Recently in 2. Regional Specialization: A Solution? Category

Regional Specialization: A Solution?

Chapter 2:

Chapter 2 explores the theory of specialization and comparative advantage.  Economic theory suggests that specialization increases productivity.  Does this apply to education or Extension Educators?  A review of the literature shows that many economists and extension leaders think it does.  A review of the initial steps by Extension Services to encourage specialization suggests that few, if any, states have found the institutional arrangements needed to encourage specialization.

Updates since book publication:

Iowa State University Extension's 2009 Restructuring

Iowa State University announced a new regional model in the spring of 2009.  The new Iowa model has some features which are the same as the Minnesota model and some that appear different.  Similar to the Minnesota model, counties can purchase local positions but have to pay the full cost rather than getting a major portion covered by the state Extension office.  All of the state and federal funds go to fund "program specialists," which includes both specialized field educators and campus faculty.  The program specialists work over multi-county regions and/or the entire state. Unlike Minnesota, there are no regional offices.  The field program specialists have virtual offices, with some also using county offices.

For a more detailed description of these changes see:   

Comments:   Has your state taken steps to encourage regionalization and/or specialization?  If so, what are they?  Are there any research reports or journal articles about the effectiveness of these new arrangements? 

About this Archive

This page is an archive of recent entries in the 2. Regional Specialization: A Solution? category.

1. Extension's Money and Mission Crisis is the previous category.

New Book: The Minnesota Response is the next category.

Find recent content on the main index or look in the archives to find all content.