Participants’ Perceptions of Their Outward Bound Final Expedition and the Relationship to Instructor Supervisory Position

Abstract

The purpose of this mixed-method study was to understand participants’ perceptions of their Outward Bound Final Expedition experience and more specifically the relationship between the instructor supervisory position and participant’s perception of learning. A sample of 331 students consented to participate and completed a survey at the conclusion of their Final Expedition. Instructors reported that they used different supervisory positions based on student age, readiness, and other factors. The most enjoyable aspect of Final Expedition that emerged when the instructor traveled with the group or within sight and sound was autonomy. Physical challenge and group dynamics were the most difficult aspects, regardless of the instructor position. Group dynamics played a greater role when instructors did not travel with their groups. These results indicate that minimizing instructor involvement enhanced perceived personal growth by increasing self-reliance and self-awareness and enhanced perceived group development by encouraging greater group reliance, responsibility, and cohesion. This study indicates that the adolescent students perceived autonomy and many of the associated benefits despite not experiencing the more traditional unaccompanied Final Expedition. The findings may serve instructors, program managers, and educators utilizing the Final Expedition in the existing programs as well as those interested in integrating autonomous student experiences in their programs.