Evaluation and development of curricula in agricultural economics continues to be a topic of discussion in the discipline. Continuing evaluation of curricula can be attributed to the nature of agricultural economics as a problem-solving discipline. This view has been reinforced recently by statements of presidents of the American Agricultural Economics Association in their presidential addresses to the association (Harl 1983, Havlicek 1986, Padberg 1988, and Mandersheid, 1988). Analytical skills are critical when applying microeconomic and macroeconomic concepts to the complex problems resulting from technological change, changes in consumers' preferences, increased awareness of environmental problems and the increasing global interdependence of producers and consumers of agricultural commodities. On the other hand interpersonal and leadership skills are important for the agribusiness leaders who face these new challenges. Declining enrollments in colleges of agriculture have prompted discussions about how agricultural economics curricula can respond to these changes. An initial step should be an assessment of skills employers expect from agricultural economics or agribusiness graduates.
curricula, agricultural economics