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Walsh and Golins' (1976) model of the Outward Bound process (Priest & Gass, 1997, p. 140).

Walsh and Golins' (1976) model of the Outward Bound process (Priest & Gass, 1997, p. 140).

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This article is based on a research study that explored the means by which students learn at Outward Bound Western Canada. For this study, data were collected from 92 students through questionnaires, interviews, and observation. Twenty-nine course components were found to influence course outcomes, including various aspects of course activities, th...

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... The level of education reflected by the type of advanced degrees obtained not only provides skills (Grubb, 1993), but also new knowledge that can improve career prospects and self-confidence (Sturges et al., 2003). For example, employees with a graduate degree tend to achieve a higher professional level because of the level of knowledge they were able to acquire (Mckenzie, 2003). The knowledge and skills acquired through education help to build self-confidence, which will enable employees to perceive the change challenges such as opportunities for professional development and thus to respond positively to change. ...
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This paper aims to examine the issue of individual readiness for change. Based on a quantitative survey of 241 employees from Europe, Africa, the Arab Gulf and India, we first analyze the impact of personal determinants such as age, level of education and hierarchical position on employees’ individual readiness for change. Second, we examine the moderating effect of personal contingency factors, such as nationality, trust in leadership and employees’ involvement in the change process, on the relationship between personal determinants and individual readiness to change. Finally, we discuss the key role of these moderating factors as catalysts of individual readiness for change with regard to organizational development theories and change management practices.
... Le niveau d'éducation reflété par le type de diplômes supérieurs obtenu permet non seulement d'acquérir des compétences (Grubb, 1993), mais aussi de nouvelles connaissances susceptibles d'améliorer les perspectives de carrière ainsi que la confiance en soi (Sturges et al., 2003). Ainsi, les titulaires d'un diplôme de l'enseignement supérieur semblent mieux réussir professionnellement en raison du niveau de connaissances qu'ils ont pu acquérir (Mckenzie, 2003). Les connaissances et les compétences acquises grâce à l'éducation acquise contribuent à renforcer la confiance en soi permettant par là même aux employés de percevoir positivement les défis du changement et de se les approprier plus rapidement. ...
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... Nonetheless, our study did not reveal a significant increase in moral or ethical decision making. A possible explanation could be the presence of a moderator, such as gender, which might play a role in moderating the effects of highadventure activities [84,85]. For instance, among boys-the primary demographic in our study-participating in high-adventure activities could be linked to the enhancement of leadership attributes, as our findings indicated. ...
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... These student comments point to teachers as the people responsible for facilitating the overall experience and how staff take on the responsibility of group cohesion (Jostad et al., 2013). While the literature has noted one example of the negative influence of staff on overall student experience due to setting unrealistic expectations (McKenzie, 2003), several examples exist for the positive influence of staff on the social connection and relationship development aspect of this type of educational programming (Shooter et al., 2009(Shooter et al., , 2010(Shooter et al., , 2012Vernon & Seaman, 2012). ...
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... In studies of OAE programs, participants often report similar findings that peers contribute to student learning (McKenzie, 2003;Richmond et al., 2017). Martin & Leberman's (2005) also found that twice as many students involved in an Outward-Bound experience identified peers (compared to instructors) as a critical factor in their growth, suggesting that group support is a key component of outdoor experiences. ...
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... The majority of mixed-method research has predominantly been conducted using a dominant-less dominant design with quantitative data collection methods supplemented by qualitative data collection. Seven of the 17 mixed-method studies used surveys, ranging from mixed-response surveys with as few as three open-ended questions (Martin & Legg, 2002) to exclusively open-response surveys (Bobilya, Kalisch, & Daniel, 2014;McKenzie, 2003). The remaining 10 studies integrated more formal qualitative data collection methods such as observations (e.g., Hanna, 1995;McKenzie, 2003), document analysis (e.g., Jirásek & Dvorackova, 2016), and interviews (e.g., Gassner, Kahlid, & Russell, 2006;Mott & Martin, 2017). ...
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... (Hahn, 1953, James, 1990. Bu yaklaşım, birçok öğrenci için etkili olmuştur ve daha sonra "Outward Bound" programının (McKenzie ve University, 2003) temelini oluşturmuştur. 1960'ların sonlarında, değerler eğitimi, Amerika Birleşik Devletleri'nde önemli bir tartışma konusu haline gelmiştir. ...
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... OAE as experiential learning, is based on personal growth through reflection on experiences (Opper et al., 2014). Previous research highlights solo days as an important component, leading to increased selfawareness (McKenzie, 2003) through reflective opportunities (Gassner & Russell, 2008). On Journey, learners were asked to write journals and during a solo day, through structured reflection, they were expected to write to their school principals, their parents and their future selves. ...
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There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins & Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate into the school curriculum (Sibthorp & Jostad, 2014). The aim of this qualitative study was to explore the psychosocial outcomes and perceived value of a school-based OAE programme (Journey) for adolescents in South Africa. Data from a convenience sample of 144 Grade 10 learners’ post-Journey surveys, letters to the school principals and interviews with members of the focus groups (n = 20), were thematically analysed using template analysis. Applying the acronym, FLOURISHING, the analysis suggests that while Journey was beneficial for the psychosocial development of most learners, not all perceived value from their experiences. We propose that positive psychosocial outcomes could be enhanced by adopting a strength-based approach to OAE. This study provides a unique sociocultural perspective, corroborating the beneficial effects of OAE and could have implications for pedagogical policy and practice within South Africa (SA) and further afield.
... Research demonstrates that in Global North settings, experiences of outdoor learning do not lead to universally positive experiences. The most obvious (but perhaps perceptively diminishing barrier) is the masculinized Outward Bound model that dominates classic outdoor learning rhetoric (McKenzie, 2003;Gray, 2018b;Riley, 2019). Mycock (2018) points to the exclusionary processes that emerge through material engagements with outdoor learning environments and the politics of nature and natural materials, which may be highly gendered. ...
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This chapter assesses ways to identify and support children with learning disabilities. Learning disabilities affect many students and are seldom attributable to a single cause. They arise through complex interactions between biological and environmental factors within individual developmental trajectories. Early identification of children at risk for learning disabilities as well as adequate identification of children with learning disabilities are important for ensuring that children have access to the supports they need in order to reach their full potential. Here, we discuss identifying children’s learning needs and providing educational support. Although many school systems recognize the need to provide inclusive education to support all learners, more work is needed to raise awareness and enable adequate evidence-based early identification of children with learning disabilities and support their learning trajectories and instructional needs inside and outside of the classroom. It is also fundamental to acknowledge the importance of research on diverse populations that could inform identification and support in various countries and socio-cultural contexts.