The Voices of Outdoor Adventure: An Examination of the Long-Term Meanings and Impacts of Adventure Experiences for New Zealand University Students

Physical Education Students ◽

<p>The purpose of this study was to explore how past participants of a New Zealand-based university outdoor adventure programme have perceived the meanings and impacts of former adventure experiences over time. This study employed a phenomenological case-study design which used in-depth, semi-structured interviews with former participants of a New-Zealand university outdoor adventure programme called the Mountains-to-Sea expedition. Six participants, former physical education students who had gone on the expedition between four and five years ago, were chosen to gain retrospective insight. The results from this study generated detailed narratives which revealed that the perceived meanings and impacts of participants‟ experiences were generally positive but there were subtleties and nuances to these perceptions which changed over time. Individuals made meaning in finely distinctive ways and impacts tended to dissipate in perceived intensity over time, though there were some exceptions. The participants embodied a very unique culture which impacted their understanding of outdoor adventure education philosophy. These findings have far-reaching implications on the future of outdoor learning and warrant greater attention from practitioners and researchers. The results bolster an argument for more qualitative research into the long-term meaning and impact of adventure experiences, particularly for the New Zealand context.</p>

The Voices of Outdoor Adventure: An Examination of the Long-Term Meanings and Impacts of Adventure Experiences for New Zealand University Students

10.26686/wgtn.16985470 ◽

2021 ◽

Author(s):

◽

Deepak Dathatri

Keyword(s):

New Zealand ◽

Adventure Education ◽

Outdoor Adventure ◽

Structured Interviews ◽

Education Students ◽

Physical Education Students ◽

Learning Transfer in Socioeconomically Differentiated Outdoor Adventure Education Students

Journal of Experiential Education ◽

10.1177/1053825919846154 ◽

2019 ◽

Vol 42 (3) ◽

pp. 213-228

Author(s):

Lisa Meerts-Brandsma ◽

Jim Sibthorp ◽

Shannon Rochelle

Keyword(s):

Learning Outcomes ◽

Adventure Education ◽

Learning Transfer ◽

Course Completion ◽

Outdoor Adventure ◽

Structured Interviews ◽

Education Students ◽

Outdoor Leadership ◽

Scholarship Students

Background: The relevance of outdoor adventure education (OAE) programs to diverse participants has been questioned by numerous scholars. Limited research exists about similarities in learning outcomes across categories of difference such as race and socioeconomic status. Purpose: This study focused on understanding how learning outcomes differed between students who did and did not receive scholarships to attend an OAE program and whether students apply what they learn in OAE to their lives similarly. Methodology/Approach: Twenty-one students who enrolled on a National Outdoor Leadership School (NOLS) course between 2010 and 2012 participated in semi-structured interviews 5 years after course completion. Half received scholarships. Participants were matched by course. Findings/Conclusions: Regardless of group, students reported learning comparable lessons and using what they learned in OAE similarly. What differed was the transfer context, meaning the conditions where students applied their learning. Scholarship students do vary demographically from non-scholarship students, but most students in both groups attended college during or after NOLS. This may explain why they applied their learning in similar ways. Implications: OAE practitioners can anticipate that most OAE students will learn the outcomes targeted through the program design and delivery regardless of scholarship status.

Exploring the Inclusive Praxis of Outward Bound Instructors

Education Sciences ◽

10.3390/educsci10090241 ◽

2020 ◽

Vol 10 (9) ◽

pp. 241 ◽

Cited By ~ 1

Author(s):

Robert P. Warner ◽

Bruce Martin ◽

Andrew M. Szolosi

Keyword(s):

Adventure Education ◽

Outward Bound ◽

Future Research ◽

Outdoor Adventure ◽

Structured Interviews ◽

Starting Point ◽

Critical Issues ◽

The Usa ◽

Equity And Inclusion

Equity and inclusion are critical issues that need to be addressed in outdoor adventure education. Although some literature identifies inclusive practices for enhancing equity in outdoor adventure education, most research does not situate these practices within the contexts in which they were created and used. Therefore, the purpose of this study was to explore outdoor adventure education instructors’ inclusive praxis, and the conditions that influenced their praxis on their courses and in their instructing experiences. To this end, we conducted semi-structured interviews with ten instructors from four Outward Bound schools in the USA. The instructors varied in their gender, school, types of programs facilitated, and duration of employment with Outward Bound. Our inductive analysis of the interview data focused on the identification of themes illustrating the characteristics of instructors’ inclusive praxis, as well as the conditions that influenced their praxis. Themes emerged from our analysis that highlighted the macro and micro conditions that set the stage for instructors’ inclusive praxis, which focused on creating spaces that fostered inclusive group cultures on their courses. The findings from this study may be a useful starting point for enhancing the instructors’ role in fostering equity and inclusion on outdoor adventure education courses. We conclude with suggestions for future research.

Edukacja przygodowa z perspektywy krajów o bogatej tradycji outdoor & adventure education

Kwartalnik Pedagogiczny ◽

10.5604/01.3001.0013.8467 ◽

2020 ◽

Vol 64 (4 (254) ◽

pp. 170-182

Author(s):

Agnieszka Koszałka-Silska

Keyword(s):

Czech Republic ◽

New Zealand ◽

Great Britain ◽

Adventure Education ◽

Outdoor Adventure ◽

Development Direction ◽

Similarities And Differences

The aim of this paper is to present the key terminology in the field of adventure education, its essence and development direction on the example of countries with rich tradition of education in this field. The author presents selected proposals of outdoor and adventure education definitions, as well as similarities and differences between erlebnispaedagogik and adventure education. The paper exposes the essence of adventure education and the direction of evolution on the example of Germany, Czech Republic, Great Britain, Australia, New Zealand.

A Holistic Framework for Evaluating Adaptation Approaches to Coastal Hazards and Sea Level Rise: A Case Study from Imperial Beach, California

Water ◽

10.3390/w13091324 ◽

2021 ◽

Vol 13 (9) ◽

pp. 1324

Author(s):

David Revell ◽

Phil King ◽

Jeff Giliam ◽

Juliano Calil ◽

Sarah Jenkins ◽

...

Keyword(s):

Sea Level Rise ◽

Sea Level ◽

Public Trust ◽

Adaptation Strategy ◽

Public Benefits ◽

Study Results ◽

Local Risk ◽

Sea level rise increases community risks from erosion, wave flooding, and tides. Current management typically protects existing development and infrastructure with coastal armoring. These practices ignore long-term impacts to public trust coastal recreation and natural ecosystems. This adaptation framework models physical responses to the public beach and private upland for each adaptation strategy over time, linking physical changes in widths to damages, economic costs, and benefits from beach recreation and nature using low-lying Imperial Beach, California, as a case study. Available coastal hazard models identified community vulnerabilities, and local risk communication engagement prioritized five adaptation approaches—armoring, nourishment, living shorelines, groins, and managed retreat. This framework innovates using replacement cost as a proxy for ecosystem services normally not valued and examines a managed retreat policy approach using a public buyout and rent-back option. Specific methods and economic values used in the analysis need more research and innovation, but the framework provides a scalable methodology to guide coastal adaptation planning everywhere. Case study results suggest that coastal armoring provides the least public benefits over time. Living shoreline approaches show greater public benefits, while managed retreat, implemented sooner, provides the best long-term adaptation strategy to protect community identity and public trust resources.

Sinabung volcano: how culture shapes community resilience

Disaster Prevention and Management An International Journal ◽

10.1108/dpm-05-2018-0160 ◽

2019 ◽

Vol 28 (3) ◽

pp. 290-303

Author(s):

Marta Mori ◽

Ronan McDermott ◽

Saut Sagala ◽

Yasmina Wulandari

Keyword(s):

Structured Interviews ◽

Content Type ◽

Aid Dependency ◽

Relief Operations ◽

Long Term Impact ◽

Cultural Experts ◽

Practical Implications

Purpose The purpose of this paper is to explore how culture, including traditions and social structures, can influence resilience and how culturally sensitive relief operations can put affected people and their context at the core of any interventions. Design/methodology/approach A case study of the Mt Sinabung volcano area in Indonesia was undertaken. As part of the case study, an analysis of interventions was conducted, which was complemented by semi-structured interviews with Karo cultural experts and humanitarian organisations. Findings Culture influences the manner in which the Karo people react to volcano eruptions with varying implications for recovery. In addition, relief organisations which understand people’s actions through a cultural lens have better managed to tailor programs with long-term impact, thereby avoiding aid dependency. Practical implications Practical examples of disaster management activities that adequately account for the beneficiaries’ way of living prior to the eruptions are provided. Aid actors are provided with guidance concerning how to better tailor their activities in line with a cultural lens. Originality/value The study provides empirical grounding for claims concerning the role of culture in planning interventions in Indonesia and other similar contexts.

Three stages of entrepreneurial orientation: the founder’s role

International Journal of Entrepreneurial Behaviour & Research ◽

10.1108/ijebr-10-2018-0630 ◽

2019 ◽

Vol 26 (2) ◽

pp. 285-306 ◽

Cited By ~ 2

Author(s):

Torbjörn Ljungkvist ◽

Börje Boers ◽

Joachim Samuelsson

Keyword(s):

Entrepreneurial Orientation ◽

Single Case ◽

Annual Reports ◽

Structured Interviews ◽

Theoretical Understanding ◽

Content Type ◽

Five Dimensions ◽

The Impact ◽

Purpose The purpose of this paper is to understand the development of the five dimensions of entrepreneurial orientation (EO) over time by taking a founder’s perspective. Design/methodology/approach The paper draws on an in-depth single-case study. It combines semi-structured interviews in the company with archival data, such as annual reports, press clips and interviews in business magazines. Findings The results indicate that the EO dimensions change from being personalized and directly solution-oriented to being intangible value-creation-oriented. Originality/value By suggesting ownership-based EO configurations, this study contributes insights into how different ownership forms propel EO. These configurations – that is, personal, administrative based and intangible focused – show the impact of the EO dimensions and provide a systematic and theoretical understanding of EO change over time.

Surveillance, anticipation and firefighting: Perspectives of patient safety from a New Zealand case study

10.26686/wgtn.12470129.v1 ◽

2020 ◽

Author(s):

J Wailling ◽

Brian Robinson ◽

M Coombs

Keyword(s):

Health Care ◽

Patient Safety ◽

New Zealand ◽

Health Care Professionals ◽

Nuclear Power ◽

High Reliability ◽

Health Care Systems ◽

Tertiary Hospital ◽

Structured Interviews

© 2018 John Wiley & Sons Ltd Aim: This study explored how doctors, nurses and managers working in a New Zealand tertiary hospital understand patient safety. Background: Despite health care systems implementing proven safety strategies from high reliability organisations, such as aviation and nuclear power, these have not been uniformly adopted by health care professionals with concerns raised about clinician engagement. Design: Instrumental, embedded case study design using qualitative methods. Methods: The study used purposeful sampling, and data was collected using focus groups and semi-structured interviews with doctors (n = 31); registered nurses (n = 19); and senior organisational managers (n = 3) in a New Zealand tertiary hospital. Results: Safety was described as a core organisational value. Clinicians appreciated proactive safety approaches characterized by anticipation and vigilance, where they expertly recognized and adapted to safety risks. Managers trusted evidence-based safety rules and approaches that recorded, categorized and measured safety. Conclusion and Implications for Nursing Management: It is important that nurse managers hold a more refined understanding about safety. Organisations are more likely to support safe patient care if cultural complexity is accounted for. Recognizing how different occupational groups perceive and respond to safety, rather than attempting to reinforce a uniform set of safety actions and responsibilities, is likely to bring together a shared understanding of safety, build trust and nurture safety culture.

Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

Journal of University Teaching and Learning Practice ◽

10.53761/1.8.1.7 ◽

2011 ◽

Vol 8 (1) ◽

pp. 81-96

Author(s):

Barbara Russell ◽

◽

Gloria R L Slater ◽

Keyword(s):

New Zealand ◽

Student Engagement ◽

Conceptual Model ◽

Tertiary Education ◽

Research Question ◽

Education Programme ◽

Active Citizenship ◽

Structured Interviews ◽

First Time

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

Enhancing Year 7 and Year 8 Boys' Motivation in Narrative Writing Through Peer Collaboration and a Drama Strategy: a Case Study

10.26686/wgtn.16985416.v1 ◽

2021 ◽

Author(s):

◽

Karen Coulton

Keyword(s):

New Zealand ◽

Cultural Influences ◽

Role Playing ◽

Thought Processes ◽

Structured Interviews ◽

Intermediate School ◽

The Social ◽

Drama Intervention ◽

Motivation And Learning

<p>International and New Zealand research continues to show that there is concern about boys being less successful than girls in writing at all levels of the school. This study examines to what extent year 7 and year 8 boys are motivated to advance their writing when they collaborate with a peer and choose to use a drama strategy. A qualitative approach was taken to explore the insiders‟ view of writing from eight year 7 and year 8 boys in an intermediate school in New Zealand. Data gathered were from semi-structured interviews, in class observations and samples of writing. Sociocultural theory was used to inform the investigation of the social and cultural influences on the boys‟ learning about writing. The findings illustrate that the drama intervention was successful as the boys were motivated to write through their social interaction of role- playing characters from a choice of topics represented in their everyday lives. The boys revealed their metacognitive knowledge by showing their awareness of their thought processes about writing and how to use this knowledge to develop their writing abilities. The study makes recommendations for teachers, including the need for teachers to recognise the boys‟ position of authority over their knowledge, which is essential for their motivation and learning to write successfully.</p>