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.

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.

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.

Thesis (M.S.)--California Polytechnic State University, 2009. / Mode of access: Internet. Title from PDF title page; viewed on Jan. 8, 2010. Major professor: Dr. Marni Goldenberg. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture, with specialization in Recreation, Parks, and Tourism." "December 2009." Includes bibliographical references (p. 80-88).

Thesis (M.S.)--California Polytechnic State University, 2009. / Mode of access: Internet. Title from PDF title page; viewed on December 10, 2009. Major professor: Marni Goldenberg. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture." "December 2009." Includes bibliographical references (p. 105-113).

Based on the interest in the fields of leadership and outdoor education, this paper aims tovinvestigate how leadership is trained in an outdoor leadership programme in Sweden and to what extent the observed competences are consistent with the concept of transformational leadership. The transformational leadership style is considered to be the most popular leadership style and is therefore of particular interest for this study. The research is motivated by the belief that outdoors is a highly suitable place for the acquisition of (transformational) leadership skills, which has already been proven by several authors before. After a detailed literature review on transformational leadership as well as on outdoor leadership, a participant observation was conducted over the period of four days at Sjövik’s folkhögskola in the course ‘Friluftsliv-Hantverk-Ledarskap’, which can be translated as outdoor activities, crafts and leadership. The observation protocols were analysed using deductive thematic analysis, applying the transformational leadership competences ‘idealized influence, inspirational motivation, intellectual stimulation and individualized consideration’ developed by Bass & Avolio as clusters for the analysis. In specific terms, the transcripts were searched for situations that could be assigned to these competences. The results reveal that leadership is particularly trained on the basis of a good relationship between leader and participants as well as the space for development for the participants and can thus be classified in previous research results regarding transformational and outdoor leadership. It was shown that the observed competences can be assigned to the transformational leadership style, but at the same time there is still a need for further research.

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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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