Abstract
Background: Higher education outdoor studies programs retain a critical interest in student experiences as they seek to prepare citizens in a globalized, yet simultaneously neo-nationalist, world.
Purpose: This research explored the impact of transculturality on the student experience of outdoor studies in the Transcultural European Outdoor Studies (TEOS) Masters, a course hosted by three universities in three countries.
Methodology/Approach: A longitudinal study of the student experience, using a conceptual framework of self, place, transculturality, and outdoor learning theory underpins the research. Semistructured online interviews and one face-to-face retrospective interview were conducted with four participants throughout the course (Semesters 1, 2, 3), plus an additional five participants prior to the end of Semester 3.
Findings/Conclusions: The findings elucidate students? transcultural self-growth and transcultural capabilities, including resilience, intelligence, and fatigue.
Implications: Although challenges exist for course design, considerations of transcultural pedagogy and curricula, reflective practices, support for students and teaching staff, cultural learning experiences (including language acquisition), and a willingness to move beyond traditional models of curricula at the university level are recommended.
Purpose: This research explored the impact of transculturality on the student experience of outdoor studies in the Transcultural European Outdoor Studies (TEOS) Masters, a course hosted by three universities in three countries.
Methodology/Approach: A longitudinal study of the student experience, using a conceptual framework of self, place, transculturality, and outdoor learning theory underpins the research. Semistructured online interviews and one face-to-face retrospective interview were conducted with four participants throughout the course (Semesters 1, 2, 3), plus an additional five participants prior to the end of Semester 3.
Findings/Conclusions: The findings elucidate students? transcultural self-growth and transcultural capabilities, including resilience, intelligence, and fatigue.
Implications: Although challenges exist for course design, considerations of transcultural pedagogy and curricula, reflective practices, support for students and teaching staff, cultural learning experiences (including language acquisition), and a willingness to move beyond traditional models of curricula at the university level are recommended.
| Original language | English |
|---|---|
| Pages (from-to) | 75-89 |
| Number of pages | 15 |
| Journal | Journal of Experiential Education |
| Volume | 41 |
| Issue number | 1 |
| Early online date | 10 Jan 2018 |
| DOIs | |
| Publication status | Published - 1 Mar 2018 |
Keywords / Materials (for Non-textual outputs)
- outdoor studies
- transculturality
- higher education
- internationalization
- study abroad
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Heidi Smith
- Moray House School of Education and Sport - Lecturer in Outdoor Learning
- Institute for Education, Teaching & Leadership
Person: Academic: Research Active