on the research and report provided by the Cornell Atkinson Center for Sustainability, which has partnered with Nature Sustainability to convene an international panel of 23 experts. The robustness of the analysis and recommendations – in the Expert Panel Report that informs this minor - is the result of the transdisciplinary spirit and work, of representatives from many research disciplines, and from multiple economic sectors and kinds of organizations, including universities, the food and financial industries, environmental and humanitarian organizations, national and multilateral government organizations. Through the same co-creation embodiment of this expert panel, this prorgam builds on existing and new courses necessary to confer students the capabilities to create the needed innovations in the agri-food systems.
According to the AACSB 2020 Business Standards: Societal Impact, "Societal impact as an expectation of all accredited schools reflects AACSB’s vision that business education is a force for good in society and makes a positive contribution to society, as identified in the school’s mission and strategic plan. This includes an expectation that the school explicates its intended strategies to effect a positive impact on society, that the school’s curriculum contains some components relating to societal impact, that the school’s intellectual contributions portfolio contains some contributions focused on societal impact, and that the school is fostering and promoting curriculum and/or curricular activities that seek to make a positive societal impact.
The Agribusiness initiative at CWU, in general, and the proposed minor/certificate, in particular, address the needs in the agribusiness community, give students the opportunity to go back to their communities and contribute positively to the region. This illustrates that the program strongly supports the College of Business’s commitment to providing education as a “force for good in society and makes a positive contribution to society.”
The program curriculum will help students gain a broad knowledge of the transformative innovations that help build sustainable, equitable, and inclusive agri-food systems. Also, the coursework equips students with the competence to start a new agri-food business or add value to an existing agri-food business. This shows the expectation that the COB is “fostering and promoting curriculum and/or curricular activities that seek to make a positive societal impact.”
As with the previous two Agribusiness minors/certificates, this proposed program also aims to give students - from a very diverse background - the opportunity to advance their career (if they are working in this industry), and/or allow students to go back to their communities and contribute positively to the region while improving their own wellbeing. The proposed program would allow access to higher education to a diverse population and prepare students to contribute to a sustainable society. This, and the high impact of our program/students, will be in line with Central Washington University’s mission “We are committed to fostering high impact practices, sustainability, and authentic community partnerships that are grounded in meaningful relationships.”
- What specific needs are being addressed that are not being met in other programs?
In 2021, the Washington State Legislature commissioned a comprehensive business competitive analysis of the state’s economy, by the Legislative Committee on Economic Development and International Relations. According to this report, “Agriculture is Washington’s second-largest export category, making the state a key supplier of food for export markets.” With these statewide opportunities, it is essential workers are equipped with the knowledge and skills to succeed in the workforce. In fact, “annually there is a shortage of 20,000 skilled workers”; “meeting this need would require a 30% increase in the number of certificates and degrees granted in the state.” Moreover, “Washington needs to further explore nontraditional skill delivery certifications and training, as well as alternative job programs to address the growing gaps in mid-level skill quality jobs. Through restructured or innovative workforce training programs, each industry can skill up their respective labor forces to be prepared for the future. This will likely be achieved through additional investment into workforce training and continued partnerships with Washington’s higher education institutions.” By equipping current students and continuing education students (e.g., working professionals) with the desirable knowledge and skillset, the Agribusiness minor/certificate will address the aforementioned opportunities and challenges.
The aforementioned report identified the problem of declining entrepreneurship - nationally and in Washington, over the past 40 years - and of high-propensity business formation (i.e., those businesses most likely to turn into a business with a payroll), Washington ranking 4th lower among peer states. Given the relevance of the food and agriculture sectors in Washington state, this problem is detrimental beyond regional/state borders, at a time when there is a need for entrepreneurial and innovative skills to stimulate sustainable food production, processing, wholesale and retailing, and consumption.
In line with the needs addressed by the other two agribusiness minors/certificates, generally, there is a growing preference for non-degree and skills training options, including short-term online alternative to the college degree (Inside Higher Ed 2020a). In a national poll conducted by the Strada Education Network, it was found that “most of the workers who said they would change fields if they lost their job due to the pandemic (35 percent of all respondents) are more interested in nondegree skills training (62 percent) than pursuing a college degree (38 percent).” (Inside Higher Ed 2020b).
As noted by Bisoux (2021), lifelong learning opportunities represent a promising growth opportunity for business schools; this is especially true as alumni are “upskilling or even relaunching careers” (Bisoux 2021). Thus, developing and offering opportunities to stack short-form credentials toward full degrees for alumni or working adults/continuing education students fits into this mindset (the current proposed minor/certificate is part of our endeavors to create/launch 2-3 stackable agribusiness certificates that can lead toward a full degree); this not only taps into new business education trends/student needs but also offers our college of business a growth opportunity. New programs that have low costs but expected high revenues in a long term and strong legislative and industry support, contribute to our College of Business’s sustainable growth.
In a recent article in NYT (Gross 2021), it was stated that “Business Schools respond to a flood of interest in E.S.G. (environmental, social, and governance issues).” There is an increased interest, from students and businesses, for programs/courses related to social impact. This proposed minor/certificate, which includes new courses that focus on agri-food systems innovations and agribusiness entrepreneurship and innovation, will help the current and future food and agriculture workforce understand and apply the innovations that can help build sustainable, equitable, and inclusive food value chains, learn about possible socio-technical innovations (e.g., digital innovations, innovative financing, supply chain innovations, health and nutrition innovations) in the agri-food systems. Therefore, the proposed program taps into the emerging business education trend as it relates to the environmental and social impact.
Lastly, Yakima County Development Association (YCDA) has engaged with the Washington Technology Industry Association (WTIA) and Dave Parker, a world-class expert in building startup communities, to guide various roundtable discussions in Yakima. These endeavors aim to provide a framework for developing a robust startup support system that allows local entrepreneurs to take an idea from concept to prototype to scale – along with access to venture funding – all in the Central Washington community. One of the meetings focused on the businesses in the agriculture industry and I was invited to attend and represent our Agribusiness initiatives at CWU. During these meetings, the discussion focused on the need for agribusiness entrepreneurship and innovation and the role that our institution plays in providing the talent for this sector. Hence, the proposed program addresses these needs.
- Document the demand for this program.
Target Student Market
The proposed program targets both current CWU majors and non-matric/continuing education students.
This proposed program also considers the evidence produced for the other two agribusiness minors/certificates, related to the demand for such programs:
- A market research report was provided to CWU by the Education Advisory Board in March 2019. According to this report, “increased employer demand for bachelor’s and master’s level agribusiness professionals and consistent enrollment trends in profiled certificate programs indicate an opportunity for program development”. An online agribusiness certificate program, at CWU, can broaden the potential student audience and potentially increase enrollments. Steady enrollment was recorded for the profiled agribusiness certificates programs in the research report; the growth in enrollment is anticipated based on student interest and increased awareness of a program.
- Primary data from CWU students were collected to examine students’ attitudes toward a potential agribusiness program at CWU. As mentioned earlier, a focus group was organized by the office of CWU Provost in April 2019, with the Washington Apple Education Foundation (WAEF) scholarship student recipients and representatives, to examine students’ attitudes toward a new potential Agribusiness Program (i.e., certificates and degrees). “The WAEF student participants ranged in enrollment from freshmen to seniors. Their career interests included philosophy, STEM education, business, public health and counseling. In all instances, they had one or more parents employed in a tree fruit orchard or warehouse. They represented communities from Tonasket to Yakima” (WAEF 2019). The WAEF students’ attitudes toward an agribusiness certificate and career in the agribusiness sector were positive. They also showed a good understanding of what agribusiness stands for. Most importantly, they emphasized the fact that a new such program should be promoted to high school students, as there is a strong focus on agriculture, in high schools. In addition, a strong connection with FFA (Future Farmers of America) should be established. Another highlighted opportunity, during the focus group, was that an agribusiness program should target continuing education prospects (which was also emphasized in the market research conducted for CWU). “A variety of questions sparked input from students about what they believed their parents would think of their employment in agriculture and the importance of returning to their home communities.” (WAEF 2019).
Student comment: “I am from WA and I plan to stay in WA. Agriculture is a huge factor in this state and I have an agricultural background. Thus getting a degree in Agribusiness or even a certification to me would mean a lot because I believe agriculture is highly important and is prominent in the state I wish to live in.”
“Students also shared about the types of classes that interested them with hands-on, scheduling flexibility, and the opportunity to tour work sites of top interest.” The students’ involvement in the focus group “provided value to the organizers and their comments were insightful, mature, and shared with a desire to add to the greater good, not their own needs. Our thanks to Central Washington University for the efforts they’re making to provide opportunities for students and business in central Washington.” (WAEF 2019)
- A survey was administered to senior business students in 2019 (MGT489; 31 students) at the College of Business; interestingly, 15 of the students surveyed expressed positive attitudes toward an agribusiness certificate or career in agribusiness. Also, some of these students had work/family background in agriculture and/or showed a good understanding of the relevance of the agriculture industry.
Student Sample Comments:
“In the area I am from (Central WA) there are plenty of career opportunities in Agribusiness, so having proper knowledge about the field can lead to more job opportunities.”
“I have worked on farms and enjoy it, and also see the importance and demand of this type of education/work. “
“Somewhat interested” in a career in Agribusiness because: “It is prominent in the valley and isn’t taught enough in schools in this state.”
“Somewhat interested” in a career in Agribusiness because: “It is something that will always be relevant and would likely involve time outside.”
“Agribusiness would be an interesting major to get involved with and is a direction that people are focusing more towards. I also believe it is an important aspect for our world. Especially with the East side of Washington’s agriculture....I think that it would be a fun career (i.e., Agribusiness) to get involved in. I would definitely go for a minor or certificate but a major would be a little much.”
“I currently work for a CPA firm in Quincy, WA. Because of the area, our clients are mostly ag clients. Having this degree will deepen my knowledge for the industry allowing me to better serve our clients.”
“I grew up in a very agricultural community so it means a lot to me. I’m always hoping to go in an agricultural direction once I graduate.”
“I believe it is important to provide opportunity to properly educate and train professionals in agriculture. It is the most crucial industry w/ low barriers to entry.”
“Agribusiness is a very important field of study and is critical to have offered in this state. I come from a family of farmers and my father and his brothers all have Agribusiness related degrees from WSU.......I planned on majoring in Agribusiness but decided to attend CWU for personal reasons and was very disappointed they do not offer it.”
