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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: 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.

Item Type:	Article
Authors/Creators:	Smith, H and Segbers, T
Keywords:	outdoor studies, transculturality, higher education, internationalisation, study abroad
Journal or Publication Title:	Journal of Experiential Education
Publisher:	Sage Publications Inc
ISSN:	1053-8259
DOI / ID Number:	https://doi.org/10.1177/1053825917750406
Copyright Information:	Copyright 2018 the author
Related URLs:	Google Scholar: Smith, H UTAS Profile: Smith, H
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