Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach. Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour. Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β = 0.380; t = 5.263; P < .01) and actual farmer learning behaviour (β = 0.182; t = 2.081; P < .05). Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation. Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions. Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach.

http://dx.doi.org/10.1080/1389224x.2019.1604389

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Haroon Sseguyahttps://orcid.org/0000-0001-9963-3147

http://dx.doi.org/10.1080/1389224x.2019.1604389

PLANT PRODUCTION & HEALTH

Capacity Development; Knowledge Management; Policies And Institutions

Higher Education; Communities; Farmers; Uganda; Capacity Building

Africa; East Africa

Uganda

Journal of Agricultural Education and Extension