Browsing by Author "Alexander George"

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Dynamics of self help group formation: a case study in Thrissur district
(Department of Agricultural Extension, College of Horticulture,Vellanikkara, 1999) Sherin, K J; Alexander George
A self help group (SHG) is a homogeneous gathering of usually not more than 20 persons who join on a voluntary basis in order to undertake some common activity through mutual thrust and mutual help. Sustainability of SHGs was conceptualized as the ultimate goal of the SHG formation process and thus the dependent variable. It was operationalized as the ability of an SHG to continue to meet regularly, resolve conflicts successfully, maintain a high degree of cohesiveness among its member without substantial external support, while still fulfilling the objectives for which it came into existence. Eighty one respondents from functional and non-functional SHGs promoted by non-government, government and quasi-government agencies in Thrissur district were interviewed and data subjected to non-parametric methods of statistical analysis. Stages in the formation process were identified and the primary motives for joining and remaining in SHGs delineated. Gender based difference in perception were observed. Comparison of SHGs promoted by non- government, government and quasi-government agencies was done and the sustainability index validated in that it was found to be significantly different for functional and non-functional SHGs. The association of member, group and change agent characteristics with the sustainability of SHGs was determined and a model for sustainable SHG formation proposed.
Effectiveness of Kerala agricultural university in technology facilitation for entrepreneurship
(Department of Agricultural extension, College of Horticulture, Vellanikkara, 2016) Learou, L D; Alexander George
Kerala Agricultural University (KAU) has in the past been adjudged the best in the nation in academics’ performance. Undoubtedly KAU has a pool of very good teachers, but how did this translate into technology facilitation for entrepreneurship? How oriented were KAU teachers in converting research output into entrepreneur usable technology? Were teachers keeping the technology to themselves for fear that once released they would never get due credit for the effort they had put in? Were intellectual property rights at stake? Was innovation duly rewarded? Where did KAU stand on ease-of-doing business parameters? What were the issues that needed to be addressed to make KAU gain the status of being an entrepreneur friendly destination? Could technology transfer procedures be simplified? Was there a mechanism for aspiring entrepreneurs to redress their grievances? These were the questions that this study sought to address. The study attempted to decipher the level of entrepreneurship orientation among KAU teachers. The study documented the experiences of aspiring/practicing agri-entrepreneurs in relation to KAU with respect to transfer of technology. The study provided insight on how KAU can reinvent itself to remain relevant in the changing agribusiness scenario and made suggestions for improving the entrepreneur interface of Kerala Agricultural University. The random sample included 90 teachers and 30 aspiring/practicing agri-entrepreneurs who had contacted the KAU Technology Hub. The study documented the profile characteristics of the teacher respondents with respect to designation, place of work, age, gender, qualification, service details, faculty improvement, publications, research involvement, recognitions received and extension activity. Entrepreneurship Orientation of KAU teachers: While teachers had a positive attitude towards entrepreneurship, 44.4 per cent believed that KAU would never give them due recognition for trying to promote entrepreneurship and 36.7 per cent believed that KAU will never give them credit for technology transferred. Entrepreneurship Interface of KAU as perceived by the teacher respondents: 26.7 per cent opined that there were sometimes many barriers to effective transfer of technology in KAU and that administrative barriers often prevented effective and timely transfer of technology in KAU. Entrepreneurship Interface of KAU as perceived by aspiring/practicing entrepreneurs: 90 per cent expressed that response at first point of contact was always quick but 56.7 per cent stated that protection of entrepreneur interest in the MoU was not really ensured. Based on mean score index the Entrepreneurship Orientation of KAU teachers and the Entrepreneurship Interface of KAU as perceived by the teachers was found to be at a medium level while the Entrepreneurship Interface of KAU as perceived by aspiring/practicing entrepreneurs was found to be at a low level. Years of service as head of office/institution in KAU, number of popular articles and research notes published had a positive and significant relationship with Entrepreneurship Orientation. Total number of research projects as Principal Investigator had a positive and significant relationship with the perception of KAUs’ Entrepreneurship Interface as perceived by the teachers. Five technologies, viz., Veggie Wash, Red Banana Cool, Njavara based health drink, Osmo-dehydrated Products and induction of flowering and improvement of yield in adult mango trees were randomly selected for case study. Each case study brought to light a different aspect of KAU technology transfer process that required focused and immediate attention of the highest authorities in KAU. Suggestions have been put forth to foster a better entrepreneur interface for the Kerala Agricultural University and four areas were delineated for future research.
Effectiveness of Kerala Agriculture University in technology facilitation for entrepreneurship
(Department of Agricultural Extension, College of Horticulture, Vellanikkara, 2016) Learou, L D; Alexander George
Kerala Agricultural University (KAU) has in the past been adjudged the best in the nation in academics’ performance. Undoubtedly KAU has a pool of very good teachers, but how did this translate into technology facilitation for entrepreneurship? How oriented were KAU teachers in converting research output into entrepreneur usable technology? Were teachers keeping the technology to themselves for fear that once released they would never get due credit for the effort they had put in? Were intellectual property rights at stake? Was innovation duly rewarded? Where did KAU stand on ease-of-doing business parameters? What were the issues that needed to be addressed to make KAU gain the status of being an entrepreneur friendly destination? Could technology transfer procedures be simplified? Was there a mechanism for aspiring entrepreneurs to redress their grievances? These were the questions that this study sought to address. The study attempted to decipher the level of entrepreneurship orientation among KAU teachers. The study documented the experiences of aspiring/practicing agri-entrepreneurs in relation to KAU with respect to transfer of technology. The study provided insight on how KAU can reinvent itself to remain relevant in the changing agribusiness scenario and made suggestions for improving the entrepreneur interface of Kerala Agricultural University. The random sample included 90 teachers and 30 aspiring/practicing agri-entrepreneurs who had contacted the KAU Technology Hub. The study documented the profile characteristics of the teacher respondents with respect to designation, place of work, age, gender, qualification, service details, faculty improvement, publications, research involvement, recognitions received and extension activity. Entrepreneurship Orientation of KAU teachers: While teachers had a positive attitude towards entrepreneurship, 44.4 per cent believed that KAU would never give them due recognition for trying to promote entrepreneurship and 36.7 per cent believed that KAU will never give them credit for technology transferred. Entrepreneurship Interface of KAU as perceived by the teacher respondents: 26.7 per cent opined that there were sometimes many barriers to effective transfer of technology in KAU and that administrative barriers often prevented effective and timely transfer of technology in KAU. Entrepreneurship Interface of KAU as perceived by aspiring/practicing entrepreneurs: 90 per cent expressed that response at first point of contact was always quick but 56.7 per cent stated that protection of entrepreneur interest in the MoU was not really ensured. Based on mean score index the Entrepreneurship Orientation of KAU teachers and the Entrepreneurship Interface of KAU as perceived by the teachers was found to be at a medium level while the Entrepreneurship Interface of KAU as perceived by aspiring/practicing entrepreneurs was found to be at a low level. Years of service as head of office/institution in KAU, number of popular articles and research notes published had a positive and significant relationship with Entrepreneurship Orientation. Total number of research projects as Principal Investigator had a positive and significant relationship with the perception of KAUs’ Entrepreneurship Interface as perceived by the teachers. Five technologies, viz., Veggie Wash, Red Banana Cool, Njavara based health drink, Osmo-dehydrated Products and induction of flowering and improvement of yield in adult mango trees were randomly selected for case study. Each case study brought to light a different aspect of KAU technology transfer process that required focused and immediate attention of the highest authorities in KAU. Suggestions have been put forth to foster a better entrepreneur interface for the Kerala Agricultural University and four areas were delineated for future research.
Effectiveness of training for facilitators of people's rural education movement (PREM)
(Department of Agricultural Extension, College of Horticulture,Vellanikkara, 2015) Remya, M; Alexander George
Work motivation- a multivariate analysis among teachers of the Kerala Agricultural University
(Department of Agricultural Extension, College of Horticulture, Vellanikkara, 1996) Alexander George; Bhaskaran, C
Work motivation, the inner urge that energises, directs and sustains work, was the dependent variable while the independent structure consisted of eighteen variables: Locus of control, achievement motive, power motive, affiliation motive, equity- sensitivity, growth need, relatedness need, existence need, preferred organizational culture, variety in job, identity of job, significance of job, autonomy in job, feedback through job, work climate, communication patterns, management style and morale. The sample of 150 teachers constituted 21.6 per cent of the total population of teachers in the Kerala Agricultural University. Distribution of teachers with respect to the variables mentioned above, relationships between the variables and determinants of work motivation were studied. Cadre-wise comparison of teachers was undertaken and teachers in teaching, research and extension institutions were also compared using ANOVA. All independent variables studied had strong correlations with work motivation. The relationship of affiliation motive preferred organizational culture and equity- sensitivity with work motivation was negative. Bunch-map analysis was used to confront the problem of multicollinearity and identify the determinants of work motivation: affiliation motive, existence need and identity of job. The study proposes a cohesive and unifying model to explain work motivation. Relevance of work motivation theories and practices with reference to the Indian socio-cultural context and applicability of existing models to educational and service sector organizations are discussed. Recommendations are made for the design and dynamics of human resource management practices applicable to the around 30,000 agricultural scientists in the country.