Chapter 2 sets the stage for dealing with these questions: "As Extension resources decline, does true specialization of Extension educators result in greater access for the public, in closer campus faculty collaboration, in higher program quality, in greater public value and public support? Alternatively, does greater specialization and regionalization of Extension educators diminish some or all of these? In short, will specialization of Extension educators allow Extension to do more with less or will it weaken Extension?" (The Minnesota Response, 2009, p. 15)
Comments and Suggestions?
Your comments and suggestions are welcome. In particular, share with us articles or books which are related but not included in our book.
1) A number of trends are outlined as affecting the need for greater specialization. Did I miss any or claim some that don't really fit?
2) A series of advantages and disadvantages of field Extension Educator specialization are suggested as possibilities? Any omissions or errors? Recall that these are just possibilities or hypotheses at this stage, not claims that they actually exist. The vericity of these will be checked later in the book.
3) The history of field specialization is likely to be incomplete. Already, Iowa State University Extension has made major changes which are not fully captured in this book. What about your state?