Relevant bibliographies by topics / Outdoor leadership

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Outdoor leadership'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Outdoor leadership"

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Karayol, Metin, and Murat Sentuna. "Leadership impact on outdoor sports." International Journal of Academic Research 5, no. 5 (October 15, 2013): 414–17. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.64.

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Priest, Simon. "Outdoor Leadership “Down Under”." Journal of Experiential Education 8, no. 1 (May 1985): 13–15. http://dx.doi.org/10.1177/105382598500800103.

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Shooter, Wynn, Jim Sibthorp, and Karen Paisley. "Outdoor Leadership Skills: A Program Perspective." Journal of Experiential Education 32, no. 1 (August 2009): 1–13. http://dx.doi.org/10.1177/105382590903200102.

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Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills from the perspective of the individual outdoor leader. In contrast, this paper proposes a model of outdoor leadership that addresses the perspective of the program. In addition to considering the language and structure of outdoor leadership skill categories, this synthesis of literature results in the suggestion of alternate and consistent terminology for outdoor leadership skill categories and presents a model that can be used to guide hiring, training, and staffing decisions.
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Hayashi, Aya, and Alan Ewert. "Outdoor Leaders' Emotional Intelligence and Transformational Leadership." Journal of Experiential Education 28, no. 3 (March 2006): 222–42. http://dx.doi.org/10.1177/105382590602800305.

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This study explored the concept of outdoor leadership from the perspectives of emotional intelligence and transformational leadership. Levels of emotional intelligence, multifactor leadership, outdoor experience, and social desirability were examined using 46 individuals designated as outdoor leaders. The results revealed a number of unique characteristics of outdoor leaders' emotional intelligence and leadership, including contributions of past outdoor experience to the development of emotional intelligence as well as transformational leadership. In addition, there was a moderate and positive relationship between emotional intelligence and transformational leadership.
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Hayashi, Aya. "Emotional Intelligence and Outdoor Leadership." Journal of Experiential Education 27, no. 3 (March 2005): 333–35. http://dx.doi.org/10.1177/105382590502700320.

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Porter, Su. "Outdoor leadership: theory and practice." Journal of Adventure Education & Outdoor Learning 8, no. 2 (December 17, 2008): 157–58. http://dx.doi.org/10.1080/14729670802214594.

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Shooter, Wynn, Karen Paisley, and Jim Sibthorp. "Trust Development in Outdoor Leadership." Journal of Experiential Education 33, no. 3 (January 1, 2010): 189–207. http://dx.doi.org/10.5193/jee33.3.189.

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Priest, Simon. "Global Perspectives of Outdoor Leadership." World Leisure & Recreation 30, no. 2 (June 1988): 34–41. http://dx.doi.org/10.1080/10261133.1988.10559033.

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Sveen, Rob. "Effective leadership in outdoor programming." Journal of Outdoor and Environmental Education 3, no. 1 (October 1998): 72. http://dx.doi.org/10.1007/bf03400682.

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Wattchow, Brian. "Outdoor leadership: Theory and practice." Journal of Outdoor and Environmental Education 11, no. 1 (April 2006): 50–52. http://dx.doi.org/10.1007/bf03400848.

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Dissertations / Theses on the topic "Outdoor leadership"

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Brandt, Kari W. "Outdoor Leadership Development Training." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/326.

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This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.
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Hayashi, Ayako. "Leadership development through an outdoor leadership program focusing on emotional intelligence." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215297.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, Dept. of Recreation of Park Administration, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1530. Adviser: Alan W. Ewert. "Title from dissertation home page (viewed June 19, 2007)."
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Mann, Kathleen A., and n/a. "Outdoor leadership preparation in Australia in 2002: a cross-sectional analysis and recommendations." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20061114.111147.

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This research explores the notion of outdoor leadership preparation in the context of the emerging outdoor profession in Australia. It explores the nature of outdoor leadership from a number of viewpoints and its relationship to the broader context. The research examines relevant literature through issue-based themes relating to an emerging paradigm, leadership, preparation, recognition and professionalisation. These themes are problematised in the context of the emerging outdoor profession. Issues of appropriate preparation pathways and the models of learning characteristic of each pathway are discussed throughout this research. The results of a mapping exercise covering outdoor leadership preparation courses offered throughout Australia in 2002 are used in conjunction with the contextual aspects to generate grounded mini-theories relating to the topic. This study uses a cross-sectional analysis of this data and by using descriptive statistics highlights the dominance of the learning pathways that offer a competencybased framework for learning leadership skills. The results are discussed in relation to both the current context and the literature. The argument that develops throughout the research is for a reconceptualisation of the learning pathways for outdoor leadership preparation in Australia, in light of the emerging professionalisation of the outdoor industry. Recommendations for changes to the currently accepted entry pathways into the emerging profession are discussed, as are the areas for further research.
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Taniguchi, Stacy Tooru. "Outdoor Education and Meaningful Learning: Finding the attributes of meaningful learning experiences in an outdoor education program." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/164.

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This phenomenological study sought to identify the common attributes of meaningful learning experiences as found in an outdoor education program. The pragmatic educational philosophy of John Dewey provides the rationale for the essence of meaningful learning in our schools and this research identifies the attributes of educative reflective experiences that are also meaningful learning experiences. Thirteen students enrolled in the Wilderness Writing Program, offered during the fall semester of 2003 at Brigham Young University in Provo, Utah, made up the focus group of this study. Their participation in four outdoor recreational activities and their reflections about their experiences became the basis of this research. Through written journal entries, focus group discussions, observations, and writing assignments, this study took a qualitative approach to identifying patterns of attributes that appeared to occur in meaningful learning experiences. This study found that meaningful learning experiences were identified by participants who experienced a period of awkwardness followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person 19s view of himself or herself and this was closely tied with feedback from others in the group. The findings of this study can give educators specific components that appear to be crucial ingredients to meaningful learning experiences.
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Tanner, Joseph Dean. "Student Perceptions of Personal Development of the Wilderness Education Association's 18-Point Curriculum After the Successful Completion of a National Standards Program Course." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/523.

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This study was conducted to examine the perceived development of the Wilderness Education Association's (WEA) 18-point curriculum by National Standards Program (NSP) course graduates. Nationally, there are no mandatory requirements to meet to become an outdoor leader or guide. Successful completion of the WEA NSP certifies the graduate as an Outdoor Leader through the WEA. Participants for this study were administered a survey requesting demographic information. The survey also consisted of a Lickert scale asking participants to what degree they perceived development of the WEA 18-point curriculum during the NSP course in which they participated. Results indicate that overall the curriculum was rated between "greatly developed" and "somewhat developed". The results also indicated that course structure might play a significant role in the development of the 18-point curriculum. While females ranked overall development the highest, there was not a statistical significant difference in the development of the WEA 18-point curriculum between males and females in this study.
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DeYoung, Brett John. "Wilderness camping and leadership development." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Umstead, Helen G. "Determining the Value of Outdoor Adventure Education for Educational Leaders." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268317.

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This investigation attempts to determine the value of outdoor adventure education for educational leaders based upon leadership qualities identified in both the Educational Leadership and Outdoor Adventure Education (OAE) literature. Theoretical underpinnings of outdoor adventure education and claimed leadership outcomes resulting from OAE participation are identified and investigated. Three leadership skills identified as both OAE outcomes and constructs valuable to educational leaders (Self-efficacy, Collaboration, and Trust) are the focus of this mixed methodology study.

Research questions are proposed and addressed using mixed methodology. The anonymous online Outdoor Adventure Education Survey was developed based on previous research (Gareis & Tschannen-Moran, 2004; Rhodes & Martin, 2013; Tschannen-Moran & Barr, 2004; Tschannen-Moran & Gareis, 2004) and with input from educational leadership and OAE experts. Qualitative measures, including participant focus groups and key informant interviews, were developed with the advice of OAE and educational leadership experts before implementation.

Volunteers at a one-day OAE ropes challenge course participated in the anonymous online Outdoor Adventure Education Survey one week after course implementation of a one-day ropes challenge course and focus group discussions occurred within one month in order to allow for reflection, a major component of Experiential Learning Theory. Facilitators and group leaders participated in individual key informant interviews at irregular intervals after implementation.

Analysis revealed that OAE impacted self-efficacy in ways that are valuable to leadership, increased participants’ collaboration, and generally increased trust among members of each group. Results varied based on the obstacles encountered and by the group participating, but were positive overall. Additional outcomes included participants’ increased awareness of the importance of open communication, including active listening, and shared decision-making while solving problems collaboratively.

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Symons, John Nicholas. "A synthesis of leadership and learning in outdoor management development (OMD) design." Thesis, Henley Business School, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239108.

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Galyean, Taylor. "Architecture for environmental learning : a National Outdoor Leadership School in Baja, Mexico." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/66359.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1994.
Includes bibliographical references (leaves 113-114).
An understanding of people, program, and place establishes a foundation from which to make architectural decisions. The focus of this thesis is to understand the needs of those involved in an outdoor education school in Baja, Mexico and assemble a comprehensive architectural solution to these needs. The outdoor education school has the mission to be the best source and teacher of wilderness skills to protect the user and the environment. The people of this school share a common interest to live harmoniously with their surroundings and work to achieve a life-style that has a minimum impact on the natural environment. The site is in a desert coastal ecosystem on the east coast of the Baja peninsula. The school is acquiring additional property and has the need for a master plan that looks to their long term needs. The master plan interweaves the issues of building in a small community and the organization of the program with the natural environment. At all scales the focus of the facility is education. Building designs are direct solutions to the needs of the people in this environment. The site embodies the workings of the school and a relationship to the surrounding area. The natural environment does not act as the setting for the architecture of the school, but is seen as the focus allowing the architecture to become the framework through which one observes the natural environment.
by Taylor Galyean.
M.Arch.
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Gabriel, Jerome. "Situational Leadership Awareness Development In Student Outdoor Leaders Through Training Versus Experience." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428935781.

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Books on the topic "Outdoor leadership"

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Club, Appalachian Mountain, ed. AMC guide to outdoor leadership. 2nd ed. Boston, Mass: Appalachian Mountain Club Books, 2010.

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Outdoor leadership: Theory and practice. Champaign, IL: Human Kinetics, 2006.

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Ford, Phyllis M. Leadership and administration of outdoor pursuits. 2nd ed. [State College, PA.]: Venture Pub., 1993.

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Ford, Phyllis M. Leadership and administration of outdoor pursuits. 2nd ed. [S.l.]: Venture Publishing, Inc., 1993.

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The outdoor leader's handbook. 2nd ed. East Petersburg, PA: Fox Chapel Pub., 2012.

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1944-, Sullivan John, and National Outdoor Leadership School (U.S.), eds. The National Outdoor Leadership School's wilderness guide. New York: Simon & Schuster, 1985.

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Outdoor leadership: Technique, common sense & self-confidence. Seattle, WA: Mountaineers, 1997.

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Symons, John. Managing outdoor management development. Henley-on-Thames: Henley Management College, 1996.

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Bank, John. Outdoor development for managers. 2nd ed. Aldershot, Hampshire, England: Gower, 1994.

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Bank, John. Outdoor development for managers. Aldershot, Hants, England: Gower, 1985.

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Book chapters on the topic "Outdoor leadership"

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Krouwel, Willem. "Some Threats to the Ethical Delivery of Outdoor Management Development." In Business Ethics and Leadership from an Eastern European, Transdisciplinary Context, 131–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45186-2_12.

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Rao, Tanya, and Nina S. Roberts. "Voices of Women of Colour: Dreaming of an Inclusive Outdoor Leadership Environment." In The Palgrave International Handbook of Women and Outdoor Learning, 815–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_56.

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Mitten, Denise. "Women and Leadership: Commitments to Nurturing, More-than-Human Worlds, and Fun." In The Palgrave International Handbook of Women and Outdoor Learning, 109–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_7.

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D’Amore, Chiara. "Women’s Leadership of Family Nature Clubs: Furthering the Movement to Reconnect People with Nature." In The Palgrave International Handbook of Women and Outdoor Learning, 595–606. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_40.

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Avery, Mary Ellen, Christine Lynn Norton, and Anita Tucker. "Blazing a Trail … Together: The Need for Mentoring and Collaboration Amongst Women in Outdoor Leadership." In The Palgrave International Handbook of Women and Outdoor Learning, 801–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_55.

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Stuart, Kaz. "Alice Through the Looking-Glass: An Autoethnographic Account of Women’s Leadership in Outdoor Education in the UK." In The Palgrave International Handbook of Women and Outdoor Learning, 235–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_14.

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Hamid, Siti Fadhilah Abdul, and Mawarni Mohamed. "Experiential Learning in the Wilderness: Outdoor Education Program Toward Enhancing College Students’ Leadership Practices." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 525–35. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_41.

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Tsang, Eric Po Keung. "Realising Sustainability Leadership." In Experiencing the Outdoors, 223–32. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-944-9_18.

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"Feminist theory and outdoor leadership." In Outdoor Adventure and Social Theory, 125–36. Routledge, 2013. http://dx.doi.org/10.4324/9780203114773-19.

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Andrews, Shawn. "We Don’t Conquer Mountains, We Understand Them: Embedding Indigenous Education in Australian Outdoor Education." In Innovation in Environmental Leadership, 198–212. Routledge, 2018. http://dx.doi.org/10.4324/9781315205892-13.

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Conference papers on the topic "Outdoor leadership"

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Ratna sari, Eka, and Ely Djulia. "Conceptualizationof EcologyBasic Concept by the Application of Outdoor Learning - School Ground." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.84.

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Reports on the topic "Outdoor leadership"

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Smith, Amber. Feminist Outdoor Leadership: Challenging hegemonic masculinity through Outdoor Education. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.245.

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