Dissertations / Theses: '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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Alsford, Joe, Marko Curuvija, and Annika Malewski. "Outdoor Experiential Learning Processes : Engaging Influential Professionals in Strategic Leadership towards Sustainability." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4330.

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The sustainability challenge currently poses one of the biggest challenges society has ever faced. With declining natural resources, climate change and a rising human population the need to change humanity’s trajectory towards sustainability has never been more urgent. A greater degree of engagement in sustainability by people in positions of power and influence within society is necessary if this transition is to occur quickly. This thesis explores the dynamics of Outdoor Experiential Learning Processes (OELPs) as applied to individuals from a professional background. The purpose is to assess how the OELP can be designed within society to engage influential professionals in sustainability. The research combines the existing powerful approach of the OELP with the Framework for Strategic Sustainable Development (FSSD). Strategic recommendations are made for how to achieve greater engagement in sustainability amongst OELP participants for a more sustainable future.

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Vosler, Matthew S. "Cracking the Creativity Crunch: Understanding Creativity for Outdoor Leaders in Adventure Programming." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1557421932155276.

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Nguyen, Thi Yen Nhu. "A Reseach on Female Teachers-Leaders in Outdoor Education Sector : An effort of examining the role of female leaders in Outdoor Education." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60785.

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Women have played important roles in different working areas and have raised their voices in the labor force. Outdoor Education sector is not an exception. More and more female teachers-leaders have dedicated their lives in the reforming process of education in general and in Outdoor Education in specific. This study examines the participation of female teachers-leaders in Outdoor Education sector to see an overview of their achievements and contributions in this field. Eleven outdoor teachers-leaders answered questions displaying the motivation and the enhancement of women’s participation in Outdoor Education sector as leaders. Through semi-structured interviews, the participants revealed their opinions towards their current occupations and their future expectations and promotions as well as the effects of childhood memory on people’s attitudes. Results show optimistic visions for the participation of female teachers-leaders in Outdoor Education sector. The results also exhibit the imbalance of the participation of female teachers-leaders in different levels of Outdoor Education sector. There are more outdoor schoolteachers but less female leaders in outdoor adventurous pursuits. To keep the balance of female teachers-leaders in different levels of Outdoor Education is to create more chances for women to challenge themselves and to give students opportunities to interact with the diversity of outdoor teachers-leaders regardless race, age and gender.

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Hartman, Matthew W. "The Development of Ecological Literacy Among Novice Outdoor Leaders." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1212762001.

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McCarty, Matthew M. "An Assessment of Therapeutic Skills and Knowledge of Outdoor Leaders in the United States and Canada." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557626.

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Using an online survey methodology and descriptive statistics, 92 self-identified outdoor leaders, representing a spectrum of wilderness experience programs in the United States and Canada, were surveyed to ascertain their knowledge of select psychological theories and concepts relevant to outdoor leadership. This study explores personal leadership philosophies, attitudes, and practices and knowledge regarding the facilitation of trip participants' relational development with self, others, and the natural world. General findings indicate that leaders possess a range of knowledge and skills to facilitate participants' relational development. Therapeutic outdoor leadership is tripartite relational theory emerging from outdoor programming literature. This study finds that leaders are actively nurturing participant well-being through a relational framework, indicated by the 34% of respondents who agree with the author's definition of outdoor leadership, addressing relational development of intra, inter, and transpersonal domains. However, findings indicate that leaders do not necessarily have, or are being educated in content and skills to maximize their abilities to develop outdoor program participants' relational abilities. Less than 13% of outdoor leaders are familiar with the concepts of therapeutic alliance, transference, and countertransference. Nearly all outdoor leaders claim to facilitate participant-nature relationships, approximately 80% use nature based metaphors, 72% use ceremonies or rituals, and most of the benefits attributed to contact with nature were identified. Most participants are unfamiliar with conservation psychology, the biophilia hypothesis, or ecopsychology. Almost half of outdoor leaders understand what self-efficacy describes and 55% of respondents were familiar with locus of control. Additionally, this survey explores leaders' perceptions about trust factors, how they define emotional safety, relevant professional boundaries, and feedback giving strategies.

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Nilsson, Mickaela. "Outdoor Education Also a way to work with Group Development? : Scouting and School in Sweden." Thesis, Linköping University, Department of Culture and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16642.

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I will present some voices from the fields of scouting as well as from outdoor focused schools and tell about their feelings for outdoor education and how they think it can be useful to help children develop a sense of belonging in a group. With a hermeneutic perspective on research I have aimed to show that there is a difference in how teachers and scout leaders look upon the effective use of outdoor education and how they use it both as an instrument for learning and as a tool for group development. I have been looking upon the questions with a holistic point of view and with progressive thoughts of education on my mind.

I visited and participated in three school groups and three scout groups during some hours. The children were in the year span of 3 – 11 years. I interviewed the four teachers that works with outdoor education in different forms and five leaders active in three different scout groups/scout organisations. My pre knowledge and my preconceived notions has been my platform in this research. This research is a bit to small to prove anything but I state that my research show that there is benefits to gain from using the outdoors in a higher degree in learning situations. Also group development through leadership could give large benefits in Swedish schools if there is a conscious awareness about cooperative learning and leadership skills.

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Ritson, Linda. "An investigation into formal and informal learning in outdoor adventure : a case study of a local authority adventure team." Thesis, University of Derby, 2013. http://hdl.handle.net/10545/346523.

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This thesis develops understanding in using outdoor adventure as a tool for learning for young people. It examines how adventure pedagogy may be applied in conjunction with classroom education to offer physical and visual means to enhance classroom theory. The core of the study was the examination of a local authority Adventure Team, identified by the Authority management as having strayed from its roots, although not perceived as ‘failing’. The researcher became insider-researcher to combine professional experience with research knowledge, envisaging this study as the pre-cursor to an action research team development project. The aims of the research were whether the Team was delivering the ‘learning’ mandated by its youth work location and whether it could strengthen its delivery. The study defines adventure, before exploring the underpinning concepts making up the elements of ‘The Adventure Team’ and its identity within the local authority. Literature advocates adventure as a powerful tool to develop social and emotional literacy, which dovetails into Government agendas on health and education. Although the study was undertaken prior to the current coalition Government, the principal agenda remains consistent with the previous regime. The Government at the time of the research promoted adventure as a means to help young people learn about the world in which they live, and the current Government has not rescinded this ambition. This work embodies learning as an interactive process whereby adventure can engage the individual on an agenda of personal and social awareness, as well as cognitive learning. Using case study as the research approach, data collection was achieved using interviews, participant observation and secondary data. The research found that the Team could achieve more by developing closer working relationships and by the Authority leadership being strengthened to offer greater direction and support. The framework of delivery was centralising the Team such that it had become isolated, with little governance and without partnerships to make the programmes as powerful as they could be. The conclusion is that the Team could fortify its delivery through alliances to provide visual and physical means to reinforce and support traditional learning, which enhances understanding. Informal learning helps young people to understand how they learn and how they can apply learning, which augments motivation and creates ownership of the learning. The research is a forerunner to at least two future research studies. Firstly an examination of the legacy of the ‘Learning Outside the Classroom’ Manifesto (2006) and secondly, an exploration of the influence of the coalition Government’s assumption of power on multi-agency partnerships, early intervention and targeted youth support, as was envisaged under the previous regime as the ‘Every Child Matters’ (2003) agenda. In addition to this, a book exploring how adventure can be used to address formal and informal learning as an ‘off the shelf’ resource to present activities and potential outcomes has enormous potential in the sustained delivery of outdoor learning as a valuable learning tool.

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Ritchie, Stephen D. "PROMOTING RESILIENCE AND WELL-BEING FOR INDIGENOUS ADOLESCENTS IN CANADA: CONNECTING TO THE GOOD LIFE THROUGH AN OUTDOOR ADVENTURE LEADERSHIP EXPERIENCE." Thesis, Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2206.

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Background: Promoting mental health for Indigenous youth in Canada is a well-documented priority. Indigenous approaches to health promotion share similarities with the holistic process in outdoor adventure and experiential education contexts. The purpose of this study was to develop, implement, and evaluate an Outdoor Adventure Leadership Experience (OALE) for Indigenous adolescents from one First Nations community in Northeastern Ontario, Canada. Methods: Principles of community-based participatory research were used to guide this mixed method study that included three phases. Phase 1 involved the development of a culturally relevant OALE intervention. The intervention was available to adolescents, aged 12-18 years, living in Wikwemikong Unceded Indian Reserve. Phase 2 consisted of a quantitative evaluation of the effectiveness of the OALE, based on participant self-report. It focused primarily on assessing resilience using the 14-Item Resilience Scale (RS-14). Using an ethnographic approach, Phase 3 comprised a qualitative evaluation of the ways in which the OALE promoted resilience and well-being. Results: Phase 1 occurred over a period of 10 months (September 2008 to June 2009), and it resulted in the development of an intentionally designed 10-day OALE program. The program was implemented in the summer of 2009 and 2010 with 73 adolescent participants, aged 12-18 years. Results from Phase 2 revealed that there was a 3.40 point increase in mean resilience for the adolescent participants at one month post-OALE compared to one day pre-OALE (n=46, p=.011), but the improvement was not sustained one year later. Phase 3 results revealed that the OALE facilitated the development of resilience and well-being by helping the adolescents connect to Anishinaabe Bimaadziwin, an Ojibway concept that can be translated as the Good iv Life. Connecting involved an external experiential process of connecting with various aspects of creation and an internal reflective process of connecting within to different aspects of self. Conclusion: The OALE appears to be a program that helped the adolescents: (1) become more resilient in the short-term, and (2) become more aware of Anishinaabe Bimaadziwin (the Good Life) by providing opportunities for connecting with creation and self through a variety of experiences and reflections that were unique for each youth.

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Fields, Andrew R. "Leadership self-efficacy in university co-curricular programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/108.

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University educators are concerned with student leadership development in order to generate much-needed leaders in every aspect of society. This sequential mixed methods study found that students who participate in a university co-curricular outdoor education leadership training program, combined with the experience of leading a wilderness backpacking trip, had increased leadership self-efficacy. Empirical evidence was found to support leadership development, as well as the effectiveness and importance of university co-curricular outdoor education leadership training programs. This research is significant to educators for determining priorities in providing resources and designing effective co-curricular programs to create tomorrow's leaders.

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Nester, Lynn. "Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3153.

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A qualitative phenomenological study was conducted to understand the transition and integration experiences of first-year freshmen who participated in an outdoor orientation program at 2 higher education institutions in the Southeastern United States. Student attrition from the first year to the second year and increased time to degree completion are challenges for a number of higher education institutions in the United States (Hamilton & Hamilton, 2006; Pascarella, Terenzini, & Wolfle, 1986; Tinto, 2006). First-year to second-year attrition and lack of persistence to degree completion may be due to an unsuccessful transition to college, the inability to integrate into the campus community, or a lack of student involvement (Braxton & McClendon, 2001; Tinto, 2006). The research setting included 2 public higher education institutions that offer outdoor orientation programs for incoming first-year freshmen. The sample was purposefully selected, using 4 criterion: (1) first-year students who had participated in a university sponsored outdoor based program prior to their first year of college, (2) students who had successfully completed their first semester of college and remained enrolled as a student during the data collection term of the research, (3) students meeting the definition of traditional age (18-21 years old) college freshmen, and (4) students willing to participate in data collection. Traditional age first-year students who participated in outdoor orientation programs at 2 institutions during the summer 2015, and who were enrolled in the spring 2016, were eligible research participants. The sample chosen provided information-rich, illuminative detail on the phenomenon of first-year student transition and integration to college. Data collection included the creation of 3 concept maps followed by a semistructured in-depth interview. The highest number of mentioned areas on the research participant concept maps included friends, family, and organizations/clubs. A comprehensive support system, the right environment, and engagement in fun campus activities were found to be cornerstones of successful transition and integration to college. The study provides higher education leaders with insight on the lived experiences of first-year student transition and integration as well as evidence related to the impact of first-year experience programs that may guide and enhance institutional efforts.

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Tufts, Kaylilla J. "Role Development and Negotiation Applied to Adventure Programming: A Bona Fide Group Perspective." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1389100804.

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Easley, Arnold Thomas. "The personality traits of wilderness leadership instructors at NOLS: the relationship to perceived instructor effectiveness and the development of self-concept in students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54286.

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The objectives of this research were to determine if the personality traits of instructors at the National Outdoor Leadership School were related to instructor effectiveness as perceived by their students, and to determine if instructor effectiveness was related to changes in the self-concept of students who complete a NOLS course. The research used a pre-treatment/post-treatment· administration of the Tennessee Self-Concept Scale (TSCS) to 355 students in the treatment group, where the treatment was a NOLS course. A control group of 50 students consisted of students scheduled to take a NOLS course. Significant gains in self-concept were found, using ANCOVA analysis procedures, on 7 of the 10 TSCS scales. The only scales not showing significant change were satisfaction, personal self and self-criticism. Instructor personality traits were determined using the Cattell 16PF self-report instrument and by a post-course evaluation instrument which asked for student attributions of instructor personality on a semantic differential scale. Students also rated the overall effectiveness of each instructor on their course. The student effectiveness ratings for the instructors had significant but low predictive ability when regressed against changes in self-concept. The objective 16PE personality instrument produced no significant trait differences between instructors who had effectiveness ratings above the median and those with scores below the median. The 16PF factors, as independent variables, showed significant but low predictive ability on the dependent effectiveness scores. The student-rated personality traits, however, produced very different profiles between high effectiveness instructors and lower effectiveness instructors. The student attributions of instructor personality traits produced an R² of .513 when regressed against effectiveness ratings. The major conclusions from the research were that changes in self-concept do occur as a result of a wilderness skills oriented NOLS course and secondly, that students were able to discriminate instructor effectiveness on the basis of the personality-based teaching behaviors of NOLS instructors. Recommendations for extension of this research .are presented as well as suggestions for research on broader issues of wilderness education and wilderness values.
Ph. D.

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Cummings, Jason Phillip. "A Longitudinal Study of the Outcomes from Participation in Wilderness Adventure Education Programs." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/192.

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The results from this study suggest that participants of wilderness adventure education programs offered by Outward Bound and the National Outdoor Leadership School felt challenged by many of the experiences from their programs. Interactions with their group helped in dealing with the challenges presented by the experience. The development of hard skills gave participants a confidence in their abilities to survive and feel safe in these wilderness environments, which allowed them to relax and enjoy the experience, develop new perspectives, become motivated and inspired, and develop a sense of independence. Participants developed a sense of growth and maturity from their experiences, which upon reflection led to a sense of accomplishment. This sense of accomplishment led to transference of program benefits and values into participants’ lives, particularly in greater self-respect/esteem/confidence. The purpose of this study was to gain a better understanding of the outcomes that individuals experienced from wilderness adventure programs and the effects they had on participants’ lives. Means-end theory was used to understand the outcomes, more specifically attributes, consequences, and values, and their connections to each other. This study was longitudinal in nature and a comparison between the original data collection and follow-up interviews was done to investigate reported change in values over time. The results from this study show that the outcomes from participation in the Outward Bound and NOLS programs were transferring into participant’s lives and leaving a lasting impression.

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Hunter, Heather L. "Impact of a Student-Athlete Career Preparation Program on Athlete Alumni Affinity." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3727.

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Previous research has indicated the majority of athlete alumni do not give charitable donations to their alma mater or athletics department. With over 4 million former National Collegiate Athletic Association student-athletes, these athlete alumni should have an inherent affinity for their athletics department. The purpose of this research study was to examine the relationship between a student-athlete career preparation program (“Career Program”) and athlete alumni affinity for the athletics department. This study uses the theoretical framework of Social Exchange Theory to examine if an athlete alumni’s affinity for their athletics department increases when they receive support for their career launch. The quantitative quasi-experimental study had two groups of athlete alumni, career program varsity athlete alumni and non-career program varsity athlete alumni, who graduated from one large, public university at the Football Championship Subdivision level. The intervention of the Career Program was provided to one group of athlete alumni. An athlete alumni affinity questionnaire was developed and administered to both groups. The questionnaire received a low response rate with 71 respondents. The Pearson chi-squared test did not show a relationship between athlete alumni affinity and the Career Program. There was no statistical difference indicated between the two groups for the five latent variables of (a) career preparedness, (b) communication, (c) connection, (d) student-athlete experience, and (e) undergraduate experience. Two athlete alumni affinity statements did show significance, and they were related to student-athletes developing a LinkedIn profile and professional resume.

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VanDevelder, Melinda J. "A WATERSHED MOMENT: IMPLEMENTING STATE ENVIRONMENTAL LITERACY POLICY INTO A CENTRAL VIRGINIA SCHOOL DISTRICT." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5478.

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Abstract A WATERSHED MOMENT: IMPLEMENTING STATE ENVIRONMENTAL LITERACY POLICY INTO A CENTRAL VIRGINIA SCHOOL DISTRICT By Melinda J. VanDevelder, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2018 Director: Charol Shakeshaft, Ph.D., Professor, Department of Educational Leadership Policy goals may be impossible to achieve at the classroom level (Ravitch, 2014), as policy depends on those who implement it (Lipsky, 1980). The purpose of this research was to investigate how the voluntary environmental educational executive order, EO42, was implemented and executed in a Central Virginia Public School district. The requirements of EO42 were former Virginia Governor MacAuliffe’s response to a multi-state policy he signed called the 2014 Chesapeake Bay Watershed Agreement, which called for all Virginia public education schools to implement Meaningful Watershed Educational Experiences (MWEEs) with students at the elementary, middle, and high school levels. Interviews of state educational and environmental policy-makers indicated EO42 was a hurried process that came without funding and which was done, in large part, to make a political statement. An interview of the Central County Public School’s science specialist portrays the practices used with local environmental outreach educators in order to prepare 64 middle and high school science teachers to implement MWEE lessons required by EO42 for the 2015-2016 school year. A 2 x 2 Chi-squared analysis done on data collected from teacher surveys indicated a statistically significant difference [Chi-squared (1 d.f.) = 4.17, p < 0.05] between teachers’ professional development attendance and teachers’ perceived ability to complete a MWEE lesson with their students. Analyzed teacher survey data also indicates that teachers who had attempted MWEEs in prior years were more likely to attempt a MWEE with their students [t (61) = -2.846, p = 0.006] than were teachers who had not. Though 83% of teachers reported completing a MWEE with the majority of their students, analysis of teacher-reported lessons indicated that only 22% of teachers completed the four components required of a MWEE (environmental issue definition, an outdoor field experience, an action project, and project synthesis and conclusion). Results indicate that there is much work to be done when introducing new policy into secondary schools (Ball, Maguire, & Braun, 2012).

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Basham, Jennifer Elizabeth. "The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2730.

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Programs that engage middle students in participatory, real-world, and hands-on field based instruction can be a powerful asset to the educational experiences for students; motivating and inspiring some to appreciate and value school in a different way. Overnight environmental science programs have a unique opportunity to support students by creating experiences where students can participate in learning in vastly different ways from what they may engage with in the traditional 4-walled classroom, while concurrently developing a relationship with the natural world. Decreasing educational budgets and increased need to substantiate educational programs in terms of their impact on students has added pressure for overnight environmental science programs to validate their impact through quantitative means. Utilizing overnight environmental science education program attendance records and merging them with school district data relating to attendance, this study investigates the impact of one such overnight environmental science program on students' attendance rate change. Analyzing the secondary data using multiple linear regressions modeling, researchers explored how the overnight environmental program impacted student attendance rate change and how it varied by demographic characteristics to understand if and how the program addresses school district and educational policy reform targets.

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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.

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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.

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Chen, Ying-Chih, and 陳映芝. "A Study of Outdoor Leadership Style Model." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/59094873923032183717.

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碩士
國立體育學院
休閒產業經營學系碩士班
95
The purpose of this study was to explore the current outdoor leadership style model and the factors on changing the model. According to the study process and findings, the researcher had proposed several study limits and comments for future studies and practitioners in the end. The researcher had conducted the survey by semi-structured interview and the documents from the 10 outdoor leaders who are recommended by 3 experts in outdoor adventure education and 2 students who majored in outdoor adventure education program for 3 years. They are not only good at leading the rope course, hiking and mountaineering course, upstream course, rock-climbing course and kayaking course more than 5 years, but good at facilitation skill. The findings were as follows. According to different periods, different task behavior and relationship behavior in the course, outdoor leaders have to change their leadership style into direct style, support style, guard style and transform style. The leading style will be dynamically changed owing to different courses, different situations as well as direct and indirect factors. The direct factors include safety, the preparation of the group, maturity of the individual’s skill, efficiency of outdoor leader, and the consequences of decision. The worse the direct factors are, the more outdoor leader will tend to choose direct style. The indirect factors will affect the course design or outdoor leader’s behavior first, and then affect outdoor leadership style. They include the objective of organization and support system, course structure, the background of outdoor leader, and the professional ethic.

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陳映芝. "A Study of Outdoor Leadership Style Model." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68814354982556546205.

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碩士
國立體育大學
休閒產業經營學系碩士班
95
The purpose of this study was to explore the current outdoor leadership style model and the factors on changing the model. According to the study process and findings, the researcher had proposed several study limits and comments for future studies and practitioners in the end. The researcher had conducted the survey by semi-structured interview and the documents from the 10 outdoor leaders who are recommended by 3 experts in outdoor adventure education and 2 students who majored in outdoor adventure education program for 3 years. They are not only good at leading the rope course, hiking and mountaineering course, upstream course, rock-climbing course and kayaking course more than 5 years, but good at facilitation skill. The findings were as follows. According to different periods, different task behavior and relationship behavior in the course, outdoor leaders have to change their leadership style into direct style, support style, guard style and transform style. The leading style will be dynamically changed owing to different courses, different situations as well as direct and indirect factors. The direct factors include safety, the preparation of the group, maturity of the individual’s skill, efficiency of outdoor leader, and the consequences of decision. The worse the direct factors are, the more outdoor leader will tend to choose direct style. The indirect factors will affect the course design or outdoor leader’s behavior first, and then affect outdoor leadership style. They include the objective of organization and support system, course structure, the background of outdoor leader, and the professional ethic.

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CHAN, JO-AN, and 詹若安. "The Study of Global Outdoor Adventure Leadership Optimization Course." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/sc4wqz.

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碩士
國立體育大學
休閒產業經營學系
107
The National Taiwan Sports University established the Global Outdoor Adventure Leadership (GOAL) in 2016 with the aim of providing “all-round outdoor leader training of high quality theory with practice”. The outdoor courses developed in Taiwan are mostly take United States as reference. However, the outdoor adventure education courses from the Western may not be fully accepted by the Asian community. It is necessary to go through discussions and amendments repeatedly to meet the demand of the market. Therefore, the investigation, “feedback of Asian about current outdoor training courses” and “pros and cons of long-term outdoor courses in Asia”, would help to lay a good foundation for the future, which would conduct the researchers to think about the possibility of optimizing the course. It can also be used as a reference for the future courses. The result of this study integrated as the following: First, members’ satisfaction of GOAL. Then, SWOT and PEST analysis based on the interview of scholars. The results of qualitative and quantitative research were explained in three important aspects, the ideal and proper design, Parametric Design and Tolerance Design, so that the curriculum of GOAL can be optimized. These three important aspects were explained below. First, the ideal and proper design, to optimize the objectives of the curriculum, then alter according to the less satisfied projects, as well as the internal and external weaknesses. Second, the Parameter Design, in order to achieve the optimal curriculum objectives to develop practical programs, in this situation GOAL need to make trade-offs, workarounds, reconstruction and build on strengths to avoid weaknesses, and improve the feasibility of curriculum optimization, as well as the advantages of the curriculum. Third, Tolerance design, there was still a certain distance in the process of achieving the above-mentioned. Other potentials were constantly being revised to optimize the way to ensure that the course of design and the learning of the students are optimized. The results of the study found that there were many similarities between the student's course satisfaction and the results of the expert interviews, and specific suggestions based on similarities were provided to provide the direction for the optimality of the subsequent courses.

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Shellman, Amy. "Learning styles of college students enrolled in an outdoor experiential leadership program." 2003. http://www.oregonpdf.org.

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Field, Stephanie Christine. "An exploratory study of the job-related experiences of outdoor education leaders in relation to their personal health and wellness." Thesis, 2014. http://hdl.handle.net/1828/5511.

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The purpose of this phenomenological study was to explore how job-related experiences of outdoor education leaders influenced personal health and wellness within and outside the workplace. Guided by an adapted Social Ecological Model (McLeroy, Bibeau, Steckler, & Glance, 1988) and the Six Dimensions of Wellness (Hettler, 1976), five participants who had experience as outdoor education leaders were interviewed. Transcripts of the interviews were analyzed. Five theme clusters emerged from the data: life cycle, relationships, transition, leadership, and health and wellness. This study was an important contribution to the overall outdoor education literature as it provided an opportunity to add the voices of outdoor education leaders to the quantitative literature currently available.
Graduate
0515
sfield@uvic.ca

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Bishop, Catharine F. "Group development and activity sequencing in adventure programming a facilitator's experience as an outdoor adventure leader /." 2004. http://www.oregonpdf.org.

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Thesis (M. Ed.)--Bowling Green State University, 2004.
Includes bibliographical references (leaves 74-78). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

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Beggs, Bradley D. "An Analysis of Transformational, Transactional and Laissez-Faire Leadership Styles Between Professional and Student Leaders in Collegiate Outdoor Programs." 2008. http://trace.tennessee.edu/utk_gradthes/335.

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This thesis is a quantitative research project that investigates the leadership styles of collegiate outdoor program leaders. The purpose of this study was to gain knowledge of the leadership style(s) of collegiate outdoor program leaders, particularly between student and professional leaders. A purposive sampling method was used to select outdoor programs as well as to solicit participation using an email listserv maintained by the Association for Outdoor Recreation and Education (AORE). A total of n=113 leaders responded., resulting in 80 complete sets of data. The Multifactor Leadership Questionnaire Short (MLQ5x) was used to determine leadership styles. A repeated measures ANOVA shows that collegiate outdoor student and professional leaders share the same leadership styles.

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Snyman, Petrus Lodewikus. "A model for challenge education at the Leadership Development Centre of the Tshwane University of Technology." Thesis, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000328.

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Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008.
Investigates the dynamics of the challenge education concept. It also looks at how to design a functional model for the implementation of challenge education at the Tshwane University of Technology.

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Seedhouse, Karen Anne Elizabeth. "Learning to Lead: A Naturalistic Evaluation of Two Secondary School Leadership Development Programs." Thesis, 2013. http://hdl.handle.net/1807/42645.

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This study evaluated two extracurricular leadership development programs offered by one urban high school. The programs were evaluated through an examination of the ways in which students understood their experiences in the programs in terms of their own leadership abilities, their leadership role with others and their perception of good leadership. The six study participants were observed facilitating groups of their peers through interactive activities at the programs' multiple-day events. In the three months following the programs, the participants were interviewed twice. The participants reported that their experience in a leadership development program helped them to feel confident in their leadership abilities. Also, the participants valued their relationships with their peers in their roles as leaders. Finally, the participants believed that good leaders exhibit caring behaviour towards others. This study provides information to assist the improvement of youth leadership development programs.

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Hsiao, Chia-Hui, and 蕭嘉輝. "Personality Traits, Transformational Leadership and Outdoor Tourism Education: A Study of Principals in Elementary School in Hemei Town of Changhua County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/8rstz4.

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碩士
南華大學
旅遊管理學系旅遊管理碩士班
103
Most of the arrangement of outdoor tourism educations are based on teacher’s decisions. However, it is the principal, the leader of the school, who takes major responsibilities. Most researches examined the arrangement form teacher’s point of view while scarcely discussed whether the principal’s personality traits and his/her transformational leadership may influence the trend of outdoor tourism educations. The purpose of this study focuses on the principal’s personality traits and transformational leadership and the arrangement of outdoor tourism educations. This study adopts qualitative approach and based on the literature review and in-depth interview and the data were analyzed and induced into several main points. The results revealed that principals make decisions with positive characters and treats as the central element and they are also the model of the school. Moreover, principal’s personality characteristics and style of leadership may also influence teacher’s arrangement when they carry out the outdoor tourism educations. Under the situation of mutual respection between teachers and the principal, better quality of outdoor tourism educations will be fulfilled. Finally, suggestions of future direction of outdoor tourism educations and for principals are offered in this study.

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LIAO, HAO-HSIANG, and 廖晧翔. "Evaluating the effects of the outdoor adventure experiential learning program: Tunghai University EMBA Gobi desert challenge leadership curriculum as an example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/u47ygs.

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碩士
東海大學
企業管理學系碩士班
106
This study uses the EMBA Action Leadership and Gobi Challenge at Tunghai University as an example to discuss the effectiveness of the adventure education curriculum in transforming learning into leadership development and to identify factors that influence the effectiveness of learning, including whether or not to participate in the Final Expedition (whether participation in the Gobi Challenge). Perceived social support as well as Challenge-Skill Balance. A total of 41 questions were collected for the questionnaires. Adventure education for the growth of leadership use T-tests tested. wether or not to participate in the Final Expedition for single-factor analysis of leadership growth, Perceived social support and Challenge-Skill Balance for leadership The force growth will be tested by regression. The study found that: 1) adventure education can raise the leadership of students (2) participate in the Final Expedition make students more prominent in self-efficacy emotional control, and resilience abilities growth (3) Perceived social support have positive impacts for the development of' self-efficacy. Time management, resilience, social skills, emotional control, and resilience growth. (6) Challenges and skill matching have positive impacts for the development of' self-efficacy. Time management, resilience, social skills, emotional control, and resilience growth.

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Dissertations / Theses on the topic 'Outdoor leadership'

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