The operation and impact of participants’ trans-expedition reflective practice: structuring and optimising the transfer process

Exploring factors influencing outcomes of a five-week youth expedition in the Himalayas using the sail training programme self-assessment toolkit

“…Influences noted by respondents in their study included effects on choices made in relation to academic pursuits and career paths, as well as development of their environmental values through increased awareness of tourism impacts, Antarctic region sustainability issues, and global issues such as climate change. Hickman and Collins (2014) also studied the operation and impact of expedition participants' trans-expedition reflective practice on structuring and optimising the transfer process so that outcomes of expeditions offer positive benefits to participants' general lives.…”

“…see Hickman and Collins, 2014), and thirdly they had 'learned how to help other people when they needed it and to participate in a group better'. They cited that the 'Other Young Explorers, being involved in making decisions' and 'having choices' had helped them most.…”

Beyond learning by doing: an exploration of critical incidents in outdoor leadership education

“…To elaborate this further, outdoor leaders and educationalists, through critical incidents and additional techniques can critically engage with their own continued professional development (Parker, Webb and D'Souza, 1995). Furthermore, a leader's enhanced reflective practice could possibly benefit clients' learning and transfer skills (Hickman and Collins, 2014) especially in the still buoyant market for educational expeditions (Rowe, 2008). Also, it is important to remember that NGB qualifications function as a gateway into recreational leadership and also into outdoor professional and educational careers; thus, reflective practice could be used to enhance, for example, safety awareness in any form of practice but also in educational settings where it could be used to achieve broader goals.…”