ABSTRACT
Summary Problems of hunger, malnutrition, and world food security became a major world concern in the 1970s. Two U.S. presidential reports have emphasized the seriousness of the situation and the need to expand food production and distribution, particularly in the less-developed countries (LDCs) where hunger is most severe. The LDCs need to stengthen agricultural teaching, research, and extension in order to develop and disseminate the appropriate technology farmers need to increase food production. The most limiting factor is often the lack of trained scientists to provide local leadership and expertise. Here U.S. and other developed-country universities are needed to train LDC professionals as well as to provide technical assistance overseas. U.S. universities have been encouraged to expand their international activities through Title XII legislation, passed in 1975. Although the Act has not been fully funded or implemented, it has been a major step toward the long-term support U.S. universities need to take on seriously the job of international agriculture. Demand for U.S. training from LDC students and the need for U.S. expertise overseas have continued to increase during the 1970s, while support for U.S. university-based work has substantially declined. Younger U.S. professionals in particular seem to be losing their interest in development. These circumstances led the American Agricultural Economics Association (AAEA) to sponsor a major study on the training of foreign students in U.S. universities. Principal objectives were to obtain an evaluation from LDC alumni on the strengths and weaknesses of their U.S. training, to determine what the U.S. can do to assist in strengthening indigenous training and research capabilities in the LDCs, and to assess the future capacity of U.S. universities to meet LDC research and training needs.
819Results indicate that LDG agricultural economists value their U.S. training highly; it has given them the confidence, analytical tools, and problem-solving skills they need to work in their own countries. They would like greater application of economic tools to their own situations. More U.S. professors need real knowledge and experience in developing countries, and students should be able to do their thesis research on a home-country problem. It is also important to maintain collaboration with their U.S. professors and departments after returning home. Cooperative research, short courses and seminars, and postdoctoral programs were suggested as means for continuing support. Over 40% of young U.S. agricultural economists have deserted their interests in development. U.S. international capabilities in this discipline appear to be declining. Probably the most critical factor is the instability and low level of funding for university participation in international development activities. Increasingly stringent university budgets and little public support for assistance to LDCs have made it extremely difficult for U.S universities to recruit and maintain faculty in international development.
