Journey Explorations: Understanding the Significance of Outdoor Experiences in a University Setting

Abstract

Outdoor major students within the Bachelor of Sport and Recreation (BSR) at Auckland University of Technology (AUT) complete a five-day bush-walking journey as a compulsory aspect of their year two course. This journey provides an opportunity to develop knowledge by learning through experience. Thus, it is crucial they are designed and delivered in a way that provides students with a meaningful experience that relates to both course and graduate outcomes. Little is known about the lived experiences of these outdoor education students, how they perceive their journeys, nor what they gain and/or lose. The purpose of this study was therefore to obtain an understanding of how the outdoor major students perceive one of their journeys (with particular focus on relationships with self, others and environment), and to explore whether recommendations/modifications should be made to the current course design and/or delivery. A five-day bush-walking journey in the Kaimanawa Ranges (North Island of New Zealand) was examined by conducting a thematic document analysis on student journals and summative assessments (n = 28). The findings show that the journey had significant impact on students’ perceptions of themselves, others and the environment. Perceptions of self were influenced by developing perseverance leading to resilience, coping with new emotions, gaining an assurance of self and identifying strengths and weaknesses. The key themes/sub-themes that influenced perceptions of others were bonding over hardship, formation of a temporary community and the power of conversation. Lastly, the key themes/sub-themes that emerged within the ‘environment’ category were presence of nature, engaging the senses, obtaining new knowledge and escape from reality. Whilst direct feedback about the course itself was limited, inferences were made surrounding the achievement of learning outcomes. Recommendations involving the concepts of ‘down-time’, cultural considerations and sustainable behaviours were proposed. The significance of this research to the outdoor education industry is that it accords delicate insight into a crucial period in potential future outdoor educator’s lives that may have significant influence on relationships with self, others and the environment.