Vision for Outdoor Recreation at Capilano College 1
TOWARDS A NEW DIRECTION: CREATING A VISION FOR OUTDOOR RECREATION EDUCATION AT CAPILANO COLLEGE
BY
ROY A. JANTZEN
Dipl., Capilano College, 2005
A thesis submitted in partial fulfillment of the requirements for the degree of
MASTER OF ARTS
In
ENVIRONMENTAL EDUCATION AND COMMUNICATION
We accept this thesis as conforming to the required standard
………………………………… Dr. Richard Kool, Professor School of Environment and Sustainability
………………………………… Thesis Supervisor, Dr. Rick Rollins, Malaspina University College
………………………………… Thesis Sponsor, Jonathan Rouse, Capilano College
ROYAL ROADS UNIVERSITY August, 2005
(c) Roy A. Jantzen, 2005
Vision for Outdoor Recreation at Capilano College 2
Abstract
Towards a New Direction: Creating a Vision for Outdoor Recreation Education at Capilano College By: Roy Jantzen
This thesis forms the basis for a strategic plan and vision for Outdoor Recreation Programming at a BC college. Using an existing certificate and diploma as a foundation, this research focuses on a future path for departmental decisions, including an Outdoor Recreation Degree. Research involved sending surveys to students and industry, conducting focus groups with faculty, and interviewing Canadian adventure educators. Based on a strategic planning model, this research provided a detailed analysis of adventure programs at both Capilano College, and other similar Canadian institutions. This thesis draws structure from a critical review of adventure education writing and provides an analysis of strategic planning business literature. Vision for Outdoor Recreation at Capilano College 3
Table of Contents
Abstract...... 2
Table of Contents ...... 3 List of Tables……………………………………………………………………………..6
List of Figures………………………………………………………………………….....8
Acknowledgements ...... 10
Chapter 1 – Introduction ...... 11
Chapter 2 – Literature Review ...... 19 2.0. The Strategic Planning Process...... 23 2.1. Trends in Adventure Education ...... 28 2.2. Trends in Accreditation and Evaluation...... 32 2.3. Local & International Community Linkages ...... 34 2.4.Interpretive Teaching Methods...... 36 2.5. Reflective & Self Conscious Learning ...... 38 2.6. Environmental Connectedness...... 41 2.7. Leadership Capacities ...... 42 2.8. Management Oriented Curriculum...... 44 2.9. Overall Coherence in the Curriculum ...... 45 2.10. Chapter Conclusion ...... 46
Chapter 3 - Research Methodology...... 48 3.0. Research Design and Rationale...... 48 3.1. Focus Groups with Faculty...... 50 3.2. Environmental Scan...... 51 3.3. An Introduction to Surveys Used in this Research...... 52 3.4. Telephone Survey of Adventure Education Administrators...... 54 3.5. Face to Face Survey Outdoor Recreation Diploma and Tourism Degree Students ...... 56 3.6. Mail Survey to Adventure Industry Employers ...... 57 3.7. Summary of Research Methods...... 58 3.8. Assumptions of Research ...... 60 Vision for Outdoor Recreation at Capilano College 4
3.9. Data Analysis...... 62
Chapter 4 - Research and Study Results ...... 64 4.0. Introduction...... 64 4.1. Results of Focus Groups with Capilano College Adventure Tourism Faculty...... 66 4.2. Results of an Environmental Scan of Canadian Adventure Education Programs. 67 4.2.1. SWOT Analysis of the Outdoor Recreation Department at Capilano College... 74 4.2.2. Suggested Niche of the Outdoor Recreation Department at Capilano College . 82 4.3. Research Results Informing Curriculum for a Proposed Outdoor Recreation Degree Specialty ...... 86 4.4. Course Delivery Locations ...... 98 4.5. Course Delivery Timing...... 100 4.5. Course Delivery Timing...... 101 4.6. Other Industry Perspectives...... 103 4.7. Future Trends Identified by Adventure Industry Employers...... 105 4.8. Views of Other Administrator’s of Adventure Education Programs in Canada . 107
Chapter 5 – Conclusions and Recommendations...... 117 5.0. Introduction...... 117 5.1. Recommendations Regarding Strategic Planning for Outdoor Recreation at Capilano College ...... 120 5.1.1. Environmental Scan...... 120 5.1.2. Program Evaluation...... 122 5.1.3. Land Tenure Status...... 123 5.1.4. Strategic Partnerships...... 124 5.1.5. Student Tracking & Building Alumni...... 126 5.1.6. Student Targeting...... 128 5.1.7. Raising Departmental Profile...... 128 5.1.8. Laddering...... 130 5.1.9. Student Employability...... 131 5.1.10. Mentorship...... 133 5.2. Recommendations Arising from Trends in the Adventure Industry...... 134 5.2.1. Technology in the Classroom...... 135 5.2.2. Other Relevant Trends...... 136 Vision for Outdoor Recreation at Capilano College 5
5.3. Recommendations Regarding a Proposed Outdoor Recreation Degree at Capilano College ...... 137 5.3.1. Introduction...... 137 5.3.2. Community Integration...... 139 5.3.3. Student Development...... 140 5.3.4. Internationalization of Curriculum...... 142 5.3.5. Proposed Courses for an Outdoor Recreation Degree Specialty within the Existing Tourism Degree...... 143 5.3.6. Recommendations for Planning an Outdoor Recreation Degree Specialty. .... 146 5.4. Summary and Reflections...... 147 5.4.1. Purpose and Methods...... 147 5.4.2. Major Research Findings...... 148 5.4.3.Limitations of Study...... 149 5.4.4.Recommendations for Future Study...... 150
References...... 152
Appendices Table...... 155
Appendix A - Consent Form ...... 156
Appendix B - Follow up Survey Letter ...... 157
Appendix C - Adventure Education Administrator Contacts ...... 158
Appendix D - Administrator Survey...... 161
Appendix E - Student Survey...... 167
Appendix F - Faculty Meeting Notes...... 171
Appendix G - Industry Survey...... 180
Appendix H - Grid Matrix of other Adventure Education Programs ...... 184
Vision for Outdoor Recreation at Capilano College 6
List of Tables
Table 2.1. Characteristics of a Vision...... 26
Table 2.2. Example of an Action Plan...... 28
Table 2.3. Ideal Exit Skills of Student Graduates...... 41
Propst (as cited in Gartner and Lime, 2000) ...... 41
Table 2.4. Ideal Leadership Skills of Student Graduates...... 42
(Kerka, 2001)...... 42
Table 3.0. Overview of Question Themes Asked to Survey Groups ...... 60
Table 4.0. Overview of Skills Offered in Capilano College’s Adventure Education 69
Certificate and Diploma Programs ...... 69
Table 4.1. A Selection of Adventure Education Programs in BC with a Specialized70
Focus...... 70
Table 4.2. A Selection of Adventure Education Programs with a General Focus .... 71
Table 4.3. Hard and Soft Skills Offered in Canadian Adventure Recreation...... 72
Programs...... 72
Table 4.4. Suggested Skills from Adventure Education Literature to be Offered in 73 the Proposed Outdoor Recreation Degree...... 73
Table 4.5. Capilano College’s Vision, Mission and Values ...... 81 Table 4.6. Field and Interpretive Skills: Comparing Student, Industry &
Administrators Responses……………………………………………………………..90
Table 4.7. Leadership Theory Skills: Comparing Student, Industry and
Administrator Responses……………………………………………………………...92 Vision for Outdoor Recreation at Capilano College 7
Table 4.8. Management Oriented Skills: Student, Industry & Administrators
Responses……………………………………………………………………………... 96
Table 4.9. Integration of Curriculum into Community & Workplace…………… 98
Table 4.10. Most Common Responses from Industry on Future Trends ...... 105
Table 4.11. A Selection of Industry Comments on Future Trends...... 107
Table 5.0 Proposed Values Statements ...... 122
Vision for Outdoor Recreation at Capilano College 8
List of Figures
Figure 1.0. An Outline of the Thesis Research and its Process...... 13
Figure 1.1. The Post-Thesis Strategic Planning Process ...... 14
Figure 1.2. Thesis Data Collection Matrix...... 15
Figure 2.0. An Overview of the Literature Categories in this Chapter ...... 22
Figure 3.0. An Overview of the Methodology Categories in this Chapter ...... 49
Figure 4.0. An Overview of the Survey Result Categories in this Chapter ...... 65
Figure 4.1. Student Views Regarding Field and Interpretive Skills……………….. 88
Figure 4.2. Administrator Views Regarding Field and Interpretive Skills………....89
Figure 4.3. Industry Views Regarding Field and Interpretive Skills……………….89
Figure 4.4. Student Views Regarding Content of Leadership Theory Skills……….91
Figure 4.5. Administrators Views Regarding Content of Leadership Theory Skills 91
Figure 4.6. Industry Views Regarding Content of Leadership Theory Skills………92
Figure 4.7. Student Views Regarding Content of Management Oriented Skills…. 94
Figure 4.8. Administrators Views Regarding Content of Management Oriented
Skills……………………………………………………………………………………..95
Figure 4.9. Industry Views Regarding Content of Management Oriented Skills….95
Figure 4.10. Student Views Regarding Curriculum Integration into the Community ……………………………………………………………………………………………97
Figure 4.11. Industry Views Regarding Curriculum Integration into the Community ……………………………………………………………………………………………98
Figure 4.12. Student Views Regarding Delivery Locations for Field and Interpretive
Skills……………………………………………………………………………………100
Figure 4.13. Student Views Regarding Delivery Locations of Leadership Theory 100
Figure 4.14. Student Views Regarding Delivery Timing of Skills…………………102 Vision for Outdoor Recreation at Capilano College 9
Figure 4.15. Student Views on Months Suited to the Delivery of Degree Courses 102
Figure 4.16. Students Level of Interest in an Outdoor Recreation Degree……… 103
Figure 4.17. Industry Views Regarding Their Involvement in Curriculum…… 104
Figure 4.18. Industry Views Regarding Hiring a Practicum Student……………. 105 Figure 4.19. Administrator Views Regarding What Makes a Successful Program 108
Figure 5.0 An Overview of the Recommendation Categories in this Chapter...... 118
Figure 5.1 Laddering of Curriculum in the Outdoor Recreation Department at Capilano College ...... 131
Vision for Outdoor Recreation at Capilano College 10
Acknowledgements
I would like to thank Capilano College for providing the opportunity to proceed on this topic. I am grateful to Dr. Rick Rollins, my thesis supervisor for his guidence and contribution throughout this process. Finally, I would like to thank my family, Lynn,
Christopher, and Brent, my sister Jennifer, brother-in-law Rob, my mom and my dad. All of these wonderful people provided me with the constant support as I made my way through this graduate program, which culminated in this thesis. Vision for Outdoor Recreation at Capilano College 11
Chapter 1 – Introduction
The intent and purpose of this thesis is to provide research to inform strategic planning for adventure education at Capilano College in North Vancouver, BC Canada.
Its findings will help direct outdoor recreation education and focus the college’s role in training students. It will provide a direction for decisions to be made today, in anticipation of tomorrow’s educational environment. This research seeks to determine the
position of Capilano College’s current adventure education programming relative to
others in BC and across Canada. It also seeks to understand both the demand for an
Outdoor Recreation Degree specialization in the existing Tourism Management Degree and what factors might help its success. It aims to establish recommendations consistent with the department’s mission and its capacity for implementation. From an academic
viewpoint, there is a broader purpose – to examine academic development, using principles of strategic planning distilled from business literature. Therefore, this thesis
fills a need for Capilano College and aims to provide a foundation that may be considered
by other adventure education programs across Canada.
Capilano College has historically been a leader in Outdoor Recreation education.
Beginning with Canada’s first two-year diploma program in 1972, it’s evolved into one
of the country’s most successful tourism and Outdoor Recreation programs. The college offers several programs related to adventure education: a five-month Wilderness
Leadership Certificate, an eight-month Advanced Certificate, a one-year Scuba
Instructors Certificate, a two-year Outdoor Recreation Management Diploma, and a four year degree in Tourism Management. Students can choose to take a hard skills based certificate to become proficient at guiding on land on water, or below the water. Vision for Outdoor Recreation at Capilano College 12
Alternately, students can choose to take an Outdoor Recreation (OREC) Diploma, which
provides a greater management focus. Capilano College is aiming to continue defining its
niche by adding an outdoor recreation specialization to the existing Tourism Management
Degree. Its certificates and diploma would feed into this future degree. The research
questions created for this paper were written from the viewpoint of creating this degree
and setting direction for the department’s future as it relates to outdoor recreation. The
research question pursued (and its sub questions) in this thesis include:
What path should Capilano College take regarding the development of its outdoor
recreation programming in general and its future outdoor recreation specialization in the
Tourism Degree?
1. What are the views of students, industry, faculty and other adventure education
program administrators regarding the development of outdoor recreation
programming and a future OREC degree specialization?
2. What are the views of students, industry, faculty and other adventure education
program administrators regarding the curriculum (field skills, interpretive skills,
leadership skills, management skills and community integration) of an outdoor
recreation degree specialization?
3. What are the views of the students regarding timing and location of instruction?
4. What are the views of industry regarding trends (social, economic, political,
technological) that may influence the industry and the training for it?
5. What are the views of adventure education administrators regarding evaluation,
program development and student employability in the outdoor recreation field? Vision for Outdoor Recreation at Capilano College 13
6. How does Capilano College’s OREC programs compare with other Canadian
adventure education programs and how should the proposed OREC degree
specialization be positioned amoungst them? In what ways can OREC
programming connect with industry and the community?
These questions were structured to provide a better understanding about curriculum, evaluation methods, partnerships, the program’s internal and external profile, employability, and program planning. Examining these research questions helped test assumptions, gather and incorporate information about the present, and anticipate the future environment in which Capilano College will be working in. A visual representation of the process used to conduct this thesis and where the research aims to turn after completion of this thesis is outlined in Figure 1.0.
Figure 1.0. An Outline of the Thesis Research and its Process
Research Faculty Focus Departmental Question Groups Priorities & Annual Review Literature Review Start of Thesis OREC Dept. Strategic Plan Environmental Scan & SWOT D eveloped (see fig. 2) Analysis Fall 2005 Creating a Plan of Action Industry & for the OREC Department Survey Admi nistrators Design Feedback on End of Thesis Conc lusions Admin. Conc lusions Response Reached & Recom mendations Provided Survey Student Data Industry Response Analysis Response
Vision for Outdoor Recreation at Capilano College 14
Upon completion of this thesis, a strategic plan will need to be developed with the
OREC department to ensure the recommendations provided by this paper are discussed and implemented. This will be done in the fall of 2005. A visual representation of this is provided in Figure 1.1.
Figure 1.1. The Post-Thesis Strategic Planning Process Thesis Conclusions & Recommendations Annual Review Faculty & Adjust to Feedback Dept. Priorities OREC Strategic Plan Development Process (Fall 2005) Determine Agree on Action Plan Vision & Set Goals & Values Objectives
This research proceeded by collecting information from outdoor recreation and tourism students, industry employers, adventure education program administrators, faculty and by doing a scan of other adventure education programs in Canada. An overview of what information was collected from whom is outlined below in Figure 1.2. Vision for Outdoor Recreation at Capilano College 15
Figure 1.2. Thesis Data Collection Matrix
Curriculum Environ- Faculty Development Skill Student Industry Admin. mental Focus Area Survey Topic Surveys Surveys Surveys Scan Groups
Interpretive Interpretive skills Y Y Y Y Y Teaching and Location for delivery Y Y Y Environmental Timing of delivery Y Y Connectedness Hard skills Y Y Y Y Y Leadership Development Leadership skills Y Y Y Y Y Skills Location for delivery Y Y Y Timing of delivery Y Y Management Oriented Management skills Y Y Y Y Y Skills Location for delivery Y Y Y Timing of delivery Y Y Local and Global Community integration Y Y Y Y Y Community Location for delivery Y Y Y Linkages Timing of delivery Y Y Y
Industry trends Y Y Social trends Y Economic trends Y Technological trends Y Y Political trends Y
Better off with a degree Y Y Y Y
Interest in Curriculum Y Development
Timing of work Y Y Y Y placement
Accreditation and Y Y evaluation
Student employability Y Y
Program development / Y Y improvement
Program cost Y
The momentum for this thesis began in the OREC department at Capilano College
where several faculty members saw the value in creating a reliable plan for future Vision for Outdoor Recreation at Capilano College 16 programming. Upon accepting the task to create a plan, I proceeded by developing a series of questions to help guide the research. Adventure education and strategic planning literature was consulted next. This literature, along with discussions with OREC faculty, helped provide a framework to guide an analysis of other programs and develop research surveys. Once completed, the surveys were analyzed and contributed to the development of conclusions and recommendations. I anticipate that after this thesis is completed, the
Outdoor Recreation Department will use the results to develop a strategic plan.
To help guide the reader, I provide a brief overview of the five main chapters.
Chapter one, the introductory chapter, provides a visual summary of the process and highlights the limitations and delimitations of the research.
Chapter two, the literature review, is divided into two main sections. The first section reviews adventure education literature and relates directly to the research questions, including suggestions for core curriculum in an adventure education programming. The importance of experiential delivery methods, student employability, and mentorship, are highlighted. The chapter also discusses industry trends as they relate to educational training. The second section provides a review of strategic planning literature as it pertains to building and designing a plan, and explores how strategic planning within a business environment can be applied to academic planning.
Chapter three, the methodology of the research, describes the methods used in this study and how the data was collected. It describes how the four main groups were consulted in this study – adventure industry employers, adventure education administrators, outdoor recreation and tourism students and Outdoor Recreation Vision for Outdoor Recreation at Capilano College 17
Department faculty. The chapter finishes with a discussion on how the data was
analyzed.
Chapter four describes the results obtained in the study. This chapter forms the basis of the recommendations that follow later in chapter five. Chapter four provides a quantitative look at the results complimented with selective open-ended responses. This chapter also provides a more in-depth look at the Capilano College Outdoor Recreation
Department and attempts to reveal its niche within the broader array of programs in
Canada.
Chapter five, the final chapter, synthesizes the results with the literature to arrive at a set of conclusions and recommendations. This chapter provides the basis to help the department create a strategic plan that will guide the department in the future. The chapter discusses the following areas: program development, alumni communication, types of students to market to, program evaluation, industry and community partnerships, student employability, student mentorship, trends in the industry, the role of technology in the classroom, curriculum design, community integration, and internationalization of programming. The chapter concludes with recommendations specific to the planned outdoor recreation degree.
There were several delimitations of this research. The first was the choice to keep
within a Canadian frame of reference. I decided to scan every program in British
Columbia and a selection of other Canadian programs. A second delimitation was to restrict what was meant by adventure education. There are many facets of leisure studies including therapeutic recreation, community recreation and outdoor recreation. For this study, adventure education was defined as programs or courses that 1) provided Vision for Outdoor Recreation at Capilano College 18 instruction and/or certification in outdoor recreation skills such as backpacking, sea kayaking, rafting, canoeing, skiing or other similar areas of expertise; and 2) provided a classroom component involving training in management skills for the outdoor recreation industry such as: information technology, marketing, entrepreneurship, program planning and other similar management skills.
Limitations discovered in this research were the relative lack of information on strategic planning as it relates to adventure education programming. This meant little crossover was found between the two bodies of literature. As stated earlier, from an academic viewpoint, this makes the need for the research even greater as little ground has been laid in this area. In addition, data collection was limited to only the numbers, which
could be surveyed, in the short period of time (one month) allotted. This meant the various groups surveyed may not have been as broad a spectrum as would have been available given more time. Another limitation was the making of generalizations from the data that was analyzed. It is unlikely this data could be extrapolated in its entirety to other adventure education programs due to the small sample size. The geographic proximity with most respondents living in BC, also provides limitations on this research. Vision for Outdoor Recreation at Capilano College 19
Chapter 2 – Literature Review
The purpose of this study is to develop a strategy for adventure education training
at Capilano College and provide recommendations for a future Outdoor Recreation
Degree. In order to develop an appropriate strategy, it is important to understand the
relevant literature and how it pertains to curriculum development in outdoor education and strategic planning. The literature was chosen by how closely it fit with the following research question: What path should Capilano College take regarding the development of
its outdoor recreation programming and its future outdoor recreation specialization in
the Tourism Degree? This question was broken into subcategories when searching the literature and included such topics as: trends in adventure education, student employability, program development, evaluation and accreditation, mentorship, core curriculum areas and strategic planning. The literature helped provide a framework for designing survey questions that were presented to students, industry, OREC faculty and other adventure education administrators. The responses to these questions provided comments on the direction to take for the existing outdoor recreation curriculum at
Capilano College including its Wilderness Leadership Certificate, and Outdoor
Recreation Diploma. In addition, the responses presented an array of perspectives to aid
in the establishment of a future outdoor recreation specialization in the Tourism Degree.
The literature and corresponding surveys help the Capilano College Outdoor Recreation
Department move ahead in an informed way. The structure that is used to move ahead is
called strategic planning.
Post secondary training in adventure education does not presuppose one needs a
degree in adventure education to get hired and work successfully in the field. A degree is Vision for Outdoor Recreation at Capilano College 20 just another life skill that broadens a student’s horizon about the world and about himself or herself. Plaut (2001, p.136) writes, “The world is full of writers without English
degrees, teachers without education degrees, and entrepreneurs without business degrees.
We fool ourselves if we suggest an adventure education degree is a necessary component
of vocational training in our field”. An adventure degree should go beyond the basics of navigation, risk management and trip planning. It should challenge students to think
critically and understand how adventure education may be a tool for holistic development in moral, physical, intellectual and spiritual ways. It must provide opportunities to engage
students, faculty and industry in dialogue. It ought to show students how they are citizens of an ecological community, should care deeply about the land, and be able to speak on its behalf. A degree in adventure education offers a setting to critically and consciously engage in a reflective cycle of theory and practice. “Creating opportunities for dialogue, observation, and feedback can, and should be, the explicit charge of degree-granting programs in our (adventure education) field” (p. 139). It can be argued that an outdoor recreation oriented degree provides more than just vocational training in this field; it is of value as a life skill.
The curriculum in the Outdoor Recreation Department at Capilano College is continuously evolving and attempts to respond to both student and industry needs.
Twenty-five years ago mountain biking, skate skiing and snowboarding didn’t exist. Now they are some of the core recreation activities in the province, each with their own bodies of knowledge. These bodies of knowledge become part of the curriculum in the department’s programs, while the structure, design and delivery of each program Vision for Outdoor Recreation at Capilano College 21 determines the experiences the students receive. The curriculum, in turn, must have
relevance to the students and adventure tourism industry.
This review of the literature is broken into two sections: 1) strategic planning
literature and, 2) adventure education training literature. The first section derives
primarily from the business literature, and provides a context for building a strategic plan for educational programs. An exploration of curriculum development, including core content and delivery, is the focus of the second section. Finally, the latter part of this chapter centers on student employability and trends in the industry.
Situated within the Tourism Department, Outdoor Recreation Management
(OREC) and its counterpart Wilderness Leadership (WL), provide a primarily tourism- focused curriculum: tourism education is the foundation for curriculum development in the OREC. In post-secondary institutions, the department in which these types of programs are housed varies greatly, and this tends to affect the courses within the program itself (Raiola & Sugerman as cited in Miles & Priest, 2000). Many outdoor leadership programs throughout North America are housed in departments as varied as health, physical education, leisure studies, kinesiology and environmental science. A visual representation of chapter two is provided in Figure 2.0. Vision for Outdoor Recreation at Capilano College 22
Figure 2.0. An Overview of the Literature Categories in this Chapter
1. Strategic Planning 2. Adventure Education
Industry Trends affecting Strategi c Planning Process Adventure Education Training
Mission, Vision, & Trends in Accreditation
Values and Evaluation
Action Planning &
Emergent Strategies Local & International Community Linkages
Interpretive Teaching Methods
Reflective & Self- Experiential Styled Conscious Learning Education Environmental Curriculum Connectedness Development Literature Leadership Development & Capacities
Management Oriented Curriculum
Coherence in Adventure Education Curriculum
Vision for Outdoor Recreation at Capilano College 23
2.0. The Strategic Planning Process
Strategic planning determines where an organization is going and how it’s going to get there, helping an organization focus its energy and adjusting direction in a
changing environment. According to McNamara (2005), the strategic planning process
raises a sequence of questions that helps planners examine experience, test assumptions, gather and incorporate information about the present, and anticipate the environment in which the organization will be working in the future. Since it seems like it is increasingly more difficult to do everything needing to be done in an organization, strategic planning implies some decisions and actions are more important than others. The strategy lies in making decisions about what is most important to achieving success. A strategic plan
should not only benefit Capilano College and the students, but also respond to the needs
of the greater community and society. Kaufman and Herman (1991) outlined the idea of
strategic planning on a societal level. They contend that plans concentrating on the micro
scale (individual students), or on the macro scale (the college system) are shortsighted.
Instead, they suggest planning on a mega scale where the primary client is society. They
suggest when looking at society as a whole, and the societal payoffs associated with
planning, better decisions are made concerning curriculum, content and methodology.
This provides a more holistic approach and helps provide a framework for this plan.
Since most strategic planning literature is geared to business administration, I was concerned it might not be applicable for educational planning. Chiarelott, Reed & Russell
(1991) suggested caution when implementing strategic planning for a college program.
They suggested watching the language used in the plan, as it communicates its own message about where the process will take you. The authors also cautioned that business Vision for Outdoor Recreation at Capilano College 24 models use words like product and services, markets, customer needs, return/profit, and
production capability. Educational institutions don’t want to imply students are products,
not persons, or that teaching is a service rather than an art. An institution’s collective
knowledge and expertise are not production capabilities, but are distinctive qualities and
characteristics. A second caution is to be sure that the plan is broadly supported with
direct participation from faculty. The paper suggests not being shy to trade substance for
consensus. Finally, it cautions to not allow “day to day demands to take precedence over
actions required to carry out the plan” (Chiarelott et al., 1991, p. 38).
Busy work schedules are often one of the most difficult aspects of strategic planning, as the process itself becomes just another task in faculty’s already busy workdays. For the plan to be successful, it must provide a vision everyone in the
department supports. This is the basis of the next section as it describes the process and a
background on the importance of being strategic, as well as why and how it is done.
Strategic planning is a way of communicating the goals and objectives of an
organization or department. It focuses resources in key priority areas and provides a base
from which progress can be measured. Throughout, it brings together everyone’s efforts and helps build a common vision of where an organization is going. The first steps in a planning process begin with a strategic analysis and assessment of mission, vision, and
values. From here, an ‘environmental scan’ outlines the organizations significant
strengths, weaknesses, opportunities and threats (SWOT). At this point, a ‘gap analysis’ is done to evaluate the difference between a department’s current position and their desired future. Finally, it is useful to benchmark where an organization is positioned in relation to other similar programs. Vision for Outdoor Recreation at Capilano College 25
Goals, issues, strategies and objectives lead an organization to develop timelines,
set action plans and responsibilities, as well as allocate budgets accordingly. Good
strategic planning should be thought of as a series of small moves on an ongoing basis,
rather than infrequent large ones. Although a strategic plan is often only associated with the inception of a new venture and its associated business plan, its real importance lies in the ongoing reviewing and updating of it. Reviewing it frequently creates a culture of awareness and insight gained today that might alter a decision made yesterday. Carter
McNamara in his website on this planning process suggests the real benefit in the strategic planning process is the process, not the plan document (McNamara, 2005).
Businesses choosing strategic planning often are comfortable with thinking differently, being anticipatory in their thinking, and trusting and respecting those who make up their organization (Black, 2001). Black argues strategic thinkers are often
described as innovators. They are people who value growth and change, see innovation as
a core competency, encourage new ideas, have fun while learning, are entrepreneurial,
empower others, have a minimal hierarchal system, are persistent, and only execute those initiatives that can be supported by resources. Those that follow this pattern also “develop innovative ways to recognize and reward people at every opportunity. Organizations must begin viewing innovation as the ‘corest’ of your core competencies” (p. 27).
As mentioned above, strategic analysis is the heart of a strategic plan. Here, one must look at the context the department is placed within the greater college environment.
Mission, values, and vision are the glue holding an organization together. Kotter, (1996, p. 72) suggests effective visions have six key characteristics. These characteristics are listed in Table 2.1 to help provide a guide for the OREC department to arrive at a vision. Vision for Outdoor Recreation at Capilano College 26
Table 2.1. Characteristics of a Vision
Imaginable They convey a picture of what the future will look like Desirable They appeal to the long-term interests of those who have a stake in the organization Feasible They comprise realistic and attainable goals Focused They are clear enough to provide guidance in decision-making
Flexible They are general enough to allow individual initiative and alternative responses in light of changing conditions Communicable They are easy to communicate and understand
Strategic goals are the next step in this process. Well-defined goals are long term
in scope and ask the critical question: “What do we want to be known for?” These goals
should be specific, measurable, acceptable, realistic and timely (an acronym for these is
SMART). These goals are laid out through action planning which includes specifying
objectives with each goal. Each objective has an associated tactic and these in turn are
tied to specific responsibilities and timelines attached to faculty and staff. Each piece is
monitored and evaluated. The results are put into an annual plan, which includes future
operating budgets associated with the plan (McNamara, 2005). The Capilano College
outdoor recreation faculty doesn’t work in isolation on their piece of the plan, but as a
team. Each person’s aptitudes, attitudes, skills and abilities are matched with the
workload they already hold. Leadership involves great thinking, but the real test of the
plan comes in the great doing by all members.
One element of strategic planning is the use of the SWOT analysis (strengths,
weaknesses, opportunities and threats) (McNamara, 2005). The SWOT analysis provides
a framework for identifying critical issues and helps focus both internal and external
factors. The goals should be addressed by asking questions focused on factors such as
demographics, regulatory issues, competition and shifts in population needs. This Vision for Outdoor Recreation at Capilano College 27 strategic plan will suggest issues it sees as important. From this point, however,
consensus will be required from the faculty responsible for instruction in the OREC
Department. It is the departmental faculty who should decide on the future goals and
priorities to take. This research can provide a foundation for the OREC department to work from. Issues and goals that are deemed priority may come from the SWOT analysis and the associated strengths to build on, weaknesses to be strengthened, opportunities to be taken, and threats to be avoided (McNamara, 2005). McNamara suggests that it is important to clearly articulate the goals and have someone play devil’s advocate to them.
This is an important part of the strategic plan, because without goals, there can be no strategy and tactics would consist of aimless flailing about.
The final stage of a strategic plan is to move from goals to actions. This important piece ensures something is done with what is discussed. An action plan answers who is
going to do what, by when, where, how, with what intent, in what order, and how the results of the plan will be tracked. McNamara stresses there needs to be an action plan for each major function such as marketing, curricular development, finance, and personnel.
This document should depict how the overall action plan will be implemented.
Table 2.2 provides an example of the format chosen for the action plan of this strategic process. This links information gathered for the design of curriculum with a process for strategic planning. Although the template below is not used specifically in this thesis, it will provide a framework for the strategic plan to follow. This action plan will be developed later this fall, once the OREC department agrees upon the vision, values and goals suggested by this research. Vision for Outdoor Recreation at Capilano College 28
Table 2.2. Example of an Action Plan
Strategic Objective Strategy Responsibility Timeline Goal 1. Ensure 1.1.1 Scan the 1.1 Subscribe Outdoor September, industry array of to adventure recreation and 2005 technological applicable magazines, Wilderness trends are magazines and which Leadership being order highlight managers integrated 1.2.1 Facilitate technological into the a meeting to developments classroom discuss in gear. logistics and 1.2 Work with responsibilities the alumni and for a ‘gear students to day’. facilitate a ‘gear day’.
A final comment is necessary on this strategic planning process for the Outdoor
Recreation Department of Capilano College. Even with all the best planning, it is important to recognize unpredicted and unintended events still occur. No one can foresee all future trends, and events are likely to occur that challenge assumptions and contradict forecasts. Also, sometimes ideas come spontaneously, outside of the formal strategic planning process's framework, or between planning sessions.
For this reason, it is important to look at the idea of incorporating emergent strategies into the process. Emergent strategies are actions, or behaviors, consistent over time, that become a realized pattern not expressly intended in the
original planning of the strategy. An emergent strategy implies that an
organization is learning what works in practice. Mixing the deliberate and the
emergent strategies in some way helps an organization control its course while
encouraging the learning process (Kotter, 1996).
2.1. Trends in Adventure Education Vision for Outdoor Recreation at Capilano College 29
Trends can provide important information for decision making, including decisions about development of new programs, establishing new policies and procedures, or reallocating current resources. Monitoring current trends is one way to forecast ahead so decisions concerning class content and educational processes can be improved. I consulted industry to query their thoughts on several trends. McLellan and McLellan
(1990) examined trends in social, economic, technological and political areas. Social trends are important because they provide information about the population we are educating students to serve. The McLellan’s argue that identifying major trends in industry likely to affect the course of the profession is imperative if the department is to be proactive in decision making at the college level.
Growth in the industry and the numbers of programs educating for the adventure industry has grown substantially over the last thirty years. This was documented at the
2005 BC adventure education articulation meetings, from research at the College of the
Rockies identified in excess of eighty programs in Canada offering some form of adventure education (presentation by Savjord, June 3, 2005). Attarian (2001) suggests growth is reflected in the industry as a whole, which has seen an increase in participation due to a variety of socio-economic factors including greater awareness of health and wellness, advances in technology, disposable income, ease of transportation, and the shift from a work to a leisure ethic. With more people seeking experiences outdoors, adventure education programs will continue to grow. According to Miles and Priest (2000), growth will also mean more regulations creating greater complexity and more wilderness environments being compromised. However, they suggest challenges can be alleviated by identifying who are the customers and what are their needs, by creating a specialty niche, Vision for Outdoor Recreation at Capilano College 30 by understanding the customer’s goals, and by creating more opportunities for outdoor adventure involvement. Miles and Priest (2000) add, challenges will be partially countered with an increase in artificial environments (such as rock climbing gyms) and greater diversification in the industry to support the growth.
Gartner and Lime (2000) contend trends that directly affect curriculum design and planning should be responded to appropriately. A small selection of the trends from their paper applicable to this planning process is provided below.
• Retirees will demand a much richer range of social activities and learning
opportunities than in the past
• There will continue to be an increase in participation in technology-driven
adventure activities
• Globalization has increased the mobility of capital allowing tourism projects to
appear where they otherwise may have not
• Travellers are looking for destinations, which provide a better balance between
humans and nature
• There will continue to be a move towards customers requiring shorter trips with
more diversity in recreational focus
• There will be a growing linkage between recreation, tourism and protected area
planning and broader social policy goals
• Information technology is increasingly the basis for new resort products and
services
• There is growing endorsement of proactive environmental dimensions to
corporate planning and business management Vision for Outdoor Recreation at Capilano College 31
• Demand for recreation tourism is expected to increase at four to five percent
annually
• Lifelong learning will become more commonplace
• Monitoring of biophysical and social impacts will become increasingly important
• There will be greater citizen participation in management of recreation and
natural areas
• There will be greater numbers of women pursuing recreation opportunities
• Health tourism will increase
• Activities will be expanded to reach other ethnic sub groups
• New learning goals and ways of teaching will increase, such as interaction with
the public and active coursework modeling real-life situations, rather than passive
lectures
An additional four trends applicable to post secondary students are offered by
Kunin (2004).
• Human resources are becoming more valuable than financial capital as skilled
workers with multiple backgrounds are becoming increasingly scarce for major
funding projects. Increasing the numbers of students in vocational and applied
courses would help fill this gap.
• The economic landscape is being filled with small, contract and virtual
companies. Even large corporations and government are increasingly contracting
out work to small business proprietors. Educating to this change is crucial and
may require more entrepreneurial styled curriculum. Vision for Outdoor Recreation at Capilano College 32
• We are going to need training not just in our twenties, but also throughout our
lives. The curriculum designed should match this.
• Knowing our careers will probably change throughout our lives, we need to be
clear of how our skills and abilities may present themselves with other
opportunities in the future.
McLellan & McLellan (1990) suggest technology has contributed significantly to
trends in how we recreate. The McLellan’s argue (p. 115), “Professional preparation…
must include a foundation for the student which recognizes sources available to help
monitor trends in technological development”. This can be as simple as subscribing to
adventure magazines covering trends, and providing them in the classroom for
discussion.
2.2. Trends in Accreditation and Evaluation
Regulatory trends are also moving the adventure education industry towards more
professionalism, this being driven primarily by evaluation and accreditation. Attarian,
(2001) suggests accreditation is a process where all aspects of an adventure program are
evaluated in terms of meeting specific standards of operation. Evaluation is a way for
adventure programs to document their worth by providing evidence of their contributions
to society, or other desirable outcomes the program has achieved. Evaluation should measure instruction and program outcomes, as well as administrative policies, personnel
practices, and even participants accepted in the program. A solid evaluation system has many benefits including garnering public support for a program, establishing credibility and validating a program’s accomplishments. Capilano College’s Institutional Plan has a policy written specifically about being accountable and questioning the legitimacy of its Vision for Outdoor Recreation at Capilano College 33 programs. The Tourism and Outdoor Recreation Department supports this, and understands evaluation is seen as a primary indicator of accountability.
Warner (as cited in Miles and Priest, 2000) advocates informal discussions with
participants, suggestion boxes or participant advisory boards such as a class representative to speak on behalf of the group. The OREC program already does this with their student-led, and faculty attended, bag lunch discussions. In addition, formal methods can, and should be, employed at the appropriate times. These can include satisfaction surveys, outcome and benefit measurement instruments or program evaluation assessments. Warner suggests methods such as personal growth measures, peer evaluation, portfolios representing what students have learned and ongoing journals, all provide insights into determining that what is intended, is working well.
Finally, effective evaluation provides a way to learn from our experiences, whether they are successes or failures. Evaluation encourages continuing quality improvement. The strategic organization prioritizes the time and energy to integrate meaningful evaluative procedures into programming. They should proactively build it into both the budget and workload lines. Warner (p. 300) states, “The zeal and energy that it takes to chart new educational directions does not necessarily breed critical reflection and self-analysis”. Encouraging educators to continually examine their own assumptions, methods and outcomes, can literally transform a college’s programming.
Warner adds, a simple feedback system is easier to implement at the outset of a program and although it will not “sell’ a program, it will create a process promoting quality and ultimately credibility. In the long run, nothing sells better than quality. This quality can be incorporated into the assessment system itself. Vision for Outdoor Recreation at Capilano College 34
Warner cites an evaluation methodology whereby faculty and students design their own evaluation criteria and assessment tools at the start of a program with each
clarifying their expectations. Both take joint responsibility in realizing their goals with
the objective to promote program development rather than responding to college
pronounced outcomes. Having a wide range of strategies at one’s disposal and tailoring
them in to the issue or situation is what adventure guides do when leading groups
outdoors, and what recreation managers do when making a programming decisions in the
workplace. Skills such as problem solving are learned in the process of setting evaluation
criteria. These skills also help students take a greater responsibility for their learning, while providing them with a clearer vision of evaluation from the perspectives of the institution, the instructor and themselves.
2.3. Local & International Community Linkages
Zeiger, Caneday, & Landis (1990) suggested developing more linkages with the tourism industry when developing curriculum. They acknowledge this can be done using practitioners in curriculum development and delivery or by the institution being more vigorous in high quality job placements for students. However it is accomplished, fostering linkages among tourism and outdoor recreation stakeholders such as
Government, NGO’s, industry and student associations provides immeasurable value for the student (Ritchie, 1992). Eisner (2004) adds that students should be challenged in a curriculum to discuss and connect their lives to the community. Requiring students to contribute service to others outside school enables them to become more socially responsible and better prepared for the world of work. When students are actively engaged in constructing their own knowledge while learning in more authentic real-world Vision for Outdoor Recreation at Capilano College 35 situations, their growth and skills increase rapidly. This personal experience can, and
should, be facilitated through the institution. It may consist of volunteering, work
experiences, or recreational experiences external to college instruction.
Koh (1995) takes this a step further and suggests not only must curriculum be developed with industry; the curriculum must be seamlessly integrated into industry.
Involving the students outside the classroom helps the student take the knowledge and skills from the classroom and transfer these to “on-the-job” experience. This could take the form of a practicum (non-paid work experience), co-op (paid work bracketed by school), internship (applied training while in school, but without pay), paid staff (fully paid employee), or volunteer work (non paid informal training). Currently, the Capilano
College OREC Department requires students to participate in one, four-month practicum, while Wilderness Leadership (WL) is following suit with a three-week practicum. This develops into a two-way process of integrating students into the workplace, while assimilating the opinions and ideas of their employers to what is being taught in the classroom. In turn, this becomes the more seamless integration Koh recommends. One way this balance can be promoted is with a model based on the sea kayaking courses offered by the WL program. In this model, a 14-night compulsory sea kayaking trip is required between the time students take the first and second levels of a sea kayak course.
In this way, students develop a foundation in a first level course and are then required to gain time building their personal experiences before registering in the advanced course.
This idea can be transferred to attaining a certain amount or quality of experience in industry between semesters. Vision for Outdoor Recreation at Capilano College 36
Propst (as cited in Gartner & Lime, 2000) adds that putting the learner at the centre of attention means using techniques such as service learning. This type of learning
combines service objectives with learning objectives, with the intent that the activity changes both the recipient and the provider of the service. The instructor’s role then shifts towards creating an environment where students are instead guided in their learning. This doesn’t mean abandoning lectures, which often can provide a base to start from, but rather complementing them with other styles of learning. This is truly integrative learning as it extends a students learning to the community through industry work experiences, community service, volunteering, internships and by integrating workshops, conferences and certifications into the curriculum (Ewert, 1989; Medina, 2001; Gartner & Lime,
2000). Finally, Moulds (2004) suggests the linking of real and current scenarios from the community with traditional curriculum in the classroom should be called “rich tasks”.
These ‘rich tasks’ help the student to understand and make better connections across topics and disciplines.
The integrative learning discussed above can also be applied to international study or by conveying national and international dimensions to the curriculum (Wells, 1996).
Ritchie (1992) and Zeiger, Caneday & Landis (1990) also stress the need to recognize and establish a more international focus to the curriculum. Eisner (2004) argues that connecting with partners around the globe greatly enhances a student’s perspective and contributes to their growth and development. Connecting student learning to the community is important, however, it must be facilitated with a balanced approach to connecting students to their peers, the faculty, the natural environment and themselves.
2.4.Interpretive Teaching Methods Vision for Outdoor Recreation at Capilano College 37
I consider interpretive teaching methods as the style, which is used to facilitate instruction. Interpretive teaching is part of an experiential learning process. Kerka (2001) suggests there are many ways that instructor’s can help balance a student’s transition to adult life. Kerka notes an environment that is dialogic, challenging, and supportive, best facilitates cognitive development in learners. Maximizing the potential of teaching aids also facilitates student growth (Kerka, 2001; Zeiger et al. 1990). Mitchell & Poutiatine
(2001) add that continuous progression grounded in practice provides opportunities for students to experience the shared responsibilities of a group. Practice learning is also known as experiential learning. This style of learning is more on the side of active
(doing), rather than the passive (being done to). People practice the very skills they are
learning. Experiential learning often complements multiple styles of learning and is more likely to have the learner as the centre if attention rather than the instructor (Probst et al.,
2000). This style of teaching compliments the linking of real and current scenarios with the traditional curriculum mentioned above. Often experiential education means a higher level of engagement. This is important in outdoor recreation as instructors attempt to balance between boredom and anxiety with challenges that are real and appropriate to the skills being taught (Ewert, 1989). It also helps students practice new skills and apply them to old ones, which in turn, generates growth.
Another way to aid growth of the student is to facilitate a close relationship between the faculty and the department to ensure each students needs are being met. This can often be accomplished by providing the students with a mentor (such as another student or faculty member) to help guide them through their time at school. Gass, as cited in Miles and Priest (2000) believes one of the main areas leading to student development Vision for Outdoor Recreation at Capilano College 38 is positive faculty-student interaction. Strong relationships with faculty lead to a great sense of personal validity and a feeling of importance as an individual. More time spent advising students about academic goals, career paths and personal planning, also provides students with a substantial boost in growth and development. The success of the student and the program is largely a function of the relationship the student has with the department and the college. Encouragement towards personal achievement, an empathetic climate, high expectations from faculty, experiential education, structured reflection, and the power of group process are indicators of successful student-college interactions (Gass as cited in Miles and Priest, 2000). These factors can be facilitated through faculty, peers and employers in the industry. This also aids in providing valuable one-on-one time to help the learner gain some of the most important skills they are able to gain in a college program – responsibility for their own learning, reflection time and self-conscious growth.
2.5. Reflective & Self Conscious Learning
To be self-conscious in ones learning means taking the responsibility to be active and aware in a learning environment. Being conscious of ones own education helps create the building blocks for lifelong learning. This self-consciousness is accomplished by linking tasks to self-reflection and self-discovery (Hopkins and Putnam, 1993). Kerka,
(2001) and Mitchell & Poutiatine, (2001) support an experientially based approach to leadership education. They argue this style of education is a purposeful inquiry emphasizing the iterative process of doing, observing, thinking and reflecting. Hopkins and Putnam (1993) add that it is only through becoming self-conscious that we will grow.
In an outdoor recreation program, this style of learning is especially important. To reflect Vision for Outdoor Recreation at Capilano College 39 and learn about a situation or event that took place in the field may mean the difference between a safe or dangerous situation in the future. Instructors can control the amount of
self-conscious learning when planning the rhythm of their program. Hopkins and Putnam suggest the rhythm of adventure education should provide a mix of intensity, followed by quiet. This becomes a pattern that is again followed by intensity and recovery and rest.
Intensity is very suitable for learning of skills in adventure education, while reflection provides the glue that makes it stick. Hopkins and Putnam (p. 107) provide the following flavour of some activities that could be planned to increase the amount of reflection and reviewing.
• Creative work, representation and communication of ideas either individually or
as a group
• Drama and the development of personal/group ideas and feelings through
improvisation games and role-playing
• Personal counseling and individual reviews, with tutor or peers
• Personal note making, logs of experience, group charts, diaries, self and peer
assessment instruments
• Simulation exercises or group tasks to highlight issues or learning points
Finally, this self-awareness in learning helps an individual in their inner growth as well.
Miles and Priest (2000) call self-awareness in learning ‘intra’ personal growth. Miles and
Priest suggest this awareness in growth also reflects how individuals feel about themselves, including their self-concept, spirituality, confidence and self-efficacy.
Effectively, adventure education, like life, is a combination of these personal attributes, and the solving of problems associated with each. It is about weighing options, making Vision for Outdoor Recreation at Capilano College 40 decisions and living with the consequences, before moving onto the next set of problems.
This awareness of one’s self in relation to these other relationships, is the foundation for self-leadership.
The concept of an ‘intra’ personal relationship can be called self-leadership.
Inherent contributions of this education include the opportunity to interlink attitude and value formation with behavioural change, providing a venue to gain a more intimate view of one’s strengths, weaknesses and character. I have always thought that the Outdoor
Recreation Department is in the business of training students in life skills such as ‘intra’ personal growth. It just happens to be called adventure tourism. If one purpose of adventure education is to bring about an awareness of positive change, then curriculum should reflect opportunities for both ‘inter’ (interaction with others) and ‘intra’ personal growth. This growth may come through seemingly insurmountable tasks individuals must overcome, such as a climbing through a mountain pass, or it may be through facilitated reflection and discussion with faculty, other students, or practitioners in the industry.
Hopkins and Putnam (1993) believe, it is only through becoming self-conscious and gaining more conceptual clarity about what we are doing, and who we are, that we will grow. Propst (as cited in Gartner and Lime, 2000) suggest when both ‘inter’ and ‘intra’ personal approaches are thought through in curriculum development, then students would exit a program with education in the following five key areas (Table 2.3): Vision for Outdoor Recreation at Capilano College 41
Table 2.3. Ideal Exit Skills of Student Graduates Propst (as cited in Gartner and Lime, 2000)
Skill Area Skill Area Defined (specific skills acquired) Acquiring intellectual skills or capacities Communications skills, applied ethics and conflict resolution Understanding multiple modes of inquiry Effectively replacing traditional and approaches to knowledge distributions of knowledge with guided practice in a diversity of learning methods Developing societal, civic and global With the goal of augmenting the knowledge perspective from the discipline being studied Gaining self-knowledge and grounded An explicit effort to assist students to values understand the sources of their own identity and values as a prelude to understanding others in our diverse society Concentration and integration of learning Seeking to weave together students’ needs and the general education requirements, as a way of adding meaning and value to both
2.6. Environmental Connectedness
Curriculum development focusing on the ‘inter’ and ‘intra’ personal relationships
is vitally important. However, a third relationship of direct experience with the natural
environment is equally important. Eisner (2004) suggests that adventure education should
also include an environmentally- based social component too. He argues that all students should receive an education that discusses issues of an environmental nature, and with respect to economics, human strife, population health, human density and relative wealth.
Integration of environmental thinking into the curriculum is supported both by Capilano
College itself, as well as by the literature (Koh, 1995; Ritchie, 1992; Wells, 1996). In a tourism based curriculum, one approach is to ensure students leave with a clear
understanding of the impacts of tourism in other parts of the world. Using an environmental approach also builds a students understanding and connectedness to the
natural world. I feel that associating ones own impact on the environment helps learners Vision for Outdoor Recreation at Capilano College 42 build their own relationships to nature. Having a strong awareness of our impact on the natural world, I believe, also helps students build leadership capacities in order to transfer
that knowledge to others.
2.7. Leadership Capacities
Kerka (2001) suggests a framework to follow when acknowledging the skills required to keep abreast in this complicated world. As students move from an educational
institution to fulfill their lives as responsible citizens of their communities, they are
required to take on roles as community members, parents/family members, or employees.
Kerka (Table 2.4) offers standards for what leadership skills students will require upon
graduation. These leadership skills are organized in four categories (Kerka, 2001):
Table 2.4. Ideal Leadership Skills of Student Graduates (Kerka, 2001)
Leadership Skills Areas Leadership Specific Skills Communication Read with understanding, convey ideas, speak so others can understand, listen actively, observe critically Decision-making Solve problems and make decisions, plan, problem solving and decision making Interpersonal Cooperate with others, guide others, advocate and influence, resolve conflict and negotiate
Lifelong learning Take responsibility for learning, learn through research, reflect and evaluate, use information and communications technology
Propst (as cited in Gartner and Lime, 2000) reflect Kerka’s suggestions when they say that students should be taught to, “know how to generate new information, check it, critique it, analyze, draw conclusions and use it to make better decisions. These are the elements of 'learning to learn' that professionals use daily in their careers” (p. 388). In an outdoor recreation program, developing leadership skills also offers opportunities to test Vision for Outdoor Recreation at Capilano College 43 and sharpen judgment in changing circumstances both in the field and in the classroom.
Once again, this goes back to Miles and Priest (2000) who suggest an ‘inter’ personal approach to leadership. This approach refers to developing curriculum based around knowing how people get along in a group. This could include skills such as their communication, cooperation, trust, conflict resolution, and problem solving. Planning for a leadership curriculum also means planning for an action that is always followed by reflection (Hopkins and Putnam, 1993).
Ewert (1989) looks at curriculum designed for leadership in a slightly different way. He explains what he feels are five conditions that need to be present for ultimate instructional success and for optimum performance from students.
1. The emergence of shared meaning – This must evolve over time and
naturally comes from students out trips together. Shared meaning sets
them apart from others and has the potential to build a bonding effect.
2. A spirit of cooperation – Many students, especially males enter the
adventure programs with a competitive or individualistic attitude. When
the value of cooperation is discovered, it often brings the group to a new
level.
3. High level of engagement – This is a balance between boredom and
anxiety with challenges that are real and appropriate to the skills being
taught.
4. Dealing with uncertainty – Learning new skills or applying old ones to
new situations involves dissonance and this, in turn, generates growth. Vision for Outdoor Recreation at Capilano College 44
5. Leading from behind – Letting the group develop a sense of self-efficacy
and confidence.
2.8. Management Oriented Curriculum
Management skills include the range of skills required to operate in a business.
This includes such skills as financial management, people management, time
management, group facilitation skills, communication skills, technological skills, and
evaluative skills. Although not all adventure education programs focus on management
skills, many do. These include, Capilano College’s Outdoor Recreation Management
Diploma and Thompson Rivers University Adventure Tourism Degree. At Capilano
College, the outdoor recreation program does, while the Wilderness Leadership program
does not. All students need some management, even if it is only self-management in order to help guide their own careers. Others dream of owning their own business or administrating another. Therefore, the teaching of interpersonal skills through oral and written communications may be only as far as some programs go. Others train for human management skills, entrepreneurial techniques or technological abilities.
Wells (1996) suggested a minimum core curriculum of management skills for
Tourism and Outdoor Recreation programs in Australia, which should communicate
content to both students and employers, and provide a means of ensuring a foundation of skills and knowledge. Wells argues that curriculum content should include the structure of the industry and its key sectors. It should also convey how to plan, design and market outdoor recreation products. In addition, Wells advocates that adventure industry issues such as policymaking and, financial administration, should have a role in any management-oriented recreation/tourism program. Koh (1995) stresses the importance of Vision for Outdoor Recreation at Capilano College 45 written communications, interpersonal skills, human management skills and
entrepreneurial ability as essential in its integration into the curriculum. Ritchie (1992) adds that management oriented skills should respond to the technological imperative our students face in today’s world.
2.9. Overall Coherence in the Curriculum
Curriculum development from the various perspectives of community linkages, environmental connectedness, leadership capacities, management and interpersonal skills and interpretive techniques is extremely important. However, there also needs to be coherence in the curriculum. McNutt (1992) recommends parts of a curriculum should all have a clear and explicit relationship with one another. This seamless fitting together of many different parts is integral to a successful program. This concept of fitting various pieces of curriculum to make a cohesive whole provided the basis for some of the research used in this thesis.
A college degree program should not be a ‘self-designed’ set of courses put together with whatever the college already happens to offer. Instead, curriculum should be transferable to other parts of the country, serve the needs of the students better, be of value to employers, and aspire to the professionalism of other applied degrees
(Conference Board of Canada Employability Skills, 2000). Thus, competencies should be approached in this broader framework, rather than taking a ‘college specific’ approach to planning. Raiola and Sugerman suggest, “organizing curriculum objectives around common threads of concepts, values, skills and abilities related to outdoor leadership
(would) help provide continuity, sequence, and integration in order to reinforce each aspect and produce a cumulative learning effect” (Raiola & Sugerman as cited in Miles & Vision for Outdoor Recreation at Capilano College 46
Priest, 2000, p. 245). Raiola and Sugerman suggest the interplay of these organizing principles is considered critical to the success of any curriculum.
2.10. Chapter Conclusion
To conclude, the review of the literature for this thesis was based around providing results relevant to building a strategic plan for the Outdoor Recreation
Department at Capilano College. These bodies of literature included: strategic planning,
adventure education curriculum design, adventure industry employment requirements,
adventure tourism trends, program design and program evaluation. The combination of
these provides a base to build a strategic plan for the college. The strategic planning
literature, in turn provides a framework to develop an environmental scan, goals, an
action plan, as well as, emergent strategies, vision and values. I suggest using the
literature above, along with my conclusions and recommendations, to build a strategic
plan with the faculty of the Outdoor Recreation Department in fall 2005.
This literature review has connected curriculum design and delivery with strategic planning. Strategic planning literature provided a frame of reference on how to collect
information and use it to formulate a tactical plan. It discussed the importance of doing a scan, before proceeding to creating goals and objectives for a department. In addition, it
provided a framework for building a vision and an action plan to follow once everything is in place. Literature from the field of strategic planning has helped demonstrate a need for additional research. The research should be able to provide a set of recommendations for building a strategic plan for a college based adventure education program. Adventure education literature cited in this chapter, provided a framework to build and complement the survey work for this research. It provided direction on linking curriculum to both the Vision for Outdoor Recreation at Capilano College 47 local and international community. In addition, it suggested curriculum focused on
interpretive teaching, mentorship, leadership and management skills. This chapter showed that an environmental foundation is necessary throughout the curriculum as is reflective learning on the student’s part. Finally, it discussed the importance of coherence in the curriculum and the effects that trends have on the planning and design of it. A foundation of knowledge was provided from the literature, which helped create survey questionnaires. In turn, these surveys collected the opinions of industry, students and
other adventure education administrators. This leads to the next section of this thesis - the
methodology for research and the methods employed. Vision for Outdoor Recreation at Capilano College 48
Chapter 3 - Research Methodology
3.0. Research Design and Rationale
This chapter’s purpose is to provide a summary of the process of collecting and analyzing information for this thesis. It connects the thesis question with the methodology chosen and the assumptions made. It also provides detail of the face-to-face surveys of students, the meetings with faculty, the phone surveys to adventure program administrators, and the mail surveys to industry employers. The survey research was derived from the following research question and sub-questions found in Chapter 1 (pp.
11-12).
The ultimate goal of these questions was to help set a strategic plan to guide the department’s future. It was understood this future could take many forms including: a potential specialty degree in outdoor recreation and a set of overriding suggestions for all of its outdoor recreation based programming.
The literature helped to provide a set of central themes to help direct the focus in this methodology. Strategic planning literature provided a framework to conduct an environmental scan of other programs, as well as an internal SWOT (strengths, weaknesses, opportunities and threats) analysis of Capilano College’s outdoor recreation
(OREC) programming. It also provided a basis for integrating questions into the administrator surveys on the concept of strategic planning. Trend literature in adventure education provided a structure for designing trend questions for industry, while writings on program evaluation spoke to questions designed for administrators. Questionnaire items dealing with curriculum were derived from literature pertaining to curriculum development. A more detailed review of each of these data collection areas and the Vision for Outdoor Recreation at Capilano College 49 survey groups is outlined below. A visual representation of this chapter is outlined in
Figure 3.0.
Figure 3.0. An Overview of the Methodology Categories in this Chapter
3.0 Research Design and Rationale
3.1 Faculty Focus Groups
Background data
collection 3.2 Environmental Scan
3.3 Introduction to Surveys
3.4 Adventure Education Administrator Surveys
3.5 Student Surveys Survey data collection 3.6 Industry Employers Surveys
3.7 Summary of Survey Methods
3.8 Assumptions of Research
3.9 Data Analysis Discussion Vision for Outdoor Recreation at Capilano College 50
3.1. Focus Groups with Faculty
A number of methods were used to derive information for this research. The first
was a series of meetings (termed focus groups for this research) with faculty from the
OREC Department. A selection of OREC faculty was brought together for a series of meetings to help guide the research. From these meetings, documents were circulated online. Comments on these online documents were made by the faculty and compiled by me. Notes of these meetings and outlines of the questions and topic areas discussed can be found in Appendix F. The faculty provided input on their views of topics such as student recruitment, student graduating requirements, delivery methods, program development and improvement and program evaluation.
Four different meetings were conducted at the Squamish and North Vancouver campuses of Capilano College and each ranged from three to eight people. These meetings also provided an initial framework of where to begin a review of the literature.
Throughout my research, information was circulated via email or became part of the agenda of the meetings. Feedback was sought from the outdoor recreation faculty all through the thesis process, which was viewed as a significant strength of this research.
The ability to have a number of professionals, with a broad range of experience in the field of adventure education training, was invaluable. The faculty acknowledged a second strength themselves. It was the sense of integration they felt through the process of helping design the OREC Department’s future. This may create a stronger sense of ownership they can take back to the college and share with others. A third, and significant, strength is the brainstorming styled discussions that come out of a group process. More than just comments on a paper, brainstorming provides a community Vision for Outdoor Recreation at Capilano College 51 approach to future planning. Finally, the faculty meetings also helped with suggestions for the next part of the research – an external analysis of content from other programs across the province and throughout Canada.
In contrast to the strengths however, there are several weaknesses. A group cannot speak for the entire OREC Department. Those who participated were those who were most willing and active in the department. Therefore, a series of broader based faculty meetings will be necessary when this research is complete, in order to garner strategic planning support from all faculty. A second weakness with the faculty meetings was the informality of it. In retrospect, more information could have been gathered had they been designed as structured focus groups with an objective to gather certain information.
Instead, they were guided by questions, but tended to wander somewhat and often the top questions received the most attention, while the bottom ones were passed by due to time constraints.
3.2. Environmental Scan
An external and internal environmental scan became the second main method used, and helped provide a context of what other adventure education programs focused on. The external scan (found in Appendix H) concentrated on all other British Columbia adventure education programs, and a selection of others across Canada. This selection of other programs was done in three ways: 1) by scanning programs well known in the adventure education industry, 2) by scanning those programs Capilano College already had affiliations with (such as the transfer of students from one institution to another), and
3) by their prominence on the Internet. The scan was completed by reviewing web pages and summarizing data gathered into the following areas: institution, program focus, Vision for Outdoor Recreation at Capilano College 52 contact information, seasons offered, tuition, curriculum offered, curriculum different from what Capilano College offers, certifications offered, and work experience.
Once an external review of other programs was completed, an internal analysis of
the OREC Department’s own programs was done. The method for this came through a
SWOT analysis, which looked at the strengths, weaknesses, opportunities, and threats that affect the program. This was completed with the help of outdoor recreation faculty by circulating a document online.
Strengths of both the external and internal scans are that they help reveal Capilano
College’s OREC Department’s niche in the adventure education marketplace. The weakness of the external scan is its limited scope. Much more data could be gathered from other programs through personal phone calls to each of them, in order to get information not provided on the Internet. A weakness of the internal scan is one that may be able to be corrected in the fall of 2005, as that scan requires a broader discussion and commentary from faculty to corroborate the SWOT points within it.
3.3. An Introduction to Surveys Used in this Research
My final method was the use of surveys conducted with industry, students and adventure education administrators. After receiving each recipient’s approval to be interviewed (industry and administrators), a consent form (Appendix A) was faxed, signed and returned. For those who didn’t respond immediately a follow up letter was sent ten days later (Appendix B). A 20 question open-ended survey was conducted with each administrator, while industry participants received a short 15-question (four page) booklet styled survey. Students also completed a similar 17-question survey. All the surveys were designed to take no longer than 25 minutes to complete, with respondents Vision for Outdoor Recreation at Capilano College 53 filling out the survey in a natural setting –their own office, place of business, or classroom setting.
Many methods could have been used to conduct this research. Some, such as observing people in an adventure education setting, would not have provided the opinion data required. Others, such as personal interviews with industry or students, would likely have produced very good information; however, the one month time allotted to do the survey work would have made it difficult to set up enough personal interviews to obtain a good enough cross section of data. Too few interviews would have made it difficult to generalize the data for future research.
Survey data was chosen because it provides an understanding of the ideas and opinions of a sample group. This form of research provides a means to compare the responses of various groups, such as those in this research project. They can help determine patterns and trends and provide a means of ensuring questions are answered in more or less the same way. These patterns can be determined using various statistical means. One such statistical analysis was called the Chi-squared. Chi-squared provides a probability statement regarding comparisons between groups. A chi-squared significance value of 0.05 or smaller indicates there is a ‘statistically significant’ difference between two groups. In other words, the chance of obtaining such a result due to ‘sampling error’ is unlikely, if the probability is 0.05 or smaller. Table 4.7 ‘leadership flexibility and styles’ helps provide an example of this. In this table, 100% of administrators indicated that leadership flexibility and styles is an important component of any adventure education program. This is compared to adventure industry respondents who considered it important only 80% of the time. The chi-squared significance for this comparison is Vision for Outdoor Recreation at Capilano College 54
0.043. There are two possibilities to explain this finding: 1) the results of these ‘samples’
accurately describe the population from which they were drawn. 2) the results reflect
‘sampling error’ meaning samples selected were not typical of the population. The chi- squared probability here is 0.043, which means that the chance of these results being due to sampling error is 4.3 times out of 100. Since this error is ‘relatively unlikely’, this explanation is rejected. Instead, it is inferred that the results from these two respondents
reflect ‘true differences’ in the population.
The surveys also provided many responses in a short period as well as being a
relatively inexpensive method to collect data. The downside to the surveys however, are that questions may be misinterpreted. Misinterpretations can often be caught during pilot testing, however, due to time constraints, there was minimal pilot testing done for these surveys. Pilot testing in this research consisted of asking faculty and friends to read through the surveys, rather than selections of the survey groups themselves. It is possible there was misinterpretation with questions posed to industry and students on involvement in the community. Surveys also don’t allow for prodding for more in-depth information or for discussion between subjects. With this said, a combination of surveys, meetings
with faculty, and an analysis of content from other programs provided a reasonable
amount of information in a short period of time.
3.4. Telephone Survey of Adventure Education Administrators
This research began by systematically cataloging all college based adventure
education programs in BC and a selection of programs from across Canada (Appendix
C). All of the British Columbia programs were members of an adventure education articulation committee (a committee put together by the provincial Ministry of Advanced Vision for Outdoor Recreation at Capilano College 55
Education to ensure curriculum transfer and advancement across institutions). The other
Canadian programs were chosen by their prominence in the field or their existing associations with the Tourism and OREC Department at Capilano College. Contact information was acquired and a matrix (Appendix H) was created to compare programs by location, focus specialty, certifications achieved, length of program, tuition costs, curriculum and affiliations with industry. The matrix was used to highlight each
programs focus area and determine how the Capilano outdoor curriculum differed. It helped provide a basis for how the college’s outdoor programming fits into the larger scope of Canada wide programs. In addition, it also provided a list of twenty adventure education administrators to contact regarding a more in depth analysis on curriculum content. This is also a major strength because the survey ‘opened the door’ for future discussions with a range of adventure education administrators.
The interviews were structured to build an introductory rapport with adventure education administrators, with whom future post-thesis consultation will likely be required. All surveys were completed by telephone with notes taken during conversations. Approximately 80% of the conversation was devoted to recipient responses to questions designed around the themes described earlier in Figure 2.0. The following 20% was dedicated to questioning, clarifying and prodding from the surveyor.
Questions on the administrator survey were grouped into three main areas and had several questions in each area. These included:
1) Student employability: tracking students after graduation, time students
take to achieve employment, courses necessary for employment and
mentorship. Vision for Outdoor Recreation at Capilano College 56
2) Delivery methods: technology used in the classroom as well as
curriculum content.
3) Program development and improvement: evaluation, accreditation,
strategic planning, student recruitment, land tenure, industry
consultation, program profile and strengths/weaknesses.
All questions in the administrator survey (Appendix D) were always in the same manner and sequence, answers were encouraged, and comments were often paraphrased or clarified. Elaboration was always asked for when required and every conversation finished with a summary of the main points. Notes were taken directly onto the survey itself and closure comments finished every conversation. Every respondent was promised a copy of the results.
3.5. Face to Face Survey Outdoor Recreation Diploma and Tourism Degree Students
The next group surveyed was the existing students (Appendix E). Two programs were available to survey: 1) Outdoor Recreation Management Diploma students, and 2)
Tourism Degree students. All students were sent an email early in the process to announce the intentions of the research. The complete class of first year Outdoor
Recreation Management students were surveyed, as well as, half the class of the second year students (the other half were still on international practicum’s at the time of the survey), and one class (approximately 20%) of the Tourism Degree students. Student surveys had a mix of open and closed questions. The closed-ended questions focused on three general areas: 1) curriculum content, 2) instruction location, and 3) delivery timing.
The open-ended questions sought student’s opinions on their interest in the degree and whether they felt they would be better off with it. As with the administrators, every Vision for Outdoor Recreation at Capilano College 57 student signed a free and informed consent document, which outlined a statement of
authenticity, confidentiality and participation in this study. One of the strengths of this
survey was the ability to question the group after the survey to determine understanding
and coherence of the survey questions. This was not possible in the industry survey. After
ensuring the survey was unambiguous, the other two groups simply received the survey with no post-survey discussion. Surveying the students provided invaluable feedback from those who are our customers. The students were also very pleased to be part of this planning process. However, if future research were to survey a broader set of students as well as those applying to the program, the data gathered may be more substantial. In addition, a focus group with students would be very beneficial as comments in the open- ended questions were sparse. A focus group would provide the opportunity to have ideas seeded through discussions with others.
3.6. Mail Survey to Adventure Industry Employers
Finally, adventure industry employers were surveyed for their thoughts on curriculum development and how the college can best serve their needs by graduating students ready for employment (Appendix G). A mixture of methods was used to choose participants from industry. Industry suppliers with a connection to the department (former instructors and tour product providers) were the first group added to the list. A second group included former practicum supervisors who already had connections with the department because of former students working with them. The third set of industry employers came from members of an operator advocacy group called the Wilderness
Tourism Association. A survey was mailed to 52 operators and 33 were returned. The survey was styled as a booklet and contained a consent form and return envelope with Vision for Outdoor Recreation at Capilano College 58 postage. Both email and regular mail were used to follow up with this group to encourage participation.
The period taken from dispersing to receiving the surveys for all the survey
groups (industry, students and administrators) was approximately four weeks. All those
surveyed were required to answer questions in five main areas. These included capturing
their views on curriculum content, industry trends, student employment, integration of
curriculum into the community, and placement of students in work experience. A major
strength of contacting industry employers is the diversity of the businesses chosen. There
were heli-ski operations, sea kayak companies, outdoor schools, BC Parks supervisors,
sailing companies, rafting companies and other similarly diverse organizations answering
the surveys. This provided a broad set of responses reflective of student’s interests in
where they want to work upon graduation. If a larger group could have been managed, I
would further break down the adventure industry into categories to compare answers
from one subset versus another. A major weakness of this research was the inability to
foster discussion with industry. Discussions would have helped expand on ideas and
delve deeper into specific questions. However, all responses were on paper and sent
through the mail. This meant comments often appeared brief and provided less depth.
3.7. Summary of Research Methods
The survey research in this study primarily used quantitative methods, with some
supporting evidence from qualitative questions. Every group received a mixture of
questions providing either open-ended answers, or questions usually scaled on a one to
five rubric (Appendix D, E, & G). Surveys offered quantitative data on questions such as curriculum content, instructional timing, community integration, or delivery locations for Vision for Outdoor Recreation at Capilano College 59 instruction. An analysis of this quantitative data helped compare responses and examine the degree of difference/similarity between each of the survey groups. The quantitative data were inputted directly into spreadsheets, organized and computed with statistical software and then put into tables and graphs.
The surveys also provided qualitative content analysis data, which helped determine patterns and themes in the responses. This approach provided each group with a chance to say something and state their opinions using their own words. Open-ended
questions were purposefully integrated throughout the surveys to make certain the respondents never became bored or frustrated simply answering scaled questions. It also helped corroborate the responses from the close-ended answers. Ideas expressed by those surveyed were labeled and segmented to identify redundancy. Each of these areas was then grouped and themed into key topic areas. This helped determine whether many respondents shared similar thoughts and opinions, or whether ideas were instead, isolated cases. This qualitative method was chosen to complement the quantitative as it was felt it was the best way to achieve the goal of understanding the attitudes and opinions of a group, as well as, assessing their needs.
The plan to take the overall thesis question and look at it from the groups mentioned above provided a means to triangulate (utilize multiple sources) data collected.
Not all the survey questions in each group were the same, however many were. Those that provided quantitative information such as sections on curriculum content or its application in the community provided data that helped compare all three survey groups
(industry, administrators and students). The survey sections were further broken down Vision for Outdoor Recreation at Capilano College 60 into key sections requiring input. Table 3.0 provides an outline of these themes and who was asked what.
Table 3.0. Overview of Question Themes Asked to Survey Groups
Question Sections Students Administrators Industry Student Employability No Yes Yes Curriculum Content Yes Yes Yes Delivery Methods Yes Yes Yes Program Development No Yes No Industry Trends No No Yes
The information from these groupings presented triangulated data providing the ability to compare questions from different points of view, as well as offering a method of breaking down the research question into key topic areas pertaining to specific survey groups.
3.8. Assumptions of Research
As stated previously, the mix of the three groups used in the survey research were felt to be representative of the greater population of those engaged in adventure tourism: industry, students and administrators. Although the response rate wasn’t 100%, there was no attrition in those who started the surveys. It should be noted, however, the groups were not completely random samplings of the general population from which they were associated. They were selected on the basis of those with the most interest in issues pertaining to Capilano College. The author’s intentions regarding the benefits of strategic planning, and the plan to create an OREC degree, were clearly communicated in the surveys and in communication with all participants.
Alternative methods for collecting the data such as focus groups and phone interviews with industry were considered. However, due to the timing of the survey Vision for Outdoor Recreation at Capilano College 61
(April is the beginning of industry’s season, and the end of the student’s and administrators semester), it was determined industry would respond best if left to their
own time to do it, while students would best respond if it was presented in class.
Administrators would be easiest to approach after the end of the semester. A focus group was originally planned with industry. This was cancelled however, due to changing schedules and the difficulty getting more than three representatives to a meeting at the same time.
There were several assumptions to this research, including the following:
1. Information compiled comes from students, industry, faculty and
administrators who are all part of an outdoor-minded culture - both implicitly
and explicitly. Although each survey group is seen as separate, what appears
to be three disparate perspectives, are essentially people bonded by their
affinity for a particular lifestyle.
2. The opinions of the industry employers and students represent other similar
industry owners and students.
3. It is important that the Outdoor Recreation Department has a specific plan to
guide its growth and direction in the coming years and strategic planning is
the best way to do this.
4. Techniques such as a SWOT (strengths, weaknesses, opportunities and
threats) and an environmental scan provide a basis to assess where Capilano
College Outdoor Recreation Department fits within the broader adventure
education industry in Canada. Vision for Outdoor Recreation at Capilano College 62
5. All survey groups would interpret survey questions written in the same, or
similar way. This was assumed to be true if it followed pilot testing with
several people to see if they interpreted questions in the same manner.
6. A selection of outdoor recreation faculty to involve in this research was
sufficient to reflect the thoughts and ideas of the greater department.
7. All respondents were open and honest in their answers.
8. There were more males than females responding, and that reflects the lack of
gender diversity in the industry.
3.9. Data Analysis
Upon completion of the surveys by 19 adventure education administrators, 51
students and 33 industry employers, the data was collected and organized into MS Excel
spreadsheets. Each file had one worksheet solely consisting of numbers pertaining to the
quantitative scaled questions, and another worksheet with answers transcribed in written
text. From this, the quantitative data was inputted into the statistics program SPSS, while
the qualitative text was sorted by question and grouped by responses within those questions. SPSS was used to identify statistical measures such as frequency, mean, standard deviation, t-test and Pearson chi-square. These results were then made into MS
Excel tables and graphs (see chapter 4).
I thought this mixture of quantitative and qualitative approaches would help provide a multiple perspective approach that neither could have provided on their own, thus leading to a clearer and more comprehensive picture providing input for the strategic plan that stems from this thesis. This mix also provided a way to connect with other administrators and build a rapport with industry regarding their involvement in future Vision for Outdoor Recreation at Capilano College 63 college planning. This study should be able to be replicated in other geographic locations,
and provide similar reliable results. Those results can, in turn, help program planners arrive at conclusions specific to their own program and which will be the foundations to building a set of recommendations. The results of the surveys form my next chapter. Vision for Outdoor Recreation at Capilano College 64
Chapter 4 - Research and Study Results
4.0. Introduction
Over a period of five months, this thesis research compiled literature in the subjects of adventure education and strategic planning. This literature provided a foundation to build surveys to determine the opinions of several groups. Subjects utilized in this study included a selection of faculty from the Outdoor Recreation (OREC)
Department who helped provide feedback and opinions through online and focus group discussions. The faculty helped create the framework for an environmental scan of other adventure education programs across Canada to help place Capilano College in the broader scope of programming. The environmental scan also helped analyze Capilano
College’s own strengths, weaknesses, opportunities and threats (SWOT) that relate to its adventure education programming. Research turned from the scan to surveying other adventure education administrators, Outdoor Recreation Diploma and Tourism
Management Degree students, and adventure industry employers. A visual map of this research is provided in Figure 4.0. Vision for Outdoor Recreation at Capilano College 65
Figure 4.0. An Overview of the Survey Result Categories in this Chapter
Focus Group Results Outdoor Recreation Department Faculty
Environmental Scan Results
SWOT Analysis of Capilano College’s Adventure Education Programming
Capilano College’s Adventure Education Programming Niche
Comparison Analysis of Thesis Research Surveys: Industry, Results Administrators, and
Students
Telephone Survey Results – Adventure Education Program Administrators Survey Research Results Face-to-Face Survey Results – Outdoor Recreation and Tourism Students
Mail Survey Results – Adventure Industry Employers
Vision for Outdoor Recreation at Capilano College 66
4.1. Results of Focus Groups with Capilano College Adventure Tourism Faculty
Faculty from the Outdoor Recreation and Wilderness Leadership programs were essential to the success of this research. Consultation with faculty consisted of two focus group meetings, followed by an online circulation of documents for review. These meetings with faculty became the first aspect of this research and provided a foundation for further investigation. The meetings were structured with a series of questions and can be found in Appendix F. After looking back at the meeting notes following the surveys, it is evident the faculty mirrored many of the comments stated by the students, industry and administrators. These included comments regarding the importance of community integration, environmental curricula, providing a more global perspective, and ensuring students graduate with sound business management skills. Faculty were also clear that teaching should be very experienced based and classroom courses should parallel outdoor skills when planning curriculum. An important part of the focus group meetings was forming an understanding of other adventure programs in Canada, which helped provide the basis to begin an environmental scan of other programs.
Capilano College OREC Department faculty support implementing a work experience in the advanced Wilderness Leadership Certificate and further developing
commercial partnerships in the Sea to Sky corridor. In addition, faculty in the focus group
meetings suggested students build career portfolios and self-directed learning plans
within programs. They suggested students should learn about how to start and run a small
business, as well as, writing business plans. The focus group members also felt the
department should foster support for its faculty to serve in a mentoring capacity for the
students and adventure education collector for the community. At the same time, the Vision for Outdoor Recreation at Capilano College 67 outdoor recreation program, it was suggested, should strive to develop a more distinct
identity from tourism department.
Faculty is very supportive of a stand alone Outdoor Recreation Degree, but see
the need to begin with an outdoor recreation specialty in the existing Tourism Degree.
They comment that it is imperative there be a smooth transition through all levels of
programming, from certificate to diploma and to degree. This degree should have three
overriding themes –leadership, experiential education, and sustainability / social
responsibility. The group recommends the following courses to be offered should consist
of the following: Leadership, entrepreneurship and business planning in outdoor
recreation, environmental stewardship, community participation and outreach, interpretation, and program planning and evaluation. There is agreement amoung faculty the program should continue to fulfill the mainstream, generalist niche. Faculty also suggest the students see outdoor recreation as not just a program in school, but rather as a lifestyle. One faculty member noted that offering a degree makes this lifestyle much more attainable. However, faculty cautiously approach the idea of courses being offered only in the sea to sky corridor and based out of the Squamish campus. Although they recognize the growth in this corridor, and the outdoor education support the community has, they are also aware employment while in school will be more difficult to find than in Greater
Vancouver.
4.2. Results of an Environmental Scan of Canadian Adventure Education Programs
An environmental scan is used to look at an organization in relation to both
internal and external factors. An external scan was prepared for this research by reviewing other Canadian adventure education programs. There are in excess of seventy- Vision for Outdoor Recreation at Capilano College 68 five programs across Canada specializing in outdoor adventure education. These
adventure education programs range from twelve-week intensive courses, to four-year degrees, and are offered by a mix of both public and private institutions. To better
understand differences, a portion of this research focused on comparing twenty Canadian
programs.
To ease the process of comparison, a grid matrix was created (Appendix H). This matrix separated the program identity, focus of curriculum, location, price, certifications
and season(s) the various programs were offered, which helped me discern differences
between programs and highlight other factors important to prospective students. These
factors included: the cost of living in the program location, student employment factors,
transfer/ladder and articulation abilities, entry-level requirements and pre-screening,
access to financial aid length of program, work experience, target market (i.e. First
Nations, religious or postgraduate specialties), and the history and reputation of the
program.
Capilano College offers three adventure education programs – the Professional
Scuba Dive Instructor Program, Wilderness Leadership Certificate, and the Outdoor
Recreation Management Diploma. The latter two programs will be the central focus of these research results. The Wilderness Leadership Certificate and Outdoor Recreation
Diploma were found to offer a general and broad curriculum compared to other Canadian programs. The two programs are very different from each other – Wilderness Leadership is skills based, while Outdoor Recreation is management based. The courses both programs offer however, provide students with an overview of many skill and management areas in the field of outdoor recreation. Neither focuses specifically on one Vision for Outdoor Recreation at Capilano College 69 skill or management area. An overview of the skills these two programs offer is provided
in Table 4.0.
Table 4.0. Overview of Skills Offered in Capilano College’s Adventure Education Certificate and Diploma Programs
Curriculum Skill Area Outdoor Recreation Wilderness Management Leadership Diploma Certificate Certifications in hard skills such No Yes as sailing, sea kayaking, rafting, mountain biking, winter skills, and rock climbing Leadership skills Yes Yes Wilderness first aid Yes Yes Communications Yes Yes Natural sciences Yes Yes Environmental stewardship Yes No Computer applications Yes No Financial planning Yes No Risk management Yes No Tourism foundations Yes No Tourism marketing Yes No Human resource management Yes No Cultural communications Yes No Practicum Yes Yes
Other BC institutions have similar programs but vary in specifics such as location
(i.e. BC Rockies, Vancouver Island) and programming focus (i.e. mountain guide focus,
international focus). The focus of these programs may be specific to a recreational
activity such as skiing, or may be specific to a region such as the Eco-Adventure program
at Northwest Community College. They may also be specific in terms of their focus such
as the Christian programming offered at Columbia Bible College. A selection of some
specialized BC programs different than what Capilano offers is shown in Table 4.1. Vision for Outdoor Recreation at Capilano College 70
Table 4.1. A Selection of Adventure Education Programs in BC with a Specialized Focus
College Program Program Specialty College of the International Expedition Leadership and Mountain Activity Rockies Skills Training Thompson Rivers Canadian Mountain and Ski Guide Diploma that is very University season and employment specific Northwest Coastal Eco-Adventure Tourism Certificate focuses on the Community College skills required for employment on BC’s Northwest Coast. Local heritage interpretation, sport fishing and outboard motor maintenance Columbia Bible Offers an Outdoor Leadership Diploma with a focusing on College religious studies North Island College Coastal Adventure Tourism Certificate designed specifically for First Nations
In contrast, many BC and Canadian locations provide a more generalized curriculum offering a similar array of broad-based courses throughout the year, including programs with a mix of skills. This style of program is just as likely to include management-oriented courses such as marketing and information technology with outdoor skills such as a backpacking trip, leadership development and environmental stewardship. This style of program also may focus specifically on a broad array of hard skills such as land and water certifications (i.e. sea kayaking, backpacking, snowshoeing, mountain biking and sailing), but never delve deeply into any one of them. A sample of these is shown in Table 4.2. Vision for Outdoor Recreation at Capilano College 71
Table 4.2. A Selection of Adventure Education Programs with a General Focus
College Program Program Focus College of New Caledonia Northern Outdoor Recreation Ecotourism Certificate College of the Rockies Adventure Tourism Business Operations Certificate Thompson Rivers Adventure Diploma Program University North Island College Coastal Adventure Tourism Canadian Tourism College Adventure Tourism Diploma New Brunswick Adventure Recreation Diploma Community College Lakeland College Adventure Tourism and Outdoor Recreation Diploma (Alberta) Malaspina University Bachelor of Tourism Management (Major in Recreation) College
An analysis of the programs listed above helped arrive at core groupings of curricula
offered by each institution. These core groupings (and their respective courses) are titled
soft and hard skills. Soft skills are generally viewed as either all or part classroom based,
and include management, leadership and teaching skills. In contrast, hard skills are
characterized as field, recreation-based activities often using specialized equipment, and
often provide students with college credit and additional certification from external
providers. Table 4.3 provides a selection of these hard and soft skills that were found to
be part of many of the adventure education programs in Canada. Vision for Outdoor Recreation at Capilano College 72
Table 4.3. Hard and Soft Skills Offered in Canadian Adventure Recreation Programs
Curriculum Soft Skills Curriculum Hard Skills Environmental stewardship and ethics Sea kayaking Natural and cultural history Rafting Personal career management Winter camping Experiential education and interpretation River kayaking Leadership and guide skills Nordic skiing Wilderness first aid Snowboarding Risk management Canoeing Special event planning Backcountry skiing and telemarking Product development Snowshoeing Trip planning Mountain biking Computer applications Fly fishing Entrepreneurship Scuba diving Introduction to tourism Backpacking and mountaineering Hospitality or customer relations Rock climbing Ecotourism Sailing General business courses (marketing, law Ice climbing and regulatory issues, business planning and proposal writing, human resources, conflict resolution, accounting, organizational management)
The literature compiled for chapter two compliments the results of the environmental scan of other programs. Together they help provide suggestions for future
OREC Degree curricula outlined in chapter five. It should be noted that much of the literature used to create this summary is American, and therefore, may provide a slightly different point of view. However, integrating Canadian researchers such as Brent Ritchie,
Michael Gass and Simon Priest provides some balance.
The following information is a combination of research from this literature including the authors Gass & Priest (1990), Ewert (1989), and Raiola & Sugerman as cited in Miles & Priest (2000). These authors suggest core curriculum for an adventure Vision for Outdoor Recreation at Capilano College 73 education degree program be divided into five key groupings supported by a myriad of
skills (Table 4.4):
Table 4.4. Suggested Skills from Adventure Education Literature to be Offered in the Proposed Outdoor Recreation Degree
Curriculum Types of Courses Types of Associated Skills Grouping Foundation theory History, philosophy, and social Philosophical foundations psychology Hands-on Adventure education internship, Human resource management, experience work experience, practicum career skills & goal setting Hard skills Land, water, summer and winter First aid skills, navigation, recreational skills: backpacking, clothing and equipment sea kayaking, nordic skiing, selection, outdoor fitness, rock climbing shelter construction, minimum impact camping, nutrition Soft skills Business courses, Group interaction & dynamics environmental stewardship, teaching skills, environmental computer applications, program awareness, program & trip design, teambuilding planning, empathy awareness, time management, business management (financial and marketing), entrepreneurship, information technology (computers) Meta skills Environmental ethics, Problem solving, personality, communications, leadership, risk management, judgment & research and development, risk critical thinking, oral & written management, self-leadership communication skills, leadership styles and techniques, research skills, self- leadership (i.e. esteem, confidence & responsibility)
Reviewing the curriculum in the matrix of other programs helps put Capilano’s
programming in a broader context. It shows that the Outdoor Recreation Program’s
curriculum provides a general education cross section of courses. Therefore, it is useful to
compare Capilano with other programs that offer a more general focus of curriculum as
well. Doing this helped to better articulate what Capilano College offers to the potential Vision for Outdoor Recreation at Capilano College 74 students that other college’s do not. This is especially important at this juncture in time, as Capilano College should be consistent in its plans for the proposed outdoor recreation specialty in the Tourism Management Degree (also cited here as a proposed Outdoor
Recreation Degree). Therefore, a closer look at the Outdoor Recreation Department that would house this degree is necessary. This was done through a SWOT analysis (strengths
– weaknesses – opportunities and threats). The results of this analysis are provided below.
4.2.1. SWOT Analysis of the Outdoor Recreation Department at Capilano
College.
A SWOT analysis helps the college determine what it does well, what requires change, as well as helping determine future prospects and external pressures that might impinge on its programming. This SWOT analysis was done with a two-by-two matrix
(see below), which separated the SWOT into external and internal environments to help gauge whether to confront, avoid, exploit or search for answers to specific questions posed. This matrix will be of use when developing a strategic plan for the department.
Confront Avoid / Prepare
Threats
External Environment Exploit Search
Opportunities
Strengths Weaknesses
Internal Environment Vision for Outdoor Recreation at Capilano College 75
The SWOT analysis that follows is a summary of comments made from outdoor
recreation and Wilderness Leadership faculty in a focus group meeting and in an online email circulation.
A SWOT analysis provides a framework for identifying critical issues. First, the focus should be on the concerned entity, which in this case is the Outdoor Recreation
Department. Then a detailed analysis looks at the significant strengths, weaknesses, opportunities, and strengths that characterize that entity. Each item in this analysis is a bulleted SWOT item and provides a descriptor of an issue. The purpose of a SWOT analysis is to isolate key issues and to facilitate a strategic approach for a future direction.
It is not written as a comparison with other programs, but rather as an internal scan to determine niche areas. This SWOT analysis highlights Capilano College’s existing programs and proposed degree with other programs in this scan.
Strengths
The following includes internal characteristics that allow us to take advantage of opportunities or reduce the impact of barriers.
• Geographic location
o Large population in the Greater Vancouver region
o Strategic locations when looking at transportation issues
o North Shore and Squamish are identified as outdoor recreation access
locations
° Forests, oceans and mountains, trails and a variety of natural
features nearby
o Opportunity to market the lifestyle of outdoor recreation Vision for Outdoor Recreation at Capilano College 76
o Both campuses are good as destination campuses for outdoor recreation
• Talented, diverse and longstanding faculty and staff
o Increasing mix of youth in the department
o Broad range of practitioners as part of dept. “There is industry involved in
every aspect of the department”
o Responsive department (i.e. bag lunches)
• Ability to offer certificates, diplomas and degrees
• International collaborative programs (i.e. current department training in Vietnam
assisting in community development)
• Relatively small in size. This leads to changes that can be implemented quickly
• Graduate satisfaction as measured by the Capilano College’s exit surveys
• Accredited program of the BC Ministry of Advanced Education
• Appeal of program is greater than for those that just want to work in outdoor
recreation
• Partnerships and alliances
o Practicum placement contacts with industry
o First Nations connections
• History of doing what we do
o Respected in industry
o Professional culture built up over decades
• Safety and risk management procedures in place
• Advisory committees set up Vision for Outdoor Recreation at Capilano College 77
• Political climate in Squamish is getting better for outdoor recreation education as
the municipal council has consistently worked with the campus to expand
programming
• Political climate at Capilano College is supportive of outdoor recreation
programming
o Creation of the BC Centre of Excellence in Tourism and Innovation
established in 2005.
o 2010 Olympics to be staged in the Vancouver – Whistler corridor
• College infrastructure (registration, student support services, marketing
department support)
o Good inventory of technology and equipment abilities
o Can work efficiently with other college areas if the department is
organized enough for them
Weaknesses
The following includes internal characteristics that could stand in the way of us taking advantage of opportunities or reducing the impact of barriers.
• Lack of effective evaluative instruments
• Leadership in industry is lacking
o Identity in greater BC Adventure Education programming is weak
• Faculty resistance to change
• Lack of administrative flexibility (Union contracts)
• Not a streamlined university transfer program
• Library of resources is lacking and underutilized Vision for Outdoor Recreation at Capilano College 78
• Reliance on government funding to make programming affordable for students
• Program costs often exceed student loan amounts
• Lack of written future vision and plan for outdoor recreation that is shared by
entire department
• Lack of student accommodation, community services, and campus space in
Squamish, which is where the Outdoor Recreation Degree will likely be based.
• The department professes experiential education but lacks ability to ensure it is
followed through all instruction
• Land and Water British Columbia Tenure system – the Outdoor Recreation
Department lacks direction in this area and has yet to conform to provincial
standards
• Lag time when working with other college departments (i.e. marketing)
• Overcrowding (limited parking and classrooms) at the North Vancouver campus
of Capilano College
• Difficulties associated with getting all faculty together in one place at one time to
facilitate future planning and professional culture.
• Haven’t looked enough at the adventure education trends or community needs and
desires (the department requires something more than it ‘feels right’ to start an
Outdoor Recreation Degree)
• Lack of direction from advisory and industry
• An alumni that is not yet strong
• The outdoor recreation programming is overshadowed by the tourism programs in
the department and has a lesser voice in departmental planning Vision for Outdoor Recreation at Capilano College 79
• No cohesive or unified marketing plan
• Need even more practitioners delivering curriculum
• Lack of knowledge of opportunities for scholarships and grants for students
• Student loan issues for some programs
Opportunities
The following includes factors outside the department’s control that allow it to take action(s) in a certain direction.
• Degree potential
• 2010 Olympics
• BC Centre of Excellence in Tourism and Innovation
• Tourism money recently announced
• Council of Tourism Association’s new risk management initiatives
• Sustainability initiatives of neighbouring communities in Whistler and Britannia,
and initiatives of Capilano College itself
o The new Squamish campus may take a fully sustainable approach
• Political climate in Squamish and associated regional support
• Professional development culture at the college is strong and supportive
• Staff resources are good
• Partnerships with other departments, municipalities, industry and associations is
very possible
• Demographics are strong
o Leisure time is increasing
o Industry is increasing and diversifying Vision for Outdoor Recreation at Capilano College 80
• Greater technological opportunities to access students than ever before
• Faculty connections in the industry
• Connections to the First Nations community
• Accreditation planning discussions currently underway with other colleges in the
Pacific Northwest region of the United States.
• Administrator’s support at Capilano College of growth in the Squamish campus
• Mountain bike festival’s interest in working with the Squamish campus
• Ability to integrate retired members of the department to provide guidence
• Articulation with other Canadian colleges
• Niche programming opportunities
Threats
These include factors outside the department’s control that stand in the way of efforts to take action(s) in a certain direction
• Declining provincial funding
• Low quality of students entering Wilderness Leadership Certificate
o Too few on waitlists / recruitment
• Quality exiting Wilderness Leadership Certificate may not be high enough
• Industry and other college’s view of Capilano’s programs may not be as high as it
could be
• Competition from other Greater Vancouver, BC and Canadian adventure
education programs
• Due to no formalized plan, there is an image of the Outdoor Recreation
Programming as being static and not moving forward with the industry Vision for Outdoor Recreation at Capilano College 81
• Perception of what an Outdoor Recreation Degree is by the public may not be an
accurate account of the skills attained by the graduating student
• Timing – windows of opportunity appear to come and go at the college, with
money being allotted periodically to pertinent strategies. If those windows are
missed, they may become a future threat
• Risk management perceptions from college that the outdoor programs bring on
too much liability for what they are worth to the college
• Streamlining issues at the college make it difficult for an applied program
working within the timing of the recreational seasons, as opposed to the college’s
semester system
As part of the environmental scan, I also collected the current college vision, mission and values to compare them to the departmental vision. Table 4.5 highlights the vision, mission and values of Capilano College in its 2005 Institutional plan as well as stating the mission statement for the OREC and Tourism department:
Table 4.5. Capilano College’s Vision, Mission and Values
Capilano College “Capilano College will be recognized as an educational institution Vision dedicated to excellence and to providing the best possible service to its students and its communities.” Capilano College “Its mission is to enable student success in current and continuing Mission studies, in a chosen career, in the pursuit of knowledge, and in contributing effectively as responsible citizens in a rapidly changing and diverse global community.”
Capilano College Student needs are identified as the first concern of Capilano Values College. Following these are its community, employees, accountability and innovation.
OREC Department “To challenge and inspire future leaders of the Tourism and Mission Outdoor Recreation community by building leading edge professional skills and values.”
Vision for Outdoor Recreation at Capilano College 82
Capilano College’s mission statement describes the purpose and direction of the college and its underlying departments. Its vision creates a compelling description of how
the organization will operate. Finally, the values described provide clear statements and
concentrate on the core priorities of the college. Values impact and influence an organization’s thinking, perceptions and behaviours. It is how the organization and its members act on a day-to-day basis as they move toward a shared vision. Vision and value statements should all be measurable, definable and actionable statements with emotional appeal everyone can understand. Noticeably missing in the table above are the vision and values for the OREC department. These were not found in the scan and it is suggested in chapter five that a vision statement is required specifically for the Outdoor Recreation
(OREC) department focusing on the certificate, diploma and degree. An OREC vision would reflect on an image of the future motivating people, and coordinating actions.
4.2.2. Suggested Niche of the Outdoor Recreation Department at Capilano
College.
The SWOT analysis helps clarify Capilano College’s adventure education programs niche in the greater marketplace of general adventure education programs.
Using this analysis, the following niche can be described for existing programs and the proposed Outdoor Recreation Degree. This niche is determined by focusing on the following: location, pricing, cost of living, employment factors, transferability, entry level requirements, partnerships, certifications, curriculum focus, history, timing and length of program.
Location: North Vancouver and Squamish, BC. Both locations are seen as
outdoor recreation areas. In fact, Squamish publicizes itself as the outdoor Vision for Outdoor Recreation at Capilano College 83 recreation capital of Canada. Both have easy access to mountainous terrain, coastal lakes, temperate forest and the Pacific Ocean. In excess of 2 million people live in the vicinity of these two campuses. The BC coast is recognized internationally as an outdoor and ecotourism landscape.
Program Pricing: The College offers full or partial base funding for two of its three programs. This keeps programs within the general range of other programs from across BC and Canada. However, Ontario’s programs appear to be slightly less expensive in all areas.
Cost of Living and Employment Factors: On a Canadian scale, the cost of living is considered high in Capilano College’s locations. Squamish property values and subsequent student housing rental costs has been rising steadily since the announcement of the 2010 Olympics in the Vancouver – Whistler corridor.
North Vancouver is a more expensive area to live than most other areas of the
Lower Mainland. Although the Outdoor Recreation Diploma is structured so students can work, the more intensive Wilderness Leadership Certificate is not.
This is often a factor for students not having financial backing, or interest in applying for a student loan.
Transferability and Laddering: This is a major strength to the college’s adventure education programs. More than half the credits of the certificate transfer into the diploma, and the diploma transfers all of its credits directly into a
Tourism Degree. A smooth flow of credit transferability to a future Outdoor
Recreation Degree is also intended. In addition, articulation agreements have been worked out with other degree granting programs in this field, including Thompson Vision for Outdoor Recreation at Capilano College 84
Rivers University in Kamloops, Malaspina University College in Nanaimo, and
Lakehead University in Thunder Bay.
Entry Level Requirements and Pre-Screening: All students are interviewed and accepted on the basis of suitability to the program, leadership abilities, attitude, academic history, and past experiences. A combination of mature students, a diversity of experiences, and multiple academic and recreational skill levels is sought for each cohort. Both the Outdoor Recreation Diploma and the
Wilderness Leadership Certificate are in the fortunate position to have more students apply than spaces available.
Program Curriculum Focus: As stated above, both programs offer generally broad entry-level skills for employment upon graduation. The Wilderness
Leadership Certificate provides students with an option of land or water based skills, while the Outdoor Recreation Diploma channels all its students through the same two-year diploma path. Neither programs curriculum appears to be substantially different or more specific than others offered across BC and Canada.
Affiliations with Employers, Industry and other External Opportunities: The administration and faculty of the Outdoor Recreation Department have worked closely with industry for more than two decades. The Wilderness Leadership
Certificate is moving to a work experience model in the spring of 2006. The college is known widely in the industry due to its history, reputation and amount of graduates it has sent into the industry over the years. In addition, the college provides students with external opportunities such as participating in projects in
Vietnam, China and Borneo. Vision for Outdoor Recreation at Capilano College 85
Certifications and Exit Skills: The Wilderness Leadership Certificate designs a
large part of its curriculum around external certifications offered by industry
associations. Students have access to these courses and the college is seen as one
of only a few places in the Greater Vancouver region to certify in many of these
areas. These include courses such as Wilderness First Aid, Rafting Swiftwater
Rescue Technician Course, Nordic Ski CANSI certification, Canoeing
Recreational Canoe Instructors Certification, Recreational Avalanche
Certification, Sea Kayak Guides Assistant Guides License, or a Mountain Bike
Instructors Certification. These exit certifications are seen as an asset by
employers and a necessary requirement for many potential students looking for
the most out of the program they choose.
Program Timing and Length: The certificate program begins in early August.
The certificate offers two exit points (December and May) and offers an advanced
level of certification in the winter and spring. The diploma program runs on a
regular college schedule from September to December and January to April for
each of its two years. There are no exit points within its existing structure.
Between the Capilano College’s full array of programs, students can choose to
exit at five months (certificate), ten months (advanced certificate), 24 months
(diploma) or 48 months (degree).
A summary of the niche offered by Capilano College’s Outdoor Recreation
Department is suggested as:
Capilano College is located at the base of the Coast Mountains in North
Vancouver, BC. Situated on the west coast of Canada, it utilizes the urban resources of Vision for Outdoor Recreation at Capilano College 86
Canada’s third largest city, while making use of the natural resources of the temperate forest, Pacific Ocean and coastal mountains. As a government funded program, it offers a selection of programming at costs similar to other Canadian adventure programs. It also
offers multiple locations for its programming – North Vancouver and Squamish.
Programs offered in adventure education range from a skills-based certificate to a
proposed degree in outdoor recreation. Its programming offers the ability to ladder
(transfer credits) courses within each of its program areas. With over 30 years of outdoor recreation programming, the college is well known in the industry, and has the good fortune to be able to pre screen applicants, thereby increasing the quality of its classes.
This history has also helped create a series of partnerships with industry and the
community, which is beneficial to building the applied skills, required when students
graduate. These students graduate with a broad overview of either outdoor recreation
management skills or guiding skills in recreational activities. They are either integrated
into the workforce upon completion of their education, or are provided with the choice to
do so.
With this analysis complete, and a summary of the unique features offered by the
college outdoor recreation program, this paper now turns to the surveys used in this
research. This research provides a summary of the key findings from students, industry,
administrators and faculty, and it presents them with accompanying graphic illustrations.
4.3. Research Results Informing Curriculum for a Proposed Outdoor Recreation Degree
Specialty
First, a series of meetings was planned to gain an understanding of the views of the OREC Department faculty. The faculty meetings were also a means of receiving Vision for Outdoor Recreation at Capilano College 87 feedback on the direction the project was taking as well as provided a visual mapping of
what the future may look like (Appendix J). A series of three surveys (see below) and several focus group meetings with outdoor recreation faculty helped formulate recommendations for curriculum.
One survey went to first and second year OREC Diploma, and Tourism Degree students. The second survey was sent to adventure industry employers. The third survey was done by phone by calling adventure education administrators from around BC and across Canada. The following section provides a summary of the findings. The first section begins with a comparative analysis of industry, students and administrators for those questions that were asked of all three groups. Following this, the results from each group are discussed in sequence.
The first question consistent across all surveys was the value placed on curriculum content for a future Outdoor Recreation Degree specialty in the existing
Tourism Management Degree program. The question was broken down into three main areas: 1) Field and Interpretive Skills, 2) Leadership Theory Skills, and 3) Management
Oriented Skills. A bar graph and a table support each question. The tables provide the percentages of respondents that viewed the topic as either ‘very or extremely important’.
A chi-squared figure is another piece of information provided in each table. It is explained in the methodology section of chapter three.
The results on the level of importance each group places on ‘field and interpretive skills’ is displayed in Figure 4.1, 4.2, and 4.3. The table associated with this category follows the bar graphs in Table 4.6. All three groups – industry, students and employers were consistent in their answers of the importance they placed on each skill area in this Vision for Outdoor Recreation at Capilano College 88 set. Students indicate high support for all options that pertained to field and interpretive
skills. Each option achieved 70% or more in support, which means they indicated each
option as either very or extremely important. Administrators had a similar response and
70% of them also gave support to these field and interpretive options as seen in parts of
the bar graph in Figure 4.2. Teaching and practicing environmental ethics in the field
garnered much support from each of these groups, as did interpretive teaching skills.
Students also significantly value becoming certified in skills and the corresponding
‘paper’ certification provides, and administrators recognize this. Considering many students see themselves as in the process of building their resume for future employment, while administrators understand what industry employers require, this support of certifications is no surprise. In the open-ended questions the survey provided, many students stated they would like to teach in the future and feel this is a good opportunity to begin their training. Figure 4.1. Student Views Regarding Field and Interpretive Skills Figure 1. Student Views Regarding Content of Field & Interpretive Skills (Q1)
Practicing Environmental 25.5 62.7 ethics in field
Certifications in skills 21.6 58.8
Interpretive teaching in field 32.7 46.9
Teaching experience in skills 44.9 34.7
Hours logged in skills 34.0 40.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent % Percen t Very Important Extremely Important Very Important Extremely Important
Vision for Outdoor Recreation at Capilano College 89
F igure 4.2. AdAmdmininiissttraatotro Vri eVwise Rwesg aRrdeingga Fridelidn &g I nFteierplrde tiavne dSk Iilnlsterpretive Skills
Hours logged in skills 50.0 44.4
Interpretive and teaching 50.0 38.9 skills
Certifications in skills 16.7 66.7
Ethics & social 16.7 66.7 responsibility
Teaching experience in 55.6 16.7 skills
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent % Very Im portant Per cent % Extremely Important Very Important Extremely Important Very Important Extremely Important
Figur Feig 4u.r3e .4 .I3n. Idnduussttrry V Vieiwesw Rse gRaredginagr Fdieinldg a nFdi eInltder parnetdiv eI nSktiellrspretive Skills
Inter pretive teaching in field 90.3
Practicing environmental 90.3 ethics in field
Hours logged in skills 83.3
Teaching experience in 76.7 skills
Certifications in skills 73.3
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
Very or ExtremePlye Irmcpeonrtt a%nt Very or Extremely Important
Vision for Outdoor Recreation at Capilano College 90
Tab le 4.6. Field and Interpretive Skills: Comparing Student, Industry & Administrators Responses Percent Response Chi-Sq. ("Very or Extremely Important") Probability Students Administrators Industry Student vs. Student vs. Industry vs. Admin Industry Admin Certi fications in skills 80.4 83.3 73.3 0.784 0.461 0.425 Hours logged in skills 74.0 94.4 83.3 0.066 0.333 0.260 Teac hing experience in skills 79.6 72.2 76.7 0.521 0.759 0.731 Practicing environmental ethics 88.2 - 90.3 - 0.769 - Interpretive t eaching in field 79.6 88.9 90.3 0.379 0.205 0.873
Views of Leadership Theory proficiencies were rated even higher than field and
interpretive skills with 75% or more of administrators, students and employers rating this
as either very or extremely supportive. The relative importance of each option from these
groups can be seen in Figures 4.4, 4.5 and 4.6. Table 4.7 follows referring to these
figures. Although the order of importance varies between each group, the important
finding here is that three out of every four respondents from each group saw much value
in skills such as problem solving, teambuilding, decision making, safety and risk
assessment, clear communication, critical thinking, leadership styles and client care. In
addition, the administrators saw great value in experiential and reflective methods as part
of the educational process. This was evident in the additional comments made on the
surveys. One comment stated, “Students willingness to be introspective is critical in their
education and the success they achieve upon graduation”. Since the degree would be a
leadership-focused program, this research shows strong support in this area.
The notable differences (bold and gray figures in Table 4.7) in the Leadership
Theory set of questions was between students and industry regarding the importance of
teambuilding and problem solving in the curriculum. Students viewed these skills as
significantly more important than did industry. It is possible industry sees these Vision for Outdoor Recreation at Capilano College 91
proficiencies as more applicable to ‘on the job’ skills. Further research is required here. A
second noticeable difference was between administrators and industry regarding the
importance of educating about leadership styles. Once again, the reasoning might be that
the differences result because leadership is often seen as being developed in the field,
such as in taking on responsibilities in an employment setting.
Figu re 4.4. SFitgurde 4e.n Sttu Vdeinet wViesw sR Reeggarrdidngi nCgon tCenot onf tLeenadte rosfh ipL Tehaeodrye Srksihllsi (pQ 5T) heory Skills
Problem solving 31.4 68.6
Teambuilding 58.8 39.2 Decision making 37.3 58.8
Safety & risk assesment 23.5 70.6
Clear communication 34.0 60.0
Critical thinking 47.1 45.1 Leadership flexibility & styles 41.2 51.0
Client & interpersonal care 35.3 51.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent Ver y Imp ortant Percent % Extre mely Important Very Important Extremely Important
Figure 4.5. AdmAidnmisintirsatrtaotorrs Vieiwews Rse Rgaerdgiangr dLeinadge rCshoipnTtheenotry o Sfk iLllseadership Theory Skills
Leadership flexibility & styles 22.2 77.8
Safety & risk assesment 100.0
Client & interpersonal care 44.4 55.6
Decision making 38.9 61.1
Problem solving 38.9 55.6
Clear communication 55.6 38.9
Teambuilding 16.7 72.2
Critical thinking 50.0 33.3
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent % Very Important Extremely Important Very Important Extremely Important
Vision for Outdoor Recreation at Capilano College 92
Figure 14. Industry Views Regarding Content of Leadership Theory Skills (Q4) Figure 4.6. Industry Views Regarding Content of Leadership Theory Skills
Safety & risk assesment 22.6 74.2
Client & interpersonal care 29 64.5
Clear communication 25.8 64.5
Decision making 30 60 Problem solving 30 56.7
Critical thinking 19.4 64.5
Leadership flexibility & styles 33 46.7
Teambuilding 29 48.4
0 10 20 30 40 50 60 70 80 90 100 PercPenertc %en t Very Important Extremely Important Very Important Extremely Important
Ta ble 4.7: Leadership Theory Skills: Comparing Student, Industry and Administrator Responses
Percent Response Chi-Sq. ("Very or Extremely Important") Probability Students Administrators Industry Student vs. Student vs. Industry vs. Admin Industry Admin Leadership flexibility/styles 92.2 100.0 80.0 0.221 0.108 0.043 Sa fety & risk assessment 94.1 100.0 96.8 0.293 0.588 0.441 Client & interpersonal care 86.3 100.0 93.5 1.044 0.307 0.271 Cle ar communication 94.0 94.4 90.3 0.377 0.539 0.611 Decision making 96.1 100.0 90.0 1.205 0.720 0.166 Cr itical thinking 92.2 83.3 83.9 1.355 0.244 0.961 Teambuilding 98.0 88.9 77.4 9.310 0.002 0.441 Problem so lving 100.0 94.4 86.7 7.153 0.007 0.393
Options relating to management skills provided the most diverse set of opinions
and statistically significant differences. This may be because of the two viewpoints
sought in this research study, i.e. with one group of administrators and industry
employers whose businesses are centred around hard skills and guiding styled programs
and businesses, while another group was affiliated with management oriented adventure
companies and education programs. Respondents’ answers were likely to reflect their Vision for Outdoor Recreation at Capilano College 93 area of specialty (hard skills or management skills). Interestingly, administrators were
split on these latter two options, and with 95%strongly supported marketing, but only
50% supporting financial management (Figure 4.8). In contrast, 84% of industry
respondents viewed financial management as an important piece of education support
(Figure 4.9). There were also notable differences in administrator’s responses versus
industry in the question relating to the relative importance of facilitation. This can be
seen in the bolded-gray chi-squared figures on the right side of Table 4.8, where
administrator’s felt this was of far greater importance than industry did. 100% of
administrators deemed facilitation as valuable, while only 60% of industry employers
did. It is not clear why there was such a discrepancy, however it may be that the term is
too broad and apt to be interpreted differently. It should be noted that the administrators
were asked this question verbally, while industry members filled it out in a mail survey.
Finally, administrator’s believed that written communication skills were 20% more
important than industry employers (Figures 4.8 and 4.9). It is unclear why written communication is valued less by industry. My only attempt at explanation is that perhaps a selection of industry surveyed only required outdoor guides (where written communication is not required to any great extent). These respondents may have reduced the numbers in this skill area.
Not surprisingly, students were not as enthusiastic about management-oriented skills as seen in Figure 4.7. However, more than 80% saw entrepreneurship, and program design, development and evaluation, as very important parts of their education. Greater than 75% believed learning to facilitate groups, time management, possessing superior written communication skills, and being able to use information technology were Vision for Outdoor Recreation at Capilano College 94
essential skills in this type of program. However, slightly less than 70% saw the relative
importance of marketing and financial management (Figure 4.7).
The option of program design and development was only posed to industry and
students and both rated it as their highest choice in this category. The option was called
research and development with administrators, and unfortunately is difficult to compare
their thought on this. The other major finding in this question is the administrators and
students support for entrepreneurship (100% and 81% respectively), while there was far
less support (only 61%) from industry. Since most employers surveyed were
entrepreneurs themselves, I believe they saw less value in this because this role was
already covered in their businesses. These differences are easily seen with the gray
bolded figures in Table 4.8. Finally, one common student comment in this area was to
request the management courses be more project-based and taught by practitioners in the
field. Any application of these into the workplace was seen as more applied, and hence
more valuable.
Figure 4.7. Student Views Regarding Content of Management Oriented Skills Figure 7. Student View s Regarding Content of Management Oriented Courses (Q9)
Program design, develop, evaluation 33.3 51
Entrepreneurship 47.1 33.3
Facilitation 45.1 31.4
Time management 37.3 39.2
Written communication 43.1 33.3 Information technology 45.1 29.4
Marketing 39.2 29.4
Financial management 46 22
0 10 20 30 40 50 60 70 80 90 100 Percent % P ercent Very Important Extremely Important Very Important Extremely Important
Vision for Outdoor Recreation at Capilano College 95
Fig ure 4.8. Administrators Views Regarding Content of Management Oriented Skills Administrators Views Regarding Management Oriented Skills
Written communication 38.9 61.1
Entrepreneurship 44.4 55.6
Facilitation 100.0
Marketing 55.6 38.9
Information technology 33.3 55.6
Time management 33.3 50.0
Organizational Management 33.3 27.8
Financial management 50.0
Research and development 27.8 22.2
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent % VeryV Iemryp Iomrptoarntatnt Extre mely ImEpxotrretmaenlty Important
Figure 4.9. IndFiugusret r1y5. IVndiueswtry sV iRewes gRaegradrdiingg C oCntoent toef Mnatn aogfe mMenat nOraiegnteemd Sekinllst ( QO5)riented Skills
Program design, develop, evaluation 58.1 25.8
Financial management 38.7 45.2
Time management 51.6 32.3
Written communication 38.7 41.9
Marketing 22.6 45.2
Information technology 40.0 26.7
Entrepreneurship 37.9 24.1
Facilitation 43.3 16.7
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 Percent %P ercent Very Important Extremely Important Very Important Extremely Important
Vision for Outdoor Recreation at Capilano College 96
Ta ble 4.8: Management Oriented Skills: Student, Industry & Administrators Responses Percent Response Chi-Sq. ("Very or Extremely Important") Probability Students Administrators Industry Student vs. Student vs. Industry vs. Admin Industry Admin Time management 76.5 83.3 83.9 0.643 0.423 0.961 Fin ancial management 68.0 50.0 83.9 2.510 0.113 0.011 Facilitation 76.5 100.0 60.0 2.458 0.117 0.002 En trepreneurship 80.4 100.0 62.1 3.206 0.073 0.003 Marketing 68.6 94.4 67.7 0.007 0.933 0.031 Wr itten communication 76.5 100.0 80.6 0.196 0.658 0.046 Information technology 74.5 88.9 66.7 0.571 0.450 0.085 Pro gram design, develop, evaluation 84.3 - 83.9 0.003 0.958 -
In addition to the skills listed above (Figure 4.9), a number of industry
respondents took the liberty to list other management-oriented skills they deem would be
of value. These include, business plan development, customer service skills, human
resource management, graphic design, promotion management, government legislation,
labour law, and contractor versus employee issues. In contrast, 100% of administrators
deemed facilitation as valuable, while only 60% of industry employers did. It is not clear
why there was such a discrepancy, however it may be that the term is too broad and apt to
be interpreted differently. It should be noted that the administrators were asked this
question verbally, while industry members filled it out in a mail survey. This would be a
good question for future research
Both industry and students were explicitly asked about integrating classroom
work into the community. Figures 4.10, 4.11 and Table 4.9 show that 96% of the students
wanted their learning integrated into the workplace, while 92% wanted current issues in
their community integrated into the classroom. In contrast, industry did not see the same
significance of integrating community issues into the classroom, nor did they see the Vision for Outdoor Recreation at Capilano College 97
same value of having the students integrate their coursework into the community.
However, comments made by industry employers suggested more integration into the
workplace is integration into the community. A selection of comments included, “as
much on the job training as possible (would) serve the students well.” Another
respondent suggested an example of combining a safe driving certification course
through a private provider, then practicing those skills driving unpaved roads with a
guide outfitter. Although there was a significant discrepancy between support for
integration into the community between industry and student comments, it is likely this
difference is due to what each sees “community integration” meaning. What was clear
was that students wanted to know how to connect their values and goals, their intellectual
passions and capacities, and their learning experiences in college, to their work lives. The
overall view from students was integration between community, industry and the
classroom was deemed an important part of their education.
Figure 4.10. Student VFigiuerew 9.s S tRudengt aVirewdsi Rnega rCdinug rCrurircicululmu Imnte gIrantitoen ginrtoa Ctoimomnu niintiyt (oQ 12t)he Community
Integrate learning into the 56.0 40.0 workplace
Current issues in the community 52.0 40.0
Coursework into community 40.0 46.0
External certs. Into curriculum 26.0 50.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent Percent % Very Important Extremely Important Very Important Extremely Important
Vision for Outdoor Recreation at Capilano College 98
F igure 4.11. InFidguures t1r7.y In Vduisetrwy Vsie Rwse Rgeagarrddiinng gC uCrricuurlurmi cInutelguramtio nI innttoe tgher Caotmiomnu niitny t(Qo8 t) he Community
Integrate learning into the 58.1 workplace 29.0
External certs. Into curriculum 38.7 25.8
Current issues in the 46.7 13.3 community
Coursework into community 22.6 19.4
0.0 10.0 20.0 30P.0ercen4t 0%.0 50.0 60.0 70.0 80.0 90.0 100.0 Very Important Percent Extremely Important
Very Important Extremely Important
Table 4.9: Integration of Curriculum into Community & Workplace
Percent Response ("Very or Extremely Important") Chi-Squared Students Industry Probability Integrate learning into the workplace 96.0 87.1 0.137 External certifications into curriculum 76.0 64.5 0.265 Current issues in the community 92.0 60.0 0.001 Coursework into community 86.0 41.9 0.000
4.4. Course Delivery Locations
The first set of questions posed solely to the student’s regards where and how they would like courses delivered. Students overwhelmingly (86% - 98%) wanted expedition
based courses as seen in Figures 4.12 and 4.13. Three-quarters of all the students thought
it was very or extremely important to offer courses at multiple locations thereby utilizing
a diversity of field locations. Comments such as “outdoor recreation leadership must Vision for Outdoor Recreation at Capilano College 99 continue its delivery in an interdisciplinary style and balance classroom with field experiences” were common. Other comments such as, “Leadership is best learned by doing, so let’s get out there” and “the more hands-on the better”, provide some perspective on what the students require for optimal learning. A member of the faculty, who did a study in 2003 looking at student views and opinions, corroborated this result
(Davies, 2003). Davies suggested field trips and partnerships with employers were the
most popular delivery methods requested by outdoor recreation students. Least popular
was online and weekend seminars. Currently, the outdoor recreation program offers its
curriculum in classrooms with periodic field trips, while the Wilderness Leadership
program spends approximately 80% of its time in the field. Only 63% of the students
believed classroom based instruction with occasional field trips were the best way to plan
a future degree. Several student comments requested the college be as flexible as possible so students could focus in their chosen specialty. Others stressed it was important to not have the program too intensive as time is required to absorb and reflect on information.
The final overriding comments in this area were the ‘learning by doing’ leadership components, where this hands-on aspect of field education is an important piece of a
student’s education. Vision for Outdoor Recreation at Capilano College 100
Figure 4.12. Student Views Regarding Delivery Locations for Field and
InterpretFiviguere S2. kStuidllesnt Views Regarding Delivery Locations for Field and Interpretive Skills (Q2)
78.0 Expedition based 20.0
Coursework in multiple locations 37.3 37.3
College based with field trips 42.9 20.4
Coursework based at a field school 36.7 20.4
Classroom only 6.1 0.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent Percent % V ery In teresVteerdy Interested E xtrem ely InEtxetrremeeslyt eIndterested
Figure 4.13. StFuigdureen 5t. SVtuideewnt's VRieewsg Raergdaridningg Deelivleivrye Lroyca tLionosc oaf tLieoandesrs ohifp TLheoardy Sekrilslsh (Qip6) Theory
Expedition based 26.0 60.0
Coursework in multiple 36.7 36.7 locations
Coursework based at a field 40.8 22.4 school
College based with field trips 34.0 26.0
Classroom only 10.0 4.0
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
VeryP Inetrecreenstt e%d Extremely Interested Very Interested Extremely Interested Vision for Outdoor Recreation at Capilano College 101
4.5. Course Delivery Timing
The timing of delivery was more mixed in respondents’ agreements. As seen in
Figure 4.14, over 70% felt field and interpretive curriculum, as well as leadership programming, should be offered with full-day, weeklong courses. The students did not feel there was much need for other options such as weekend seminars, evening courses, and mixing online and face-to-face instruction. It is possible had there been more options to this question, there would have been a stronger correlation as to how best the department could deliver future degree courses in terms of timing. Related to this was the question asking, “what months are best suited to course delivery?” Students were asked to state whether it was usually or always possible to take courses at certain times of year.
92% stated fall was the best time, while 90% stated winter. This dropped in the spring to
76% and further to 38% for summer. The lack of interest in the summer was one of the bigger surprises in this series of questions as can be seen in Figure 4.15. However, in a previous study done by a colleague, there was greater interest in short term summer courses combined with a recreational venue (Davies, 2003). Vision for Outdoor Recreation at Capilano College 102
F igure 4.14F.ig Surteu 3d. Setnudt eVnt iVeiwewss Reeggaradrindg iDnegliv Derye Tliimveinrgy o fT Sikmillsi (nQg3 ,7o f& 1S0k) ills
76.4 Week long courses with full 56 days 41.2
40.0 Wee kend seminars over 44.0 many weeks 26.0
35.4 Evening courses over 39.2 semester 27.5
30.0 Mixing online & face to face 26.0 11.8
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0
LeadeLrsehaipd Tehrseohriyp TheoMryanagemenMt Oanrieangteedm ent OFireiledn atnedd InterpretaFtiioenl d & Interp
FigurFeig u4re.1 150.. Sttuudednet nVite wVsi oenw Mso ontnhs MSuoitendt tho sD Seluiveitrye dof tDoe gtrheee CDouerlsievse (rQy1 3o)f Degree Courses
44.9 Fall 46.9 8.2
40.8 49.0 Winter 8.2 2.0
29.2 45.8 S pring 16.7 8.3 16.3 22.4 Summer 36.7 24.5 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0 Percent
N ot Possible Sometimes Possible Ususally Possible Always Possible Not Possible Sometimes Possible Usually Possible Always Possibl e
Vision for Outdoor Recreation at Capilano College 103
4.5. Student Interest in Degree
Figure 4.16 shows that more than half of all students were very or extremely interested in a future degree in this field. It must be noted a portion of the respondents were already Tourism Degree students, so this likely brought the average down for this question. When comparing the student groups, only 8% of degree students showed interest, while 70% of diploma students were very interested. The lack of interest from the Tourism Degree students likely reflects their current status in an existing degree as well as their interest in tourism as opposed to outdoor recreation.
Figure 4.16. Students Level of Interest in an Outdoor Recreation Degree Figure 13. Students Level of Interest in this Degree (Q16)
Extremely Interested 27.1
Very Interested 27.1
Somewhat Interested 25.0
Not at all Interested 12.5
0.0 5.0 10.0 15.0 20.0 25.0 30.0 Percent
4.6. Other Industry Perspectives
Industry respondents overwhelmingly (86%) wanted to participate in the development of curriculum as can be seen in Figure 4.17. This was extremely encouraging and will certainly form a recommendation in the conclusion section of this project. Vision for Outdoor Recreation at Capilano College 104
Figure 4 .17. Industry Views Regarding Their Involvement in Curriculum Figure 4.16. Industry Views Regrading Their Involvement in Curriculum
Extremely Important 45.2
Very Important 41.9
Somewhat Important 12.9
Not at a ll Important 0.0
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0
Percent
Figure 4.18 shows that 77% of industry employers responding to the survey were
at least somewhat interested in hiring a practicum student and stated the more this could
be facilitated by the college, the better.
Figure 4.18. Industry Views Regarding Hiring a Practicum Student Hiring a Student
Somew hat Interested 41.9
Very I nterested 35.5
Somew hat Uninterested 9.7
Very Uni nterested 6.5
Unsure 6.5
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 Percent Vision for Outdoor Recreation at Capilano College 105
An open-ended question on the industry survey asked how the college could best train students for a position in their place of business. A selection of responses included:
“We hire on social skills such as personality and attitude”; “Integrate hard and soft skills more thoroughly in the curriculum”; “Provide students with as much on the job training as possible”; “Contract out some of the field courses and provide the students with directed skills practice time”; “Make sure you maintain high professional standards”.
4.7. Future Trends Identified by Adventure Industry Employers
Employers were also asked what trends they foresaw as important in the industry.
I thought that their view would help provide perspective when making recommendations for curriculum planning. The trends were grouped into the following categories: social, economic, political and technological. The highlights of their comments are listed in
Table 4.10.
Table 4.10. Most Common Responses from Industry on Future Trends
Trend % Thoughts on Trends Social 71% Future demographic changes will affect their business positively Economic 71% Outdoor adventure profession would expand and diversify Political 79% Policies and regulations would make it harder to do business Technological 75% Use of technology will help increase future business
Comments in this section were heavily weighted to political issues. A sample of these include, “Paperwork is turning our adventure industry into office jobs!”, or
“Government regulations are among the greatest impacts on our business”, and “The BC
Government is making it harder for small business to run effectively. Adventure travel will increasingly be an subsidiary of larger corporations who can pay government fees and manage their way through the regulations”. Comments like this appear to say that educators must teach students how the government affects their professional endeavors Vision for Outdoor Recreation at Capilano College 106 and those of the industry. Educating students on government policy can’t be done through
magazines, but by integrating real life regulatory issues into the classroom. Students must
have a framework of the political process and understand when, where and how they are
able to initiate change in the process. If the college is successful in this, it could graduate
students who could help employers with what is stated as one of their greatest
frustrations.
Industry respondents also had many comments on technology. However many
cautioned, due to its expense, the right technology needs to be suited to the best purposes.
Most respondents saw the Internet, as the major technology affecting their business, indicating that industry may have a somewhat narrow approach to technology, yet
understands its significance. Graduating students with a broad knowledge of technological trends may be useful to open new doors to employers hiring them. For instance, having an understanding that travel decisions are increasingly based on videotapes rather than traditional written brochures, a student could transform the
marketing plan of an employer if he/she were skilled in this area. Student’s knowledge of the latest equipment or clothing alternatives would also serve both employers and their clients well. Having a comprehension of how electronic devices, such as GPS devices can
be used in tandem with adventure tourism is of value to most employers.
Finally, many operators had additional comments on future trends. A representative sampling of these comments are included below in Table 4.11. For the purpose of future, planning a column has been created for existing courses that are associated with the trends mentioned. Vision for Outdoor Recreation at Capilano College 107
Table 4.11. A Selection of Industry Comments on Future Trends
Industry Thoughts on Trends Existing Course We must create opportunities that create careers and not just part Outdoor recreation time seasonal opportunities Practicum Businesses will be forced to be more flexible and work more Organizational collaboratively Leadership Disappearing wildlife habitat will cause decline for nature tourism Environmental so teaching ethics is very important Stewardship Growth in the industry could be accelerated with additional Policy and Planning government support The industry will change to more big company dominated style Policy and Planning People will be looking for shorter and closer to home trips Tourism Marketing Minorities are beginning to use our wild lands more and we need Cross Cultural to accommodate for this Communications Social commitment to protecting our remaining "wild places" and Natural History, the importance of a healthy and intact environment that is capable Environmental of sustaining abundant marine and terrestrial fauna and flora Stewardship cannot be understated. It is critical to the success of nature based tourism Booming economy in China should boost visitors to west coast Cross Cultural Communications High end, ultra specialized adventures and learning enrichment Tourism Marketing and travel As baby boomers reach retirement age many more will seek Tourism Marketing outdoor experiences for leisure, however, they will seek more covered beds (lodges/cabins) than traditional camping Reduce use of fossil fuels in business operations for environment Environmental and business reasons, as price of gas will double Stewardship NAFTA and its application will affect this industry Policy and Planning The Internet is how all people look at the outdoor recreation Computer industry Applications Embrace technology, yet understand its limitations Computer Applications Global warming and climate change will impact our business Weather and Climate
4.8. Views of Other Administrator’s of Adventure Education Programs in Canada
The views of adventure program administrators are provided below. When originally approaching them with my ethics form, I ensured that all comments would remain anonymous. Therefore, specific quotes are not attributed to any specific person. Vision for Outdoor Recreation at Capilano College 108
When asked what makes a successful program, administrators stated the most
important aspects include group bonding and a mixture of mature and juvenile students in
the class. A diversity of past experiences followed by the ability to interview students
prior to entry, rounded out the most important factors of a successful program (Figure
4.19). In addition, administrators added other factors, including student’s long-term
goals, their maturity, the support students receive from the college, whether they have a
mentor, their relationships with the faculty, and their willingness to be introspective.
Figure 4.19. Administrator Views Regarding What Makes a Successful Program Figure 20. Administrator's Views Regarding What M akes a Successful Program (Q10)
Group b onding & dynamics 88.2
M a ture / juvenille ratio 70.6
Pre screening & student interviews 58.8
Previous life experience 58.8
High entry skills 35.3
High entry academics 29.4
M ale / female ratio 23.5
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percent Yes
There is a unified view from the administrators that technology is only a means to
an end, not the end in itself in teaching. They stress face-to-face contact is far more
important than teaching electronically. Many suggested technology should only be used
where it can aid in understanding, not just implemented for the sake of using the
technology. The administrator’s across BC and Canada suggested there is a wide array of Vision for Outdoor Recreation at Capilano College 109 technological applications in use in their programs. Most common was audio and video in
the classroom, followed by PowerPoint presentations, CD Rom use, web based
assignments on a student portal system, and multimedia slideshows. All of these were
used by at least half of the faculty in the adventure programs used for this research. Of
lesser use were web broadcasting, online discussions (Web CT) and video conferencing.
Other technology used by several institutions included: GPS units, GIS mapping, a link
with TV Ontario, personal digital assistants (PDA’s), satellite and radio phones, video editing and first aid defibrillators.
Administrators of programs were also asked a series of qualitative questions
relating to two main themes – student employability, and program development and
improvement. The following is a summary of their responses.
Most program administrators found tracking students after graduation too
cumbersome and a drain on resources. However, many used tracking information
provided from the Ministry of Education or their institution. Others mentioned, since they
were a ‘one-man-show’ they had a good, yet informal, system in place as students always kept in touch. Only two program administrators did this themselves through their office assistant or their alumni via a newsletter. All administrators’ thought there was value in
information obtained through tracking that could help them with future planning. One
adventure program administrator mentioned they gave this a good effort several years ago
trying to track via email, but it apparently failed.
Most administrators stated that all of those students who are diligent and have the
right attitude, would find work almost immediately (full time or part time) upon
graduation. Administrators thought that about 22% of their graduates move to an Vision for Outdoor Recreation at Capilano College 110 unrelated industry, while 15% return to school. Several administrators suggested students
use the summer following graduation to clarify their goals and therefore, some may have
the right attitude but simply wish to travel and reflect on their education. This
preponderance of students to travel after graduation is more likely in the longer degree
programs rather than the shorter certificate programs.
Few program administrators had a system in place for their students to be mentored by someone else, but those who did, provided some interesting answers. Some institutions assign faculty eight to ten students to provide mentorship, academic advising and general career and personal guidance. It should be noted this participation is optional on the faculty’s part. Another administrator stated their program utilized the student society to act as a big brother / big sister by pairing up the first and second year students, while others see practicum supervisors as mentors. A further administrator suggested they
were in the process of looking to the advisory committee to oversee mentoring. One comment that reflected what many stated, “The support students are getting from the
college and department, as well as the relationship they have with the community and each other is a large factor in the success they achieve.” However, not everyone felt that the institution needed to provide mentors. One administrator felt students who would find value in mentorship, would find their own guides.
Every program administrator stated they had both formative (ongoing) and summative (end of program) evaluation. Some programs were said to focus on specific areas each year, while others look at every aspect of programming annually. Some evaluations involve just the program manager and a dean, while others involve a student representative, the advisory committee, faculty and staff. Several administrators Vision for Outdoor Recreation at Capilano College 111 mentioned the resources that need to be devoted to evaluation are difficult when they are running a “one man/woman show”. They note that evaluation is easier when the institution formalizes systems for it. Overall, the findings from this question showed that the formative evaluation processes were much more consistently performed than the summative ones. One anonymous administrator provided an example,
Faculty is asked to self-evaluate curriculum and outcomes. We look at what skills
and knowledge we want the students to exit with annually. An advisory
committee also looks each year to see if the curriculum is current. Finally, we ask
faculty to match course outlines against program outcomes each semester.
The information gathered from evaluation is then integrated into programming in different ways. Some program administrators are able to implement changes immediately
– especially if they are safety issues. Others find they must wait until the end of the program before they can manage changes. Some bring together advisory groups, faculty and staff as they restructure course outlines, while other program directors simply do it on their own. Overall, there didn’t appear to be a better way of listening to student input than what the Capilano College OREC Department already offers with the student ‘bag lunch’ discussion. The bag lunch offered by the OREC Diploma program provides students with an opportunity to sit down with faculty each month to discuss thoughts, ideas and concerns. One addition to this however, might be to have the class representative / president provide a semester or annual report in lieu of another assignment. This would provide a tracking system for issues that re-occur over the years.
One of the anonymous program administrators that seemed to rely on more external input, had this to say, Vision for Outdoor Recreation at Capilano College 112
Our advisory board helps us and is comprised of industry, Christian camp
managers and students. They give us a lot of direction and suggest changes to
course content. Creating and dropping courses are bigger issues so we are more
likely to make changes existing courses.
Most administrators thought accreditation of Canadian programs would be beneficial to students and industry, however almost everyone noted caution with this as well. Many cautioned not wanting to be “clone programs”, removing the individuality currently existing. Any accreditation push should build in a great deal of flexibility, and concentrate primarily on the safety and ethics aspects of education. Administrator’s felt that consistency in programming would professionalize this type of education and serve industry well; students would find education mobility easier and their ability to get employment in other areas of the country would be simpler. Others questioned if the cost would end up getting transferred to the student, and whether it would be done properly if in Government hands. Administrator’s suggested the U.S. accreditation model from the
Association of Experiential Education, would not work in Canada due to its ‘south of the border’ focus where the educational system is structured differently than in Canada.
When asked about whether their department had a strategic plan they followed, only two of the administrator’s surveyed said yes to any formal system. Those saying yes mentioned that others led these plans such as an academic dean, or the president of the institution. Strategic planning was often associated with departmental budget planning for one program. Others stated this style of planning was often attached the implantation of a business plan. Every administrator believed strategic planning would be valuable, but concerns were raised as to where the resources would come from to create this type of Vision for Outdoor Recreation at Capilano College 113 planning. Overall, most program administrators admitted they were reactive, rather than
proactive, in this area. Several administrators mentioned, that if they had a strategic plan,
it should be monitored at least annually and probably tied to annual budgets.
For those adventure education programs residing in BC, the survey asked about the Ministry of Water, Land and Air Protection’s land permit process as it pertained to their current application status. A number of the programs had all their permits in place, while others only use parks (Provincial and Federal), which have different permit systems. A few have not even applied and said they would “cross that bridge when they came to it”. Others suggested the department must comply if only to be good model citizens and to, “practice what we preach”. One suggestion from this question was to have students involved in the real process.
When asked what partnerships are very important for the success of their program, respondents suggested connections with industry and certifying associations.
Others added contact with tourism associations and other educational institutions
(articulation agreements) are very useful. One respondent had a very successful partnership with the local school board and stated, “Our students work with kids in the school system. This gives our students teaching skills in areas such as climbing. We have a joint program with (a local) ski resort”. Others had partnerships with First Nations communities, external departments within their institution, community organizations and government ministries.
Several large programs surprisingly did not have advisory committees; however,
80% of the programs queried did. A comment from one of he 20% who lacked this committee stated having many practitioners teaching made this unnecessary. One Vision for Outdoor Recreation at Capilano College 114 administrator thought their plan of “student leadership days” was very successful. These leadership days would see students working with industry and guiding other members of the institution including faculty, students and staff. The student planned and carried out an entire trip in consultation with the advisory committee, faculty and industry.
When asked about the importance of raising their programs’ profile internally within the college, 75% of administrators stated this was important to the longevity of their program. Comments made from one of these administrators suggested the more the senior college administration is conscious of what a program is doing, the more likely it is that they will be remembered when it comes to prioritizing college dollars. Many stated they increased their departmental profile with personal contacts within the college, while others emphasized awards or getting other college faculty to come on courses. All programs maintain websites, and many do presentations at career days, or sponsor adventure conferences. One surprise was from an administrator who said he advertises in publications he knows are read by other members of the college community. Finally, cross-departmental projects and departmental newsletters were seen as a good way to let the external college community know about their programs.
Every interviewee appeared to know his or her strengths very clearly.
Interestingly, many of their strengths were also their challenges. Some of the more prominent adventure education program strengths included:
• Realistic and clearly stated outcomes
• Low dropout rates, impeccable safety records
• Contributing to the greater good, excellent faculty who are active in the field
• Remote location, breadth of program Vision for Outdoor Recreation at Capilano College 115
• Partnerships with certifying bodies
• Balance of soft and hard skills
• Faculty-student relations
• Connections to industry and community
• Being ahead of the curve in adventure tourism
• Small size of their program
Administrators were also very clear of the challenges they faced on a daily basis.
Interestingly, some of these weaknesses were viewed as strengths as well. Some of the
more prominent program challenges included:
• Limited marketing resources
• Gaining respect within the institution
• Remote location
• Budgetary constraints
• Inability to screen students
• No access to student loans
• Increased competition
• Staying relevant
• Permits and regulations
• Smallness of the program
• Running a ‘one man show’
The Outdoor Recreation Department at Capilano College has many of the same strengths and weaknesses as reflected in the SWOT analysis.
Vision for Outdoor Recreation at Capilano College 116
4.9. Chapter Conclusion
To conclude, a summary of faculty thoughts is warranted. Faculty suggests that their students are asking for accessible, affordable and relevant education. They relate that students are requesting the department get them into the community and integrated into projects such as the mountain bike festival and the coast mountain’s adventure races.
They acknowledge the students wish to facilitate a lifestyle as much as a career. Faculty comment the students are asking them to be adaptable to changing trends in the marketplace and help them make connections in the industry. An environmental scan helped clarify the array of hard and soft skills offered in the industry and also helped focus Capilano College’s adventure program niche. Students clearly stated their opinions regarding the importance of environmental curriculum, and the desire to receive skill certifications within the program. In addition, students requested to be both taught through experience and to learn interpretive teaching methods themselves. Industry and administrators also believed in the importance of environmental and interpretive teaching, but differed in their viewpoints regarding integration of students into the community. All groups believed safety and leadership skills were extremely important, whereas management skills were less of a priority for some respondents. Finally, there was a great deal of interest in both intensive and expedition styled courses run outside of the summer work season. This combination of student responses, and industry opinions, along with faculty and other administrator’s thoughts and ideas, provides the basis for the final part of this document – the conclusions and recommendations.
Vision for Outdoor Recreation at Capilano College 117
Chapter 5 – Conclusions and Recommendations
5.0. Introduction
This research provides insight into the thoughts, ideas and opinions of those who take adventure education programs, those who run them, and those who hire the programs’ graduates. The survey results from this thesis corroborated many of the findings in adventure education literature, while contributing results to formulate a strategic plan for adventure education at Capilano College. In addition, the survey results provide both a regional and national scope to complement the primarily American literature that exists in adventure education. More specifically, this chapter gathers conclusions from the survey data, along with observations from the literature, to provide recommendations for the Outdoor Recreation Department at Capilano College. The chapter is divided into the several main sections outlined in Figure 5.0. Vision for Outdoor Recreation at Capilano College 118
Figure 5.0 An Overview of the Recommendation Categories in this Chapter
Recommendations in this chapter are derived from a combination of the results from the research (environmental scan, focus group, SWOT analysis and surveys) and the adventure education (and strategic planning) literature examined for this research. The recommendations provide a foundation to build a strategic plan as discussed in the process outlined in section 2.0 of this thesis.
Recommendations for
Strategic Planning at Capilano College
Enviro nmental Scan Recommendations Arising from Adventure Industry Trends Program Evaluation Technology in the Accreditation Classroom
Other Relevant Trends Strate gic Partnerships
Recommendations for Student Tracking & Proposed Outdoor Building Alumni Recreation Degree at Student Targeting Capilano College
Community Integration Raisin g Departmental Profile Student Development Curric ula Laddering
Internationalization of the Student Employability Curriculum
Proposed Degree Courses Student Mentorship
Additional Degree
Reflective Thoughts on Recommendations Process Vision for Outdoor Recreation at Capilano College 119
A strategic planning process provides a common vision and path that all members
of an organization can follow. It presents a focus that utilizes the unique strengths of all those involved in it. A strategic plan helps move an organization ahead and help foster innovative thinking amoungst its members. Yet, when I asked adventure education administrators about their use of strategic planning, most answered they did not have a system in place for this. In several cases, the senior administrators of the college or university were responsible for this type of planning, and adventure education departments were only a small part of an overall college plan. All respondents, however, saw great value in a departmental long-range plan and many suggested that if they had
one, the results would be reviewed annually at budget time. However, many wondered
where the resources would come from for this, while others speculated about how they could add it to their already demanding schedules. The conclusions reached from questioning adventure education administrators on strategic planning were clear: if the time and financial resources are available, and the will is there, then strategic planning should be a priority. A note of caution from the literature, however, suggests being certain that the entire faculty is in support of the process (Chiarelott et al., 1991) when this process is prioritized.
The Capilano College Outdoor Recreation Department has decided being strategic in a planning process is a priority. This thesis chapter provides conclusions reached from this research and presents recommendations to help build a strategic plan for future outdoor recreation programming at Capilano College. This chapter also provides suggestions arising from industry trends, as well as offering suggestions specific to the Vision for Outdoor Recreation at Capilano College 120 planning of an Outdoor Recreation Degree specialty in the current Tourism Degree. It finishes with a reflection of the process.
5.1. Recommendations Regarding Strategic Planning for Outdoor Recreation at
Capilano College
Adventure education administrators were asked questions relating to evaluation methods, accreditation, their use of strategic planning, land tenure status, what predicts success in their programs, student tracking and targeting, partnerships, profile, evaluation, and their views on the strengths and weaknesses of their programs. In retrospect, the questions on accreditation, strategic planning and land tenure, provided either too little information, or were too broad of topics to broach in this paper.
Therefore, each of these areas is only addressed minimally, while other topic areas provide more detail. The first set of detail comes from looking externally to the college environment at other programs. This was done through an environmental scan.
5.1.1. Environmental Scan.
Revisit the environmental scan of Canadian programs every two-years to track where Capilano College adventure education programming is in relation to other
Canadian programs.
This periodic scan is supported in the literature including by McNutt (1992).A good strategic plan periodically conducts both an internal and external environmental scan.
This provides an organization with a greater understanding where they are in relation to others. For this research, a scan of all other British Columbia programs and several major
Canadian ones, was conducted. The scan highlighted the following information in each program: contact information, program length, specialty, entry requirements, laddering Vision for Outdoor Recreation at Capilano College 121 and articulation, program cost, core curriculum offered, certifications, and if a work
placement is involved.
A study of US models be completed to help guide the future planning for a stand-
alone Outdoor Recreation Degree.
This survey should provide information on the curriculum of existing US based
programs, along with their structure and graduating requirements. It should be noted that
the details of US programs might not be applicable to Canada, but the models may be.
Review the departmental strategic plan annually with all faculty to keep the strategic planning process current.
According to McNamara (2004), the importance of a strategic plan is in the process itself.
Its success comes from faculty both understanding, maintaining and supporting it.
Carry out the program’s internal scan every two years when updating the scan of other programs.
This internal scan looks at an organization’s strengths, weaknesses, opportunities and
threats (SWOT). This provides a detailed analysis of areas to build on, others to avoid
and where an organizations sights for the future.
Create a vision statement and set of core values specifically for Outdoor Recreation.
A vision that can be easily communicated, and has emotional appeal, is important to
ensure everyone has the same focus in a strategic plan (Kotter, 1996). A vision would
become the department’s statement of philosophy about itself (McNutt, 1992). This
statement should be added to the department’s website and communicated to its students.
A proposed Capilano College outdoor recreation vision to present to faculty is provided
below and supported by a methodology offered in Table 2.1. Vision for Outdoor Recreation at Capilano College 122
Outdoor Recreation Programming will be recognized as a department that integrates its
students into the local and global community. It will connect students with alumni, faculty
and employers in the adventure industry while ensuring its relevance in this constantly
changing field.
Create a set of values statements for the Outdoor Recreation Department (connecting to
Capilano College’s values in Table 4.5.). Drafted in a way relevant to the literature
reviewed in this research, a statement could read like what is offered in Table 5.0
Table 5.0 Proposed Values Statements
Student Strive to provide students with opportunities to achieve their Learning personal goals Learning Strive to provide content appropriate environments with caring Environment and inclusiveness Instructional Strive to provide practitioners and faculty who see professional Excellence development and experiential ways of teaching a priority to fostering student learning Community & Prioritize strong community and industry involvement to support Industry student learning Involvement Communication Provide open and direct communication to the students
5.1.2. Program Evaluation.
Create a Program Evaluation Committee made up of an alumni member, industry
employer (one who is active as a practicum host), faculty administrator, student
representative and the departmental convener / manager, to review Wilderness
Leadership and Outdoor Recreation Management and to create an annual report.
Administrators viewed program evaluation as essential to keeping their programs current,
providing the students with a voice, and for developing successful programs in the future.
The literature also stressed its importance, including using both formative and summative
evaluation methods (Attarian, 2001; Warner as cited in Miles and Priest (2000). This Vision for Outdoor Recreation at Capilano College 123 committee should compile evaluative data (such as surveying student needs, bag lunch evaluations, instructor and course evaluations) and provide a brief annual report to the senior program administrator with their recommendations for the future. A student’s participation in this committee could take the place of an assignment or other method of evaluation for the student. The report should be administered by the Evaluation
Committee and housed in the administrative offices in both a paper and, an easy to search, digital copy.
Disband the idea of creating an advisory committee and integrate industry in other, more productive, ways.
The Outdoor Recreation Department has struggled to create a functional advisory board for many years. It has often taken the shape of a twice-per-year dinner meeting with a dozen industry professionals focused on industry feedback. The group is assigned tasks to work on before the next meeting, which doesn’t take place until another season.
Historically, little has been accomplished from these and the advisory has appeared to fail. It is suggested the department doesn’t create an advisory board. Instead, the college should actively continue to integrate industry employers in the following areas (several of which are mentioned in more detail below): class lectures, practicum placements, the industry 100 list, alumni contacts in industry, mentorship group, and three new committees - the Curriculum Design Committee, the Program Evaluation Committee, and the Exit Outcome Sub-Committee.
5.1.3. Land Tenure Status. Vision for Outdoor Recreation at Capilano College 124
Begin the process of securing all tenure and park permits for land used as part of
the Capilano College adventure education programming and integrate the process
into student learning.
The next question pertained to land tenure status. The survey question was only presented
to the BC adventure education administrator’s. Their answers consistently stated the
importance of the adventure industry, including adventure education programs, to address
this regulatory task. More than half the respondents either had permits in place or were in
the process of completing them. This question also highlighted the need and importance
for Capilano College to have a voice at the provincial level regarding this topic. There are
many reasons to include ourselves in this process including, the large size of the program, its history and the leadership capacity the program holds in this field. Land tenure is also an important topic to integrate into the classroom. The surveys revealed industry respondents saw regulations such as tenure, as being one of the most difficult stresses in
their business. Graduating students who are familiar with these real-life issues could ease
this stress and provide invaluable skills for an employer. This integration of real-life
situations is supported strongly in the adventure education literature including in the work
of Eisner (2004), Gartner and Lime (2000), and Moulds (2004).
5.1.4. Strategic Partnerships.
Begin taking leadership in the area of risk management for Greater Vancouver high
school outdoor programming by initiating a conference on the subject.
The creation of partnerships may be one of the single most important aspects of program
development (Eisner, 2004). Being strategic about them means being proactive with
whom to partner, and what are the right reasons for a partnership. One partnership Vision for Outdoor Recreation at Capilano College 125 opportunity that the college may be in a position to take initiative in is in the field of risk management. The OREC Department has a very detailed risk management plan that has been developed over many years. In addition, it has access to other similar plans, and a host of instructors knowledgeable on this topic. The first step to initiate a risk management conference is by creating a needs assessment survey. This idea came after a survey interview with the adventure program administrator of Algonquin College, which held a similar conference this past spring.
Work with the Squamish District and the BCCETLI to make Capilano College outdoor recreation programming an infrastructure hub for outdoor recreation delivery for BC
Review how the BC Centre of Excellence in Tourism Leadership and Innovation can help the OREC department work more closely with associations and organizations in the industry. Determine how the college can play a role for outdoor leadership and experiential education as well as how the OREC department can form closer relationships with certifying OREC skill associations.
The OREC department should work with Capilano College to reduce the section loads of courses for a faculty member thereby providing the flexibility of hiring an outside provider who is specialized in a particular area
The reduction in section loads could be made up through other means such as mentorship of students (discussed later in this section). The literature suggests having industry practitioners teaching in their areas of specialty is extremely beneficial to student development (Plaut, 2001). It is recommended the administrators of the Outdoor
Recreation Management and Wilderness Leadership programs not only come from the Vision for Outdoor Recreation at Capilano College 126 field, but bring in specialists to teach mini-workshops within the classes. This may mean a typical one-section course would only be .89 of a section, with the other .11 going to an external provider bringing in outside expertise. As an example, the College could hire a company such as Pinnacle Pursuits to provide a workshop on teambuilding. Companies such as this already specialize in adventure-based corporate development, and may be able to provide the students with more than the college could offer them.
5.1.5. Student Tracking & Building Alumni.
Tracking students after graduation is difficult with our rapidly changing and mobile society. Tracking adventure recreation students is especially complicated due to the seasonal nature of the field and the wide range of opportunities across the country.
Many program administrators surveyed felt they had a pulse on where their former students were, simply because they were the primary contact when students came back to visit or request a reference. The problem with this, they recognized, was the disappearance of the knowledge if they leave the program. All acknowledged that tracking is essential to understanding the quality and applicability of the department’s curriculum to the workplace. Several found the provincial tracking system useful for loose planning, while others utilized staff to phone or send surveys to former students.
From their comments, the following conclusions were reached and recommendations are provided.
Have support staff summarize the BC Government’s tracking of tourism/ recreation students and send it to faculty
The provincial tracking is useful for general administrative planning providing faculty with an overview for where the students are going after graduation. Provincial tracking Vision for Outdoor Recreation at Capilano College 127 surveys students one year, five years and ten years after graduation and focuses on employment. It provides information on tourism but is less specific on the adventure tourism industry. However, its conclusions provide faculty with some useful information to apply while teaching their courses. Even though this tracking only provides general information, it would help give guidance in lesson planning, assessment criteria, and curriculum adjustments.
Have an office assistant spend one workday each semester with an alumni member taking on the role of tracking grads by phoning and/or sending a survey.
Compiling supplementary data on graduates is useful as it provides the members of the
OREC Department to contact past students. This helps in building an alumni, connecting current students to graduates, extending the department’s connection to industry, bringing in former students as speakers, and keeping abreast of how the program’s exit outcomes fit the workplace (McKenzie, 2000). The database created by the alumni in 2003 can be used as a starting point. The alumni board can create a survey and ask such questions as employment status (full-time or part-time), field of work, geographic area, and contact information. This should be a formal process with a lead alumni person having direct access to an administrative assistant. It should also be set as part of an annual procedure.
According to comments from an adventure education administrator, it is recommended not to rely on email for this process unless specified by the respondent. It was suggested that much time was spent creating a database and it did not produce good results.
Have the alumni create a newsletter to keep past graduates in touch with current students. Vision for Outdoor Recreation at Capilano College 128
Several programs across Canada had strong links between alumni and students, promoting an extended relationship with the college long after graduation. A newsletter
would link current students and the alumni board, providing a representative from each.
This quarterly/semester newsletter would highlight current events, student achievements,
field trips, or alumni in the workplace. Although it may be complicated, it is
recommended to review how all three programs- WLP, OREC and Scuba- could participate in a single newsletter. This would also help raise the profile and unite programs in the three different geographic regions of Sechelt, Squamish and North
Vancouver.
5.1.6. Student Targeting.
Work with the college marketing department to target older students thereby continuing to create a greater mix of mature and juvenile students in the classroom
All administrators stated having a mix of mature students in the classroom as a predictor of success in their programs. Experience, and the maturity that often accompanies it, is extremely valuable in an adventure education program (Medina, 2001). Setting a goal of a certain number of mature students per class may prove to be a wise choice for program improvement. A more diversified mix in the classroom is one reason for strong peer relationships, which in turn, leads to student growth (Gass & Priest, 1990).
5.1.7. Raising Departmental Profile.
Create a set of awards that can be offered within the department to all adventure education programs.
Raising a program’s profile within a college keeps it in the minds of administrators when decisions are made. To an extent, ‘tooting your own horn’ may provide a program with Vision for Outdoor Recreation at Capilano College 129 greater security and more resources to work with. Raising a program’s profile is also a great promotional tool. This set of awards would aid in tying programs in different locations together as well (Outdoor Recreation Management, Wilderness Leadership,
Scuba Instructors, and the future OREC degree students). A departmental retreat should allot time for faculty to express their thoughts on what this could look like. Once consensus is reached, create and assign a faculty member professional development ‘job description’ to coordinate this. Once implemented, highlight the awards in the alumni/departmental newsletter and to the greater college community.
Build and continue to support students in the development of real-life experiences as part of curriculum.
Providing students with real-life experiences was a major conclusion resulting from the literature surveyed (Eisner, 2004; Gartner and Lime, 2000; & Moulds, 2004) and from the survey results. The film festival put on by the OREC students and extended to the greater college community is an example of how the department already supports this.
Continue support of such actions and provide college support to build future endeavors.
An example would be helping the students liaise with the Capilano College marketing department to create a set of posters for the film festival designed to use each year.
The OREC Department should encourage faculty to participate in courses with students whenever possible and support this as professional development.
According to the literature, a student’s rapport with faculty is a key predictor of their success in a program (Gass & Priest, 1990). Field courses offered by the department often begin with all students at the same skill level. Incorporating college faculty and students into the same skills courses would benefit both groups. The students would feel more ‘on Vision for Outdoor Recreation at Capilano College 130 par’ with the teachers, while the faculty would relate to the students from a common interest perspective.
The OREC Department should create a clear unified picture for all of its adventure programming.
It should be clear to the incoming student what choices are offered at the college in adventure education and how they relate to each other. This should be communicated in its marketing, its presentations during faculty professional development days, and as part of its orientations.
The OREC department should highlight the variety of certifications offered by
Capilano College Scuba, Outdoor Recreation Management, and Wilderness
Leadership programs, and connect them to the types of employment associated with them.
Capilano College is still seen as a leader in the Canadian adventure education field, producing a large number of certificate, diploma and degree students each year. In addition, it provides training through a wide array of courses. These, however, often get lost in the Capilano College certificate(s) and diploma. Student survey comments in this research suggested more clarity is needed about what is offered and how it relates to employment in the adventure industry.
5.1.8. Laddering.
Future program development should continue this strategy of laddering programs as much as possible while maintaining the flexibility to articulate between them.
Both the literature and the administrators acknowledged the successful strategy of providing laddering within a college and articulation agreements between colleges Vision for Outdoor Recreation at Capilano College 131
(Attarian, 2001). Students also asked for more flexibility and the ability to specialize
within programs. The current laddering process from the college’s certificate to diploma,
to degree, supports this. This process is shown in Figure 5.1.
Figure 5.1 Laddering of Curriculum in the Outdoor Recreation Department at
Capilano College
Advanced Tourism
Wilderness Management Leadership Degree Certificate Wilderness Outdoor 120 credits 15 credits Seamless Leadership Recreation Ce rtificate Management integration 30 credits Diploma Outdoor of curriculum and 60 credits Recreation laddering of credits Management Degree 120 credits
5.1.9. Student Employability.
Ultimately, curriculum is delivered so students can be employable when they
graduate. Many of the recommendations in this chapter concern an increased integration
between the department, the students and industry. Industry respondents were very
interested in hiring graduates from the Outdoor Recreation Management program and
most thought a degree in this field would be beneficial. The recommendations below are
derived from the collection of literature, as well as the responses from students, industry
and administrators.
Create a job ready profile document that can be emailed and faxed to employer
contacts before graduation. Vision for Outdoor Recreation at Capilano College 132
Many adventure program administrators felt students with the proper attitude and
motivation are able to obtain employment before they graduate. The college’s tourism department creates a ‘job ready’ profile document of graduates to have ready for industry and alumni contacts by March of their final semester/year. This document highlights the skills, abilities, interests and certifications of each graduating student.
Prioritize the building of relationships with industry and the community as part of
the OREC department.
One of the more significant findings discovered from administrators comments regarded
the close relationship many of them have with industry. This was especially prevalent in
the rural communities. Both the literature and every survey group were very supportive of
strong interconnections with industry (Zeiger et al., 1990). It is also suggested to have a
faculty member work with alumni to create a contact list of 100 (chosen as a round
number to be used for marketing purposes) British Columbia industry employers for
Outdoor Recreation Management and Wilderness Leadership students. Once created, this list will serve as the department’s contact for curriculum development, student placement and program evaluation. In addition, the employer contact list should be used in marketing the department’s programs to prospective students by presenting a solid and broad set of relationships with industry providers. It is suggested to begin with current local practicum contacts, faculty contacts, the industry used in this thesis research, and the information collected by the 2005 graduating class. With this 100-industry employers list, the following goals should be set:
Use the alumni as a conduit to plan and run a career day for OREC and WL students. Vision for Outdoor Recreation at Capilano College 133
This can be done each fall by inviting employers to participate and present what their business is about. Gass and Priest (1990) suggest an opportunity to look at career options is one aspect crucial to the development of an incoming student.
Set a departmental goal to get every student who possesses the motivation, attitude and willingness to be employed (part-time / full-time) in the Outdoor Recreation field by the time they graduate.
Seventy-seven percent of industry respondents suggested they would be ready to hire a practicum student if the timing was appropriate.
Provide space for a job bulletin board in each of the adventure program classrooms.
A number of Canadian programs provide social space for students where career information and job postings can be accessed. Programs need a designated area easily accessible to communicate employment and other opportunities for the students (Gass &
Priest, 1990). A faculty member should be responsible for updating them on an ongoing basis.
5.1.10. Mentorship.
Identify four voluntary faculty members to pilot mentor guidance to 2nd year students.
The literature cites relationships built with faculty and peers are critical to student success
(Gass & Priest, 1990). Mentor relationships are those who take a personal interest in a student’s development and well being while wanting to share their knowledge, skills and
experiences. This research found few programs have any formal mentorship roles
defined. Those that do, use second year students or faculty to fulfill this task. Others
suggested this is a role for industry but had no definitive plan for it. Only one respondent Vision for Outdoor Recreation at Capilano College 134 commented that students will find their own mentors if they require them, while all other administrators saw value in such a system. The role of a mentor would, of course, be different depending on the system chosen. Pairing a second year Outdoor Recreation
Management student with one or two first year students in the program would provide a guidance role relating to coursework and the ins and outs of college life. Providing mentorship with faculty would mean the role could expand to practicum and career advice, academic support and basic personal counseling. Finally, mentorship with an employer would mean more than a practicum placement, but would also provide a role model, employment coach, and a means to nurture the talents and abilities of the students in the workplace. It is recommended that if this is to be implemented, it be voluntary for any one of these groups. For the second year students asking the question as to who would like to opt out, rather than opt in, might be beneficial. Each faculty would be assigned no more than eight students. This should be encouraged as part of professional development.
The OREC Department should work to involve industry in a mentorship role.
From the 100-industry employer group the department should aim to provide at least one mentor contact in each major OREC field – sea kayaking, canoeing, rafting, sailing, mountain climbing, entrepreneurship, winter skills, leadership, interpretation and environmental education, parks and recreation etc.
5.2. Recommendations Arising from Trends in the Adventure Industry
Only the survey to industry asked about trends that are changing the way we work in our field. These questions were modeled after several pieces of adventure education literature (Ewert, 1989; McLellan & McLellan, 1990), and examined the following Vision for Outdoor Recreation at Capilano College 135 categories: social, economic, political and technological. In addition, administrators were asked about technology used in program delivery, which often led to a discussion regarding keeping up with technological trends. This next section looks at the conclusions derived from these questions and how it might help articulate program planning.
5.2.1. Technology in the Classroom.
It is proposed the department set up an on-going examination of technology used in the OREC program.
This should be done as a means of ensuring that the program keep up to date and to provide faculty with the opportunity to discuss the benefits of other technologies and their applicability to the program. Administrators made it clear that technology should be used only to enhance delivery and not take the place of field experience. Industry had similar comments to those expressed by administrators. However, they also saw the benefits technology can bring to a business’ bottom line. A number of industry providers suggested they would like to know better how to integrate technology into their business to increase their market share, however they mention they can never seem to find the time to do it. Currently the Outdoor Recreation Management and Wilderness Leadership programs already use a number of technologies including: PowerPoint presentations, multimedia slideshows, web based assignments, audio and video in the classroom, radio and satellite phones, Geographic Positioning Systems (GPS) instruction, first aid defibrillators, and web access to lectures, assignments, course notes, and grades.
Additional technologies could include: web broadcasting, videoconferencing, online discussions through Web CT, video editing, digital photography, or the use of Vision for Outdoor Recreation at Capilano College 136 professional digital assistants (PDA’s) within the program. (Gartner & Lime, 2000;
McLellan & McLellan, 1990; Ritchie, 1992; Zeiger et al., 1990). If the department deems this a necessary direction to take programming, then a working group should be created to research it further.
Provide students with multiple ways to accumulate knowledge of the latest in equipment in the industry.
In addition to the electronic technology mentioned above, the adventure industry
consistently has technological advances in gear as well. Have a student project-driven gear day where representatives from various companies are invited to participate in
displaying the latest technological advances in their field. Subscribe to outdoor magazines covering the field of gear advances. This would provide some informal education in this area. It is advised this be student driven, and space where they can post current trends and issues on a class bulletin board should be supplied (McLellan &
McLellan, 1990).
5.2.2. Other Relevant Trends.
Integrate global and cultural issues throughout all curricula.
Several respondents suggested they expect a greater cultural diversity of clients in the
future fueled by the growth of China. This view of an increase in Chinese clients is also
documented in meeting notes from the British Columbia Centre of Excellence in Tourism
Leadership and Innovation. Students in an academic setting are in a position to discuss cultural issues and biases as well as brainstorm inclusive practices (Gartner and Lime,
2000; Plaut, 2001). It is recommended the Curriculum Review Committee reviews course Vision for Outdoor Recreation at Capilano College 137 outlines and objectives to ensure current objectives address cultural issues in a broader context than just one course.
Provide the students with a more thorough understanding of regulatory issues concerning the adventure industry.
Students graduating with a background in the regulations affecting industry will be in a position to provide an important service to an employer (McLellan & McLellan, 1990).
This area was the greatest area of frustration from industry respondents. It is recommended to ensure students receive enough curriculum in this subject area to have an understanding of such topics as: contract versus employee work situations, land tenure and permit regulations, North American Free Trade Agreement (NAFTA) and its effects on the industry, and liability insurance issues.
5.3. Recommendations Regarding a Proposed Outdoor Recreation Degree at Capilano
College
5.3.1. Introduction.
The final set of major conclusions from this thesis is in the area of curriculum
development. Faculty, administrators, students and industry were all asked their views on
outcomes they expect graduates of an Outdoor Recreation Degree to have. The
curriculum was divided into three major areas: Field and Interpretive skills, Leadership
Theory skills, and Management Oriented skills. In addition, students and industry were asked about the amount the program’s curriculum should be integrated into the community and the workplace. Students were also specifically targeted to comment on the delivery methods of this curriculum, including location and time of year. Finally, Vision for Outdoor Recreation at Capilano College 138 industry was requested to state what level they would like to participate in curriculum
design.
All respondents’ felt graduating with field and interpretive skills in environmental ethics, interpretive teaching techniques and field skills certifications was extremely
important. Leadership theory skills such as risk assessment, communication, client care, problem solving, critical thinking, decision-making and understanding leadership styles, were also deemed by all three groups to be of very high importance (see also Plaut,
2001). However, responses from the surveys showed discrepancies in the management- oriented skills that students should exit with. The following skills were clearly deemed of great importance by all groups: written communication, program design, development and evaluation, time management and entrepreneurship. Skills seen as important, but not
critical, by all three groups included: information technology, facilitation, marketing and
financial management. Finally, industry was very interested in getting students to integrate their learning into the workplace. While students saw this as important, they also wanted to integrate their coursework into the greater community as well.
The final set of recommendations pertains specifically to the structure, delivery and content of the proposed Outdoor Recreation Degree. Survey questions to students and industry asked for input regarding timing and curriculum content.
The OREC department should create a committee to review curriculum annually.
In this rapidly changing world, the skills and knowledge required for employment are
constantly shifting. Curriculum should never be static, nor should the input to it ever
come from only one direction. This committee should be comprised of a bi-annual rotating of two industry employers, two faculty, a senior administrator, an alumni Vision for Outdoor Recreation at Capilano College 139 representative, and possibly a student representative (Zeiger et al., 1990). The committee should ensure coherence in the overall curriculum and guarantee its many parts fit together to form a cohesive whole (McNutt, 1992). The curriculum should also reflect the vision and values of the department. It should also identify the points where reflection is being actively integrated into curriculum (Hopkins & Putnam, 1993). Finally, it should review general exit outcomes all students should have upon graduating and connect these outcomes to course outlines for each semester (Gartner and Lime, 2000).
5.3.2. Community Integration.
Build applied team projects into the curriculum, thereby fostering linkages between students and the community.
The adventure education literature suggests the faculty and the student surveys support a greater connection between the community and the classroom environment (Eisner, 2004;
Gartner & Lime, 2000; Kerka, 2001; Probst et al., 2000). The concept of community can be viewed from a number of perspectives including the adventure industry community, the college community, the local geographic community, or even the global community
(Ritchie, 1992). This can be facilitated with each instructor and the projects could potentially span courses. Students asked to have community issues integrated into the classroom. It is suggested to provide a portion of one faculty meeting each semester to examine current and local issues. Faculty can discuss what is current in their field as it applies to the students and a plan can be developed to ensure successful integration into the curriculum.
Require students to complete a preset amount of time accumulating experience following a level one class and use it as a pre-requisite to a level two course. Vision for Outdoor Recreation at Capilano College 140
An example of this could be a requirement to do community work between the first and
second levels of Environmental Stewardship. It is recommended to look at other multi-
level courses to determine how growth can be developed and focused between, and
outside of, these courses. A model for this is the time required on the water between the
first and second level of Sea Kayaking. In this program, students must spend 14 nights on
the water in order to take the upper level course and achieve their assistant guides license.
Garvey and Gass suggest this mixture of experience and institutional training creates very
desirable employment candidates (as cited in Medina, 2001; Plaut, 2001).
Have a student representative from each class participate in an outside forum for
management of recreation in the community.
This could include their participation in regional park meetings with the Greater
Vancouver Regional District, North Vancouver Recreation Commission, BC Parks or
other local recreational body. This information should be shared with the class and be
part of an assessment for the student (Gartner & Lime, 2000; Medina, 2001).
5.3.3. Student Development.
Increase the amount of time and course work devoted to introspection and self-analysis
for students in the adventure programs.
This should be structured to increase a student’s ability to think critically, problem solve, and make sound decisions (Fulton, 1993; Gartner & Lime, 2000; Gass & Priest, 1990).
Self-analysis will also lend itself well to increasing student’s leadership capacities.
Provide students with media literacy skills and ensure they understand how it pertains to the adventure education industry. Vision for Outdoor Recreation at Capilano College 141
The media has an ever-increasing influence on our lives and its effects s on consumer choices, environmental attitudes, and the health of the adventure industry is profound
(McLellan & McLellan, 1990). This can be a task of the Curriculum Review Committee.
Inviting the college media liaison to a departmental meeting on the topic would prove valuable to help structure curriculum.
Have learners build student-learning portfolios over the two-year program to outline skills, experiences and abilities.
These would integrate with the profile documents to be created by March of each year and provide the students with a comprehensive summary of their learning and growth.
These portfolios should be reviewed in predetermined courses such as Environmental
Stewardship 1 and 2. A faculty working-group could set this up and research a good design for a portfolio framework, which could be done in paper, electronic or web-based formats.
Ensure future Outdoor Recreation Degree curriculum includes how to start and run a small business, as well as the basics of creating a business plan.
Entrepreneurship was considered extremely important by more than three-quarters of industry employers, students and administrators in the surveys. Future trends such as those mentioned by Kunin (2004) suggest small business and contract work is the wave of the future. Integrating the skills from a program design, development and evaluation course to complement the business content would give students a strong grounding in entrepreneurial skills.
Seek a professional experiential educator to work with interested faculty with a goal of making courses more experientially based. Vision for Outdoor Recreation at Capilano College 142
A considerable amount of literature covered the area of experiential education and its
importance in the adventure industry field (Hopkins & Putnam, 1993; Mitchell &
Poutiatine, 2001). The Outdoor Recreation Department is already a leader in this type of
education and this can, and should, be an area the department takes leadership in at the
college level. It is recommended putting aside one section for each of two semesters, to
clearly articulate and integrate experiential learning into all coursework. This experiential
education ‘tutor’ would go through course outlines, assignments and lecture material to
suggest and implement ways to make each class more experiential. A report and a full two-day retreat should culminate this project to share insights and ideas within the
department.
5.3.4. Internationalization of Curriculum.
Identify several other global English speaking institutions providing outdoor
recreation education for students to connect with.
Industry, administrators and a selection of the literature suggested globalizing the
curriculum (Gartner & Lime, 2000; Ritchie, 1992). Students are also clearly supportive of
connections with other parts of the world, as has been evident in the international choices
of the practicum’s they desire. It is proposed the department create a ‘professional
development job description’ for a faculty member willing to create a contact list of six
other global English speaking institutions providing outdoor recreation education, which
can be used to open discussion on a process with the ultimate goal of bilateral student
transfer. Also the department should focus some student assignments around contacting
and conversing with students in other programs internationally (Zeiger et al., 1990). The Vision for Outdoor Recreation at Capilano College 143 department should also continue providing opportunities for students to visit international
projects the department or college is working on (i.e. Vietnam, Borneo).
Ninety percent of industry respondents believed somewhat or strongly, a degree in
outdoor recreation would better qualify students for employment. It is recommended the
college move forward with implementing an Outdoor Recreation Specialty in the existing
Tourism Degree, with a plan to make it its own degree within five years.
5.3.5. Proposed Courses for an Outdoor Recreation Degree Specialty within the
Existing Tourism Degree.
After reviewing the literature, compiling data from this research, and discussing curriculum with faculty, the following information provides a format and structures recommendations regarding the creation of and outdoor recreation specialty in the existing Tourism Degree. Six fourth-year outdoor recreation courses are required in the
Tourism Degree to create a specialty. Reviewing both the core curriculum findings from chapter two and the survey results in chapter four, the following courses are suggested.
1. Product Planning, Design and Evaluation. Curriculum based around this topic
was rated as very important by both industry and students (see Figures 4.7 and
4.9). This course would combine a practical experience working with industry to
create a product or service for the adventure industry. It would provide core skills
requested by the students (see Figure 4.4) such as real-life decision making, oral
and written communication skills, risk management, and critical thinking. In
addition, it would integrate students with the community, one element students
viewed as very important to their education (see Figure 4.7). Finally, a course in
product planning is supported in the literature (see Table 4.4) as part of a core Vision for Outdoor Recreation at Capilano College 144
grouping of curriculum for an adventure education degree program (Gass &
Priest, 1990; Ewert, 1989; and Raiola and Sugerman, 2001. A course such as this
offers soft skills in judgment, media literacy, research methods and business
management such as marketing and product evaluation. This course would fit best
into the fall semester (supported by student comments in Figure 4.15) and provide
a mix of in class and industry connected work.
2. Community Environmental Stewardship – Students will already have had two
stewardship courses taught in the classroom as well as two environmental
science-based courses. Environmental ethics and social responsibility were
supported strongly by outdoor recreation students, adventure industry employers
and adventure education administrators alike (Figures 4.1, 4.2, & 4.3). This
course would be designed to provide connections to local non-profit, community
organizations or local governments close to where the program would be
operating. This course could be tied to the product-planning course with the
proper preparation. Its focus will be to build on self-leadership skills,
environmental ethics and awareness, problem solving, and goal setting in
accordance to the community. Environmental awareness is supported strongly in
the adventure education literature as is shown in Figure 4.4. It is suggested to plan
this as a winter course that would culminate with a spring field trip on awareness
of the self and our stewardship role on this planet.
3. Global Perspectives – Developing societal, civic and global knowledge was a key
suggestion from Propst et al. (2000). Global knowledge was an important exit
skill of graduating students (see Table 2.3). Connecting students to the global Vision for Outdoor Recreation at Capilano College 145
community is also recommended as part of the vision for the Outdoor Recreation
Department (as seen in the proposed vision statement in 5.1.1 of this document).
Connecting the students to the adventure industry on a global scale would be the
focus of this course. Impacts, solutions, issues and concerns would all form a
basis of this curriculum. Connections with other global adventure programs would
be an ultimate goal of this course, either through correspondence or providing a
connection to post-graduate employment. This winter based course could run on
weekends at the Squamish campus.
4. Entrepreneurship – This business-based course would provide the students with
instruction in business plan development and product marketing. It would look at
technological applications in industry, human resource management, and problem
solving. Entrepreneurship is seen as a as a very important skill in adventure
education curricula through the responses of students and administrators (see
Figures 4.7 and 4.8). Entrepreneurship is also supported as an important piece of a
degree curriculum in the adventure education literature (see Table 4.4). This
course would work well in the spring and could be provided as an intensive
course in a field setting such as Coast Mountain Outdoor School in Pemberton,
BC.
5. Leadership – Gass as cited in Miles and Priest (2000) calls leadership
development an important ‘meta’ skill of any college degree program. Students,
industry and administrators all felt that leadership curriculum is an extremely
important aspect of curriculum in a degree program. Building on styles and
techniques of leadership in a field based setting, this expedition led course would Vision for Outdoor Recreation at Capilano College 146
provide a basis on how to lead yourself and others. This would be a seven day fall
field course focusing on skills such a safety, client care, observation and
communication techniques, awareness of personal unique skills and strengths, and
group management.
6. Interpretive & Experiential Teaching – This would provide a culmination of the
teaching techniques learned over the past four years. The course would be
designed around the review and learning of experiential teaching techniques. It
would split classroom and field time equally and include a three-day student
instructed trip. This course would consist of interpretive teaching in the field, a
skill supported by all three groups who responded to the surveys in this research.
Using interpretive techniques is also strongly supported in the literature (Kerka,
2001; Probst et al., 2000; Zeiger, Caneday, & Landis, 1990).
5.3.6. Recommendations for Planning an Outdoor Recreation Degree Specialty.
Recommendations listed previously in this chapter were written in broad terms and pertained to the department as a whole and all its programming (certificates and diploma) However, several recommendations pertain specifically to the degree, including recommendations such as seeking more mature students for the program. This could consist of ensuring those who have finished other college diploma programs are aware of a degree specialty. Other recommendations pertained to experiential education and faculty professional development. This could provide a potential connection for the students to co-develop a professional development workshop to teach external college faculty experiential education techniques. The planning course would fulfill another of Vision for Outdoor Recreation at Capilano College 147 the recommendations regarding the planning of a risk management conference for the
public school system, while other courses would facilitate the introspective suggestions.
It is considered important to utilize the job profile suggestion to provide graduates with a
smooth entry into the workplace upon graduation. Finally, the suggestion regarding
building applied team projects into the curriculum linking students to the community, as
well as linking industry to the students, would be built directly into the six degree courses
provided.
Future research is required in the area pertaining to the long-range viability and
professionalisation of the adventure education field. Research providing more strategic
planning detail in curriculum development, evaluation and innovative program designs
would prove valuable. Additional research on accreditation in the industry and a review
of best practices would provide invaluable information to connect programs across the
country.
5.4. Summary and Reflections
The final part of this thesis provides a summary of the lessons learned through the
process of the research. It offers reflections on the methods used, the main research
findings, limitations of the study, and recommendations for future research. This final
section is written in a first person account.
5.4.1. Purpose and Methods.
The methodology used for this research provided me with a new set of, and a new
appreciation for, clear communication skills. The necessity to be certain a phrase or
survey question is interpreted in the same way is an essential part of the research. When
one group receives a written survey sent in the mail, with the same question asked by Vision for Outdoor Recreation at Capilano College 148 phone to another group, the responses are more valid when the question is unambiguous and concise. I discovered when speaking on the phone to administrators that I often had to clarify what I meant by ‘integrating facilitation techniques into the classroom’. As this same question was sent to industry, which did not have the luxury of asking for clarification, it provided a lesson in clarity and pre-testing my surveys with others. I also discovered that as a people-oriented person, I am most comfortable with focus groups and surveys where I speak to the subjects. My feeling of comprehension is greatly increased through not only the language used, but also how it is spoken.
I approached this research with a plan to have a strategic plan in place for the department upon completion of this thesis. It became apparent after reading strategic planning literature that this would have been a mistake. It is essential the plan involve all those it proposes to direct. Without a community approach, the ‘buy in’ to the plan would likely be low, and the process delayed. Instead, I decided to use the strategic planning
literature as a guide to help facilitate a plan with the Outdoor Recreation Department at
Capilano College after the completion of the research.
5.4.2. Major Research Findings.
Before this research, I suspected the delivery of degree courses might be in the form of a summer institute. I believed that intense courses could be offered in the classroom and the field in the summer months. I was surprised how low the students rated going to school in the summer months, but wasn’t surprised at their interest in expedition styled courses. This finding may be critical when it comes to planning the timing of the degree. A degree starting with two courses in the fall, followed by two winter courses and two spring courses may be worth a look. Vision for Outdoor Recreation at Capilano College 149
The interest the students have in connecting to the community both by integration of community issues in the classroom, and by extending the classroom out to the community, was a major finding. This was supported by comments made by administrators regarding their programs strengths as well as where they see their programs going in the future. It was also supported well in the adventure education literature and through comments made by industry regarding future trends. I suspect connecting with the community through employers, student project connections, industry mentorship, integrating practitioners into the classroom, or through clubs and organization connections, will be a major focus of the planning for the department.
Another interesting finding was the consistency of importance placed by all survey respondents on items such as: practicing environmental ethics, teaching in the field, and the importance of certifications. This was accompanied by opinions regarding the importance of skills such as decision-making, critical thinking, problem solving, safety skills, clear communication, and how to care for clients. Industry, students and administrators all saw great value in these skills as part of an Outdoor Recreation Degree.
To me, it was a way of triangulating responses on some of the most important aspects of an adventure education curriculum and ensuring that all of these are considered when building lesson plans.
5.4.3. Limitations of Study.
This research does have its limitations. As stated earlier, there was a relative lack of information on strategic planning as it relates to adventure education programming.
This meant looking at two different bodies of literature and finding a way to piece them together. I suspect someone with a stronger background in strategic planning, would be Vision for Outdoor Recreation at Capilano College 150 able to integrate findings from the literature and results of this thesis, in a more
comprehensive manner than I.
There is always the limitation of time as well. It would have been worthwhile contacting a larger number of both industry and adventure education administrators.
Industry could have been divided up into categories (i.e. sea kayak employers, sailing employers, backcountry travel employers or government employers), while administrators could have been chosen to better represent the programs out there. After the surveys were completed, I discovered two outdoor recreation degree programs that could have been contacted. These programs will be added to the environmental scan after the completion of this research.
5.4.4. Recommendations for Future Study.
I offer several recommendations for future study in the area of strategy planning for an adventure education program at the college level. First, setting up a focus group with students would be very beneficial as comments in the open-ended questions of the surveys in this research were sparse. A focus group would provide the opportunity to have ideas seeded through discussions with others, a method I often use in class to feed discussions.
Some of the most statistically significant differences were between the adventure education administrators and the adventure industry employers. Being that one group answered verbally while the other in written form, I question whether their responses would be different if asked in the same manner. The value of skills such as financial management, facilitation, entrepreneurship, marketing, and written communication were all answered very differently by these two groups. Vision for Outdoor Recreation at Capilano College 151
Future research is also required in the area pertaining to the professionalisation of the adventure education field and relates directly to accreditation standards. Although the question was asked in the surveys to administrators, I realized the scope of the question only later. This is an incredibly large issue with an equally as large array of opinions on the topic. Although Capilano College may wish to play a role in future discussions on professionalising the industry through accreditation, it is a far broader issue than one college can handle. Additional research on accreditation in the industry and a review of best practices would also provide invaluable information to connect programs across the country.
Finally, delving deeper into research with more strategic planning detail in curriculum development, evaluation and innovative program designs would prove valuable. It was apparent how large the curriculum development field is, and the time period I allotted myself (two months) to obtain information, was probably too little to provide enough of an overview. This study simply provided an initial attempt to connect selected adventure education literature and survey comments to strategic planning. Vision for Outdoor Recreation at Capilano College 152
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Vision for Outdoor Recreation at Capilano College 155
Appendices Table
Appendix A – Consent Form
Appendix B – Follow up Survey Letter
Appendix C – Adventure Education Administrator Contacts
Appendix D – Administrator Survey
Appendix E - Student Survey
Appendix F – Faculty Meeting Notes
Appendix G – Industry Survey
Appendix H – Grid Matrix of other Adventure Education Programs
Appendix I – Visual map of Outdoor Recreation’s Future at Capilano College
Vision for Outdoor Recreation at Capilano College 156
Appendix A - Consent Form
Informed Consent to Participate in Survey
Your views on an Outdoor and Adventure Recreation programming Capilano College’s Tourism Department is considering creating an Outdoor Recreation Specialty in the current Tourism Degree. Part of the process in its design is to consult with students, industry professionals and other adventure education administrators. This survey is designed to collect information on your views regarding the skills and abilities desired for employees in the outdoor recreation industry as well as program design, improvement, delivery and evaluation. We would relate this information into our curriculum design and the results will help me make recommendations for Capilano College’s future outdoor recreation programs. Statement of Authenticity I anticipate the survey questions will take less than 25 minutes to complete. This research project is part of the requirements for my thesis project in the Masters of Environmental Education & Communication Program at Royal Roads University. If you have any questions about my credentials you can check with Dr. Richard Kool, Ed.D., Acting Program Director, Environmental Education and Communication Program. He can be reached at Royal Roads University. At no time will comments on the survey be attributed to any individual unless specific agreement has been obtained beforehand.
Statement of Confidentiality Please keep in mind that if you complete this survey, and then change your mind you are free to withdraw your comments at any time. You have no obligation to participate. All information provided will be maintained in confidence. A copy of the final report will be housed at Royal Roads University and will be publicly accessible. If you would like to receive a copy of the completed study results, please provide me with your e-mail address.
Statement of Participation By virtue of participating in this survey, you are agreeing to partake in a research project and herewith provide your free and informed consent to participation. The purpose of this research is to examine your beliefs, opinions, attitudes and views about outdoor recreation education delivery. All questions pertain directly to Capilano College’s outdoor recreational educational programming.
The survey will consist of a number of open and closed ended questions relating to program design, improvement and delivery, as well as student employability in the adventure industry.
If you have any questions, you can contact me with the information attached in this letter: Roy Jantzen
I give my free and informed consent to participating in this project.
Name: (Please Print): ______
Signed: ______
Date: ______Vision for Outdoor Recreation at Capilano College 157
Appendix B - Follow up Survey Letter
RE: Cap College Survey You Received in Mail Last Week
Dear
Last week you should have received a package in the mail from Capilano College asking for your views on a proposed Outdoor Recreation Degree. It was part of a graduate survey I am doing at Royal Roads University. I promised it should not take any more than 20 minutes of your time. The survey was asking for your views on how best to integrate students into the workplace to best suit employer’s needs and to determine the skills you see as most applicable.
You were one of a small group of companies chosen and I am hoping to get each business to return the survey. Could I ask you to fill it out before Wednesday, April 13 and send it back by before the end of the week (April 15)? If you feel you are unable to do this, please email or call me at the contact information below.
Thank you very much,
Roy Jantzen Vision for Outdoor Recreation at Capilano College 158
Appendix C - Adventure Education Administrator Contacts
Adventure Education Administrator Contacts
College of Northern O.R. Valemount, http://www.cnc.b Wendy Dyson Completed Apr New & Ecotourism BC c.ca/valemount/ 250-566-4601 19 Caledonia Certificate Sept – May wdyson@vale prog w/ 14 mountlearning stdts centre.com College of the Adventure Golden, BC http://www.cotr.b Torran Completed Rockies Tourism c.ca/ATBO/ Savjord- 1- Business 877-489-COTR Operations 250-344-5901 Certificate TSavjord@cot r.bc.ca College of the Mountain Fernie, BC http://www.co Brian Bell Completed Rockies Activity Skills 24 stdts Sept - tr.bc.ca/MAS 250-423-4691 Training May x 23
program T/ [email protected] .ca Thompson Adventure Kamloops, BC www.adventurep 250-371-5843 Completed Rivers Diploma rograms.ca Gilles Valade Apr. 12 University Gvalade@tru. (UCC) ca Strathcona Canadian Strathcona www.colt.bc.ca 250-287-7061 Completed Apr Park Lodge Outdoor Park, 100 day course – info@outdoor- 21 Leadership Vancouver 28 students / year leadership.org Training Island in 3 groups [email protected] In Sq May 1-7 (COLT) a & 27 – June 2 Jim Miller whistlerxc@ho tmail.com North Island Coastal Campbell http://www.ni David Pinel Completed Apr College Adventure River c.bc.ca/touris 250-830-0948 26 Tourism [email protected] 5 month cert. m/index.htm?c .ca 8-16 stdts oastal1.htm~m ainFrame Canadian Adventure Vancouver, Vancouver@t 604-736-8000 Completed Apr Tourism Tourism BC ourismcollege. Jon Grant 14 College Diploma johng@tourism Certificate 1 com college.com gwen@touris mcollege.com Tourism Adventure & Vancouver http://www.to 604-736-7008 Completed Apr Training Ecotourism urismti.com Ext 308 26 Institute Diploma Arun Masand amasand@touri 30 weeks smti.com 4-20 stdts. aoconnell@to urismti.com Northwest Prince Coastal Eco- http://www.n 250-624-6054 Completed Community Rupert/Smithe Adventure wcc.bc.ca/pro Deb Stava Apr. 20 College rs Tourism grams/ceat.ht stava@noradm. Vision for Outdoor Recreation at Capilano College 159
Certificate m nwcc.bc.ca Under review stava@nwcc. – 5 mo bc.ca program w/ 12 stdts Columbia Abbotsford Outdoor http://www.c 604-853-3358 Call Apr. 29 Bible College Leadership 1-800-283- Diploma olumbiabc.ed 0881 – local u/academics/c 351 atalogue/prog H: 604-824- rams- 2950 outdoor- Chris Dyck Chris.Dyck@c recreation.ht olumbiabc.ed ml u University Abbotsford Adventure 604-504-7441 Completed College of the 24 stdts in 1 Travel http://www.uc x 4297 Fraser Valley yr cert. Jan - Training fv.bc.ca/plan2 H:823-2151 Aug Certificate 005/data/kpe/a Roger Friesen dvtour.htm Roger.Friesen @ucfv.ca Northern Atlin Adventure 250-651- Completed Lights College Tourism 2470 Apr. 12 Certificate http://nlc.bc.ca /programs/adv John Lapp enturetourism/ [email protected] c.ca
Canadian Programs Sault College Parks & Sault Ste. www.saultc.on.ca/ 1-800-461- Apr 29 Outdoor Marie, Ontario Programs/Parks 2260 Recreation OutdoorRecTech.h Kevin Weaver Technician tm 705-759-2554 x 616 Kevin.weaver @saultc.on.ca
Lakehead Outdoor Thunder Bay, http://outdoorrec.la Dr. Margaret Apr 29 University Recreation Ontario keheadu.ca Johnston Degree margaret.johns School of ton@lakehead Outdoor u.ca Recreation, 807-343-8377 Parks & Tourism Algonquin Adventure Pembroke, www.algonquincol (613) 735- Completed College Naturalist Ontario lege.com/pembrok 4700 Apr 28 48 week e/ Ian Pineau condensed Ext 2759 diploma Pineaui@alog 25-30 stdts onquincollege. Also: com Outdoor Vision for Outdoor Recreation at Capilano College 160
Adventure Program New Brunswick Adventure St. Andrews, http://www.standre Mary Lynn Completed Community Recreation New ws.nbcc.nb.ca Borsella College Diploma Brunswick 506-529-5627 Marine mary.borsella based prog. @gnb.ca 22 stdts / yr Sir Sandford Ecotourism Peterborough, http://www.flemin Val Bishop Completed Fleming & Ontario gc.on.ca/Full- 705-457-1680 College Adventure time/ProgramDispl x6706/1342 Managemen ay.cfm?ProgramCo vbishop@flem t Cert. de=EAM ingc.on.ca
Lakeland Adventure Vermilion, AB www.Lakeland 1-800-661- College Tourism & c.ab.ca 6490 x776 Outdoor Travis Recreation Finlayson Diploma Medicine Hat Bachelor of Medicine Hat http://www.mhc Paul May 2 at College Applied AB .ab.ca/programs Radchenko 11:30 Science (403) 529- (Ecotourism /info.php?progr 3898 and Outdoor am=8 pradchencko@ Leadership mhc.ab.ca
Vision for Outdoor Recreation at Capilano College 161 Appendix D - Administrator Survey
Administrator Survey
Administrators of Adventure Education Programs Views on Program Development Date and Time of Call:______
Hello. May I please speak with [name of person]______This is Roy Jantzen, program manager of the Capilano College Wilderness Leadership program. I am also a graduate student at Royal Roads in Environmental Education and Communication. I previously sent you an introductory letter and consent form relating to today’s interview. Thank you for faxing it back.
As stated in the letter, I would like to ask your views of what makes a successful adventure education program. I am asking all BC and a few Canadian adventure program administrators for their views on the industry and their programs. I intend to use this information to create an updated strategic plan for the outdoor recreation program at Capilano College. All personal information provided is confidential and a summary of the results will be provided to all who take part in this survey. This survey should take no longer than 20 minutes to complete.
As you hear the following questions please think about your program and what makes it function successfully. The questions are grouped into the following categories: • Student Employability • Delivery Methods • Program Development & Improvement
So how about we begin with the most important part of all our programs – the students.
Student Employability Q.1 Does your program have a system in place to track students after graduation? ______
If yes, and details weren’t given… A. That’s interesting. What kinds of information do you collect?
B. Thinking about part time or full time employment, would you have a feeling about the percentage of students that gained employment this past year? Do you think it was all in the adventure industry? Prompt 1. ___% EMPLOYED FULL TIME IN THE OUTDOOR ADVENTURE INDUSTRY 2. ___% EMPLOYED PART TIME IN THE OUTDOOR ADVENTURE INDUSTRY 3. ___% EMPLOYED IN ANOTHER UNRELATED INDUSTRY 4. ___% RETURNED TO SCHOOL FOR ADDITIONAL EDUCATION
Vision for Outdoor Recreation at Capilano College 162
C. How much time do you estimate it takes for a student to gain employment after graduation? Prompt 1. IMMEDIATELY UPON GRADUATION 2. 1 WEEK – 1 MONTH 3. 1 – 2 MONTHS 4. 2 – 4 MONTHS 5. MORE THAN 4 MONTHS 6. OTHER ______
Q.2 What courses do you think every student shouldn’t graduate without?
Q.3 Do you have a system in place for students to be mentored? _____ (Longham p.70) If YES… If NO… What does this mentorship look like? Do you think it would be of value for them?
Delivery Methods
Q.4 These next questions are about delivery methods.
Regarding technology - Does your program or department use any unique technology in program delivery such as: A. ___ POWERPOINT PRESENATIONS E. ___ MULTIMEDIA SLIDESHOWS B. ___ WEB BROADCASTNG F. ___ WEB BASED ASSIGNMENTS C. ___ VIDEOCONFERENCING G. ___ AUDIO / VIDEO D. ___ CD ROM’S H. ___ ONLINE DISCUSSIONS
What are your thoughts on the technology that is used?
Vision for Outdoor Recreation at Capilano College 163
Q.5 Please state the level of importance your program places in the following curriculum areas: VERY LOW SOMEWHAT VERY EXTREMELY UNSURE IMPORTANCE IMPORTANT IMPORTANT IMPORTANT Hard Skills A. Certifications in applicable skill areas 1 2 3 4 5 B. Training and hours in applicable skill areas 1 2 3 4 5 C. Teaching experience in applicable skill areas 1 2 3 4 5
Leadership Skills D. Leadership Flexibility & Styles 1 2 3 4 5 E. Teambuilding 1 2 3 4 5 F. Problem Solving 1 2 3 4 5 G. Safety & Risk Assessment 1 2 3 4 5 H. Client Care / Interpersonal Care 1 2 3 4 5 I. Effective Oral Communication 1 2 3 4 5 J. Decision Making 1 2 3 4 5
Interpretive Skills A. Ethics & Social Responsibility 1 2 3 4 5 B. Interpretive & Teaching 1 2 3 4 5
Managerial Skills C. Critical Thinking 1 2 3 4 5 D. Time Management 1 2 3 4 5 E. Financial Management 1 2 3 4 5 F. Organizational Management 1 2 3 4 5 G. Facilitation 1 2 3 4 5 H. Entrepreneurship 1 2 3 4 5 I. Marketing 1 2 3 4 5 J. Written Communication 1 2 3 4 5 K. Information Technology 1 2 3 4 5 L. Research and Development 1 2 3 4 5
Program Development & Improvement (Warner; Hardin; Taylor; Aharian p.145; Gass; Guthrie p.134) Q.6 What kind of program evaluation methods do you use? Prompt: Formative - ongoing through courses and also at end of each course Summative - generally conducted at the end of the entire program
Q.7 What process do you use to integrate your evaluation results into future programming? Prompt: Internal / External evaluation summary at the end of year Integrate student input at end of each term Restructure course outlines at end of each term Meet with faculty and staff to determine changes at end of term
Q.8 What do you think of accreditation (or an accrediting body) for Canadian adventure education programs? Vision for Outdoor Recreation at Capilano College 164
Q.9 A. Does your program have a written plan that determines how the program will grow or diversify in the next 5 – 10 years? _____
If yes, and details weren’t given B. What has been the process to create that plan? Were you involved?
C. How often do you think that plan followed or consulted? Prompt: 1. Annually 4. Monthly 2. Bi-annually 5. Other ______3. Quarterly
Q.10 A. Regarding student selection - What are the important features that predict success in your program? Prompt: Do you think it is: 1. MALE / FEMALE RATIO YES NO 2. MATURE STUDENT / JUVENILE STUDENT RATIO YES NO 3. HIGH ENTRY-LEVEL ACADEMICS YES NO 4. HIGH ENTRY-LEVEL SKILLS YES NO 5. GROUP BONDING & DYNAMICS YES NO 6. PREVIOUS EXPERIENCE YES NO 7. PRE SCREENING - STUDENT INTERVIEWS YES NO
Prompt if not stated it already… B. Which of these you feel is most important for a successful program
______
If interviewees program resides in BC, ask the following question. If not, move to the next question.
Q.11 The current land tenure process has been a difficult issue at Capilano College due to its complexity. We have had little staffing time to deal with it properly. To what point has your program conformed to the land tenure process set out by Land and Water BC? Prompt: All permits are in place for all our field locations Submitted proposals and awaiting a response We have not submitted proposals for the locations we use
Vision for Outdoor Recreation at Capilano College 165
Q.12 Are there external partnerships that you believe are essential to the success of your program. Prompt: Certifying associations Other educational institutions Employers Event organizations Community organizations Outside dept. but within institution ______
______
Q.13 How do you consult with industry? Does your program rely on industry advisory committees? If so how? Prompt: Work placement Guest lectures Mentorship Curriculum review Instructors Student assignments ______
______
Q.14 How do you raise the profile of your program internally within your college? (Langham)
______
______
Q.15 What is done in your program to encourage a ‘culture’ amoungst the faculty and students? (Reflection on the future ch.10) ______
______
Q.19 In your opinion, what are your programs greatest strengths? Greatest challenges?
______
______
______
______
Thank you very much for taking the time to complete this survey, as your opinions are important. I will provide you with a copy of the results by July 31, 2005.
Vision for Outdoor Recreation at Capilano College 166
Questions for college faculty should inform: • SWOT • Provide a history of program • Provide an internal review of faculty skills for future growth • Internal profile issues • Partnership opportunities • Views on program evaluation
All questions in survey should help provide information that speaks to: • SWOT analyses • Gap analyses • Action plans • Emerging strategies • Benchmarking against industry • Where the program should go & what it will look like in ten years • Development of a cooperative and competitive strategy • What is required in the Sea to Sky corridor • Industry requirements • Current trends
Vision for Outdoor Recreation at Capilano College 167 Appendix E - Student Survey
Student Views on Capilano College’s Proposed Outdoor Recreation Degree
We would like your views on a proposed degree with an outdoor recreation specialty. Your opinions will assist the college in its future planning, design and delivery of this specialty. This survey should take no longer than 15 minutes to complete.
The proposed Outdoor specialty in the degree would consist of: • The current two-year Outdoor Recreation Diploma • Plus an additional two years of education (depending on previous post secondary education obtained).
Field and Interpretive Skills Q.1 One aspect of the proposed outdoor recreation specialty in the degree would consist of Field and Interpretive Skills. Please indicate the level of importance you feel is necessary for each by circling a number beside each skill category:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE IMPORTANT IMPORTANT IMPORTANT IMPORTANT Field and Interpretive Skills A. Certifications in applicable skill areas 1 2 3 4 5 (i.e. kayaking, rock climbing, canoeing) B. Hours logged in applicable skill areas 1 2 3 4 5 C. Teaching experience in applicable skill areas 1 2 3 4 5 D. Practice of environmental ethics in the field 1 2 3 4 5 E. Interpretive teaching in the field 1 2 3 4 5
Q.2 These Field and Interpretive Skills can take place in different locations. Please indicate your level of interest by circling a number for each of the following:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE INTERESTED INTERESTED INTERESTED INTERSTED Course Delivery Locations A. Coursework using multiple locations 1 2 3 4 5 B. Coursework based at a field school facility 1 2 3 4 5 C. Expedition based – backcountry trips 1 2 3 4 5 D. College based with field day trips 1 2 3 4 5 E. College classroom based only 1 2 3 4 5
Q.3 These Field and Interpretive Skills can also take place with different time formats. Please indicate your level of interest by circling a number for each of the following:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE INTERESTED INTERESTED INTERESTED INTERSTED Course Delivery Timing A. Week-long courses with full days 1 2 3 4 5 B. Weekend seminars over several weeks 1 2 3 4 5 C. A mix of online and face to face courses 1 2 3 4 5 D. 3-hour evening courses spread out 1 2 3 4 5 over a semester
Q.4 Do you have any other thoughts on delivery of courses in regards to Field or Interpretive Skills including their location or time formats? Vision for Outdoor Recreation at Capilano College 168 ______
Leadership Theory Skills Q.5 The proposed degree, with an outdoor recreation specialty, would include a number of Leadership Theory Skills. Please indicate the level of importance you feel is necessary for each by circling a number beside each skill category:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE IMPORTANT IMPORTANT IMPORTANT IMPORTANT Leadership Theory Skills A. Leadership flexibility and styles 1 2 3 4 5 B. Teambuilding 1 2 3 4 5 C. Problem solving 1 2 3 4 5 D. Safety and risk assessment 1 2 3 4 5 E. Client and interpersonal care 1 2 3 4 5 F. Effective and clear communication 1 2 3 4 5 G. Decision making 1 2 3 4 5 H. Critical thinking 1 2 3 4 5
Q.6 These Leadership Theory Skills can take place in different locations. Please indicate your level of interest by circling a number for each of the following:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE INTERESTED INTERESTED INTERESTED INTERSTED Course Delivery Locations A. Coursework using multiple locations 1 2 3 4 5 B. Coursework based at a field school facility 1 2 3 4 5 C. Expedition based – backcountry trips 1 2 3 4 5 D. College based with field day trips 1 2 3 4 5 E. College classroom based only 1 2 3 4 5
Q.7 These Leadership Theory Skills can also take place with different time formats. Please indicate your level of interest by circling a number for each of the following:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE INTERESTED INTERESTED INTERESTED INTERSTED Course Delivery Timing A. Week-long courses with full days 1 2 3 4 5 B. Weekend seminars over several weeks 1 2 3 4 5 C. A mix of online and face to face courses 1 2 3 4 5 D. 3-hour evening courses spread out 1 2 3 4 5 over a semester
Q.8 Do you have any other thoughts on delivery of courses in regards to Leadership Theory Skills including their location or time formats? ______
______
Vision for Outdoor Recreation at Capilano College 169 Management Oriented Skills Q.9 Next, the proposed degree, with an outdoor recreation specialty, would include a number of Management Oriented Skills. Please indicate the level of importance you feel is necessary for each by circling a number beside each skill category:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE IMPORTANT IMPORTANT IMPORTANT IMPORTANT Management Oriented Skills A. Time management 1 2 3 4 5 B. Financial management 1 2 3 4 5 C. Facilitating meetings and groups 1 2 3 4 5 D. Entrepreneurship 1 2 3 4 5 E. Marketing 1 2 3 4 5 F. Written communication 1 2 3 4 5 G. Information technology 1 2 3 4 5 (i.e. website design, computer applications) H. Program development, design and 1 2 3 4 5 evaluation
Q.10 These Management Oriented Skills can also take place with different time formats. Please indicate your level of interest by circling a number for each of the following:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE INTERESTED INTERESTED INTERESTED INTERSTED Course Delivery Timing A. Week-long courses with full days 1 2 3 4 5 B. Weekend seminars over several weeks 1 2 3 4 5 C. A mix of online and face to face courses 1 2 3 4 5 D. 3-hour evening courses spread out 1 2 3 4 5 over a semester
Q.11 Do you have any other thoughts on delivery of courses in regards to Management Oriented Skills including their location or time formats? ______
Q.12 Circle the numbers below that most closely match your viewpoint on the importance of integration of curriculum and coursework into the community.
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE IMPORTANT IMPORTANT IMPORTANT IMPORTANT A. Integrate learning into the workplace 1 2 3 4 5 B. Integrate current issues in the community 1 2 3 4 5 C. Integrate external certifications into 1 2 3 4 5 curriculum D. Integrating coursework into community 1 2 3 4 5 such as socially responsible projects
Q.13 What months do you feel best suits the delivery of courses for an Outdoor Recreation Degree with an outdoor recreation specialty? Circle all that apply.
NOT SOMETIMES USUALLY ALWAYS POSSIBLE POSSIBLE POSSIBLE POSSIBLE A. Summer (July – August) 1 2 3 4 B. Fall (September – December) 1 2 3 4 C. Winter (January - April) 1 2 3 4 D. Spring (May – June) 1 2 3 4
Vision for Outdoor Recreation at Capilano College 170 Q.14 Capilano College has a main campus in North Vancouver and a satellite campus in Squamish. Which location would be preferable to have outdoor recreation programming, including a specialty degree delivered? 1. SQUAMISH 2. NORTH VANCOUVER 3. BOTH – SQUAMISH & NORTH VANCOUVER 4. UNSURE 5. OTHER ______
Q.15 After reading the information above and knowing the employment skills you would like to acquire, do you feel you would be better qualified for employment with a degree offering the skills described above? 1. STRONGLY AGREE 2. SOMEWHAT AGREE 3. SOMEWHAT DISAGREE 4. STRONGLY DISAGREE 5. UNSURE
Q.16 Finally, would this degree with an outdoor recreation specialty be something you would be interested in taking? 1. EXTREMELY INTERESTED 2. VERY INTERESTED 3. SOMEWHAT INTERESTED 4. NOT AT ALL INTERESTED 5. NOT SURE
Q.17 Do you have anything to add regarding the creation of an outdoor recreation degree program?
Thank you very much for taking the time to complete this survey, as your opinions are important. Please hand your completed survey and consent letter back when they are completed. Vision for Outdoor Recreation at Capilano College 171
Appendix F - Faculty Meeting Notes
Faculty Meeting Notes
Faculty Meeting Online Discussion with Greig Gjerdalen, Scott Fisher & Catherine Boniface January, 2005
Visioning a Future for Outdoor Recreation / Wilderness Leadership Dec. 10, 2004 1:00 pm – 2:45 pm – Squamish Campus
This is an opportunity to continue finding some consensus about where outdoor programming is going in relation to the Centre of Excellence. Over the next hour and a half I would like to: a) Provide an update of Consortium and WLP b) Have discussions on seven strategic visioning items (Marketing, Partnerships, Programming, OREC Degree, Research role, Evaluation, Location)
1. Update of Tourism Ed Consortium & Centre of Excellence (Roy) – 2 minutes • Bus. plan, visual identity, mission stmt, communication plan, MOU’s, critical path etc.
2. Update changes to WL Program (by Fall, 2005) (Roy) – 15 minutes • WLP is now offered as a certificate to diploma students. What about degree? o Determine equivalency for WLP 153 (Greig & Scott) • Advanced program update. Roy’s meeting with the Registrar. Student loan issue o Development of a new stewardship / climate / night sky course ° Work experience / Job shadow / Directed studies
3. Strategic Visioning for OR / WL as part of the Centre of Excellence in Tourism and Innovation (2006 & Beyond) (Everyone) • OR / WL marketing strategy – 15 minutes
• Determine partnerships and alliances to pursue – 10 minutes o Mentoring role – local high schools (Don Ross) o Camp Summit o Adventure Centre o Local businesses o Squamish 1st Nations ° NEC ° Guardian Program
Vision for Outdoor Recreation at Capilano College 172
• Look at role or need the department can play in ecotourism operator education programming. Look at role for experiential education programming. – 5 min.
• Benefits vs. costs to having the entire OR Dip / WL / Future OREC Deg in Squamish – 10 minutes
• What are the steps to take to move towards an OREC Degree? – 10 minutes
• Determine role the Centre would play in housing OR research, trend studies, conference proceedings, best practices etc. – 5 minutes
• Evaluation of current programming. Continue discussion from last meeting. Determine a plan of action & time line if deemed necessary. – 10 minutes
• If there is a new structure for Cap College in 2006, what will the OR Department look like within it? o I.e. Outdoor Pursuits idea run by students? Club? Association? Gear rental window? o An E-community? Newsletter? • Continue on Risk Management and safety procedures tasks. Determine our position in the industry & more importantly how we will show it. • Other potential projects or ideas • Timing of the strategy we put in place • Ideas of where to access trends and ideas on the future OR environment in BC?
An Online Discussion Between Four Faculty On Thoughts For A New Degree
February, 2005
Six principles to rethinking education: 1. All education should be environmental education. 2. Education is not mastery of subject matter but mastery of one’s person. Subject matter is simply the tool. 3. Knowledge carries responsibility to see that it is used well in the world. 4. We cannot say that we know something until we understand the effects of this knowledge on real people and their communities. 5. We need to use examples over words. 6. The way in which learning occurs is as important as the content of particular courses.
OREC Degree • I would like to encourage the college to move towards an OREC degree. Brian says that it would need to begin under the Tourism degree with an OREC specialty. I would like to see it evolve into an OREC degree on its own & believe Vision for Outdoor Recreation at Capilano College 173
this would be easier to do before Brian retires rather than after. I see many programs in the US and a couple in Canada that have broken ground in this area. The emphasis in the degree would have a series of courses that would be required for degree granting status, but the underlying instruction of these courses would be different. They would focus on such things as: sustainable recreation & tourism, interpretation, reflection, reciprocity, interpersonal skills, kinesthetic & experiential education, metaphorical thinking, critical reasoning and human nature relationships (encompassing ecocentric relationships & ecological literacy) (I would even argue that there may be even be a place for discussions on spirituality based in a natural environment in a program like this). The program would be structured around dialogue and guided discussion, learning a sense of place, demonstrating social responsibility (creating projects that work with local community), career preparation, reflective and adaptive leadership, and leading others. This may be an area to create a new experiential education course.
Postgraduate Leadership Certificate • I would like to find a way to work with real sustainable initiatives in this province to build a postgraduate leadership certificate. Working with organizations such as the Sustainable Research Institute at UBC, or the Whistler municipality and its natural step focus (and sustainability initiative), I feel we could use the framework of the skills courses to provide support for a real leadership program. The idea being to develop a leadership curriculum that has a more holistic view. That is, using our hard skills already developed and tying them with soft skills (organizational, instructional, facilitation) and meta-skills (ethics, communication, leadership flexibility, problem solving, decision making, values and judgment etc.). Then taking all of the above and connecting it to our everyday lives and how we live in this world and with each other. If our academic curricula could be tied into what Whistler is working towards and their sustainability institute, the supporting structure for this might come together easier.
Outdoor Leadership & Sustainability Department • I think our current WL certificate, the advanced certificate, the OREC diploma and future OREC degree could all benefit from having a leadership, sustainability and social responsibility curricula to complement the course work. I believe that this structure could become a department in itself under a heading of “Outdoor Leadership & Sustainability” rather than the current Tourism department.
• In addition, I see other connections that tie into the above. These include:
o Programming Evaluation & Self Examination • Integrate this into new programming form the outset (that is build it into the budgets). • Generate strategies to encourage continual quality improvement in our programming • Examine our assumptions, methods, expectations, and presumed outcomes Vision for Outdoor Recreation at Capilano College 174
• Ask a broad range of questions with a diversity of approaches. Focus on both a formative (ongoing) process (i.e. bag lunches) and a summative process (i.e. graduate- faculty post program focus groups) • Implement personal growth measures and behaviour outcome evaluations (as opposed to only skills & academic evaluation). • Build career portfolios within and across programs. • Clearly identify all of our programs values and goals, then take this and move forward with a clear branding of what our programs & department are about. This will be the face of our marketing efforts. • “Engage in dynamic redefinition” (Plaut 2001, p.137) o Community Partnerships & Events • Mountain Bike Tourism Partnership • Test of Metal – Could Cap take a supportive role in several events? • Squamish First Nations & NEC (tie into NEC outdoor program) • Industry (work experience partners, Camp Summit etc.) • Can we partner with industry to create an Outdoor Pursuits Centre for the Sea to Sky Corridor? • Provide a calendar of events that includes demonstrations in the centre of Squamish for the public. This could be part of the Adventure Centre programming or municipality recreation events. • Revitalize the advisory committee to pay a college employee to work with industry on performance competencies & knowledge expectations. Make this an action-oriented process. Is there a better way to show how skills identified during occupational analyses are actually being addressed in the classroom? • Discuss what a closer relationship with association and organization partners would look like. SKGABC, WTA, Off Road Cycling Assoc., CMFI. o If CMFI became a trainer of ecotourism companies employees for natural & cultural history training, would this fit into a departmental partnership? If so, how? o Community Mentorship • Don Ross Senior Secondary (Grade 10 outdoor program) • Whistler Senior Secondary (Grade 12 outdoor program) Vision for Outdoor Recreation at Capilano College 175
• Could Cap play a role by continuing to work on trail creation & upgrades & play a part in Squamish trail design & planning?
o Adventure Education Library • OREC and Adventure Education Library and Research Data Centre (tie this to the Squamish Adventure Centre). This would include: Journals, Magazines, Research Papers, Publications, Best Practices & Conference Proceedings. • An online database source or E-Library for OREC information.
o Accreditation Begin discussions with other Canadian college & university adventure education programs about forming an accreditation body. Look at AEE process and manual. This could be our way of developing curriculum that comes from the industry as opposed to transferring curricula from our existing departments such as Tourism & Business Administration. It is my feeling that the department in which programs are housed, influence the content of the courses offered.
o Ongoing Research I need help on this one, but this would give us a greater profile in the industry.
o Internal College Profile Increase profile at Cap College by providing faculty PD, running a portion of field courses on site, and highlighting community initiatives on campus. Work with alumni to highlight past students in their careers and use a part of a newsletter that is distributed college wide twice per year. Work with Cap media dept. to provide more quotes, unique ideas, images, testimonials etc.
VISIONNING IDEAS FOR OUTDOOR RECREATION MANAGEMENT PROGRAM Caroline Fisher Feb 10/05
• Integrate more experiential learning/outdoor education (less classroom based) • Fieldtrips are excellent (mountains, kayak, winter camping, sailing etc.). Can we integrate more of the classroom/theory learning into these trips, like the TREK program? • Essential to keep skills component – ideally with a certain degree of choice (I know this has been a point of concern before; it is frustrating from students who have their minds set on a particular skill area outside what we can provide, so some flexibility or diversity is ideal) • Would be very useful to review the course content of EACH class to minimize overlap of material and ensure no gaps, in adequate background learning for subsequent courses Vision for Outdoor Recreation at Capilano College 176
• Based on student feedback, would STRONGLY recommend putting Rec 143 – Delivery Systems in 2nd semester • Do students still learn about how to start/run a small business; write a business plan; entrepreneurial skills as one done with Doug Loblaw? A few students have asked these questions, And I think Doug’s courses offered a good overview of entrepreneurship, rather than the specifics of one component (e.g. marketing). I realize this is partly based on the provincial course laddering system, so don’t know how much, if any flexibility there is… • Need distinct identity separate from tourism dep’t. Good to have some integration, but important not to be absorbed by tourism – the ORM program is unique in the Lower Mainland, has built a long-standing history and reputation AND prepares grads for a growing industry – lets keep it strong! If Cap could be convinced to follow the direction you propose, we would be unique from all other BC programs, by far!! And I honestly think we SHOULD be taking that direction (we have a social obligation to start changing the way we deliver education, and "raise" graduates/citizens. I especially agree with what you've written under accreditation - and being very influenced by the department we are housed in. Cap is currently becoming MORE like Malasp. and they are both putting Orec/Tour under business Personally, I like the flavour of the ORec Program i did in mid 90's a whole lot more.
Bruce Wilson’s Ideas – Feb. 16, 2005 1. I agree that O.R. should stand on it's own in terms of a degree and there is no reason that it needs to wait until after tourism. There is a huge opportunity in relation to leadership in this industry in relation to self leadership leading into leadership of others, and the interdependency of self, group environment, which moves into the realm of sustainability. BC is a outdoor recreation Mecca, capitalise on it, and bring it into the 21st century , in relation to quality of service, consistency of service, and that we are providing an "experience" that is effermal, yet ever lasting. This means that students need to be educated to a level of the Renaissance student where they can provide an experience based on who they are in the context of beautiful BC. 2. There are many new exciting and rewarding niche markets that are opening up, a course in relation to more entrepreneurial based recreation, where creativity, spontaneity, and timing are capitalised on. 3. Teach through experience, have people providing the courses that are living the material, this way the students get it from the front lines, versus just the text. It is the old saying "you can only read about learning to swim for so long , before you just have to jump in, and do it". Comes into Caroline's point re experiential education is so valuable. 4. Provide an educational experience through andragogy versus pedagogy. There is the opportunity to customise each students experience, via self directed learning plans that are streamed through out the academic time in the program. To a certain extent you build your own program based on personal interest within the frame work of the over all structure of the course. I think it would benefit the program to have more of a mixture of mature students and younger, this could than be built upon to provide mentoring and Vision for Outdoor Recreation at Capilano College 177 coaching components in the program.
Some thoughts on the ORec program from Christine Macer. – Feb. 20, 2005 Vision – the program is well positioned to be a leader in training of outdoor leaders and managers, the vision of the department and the faculty’s ability to bring the vision into daily praxis needs to be both realistic and challenging. With the longstanding history of the program the college has established a sturdy credibility upon which it can now build more innovation and change into both the content and the delivery of the outdoor rec diploma, and future advanced certificates/degrees. Change and challenge to old ways of thinking/knowing is what makes people take notice.
Some ideas I have for innovation and new ways of doing: ∑ Development of a much stronger Leadership thread within the program. ° Examination of leadership from different cultural perspectives; leadership philosophies; and most importantly opportunities for students to examine and reflect on their own personal leadership. ° Opportunities for students to grow in their own personal leadership plan over the course duration - and hopefully beyond. ∑ Creation of stronger ties to community events and involvement among current students: volunteering and experiencing more “real world” leadership prior to the practicum experience ∑ Development of core themes that are infused through all curriculum: overlap in courses can be done in a way that will strengthen students understanding of the dynamic elements of the field of leadership, working with people, working outdoors, and working in recreation-based businesses. ∑ Increase in experiential learning techniques employed through the entire curriculum – again this can be done with commitment among the faculty and would need to be reflected in the vision/mission for the program. ∑ Regular department evaluations on program content, whether the program is meeting its goals, and long-term evaluation based on tracking students’ career and life paths.
I must emphasize that I feel the college, and the department are well-positioned to make some changes that will attract attention and continue to provide excellent value for the students each year. With increased attention on recreation tourism, and outdoor leadership as we lead up to the Olympics, the department has an opportunity to shine.
Some thoughts on the ORec program from Greig Gjerdalen – Feb. 24, 2005 Thanks to Roy, Bruce and Caroline for your excellent energy and creative ideas for Orec. We have a strong identity that needs to be continually supported - we have to Figure out how to blow our horn in a way that we will feel good about it. I am excited and encouraged about the prospects of developing an advanced certificate in Outdoor Recreation Management within the Tourism Degree. Brian has advised that this is the wisest route to take in the path towards a stand alone Outdoor Rec. Degree. Preliminary ideas for the 18 credit, 6 course certificate could include: Enviro. stewardship, leadership, interpretation, Vision for Outdoor Recreation at Capilano College 178 entrepreneurship,policy and planning and one other. We also need to come up with an appealing format in which to deliver/offer these courses. It could be taught out of the Coast Mtn. outdoor school for two weeks, followed by a two week road trip in vans, followed by some classroom work and directed online work. This is all open for discussion of course. Looking forward for positive brainstorming and energy. Thanks, Greig
Thoughts from Catherine Boniface – Feb 17, 2005 Thanks for the opportunity to catch up on the latest developments. In looking over your notes a few things are really reassuring and encouraging. One is to hear you say that we should move to a stand alone O Rec degree not an offshoot of the tourism degree. I fully support the sustainability, experiential education and leadership themes. It is great to see the strong emphasis suggested on Outdoor recreation / education content. I also like to see the environmental interpretation theme in your notes. I know this is an area that is very much appreciated in the diploma and I would love to see it as part of the degree. I am excited to see that the advice you are gathering does reflect a fundamental reccie philosophy which is quite distinct from Tourism and Business. I think the challenge will be staying focussed on these reccie goals and not being sidetracked. I am confident that this project is in good hands in this regard! I would like to be involved in your future brainstorming sessions. Please let me know when you are meeting and I will try and join you.
Faculty Meeting on OREC ideas presented online - Feb. 28, 2005
Core Themes (crossing through all curriculum): Leadership. Leadership in relation to outside industry, to the internal self and how to lead others. Leadership would look at cultural perspectives, leadership philosophies, and personal leadership.
Experiential learning. This includes interpretation, reflection, reciprocity, interpersonal skills, kinesthetic education, metaphorical thinking, critical reasoning and more awareness of human-nature relationships. Courses structured around dialogue and guided discussion. Courses should lean to being more skill based.
Sustainability & Social responsibility. This could include volunteering and experiencing more “real world” leadership possibilities. This would tie into the Vision for Outdoor Recreation at Capilano College 179
Sustainability plan (The Natural Step) from Whistler, the sustainability initiatives proposed by the city of Squamish & those of the
Beyond these overriding themes we suggested the following: Those suggestions related directly to creating a OREC Degree • Curriculum integration. Integrating classroom theory into learning on field trips. • Entrepreneurship and business planning. Learn about how to start & run a small business, write a business plan or learn about entrepreneurial based recreation. • Faculty. Have people providing the courses that are living the material they teach (ex. Rick Davies teaching human resources, small business owner teaching entrepreneurship etc.) • Education Customization. Explore ways to make each students experience become a self- directed learning plan. • Student Demographic mix. More of a mixture of mature students and younger students. • Community Mentoring & Integration. Stronger ties to community events, association and organization partners, and seek opportunities to provide a mentorship role in the community. • Career Preparation. Build career portfolios, work experience, getting to know yourself & your strengths & weaknesses. • Provide Resources. Build a proper library that houses journals, books, conference proceedings etc. pertaining to this field.
Those suggestions related to our internal & external profile in the community • Distinct identity. Be more like French Canadian’s!! Have a strong connection with tourism, but become a separate identity. • Accreditation. Provide leadership amoungst Adventure Education providers to come to agreement on professionalizing the industry through standards. • Evaluation. Continually evaluate and revise program to keep current & meet the needs of students. o Course content review. Ensure there is a minimization of content overlap except in those instances where the repetition is necessary to enhance student learning. Vision for Outdoor Recreation at Capilano College 180 Appendix G - Industry Survey
Outdoor Adventure Survey # ______Industry Views on
Capilano College’s Proposed Outdoor Recreation Degree Vision for Outdoor Recreation at Capilano College 181 The purpose of this survey is to collect information on your views regarding the skills 1. HAVE US CONTACT YOU WHEN PRACTICUM’S AND WORK PLACEMENTS ARE and abilities desired for employees in the outdoor recreation industry so we can design BEING SET. 2. HAVE YOUR ORGANIZATION CONTACT US WHEN IT FITS YOUR SCHEDULE. curriculum for a proposed degree with an outdoor recreation specialty. 3. HAVE AN ANNUAL FACE-TO-FACE MEETING WITH FACULTY TO LOOK AT NEEDS FOR THE UPCOMING YEAR. The proposed Outdoor Recreation Degree would consist of: 4. OTHER ______• The current two-year Outdoor Recreation Diploma • Plus an additional two years of education (depending on previous post Q.14 How can Capilano College’s Outdoor Recreation Department help you train your secondary education obtained). employees to a higher level? Circle all that apply below. 1. BY PROVIDING SPECIFIC TRAINING CLINICS & WORKSHOPS 2. BY KEEPING YOU INFORMED ABOUT COURSES OFFERED AT THE COLLEGE Q.1 What is your current position title? 3. BY DESIGNATING A MOBILE EMPLOYMENT COUNSELLOR TO LEARN ABOUT 1. OWNER/OPERATOR WORKPLACE TRAINING NEEDS 2. MANAGER/SUPERVISOR 4. BY DEVELOPING CONFERENCES AND EVENTS THAT BRING TOGETHER 3. OTHER ______INDUSTRY & EDUCATORS 5. OTHER ______Q.2 Do you feel it is important for industry practitioners, such as yourselves, to assist in curricular development in order to facilitate relevant employability skills? Q.15 Do you have anything to add regarding your thoughts on how best to train 1. EXTREMELY IMPORTANT graduates for a position in your organization? 2. VERY IMPORTANT 3. SOMEWHAT IMPORTANT 4. SOMEWHAT UNIMPORTANT 5. VERY UNIMPORTANT 6. UNSURE
Q.3 The proposed degree, with an outdoor recreation specialty, would include a number of Field and Interpretive Skills. Please indicate the level of importance you feel is necessary for each by circling a number beside each skill category:
NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE IMPORTANT IMPORTANT IMPORTANT IMPORTANT Field and Interpretive Skills A. Certifications in applicable skill areas 1 2 3 4 5 Thank you very much for taking the time to complete this survey, as (i.e. kayaking, rock climbing, canoeing) B. Hours logged in applicable skill areas 1 2 3 4 5 your opinions are important. Please hand your completed survey back C. Teaching experience in applicable skill areas 1 2 3 4 5 D. Practice of environmental ethics in the field 1 2 3 4 5 or enclose in self-addressed stamped envelope. E. Interpretive teaching in the field 1 2 3 4 5 Q.10 Considering these trends together, please comment on the overall impact they might have in terms of growth or decline of the industry. 7 Q.13 What is the best way to coordinate integration of students into the workplace with your organization? ______2 Vision for Outdoor Recreation at Capilano College 182 C. Problem solving 1 2 3 4 5 D. Safety and risk assessment 1 2 3 4 5 ______E. Client and interpersonal care 1 2 3 4 5 F. Effective and clear communication 1 2 3 4 5 ______G. Decision making 1 2 3 4 5 H. Critical thinking 1 2 3 4 5
Q.11 Is your organization interested in hiring a practicum, work placement or co-op student from the Capilano College Outdoor Recreation Dept.? Q.5 Finally, the proposed degree, with an outdoor recreation specialty, would include
1. VERY INTERESTED a number of Management Oriented Skills. Please indicate the level of 2. SOMEWHAT INTERESTED importance you feel is necessary for each by circling a number beside each skill 3. SOMEWHAT UNINTERESTED category: NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE 4. VERY UNINTERESTED IMPORTANT IMPORTANT IMPORTANT IMPORTANT 5. UNSURE Management Oriented Skills A. Time management 1 2 3 4 5 Q.12 If interested, then what time of year is best suited for a placement. Please circle B. Financial management 1 2 3 4 5 C. Facilitating meetings and groups 1 2 3 4 5 all that apply. D. Entrepreneurship 1 2 3 4 5 E. Marketing 1 2 3 4 5 1. SPRING (APRIL – JUNE) F. Written communication 1 2 3 4 5 2. SUMMER (JULY – AUGUST) G. Information technology 1 2 3 4 5 3. FALL (SEPTEMBER – NOVEMBER) (i.e. website design, computer applications) 4. WINTER (DECEMBER – MARCH) H. Program development, design and 1 2 3 4 5 5. OTHER ______evaluation
Q.6 Are there other skills you feel are important that are not mentioned in the previous questions? ______
______Q.7 After reading the information above and knowing the skills you look for in employees, do you feel applicants would be better qualified for employment in your organization with a degree having this type of outdoor recreation Q.4 Next, the proposed degree, with an outdoor recreation specialty, would include a 3 number of Leadership Theory Skills. Please indicate the level of importance you specialization?
feel is necessary for each by circling a number beside each skill category: 6. STRONGLY AGREE NOT AT ALL SOMEWHAT VERY EXTREMELY UNS6U RE IMPORTANT IMPORTANT IMPORTANT IMPORTANT 7. SOMEWHAT AGREE Leadership Theory Skills 8. SOMEWHAT DISAGREE A. Leadership flexibility and styles 1 2 3 4 5 9. STRONGLY DISAGREE B. Teambuilding 1 2 3 4 5 10. UNSURE Vision for Outdoor Recreation at Capilano College 183
Q.8 Circle the numbers below that most closely match your viewpoint on the ______
importance of integration of curriculum and coursework into the community. TECHNOLOGICAL TRENDS L. New technology will help increase business NOT AT ALL SOMEWHAT VERY EXTREMELY UNSURE M. New technology will have little effect on business IMPORTANT IMPORTANT IMPORTANT IMPORTANT N. Other technological trends and their effects A. Integrate learning into the workplace 1 2 3 4 5 ______B. Integrate current issues in the community 1 2 3 4 5 C. Integrate external certifications into curriculum 1 2 3 4 5 D. Integrating coursework into community 1 2 3 4 5 ______such as socially responsible projects
Q.9 What future trends do you see as being important to your organization and employees in the next 5 years? Circle all that apply and comment if necessary.
SOCIAL TRENDS A. Demographic changes will affect business positively B. Demographic changes will affect business negatively C. Other social trends and their effects ______
______
5 ECONOMIC TRENDS D. The amount of time for leisure will increase E. The amount of time for leisure will decrease F. The outdoor adventure profession will expand and diversify G. The outdoor adventure profession will contract and simplify 4 H. Other economic trends and their effects
______
______
POLITICAL TRENDS I. Policies and regulations will make it easier to do business J. Policies and regulations will make it harder to do business K. Other political trends and their effects
______Vision for Outdoor Recreation at Capilano College 184
Appendix H - Grid Matrix of other Adventure Education Programs
Grid Matrix of BC and Canadian Adventure Programs
Outdoor Recreation Programs – BC – find # of stdts
Name of Name of Location Website Contact Tuition Season(s) Courses Offered beyond Certifications Work Other Organization Program Offered WLP Exp. / Practicu m / Co-op College of New Northern O.R. Valemount, BC http://www. Sandra Craig - $6,680 + certs Sept. - May Ecotourism, Horsetrail CISSR WFA, Parks Yes - Ladder to Caledonia & Ecotourism cnc.bc.ca/val 1.888.690.4422 guiding, Canada Interp Exam, Time? UCC Certificate emount/ Interp, CAA Level 1, Diploma & E. Stewardship, snowmobile operator Degree Entreprenuership, cert., Fishing guide, Snowmobile touring, Fishing BCRCA, Raft Class 1 College of the Adventure Golden, BC http://www. Gerry Simpson - $6,500 10 month Business, computers, Basic or Advanced WFA, 6 week Rockies Tourism cotr.bc.ca/A 1-877-489- program accounting, operational mgmt, Transportation Practicum Business TBO/ COTR Endorsement Operations Swift Water Rescue Certificate Technician 1; CAA Adventure Tourism BC Standards and Cert for the Tourism Professional; Outdoor Technical Skills and Association Standards; Parks Canada Interpreters Certificate; National Coaching Certification Theory Level I; College of the International Golden, Cranbrook, http://www. As above $9055.00 14 weeks in Videography, Occupational First Aid No ? Rockies Expedition Calif, New Mexico, cotr.bc.ca/Ec Sept & Feb. Canyoneering; Level 1 and Transport Leadership Utah oTour/ Certificate; Adv WFA; Class 4 Drivers Licence; Radio Operators Licence; Vision for Outdoor Recreation at Capilano College 185 Swift Water Rescue Certificate; Food Safe Certification; Assistant Sea Kayak Guide Training Certificate; College of the Mountain Fernie, BC http://ww As above $10,750.00 Nine- Environmental Bronze Medallion No Rockies Activity Skills w.cotr.bc. month Stewardship; Computer Class 4 Driver’s Licence; Training CAA ; BCRCA flat water
program ca/MAST/ program Applications in Tourism; & Entrepreneurship; Tandem Moving Water Helicopter Safety; Ice Paddler Occupational Climbing; First Aid or Wilderness Emergency Care - 80 hr. course; Swiftwater Rescue Technician Course; Alpine/Snowboard Instructor
College of the Winter http://ww Phone: (250) ? January Job Skills & Canadian Avalanche Yes Rockies Guide/Patrol w.cotr.bc. 423-4691 03 - April Entrepreneurship; Association - Level 1 Training Program ca/Winter 29, 2005 - Patrol Training; Advanced Wilderness Guide/ 12 seats 1st Aid available Canadian Ski Guides’ - Level 1
Thompson Adventure Kamloops, BC www.advent 250-828-5221 $8,000- Sept- International guiding (?) and Association of Can. No Rivers Diploma ureprograms $9,000/yr (I think business development Mountain Guides: Assist. University .ca April but I Scuba diving, heli-hiking, Ski GuidesAssoc. of Can. (UCC) got that heli-skiing, snowboarding, ice Mountain Guides: Assist. from climbing Rock Guide Assoc. of memory Can. Sea Kayak Guides: from Toran Assistant Sea Kayaking Guide River Rafting Guide License BC Prov. Emergency Program: Rope Rescue Team Leader BC Provincial Emergency Program: Vision for Outdoor Recreation at Capilano College 186 Rope Rescue Team Member BC Prov. Emerge. Program: Search & Rescue Manage. Can. Rec. Canoe Assoc.: Trip Instructor Can. Rec. Canoe Assoc: Lakewater Canoe Instructor Can. Recr. Canoe Assoc: Moving Water Instructor Can. Avalanche Assoc: Safety for Ski Operations I Can. Assoc. of Nordic Ski Instructors: Level I Instructor Can. Assoc. of Nordic Ski Instructors: Level II Instructor Canadian Association of Nordic Ski Instructors: Telemark Instructor National Association of Scuba Diving: Master Diver National Association of Scuba Diving: Open Water National Association of Scuba Diving: Advanced Open Water National Association of Scuba Diving: Dive Supervisor Rescue Canada: Swiftwater Rescue Technician I Rescue Canada: Swiftwater Rescue II Rescue Canada: Swiftwater Rescue Instructor Sea Kayak Guides Alliance of BC Whitewater Kayak Vision for Outdoor Recreation at Capilano College 187 Association of BC: Senior River Instructor Whitewater Kayak Association of BC: Assistant River Instructor Wilderness Medical Associates: AWFA
Thompson Canadian Kamloops, BC Rob Hood ? More advanced English, Math, Bachelor of Tourism Yes – 2 Min. 500 Rivers Mountain & 250-371-5988 Statistics, computing, Management in work hrs of University Ski Guide [email protected] organizational behaviour, Adventure Studies with a terms over documented Diploma c.ca marketing, accounting, Major in Adventure the course relevant economics, intro to Tourism, Tourism Management of the work Hospitality/Business Law, degree experience Environmental Stewardship supported by industry references Strathcona Park Canadian Strathcona Park, www.colt.bc 286-3122 $9900.00/100 March 23- Surf Kayak Intro, Snow & BCRCA - Flatwater Yes, Lodge Outdoor Vancouver Island .ca info@outdoor- days June 30 Glacier Trvel, Mtn. Instructor - Tandem Strathcona Leadership leadership.org $7800.00/71 April 23- Philosophy, mtn. journey Moving Water Paddler Park Training [email protected] days July 31 Level - Solo Moving Lodge (COLT) August 3- Water Paddler Level Nov 10 Industry Canada - September Restricted Marine Radio 1-Nov. 10 Operator License Association of Canadian Sea Kayak Guides - Assistant Guide Certification Wilderness Alert - "Explorer" for Leaders North Island Coastal Campbell River http://ww David Pinel $12,000 January- Coastal Navigation, Marine BC Recreational No College Adventure w.nic.bc.c 250-830-0948 May emergency duties, power Canoeing Assoc Tourism boating, customer service, Lakewater Lev 4 a/tourism/i small engine repair, Risk Canadian Yachting Assoc ndex.htm? management, stewardship, Coastal Cruising Standard coastal1.ht (sailing) Canadian m~mainFr Yachting Assoc ame Powerboat Standard Can Yachting Assoc Coastal Navigation Standard CCG Pleasure Vision for Outdoor Recreation at Capilano College 188 Craft Operator Cert WFA (50 hr plus) & Level 'C' CPR SKGABC endorsed kayak leadership course & Assistant Guide Assessment Foodsafe Level I & Superhost Fundamentals Marine Emergency Duties (A1 & A2) Marine Radio Telephone Operator Restricted Certificate
Sooke Adventure Sooke, BC www.sook 250-642-2331 ? Business, Environmental yes Adventure Tourism Level eadventur ethics, heritage arits, intro to Tourism School I Certificate navigation, marine navigation, eschool.co weather & climate, marine m safety & rescue, Sooke Adventure Sooke, BC www.sook 250-642-2331 September Adventure Tourism Busines, Adventure Adventure Tourism Level eadventur Environmental Stewardship, Tourism Tourism School II Certificate Heritage Interpretation, Work eschool.co Communication and Experienc m Leadership in Adventure e Tourism, Adventure Tourism Skills yes Canadian Adventure Vancouver, BC Vancouve 604-736-8000 >$10,000 ? Heritage Interpretation, Explorer First Aid ? Adventure Tourism Tourism r@tourism Operating a Tourism Business Marine Radio Operators Tourism College Diploma License River Rafting Certificate Certificate 1 college.co Guide School Certificate II m from CTC. BC Commercial raft guide Adventure license Assistant Ocean Tourism Kayak Guide Exam Diploma Class Four Drivers License
Canadian Adventure Vancouver, BC Vancouve 604-736-8000 >$10,000 ? First Nations Cultural Tourism Recreational Avalanche 160 hour Adventure Tourism Tourism r@tourism Certificate, Assisting Awareness CTC & MEC hands-on Tourism College Diploma Travelers with Disabilities Assistant Ocean Kayak training in Diploma Certificate 11 college.co certificate, Avalanche Guide CFOKE, an m Awareness, Starting a Tourism Recreational Backpack Adventure Vision for Outdoor Recreation at Capilano College 189 Business Leaders Certificate H20 Tourism Mountain School First related Nations Cultural Tourism environme Assisting Travelers With nt Disabilities, Advanced Back-Country First Aid Wilderness Alert
Tourism Adventure & Vancouver http://ww 604-736-7008 ? Mid Business, Environmental Advanced Wilderness Yes Training Ecotourism w.tourismt September Stewardship, Risk First Aid Certificate Institute Diploma Mid January Management, Computer, i.com Marine Radio Operator's Mid April Superhost Fund or Japanese License, Integrated Service Expectations, Computer Applications Handling Customers with SuperHost Fundamentals Disabilities, Foodsafe, Serving or Japanese Service It Right Expectations Certificate Handling Customers with Disabilities Certificate Foodsafe Certificate Serving It Right Certificate
Northwest Prince Coastal Eco-Adventure http://ww 250-624-6054 $7200 Jan-May Introduction to Tourism and Canadian Red Cross Yes Community Rupert/Smither Tourism Certificate w.nwcc.bc [email protected] Eco-Adventure Tourism, Wilderness and College s wcc.bc.ca Human Relations and .ca/progra Customer Service, Remote First Aid ms/ceat.ht Environmental Stewardship, WCB Occupational m Coastal Heritage Interpretation Level I Endorsement Sport Fishing, Outboard Restricted Radio Motors /Repair and Operators Certificate Maintenance. Trip Planning and Preparation BCRCA Power Boat Operations Class 4 Transportation Endorsement, Vital Link Standard First Aid, Risk Management Foodsafe, Bronze Cross
Northwest Smithers Wilderness Guiding 250-847-4461 $4800 April-June Human Relations & Customer yes Community Skills Diploma 1-877-277-2288 Service, Risk Management, College FoodSafe, Intro to Wilderness Rescue, Backcountry cooking, Vision for Outdoor Recreation at Capilano College 190 Technical hunting skills, Angling guide Malaspina Nanaimo Coastal Ecotourism http://ww (250)753-3245 ? On demand ? ? ? ? University Management w.mala.bc College Certificate .ca
Kwantlen Surrey Adventure Tourism www.kwantl 604-599-2100 ? September – ? ? Yes University Certificate en, bc.ca June College Columbia Bible Abbotsford Outdoor Leadership http://ww 604-853-3358 ? ? ? ? ? ? College Diploma w.columb 1-800-283-0881 iabc.edu/ academic s/catalogu e/progra ms- outdoor- recreatio n.html University Abbotsford Adventure Travel http://ww 604-853-7441 ? ? ? ? ? ? College of the Training Certificate w.ucfv.bc. ext. 4297 Fraser Valley ca/plan20 05/data/kp e/advtour. htm Northern Lights Atlin Adventure Tourism 250-651-2470 February- Wilderness First Aid College Certificate September Avalanche Safety ATV & Snowmobile http://nlc. Touring, Cross bc.ca/prog Country Ski Tripping, rams/adve Hiking & nturetouris Backpacking, Dog m/ sledding, Canoeing – Kayaking, Powerboat Operation, Vision for Outdoor Recreation at Capilano College 191 Swiftwater Rescue, Freshwater Fishing, River Rafting Food Safety Northern Lights College, adventure Tourism Certificate
Outdoor Recreation Programs – Rest of Canada – find # of stdts
Name of Name of Location Website Contact Tuition Season(s) Courses Offered beyond Certifications Work Other Organization Program Offered WLP Exp. / Practicu m / Co-op Sault College Parks & Sault Ste. Marie, www.saultc. 1-800-461-2260 $4000 2 year Applied Resource Yes Outdoor Ontario on.ca/Progra program Calculations I, Park Recreation ms/Parks Season? Operations, Business Technician OutdoorRec Communication, Business Tech.htm math, animal diversity, equipment Operation & maintenance, Natural resources Career Management, park protection, park interpretation, computer applications in outdoor recreation, recreation planning, adventure expeditions, integrated resource management, natural resources entrepreneurship, natural resource law Lakehead Outdoor Thunder Bay, Ontario http://outdoo School of ? 4 years Group Dynamics in Outdoor Yes – University Recreation rrec.lakehea Outdoor Season? Recreation, Parks & Tourism, field Degree du.ca Recreation, Intro to Outdoor Rec, Parks & placement Parks & Tourism Tourism, Organization & 807-343-8759 Management in Outdoor Rec, [email protected] Parks & Tourism, akeheadu.ca programming & evaluation, Inquiry & analysis in outdoor Rec, parks & tourism, theory Vision for Outdoor Recreation at Capilano College 192 & practice of tourism, theory & practice of parks, ecological literacy, forest recreation management, expedition management, risk management, heritage interpretation in outdoor rec etc., topics in tourism, inclusive & special recreation, commercial recreation & tourism, nature-based tourism, topics in parks, human dimensions of Human use in parks and protected area management.biophysical dimentions of human use in parks & protected area management, experiential education in outdoor rec, private stewardship, deep ecological perspectives, outdoor centre management, advanced GIS & remote sensing, polar tourism, therapeutic recreation, tourism analysis, issues in sustainable tourism, park planning and management, Algonquin Adventure Pembroke, Ontario www.algonq (613) 735-4700 $6300 3 16-week Astronomy, Archeology, Canoe Basic Instructor, Yes – College Naturalist uincollege.c terms computer, cross country Mountain Bike – trail field om/pembrok cycling, Tracking & wildlife guide & trip leader, placement e/ viewing, maple syrup making, Wilderness first financial management for responder. nature based business, marketing & customer service, risk management, photography, Small business, interpretive media, ecotourism, horseback riding New Brunswick Adventure St. Andrews, New http://www.s 506-529-5000 $5000 80 weeks Fitness & Conditioning, , Yes – 12 Graduates Community Recreation Brunswick tandrews.nb starting in Applied Business operation, weeks may enter College Diploma cc.nb.ca September business technology, Recreation recreational planning & & Sports Vision for Outdoor Recreation at Capilano College 193 programming, marketing, Studies economics, risk management, degree supervision, industry program at experience University of New Brunswick, Frredericton
Lakeland Adventure Vermilion Lakelandc 1-800-661-6490 $4227 2 years Small business Transfer credit yes College Tourism & .ab.ca accounting, technical agreements with Outdoor Augustana University Recreation communications, heritage College, University Diploma interpretation principles, College of the Cariboo computers, customer relations, eco-tourism, adventure tourism & the law, Tourism marketing & packaging, adv. Tour. Business managemenr, human resource management, outdoor pursuits, Sir Sandford Ecotourism & Peterborough, Ontario www.flemin 705-743-5530 $4000 yes Fleming Adventure gc.on.ca College Management Cert.
Vision for Outdoor Recreation at Capilano College 194
OREC
Degree NEC Appendix I - Charting a New Course – st Ladder from Ambassador Squamish 1 Brainstorm Map (Ideas from faculty meeting existing course Project Nations Feb. 28) The Art of Adventure Cap College & WLP Advanced Outdoor Recreation - Squamish OREC Diploma & Certificate & work COTR Univ. Accreditation practicum Experience Cap Scuba First Nations Component Joint Marketing NIC WLP Certificate Joint programming Diploma & WL Selective Skills Post Secondary Institution TRU
The Art of Adventure Partnerships Accreditation
Ecotourism OREC & WLP in Entrepreneurship Squamish Certificate Lakehead Univ. Accreditation Secondary Mentoring Association Partners Industry Partners
Don Ross Gr. Whistler Howe Sound 10 program Secondary Secondary - WTA - Camp Summit Outdoor Pursuits Squamish Centre Adventure Centre - CMFI - Canadian Outback Partnership - SKGA - Rivers & Oceans - Interpretation Canada - Test of Metal - Sq River Estuary - Sunwolf Outdoor Society Centre CC BC OREC Library - Off Road Cycling Assoc. - Slipstream - Journals
- Magazines - Research Papers Experiential - Publications Education OREC - Best Practices Course E-Community - Conference Development Proceedings