本研究以Priest(2022)5Ds組織發展模式和鄭滄祥等人（2022）ADDIE課程品質認證系統的理論模式為基礎，深入探究個案公司Team Adventure（以下簡稱TA公司）企業探索訓練課程之發展歷程。本研究採用單一個案嵌入式研究設計，以TA公司2021年至2022年間開設的六個課程為分析單位，並透過半結構式深度訪談、文件分析和參與觀察進行全面資料蒐集。訪談對象包括TA公司的2位引導教練、2位後勤團隊業務代表，以及3家大型企業的4位客戶代表，共進行17次訪談。為確保資料可信，研究使用三角驗證法、同儕及指導教授的審查，並運用受訪者檢核表進行資料驗證。研究結果顯示：首先，需求分析的核心在於「聚焦客戶需求」和「內部資訊共享」。其次，課程設計強調「動態循環」，透過「目標平衡」和「後勤行政」的協調，確保課程順利執行。第三，課程實施階段，引導教練運用「引導反思」的技巧，啟發學員在「態度」和「行為」轉變，強調「企業探索訓練」的核心價值；儘管引導教練主導執行，課程助理也具關鍵作用。第四，課程評估需要關注各階段，透過「課程面」和「行政面」的觀察和討論，提供建議，推動企業客戶和TA公司內部組織的發展。第五，透過課程執行和內部反思的雙向驅動，有效提升TA公司內部課程發展歷程的完整性。最後，研究者提出了「ASPIRE企業探索訓練課程發展圖」來概括說明，包含「需求分析」、「設立目標」、「課程計畫」、「課程實施」、「階段性反思」和「課程評估」六個構面，強調在企業探索訓練中「反思」的重要性。這些研究結果不僅為TA公司的課程發展提供了關鍵見解，同時也為未來相關研究和實務工作提供了有價值的基礎和啟示。

This study is anchored in the theoretical frameworks proposed by Priest (2022) for the 5Ds Organizational Development model, and the ADDIE curriculum quality certification system presented by Cheng et al. (2022). The research delves profoundly into the developmental trajectory of Corporate Adventure Training (CAT) programs within the organizational context of Team Adventure (hereafter referred to as TA Company). Employing a single-case embedded research design, the study meticulously examines 6 CAT programs offered by TA Company between the years 2021 and 2022 as its units of analysis. The data collection approach is comprehensive, involving semi-structured in-depth interviews, document analysis, and participant observations. The study comprises a total of 17 interviews, involving 2 instructional coaches from TA Company, 2 logistics team business representatives, as well as 4 customer representatives from 3 large enterprises. To ensure data credibility, the research employs the triangulation method, peers & advisor review, and utilizes an interviewee verification form to validate the data. The findings of the study unveil several pivotal insights. Firstly, the essence of the needs analysis resides in a "customer-centric focus" and "internal information sharing." Secondly, the course design accentuates the concept of a "dynamic cycle," ensuring seamless execution through the coordination of "goal equilibrium" and "logistical administration." Thirdly, during the course implementation phase, instructional coaches employ techniques of "reflective guidance," fostering shifts in "attitude" and "behavior" among learners while underscoring the central value of CAT. Despite instructional coaches leading the execution, course assistants also play a pivotal role. Fourthly, course evaluation demands attention across various stages, offering recommendations through the observation and discussion of both the "course facet" and "administrative facet", thereby propelling the development of corporate clients and internal structures within TA Company. Fifthly, through the bidirectional impetus of course execution and internal reflection, the integrity of TA Company's internal CAT program development process is effectively bolstered. Finally, the researcher presents the "ASPIRE Corporate Adventure Training Development Model," encapsulating and illustrating six dimensions: "Analysis", "Setting Goals", "Planning", "Implementation", "Reflection", and "Evaluation" with an emphasis on the significance of "Reflection" within Corporate Adventure Training. These research findings not only offer critical insights into the course development of TA Company but also provide valuable foundations and insights for future related research and practical endeavors.

丁于珊、林怡先、徐鬱倫、盧俊吉、林麗（2015）。應用 Kirkpatrick 四層次評估準則探討員工教育訓練。管理資訊計算，4(1)，287-296。
王如哲（2019）。臺灣人才培育之國際比較。中國教育學會（主編），教育的展望-人才培育與永續發展（頁34-49）。學富文化。
石偉源、李一聖、郭添財（2013）。探索教育在學校領域應用之探討。國教新知，60(2)，38-45。
吉立斯、張德忻、徐國峰、普利斯特、江真、蓋斯（2009）。引導技巧的9堂課: 學員導向的學習與改變（頁43-48）。臺灣外展教育基金會，臺北市，臺灣。
吳兆田（2010）。體驗學習企業培訓：職能發展冒險培訓方案。體驗教育學報，4，37-74。
吳建華、謝發昱、黃俊峰、陳銘凱（2004）。個案研究。在潘慧玲（主編），教育研究的取徑：概念與應用（頁199-236）。高等教育文化事業有限公司。
吳啟誠、張瓊云（2019）。主題分析在教育研究上的應用。特殊教育發展期刊，69，29-42。
吳清山（2019）。人力資本。教育研究月刊，298，135-136。
吳漢明、鄭瑞隆、盧仲文（2005）。探索教育：活動安全管理。幼獅文化。
呂紹瑜（2019）。以行動科技接受模式探討企業直播教育訓練持續使用之研究 —以某壽險公司為例〔未出版之碩士論文〕。國立臺灣師範大學科技應用與人力資源發展學系。
李義男（2003）。探索敎育與諮商治療。水牛圖書出版事業有限公司。
阮光勛（2014）。促進質性研究的品質與可信性。國教新知，61(1)，92-102。
周瑛琪、顏炘怡（2018）。員工訓練與發展。美商麥格羅希爾國際股份有限公司台灣分公司。
林孟欣（2019）。冒險教育對弱勢家庭學生挫折容忍力影響之研究-以桃園某團體自行車環島活動為例〔未出版之碩士論文〕。國立臺灣師範大學公民教育與活動領導學系。
林怡君、范凱棠、陳心懿、李郁澄（2014）。台灣人力資源專業人員訓練設計職能量表發展。交大管理學報，34(1)， 141-176。
林凱衡（2021）。為何臺灣的企業提供職業訓練的比例偏低？一個技能形成取徑的歷史分析〔未出版之博士論文〕。國立臺灣大學社會學研究所。
施方良（1997）。課程理論：課程的基礎、原理與問題。麗文文化。
施雪切（2014）。服飾製作專業人才教育訓練評估之研究。康大學報，4，43-67。
柳岑歡（2020）。台灣地區 2011-2019 年企業訓練 TTQS 碩博士學位論文之內容分析〔未出版之碩士論文〕。國立清華大學學習科學研究所。
張于紳、張書豪（2022）。跨領域人才之培育與發展。財團法人國家實驗研究院科技政策研究與資訊中心，臺北市，臺灣。
張迺貞、周天（2015）。運用 Kirkpatrick 模式評估資訊法律課程在數位學習環境之學習成效。教育資料與圖書館學，52(4)，417-450。
張緯良（2019）。人力資源管理（第五版）。雙葉書廊。
張曦元（2022）。美容 SPA 體驗式學習課程在職訓練成效評估之研究： Kirkpatrick 模式的應用〔未出版之碩士論文〕。中國科技大學企業管理系。
曹惟理（2019）。體驗教育之哲學基礎〔未出版之碩士論文〕。臺灣師範大學公民教育與活動領導學系。
梁玉媚（2018）。連鎖便利商店導入體驗式學習之個案分析〔未出版之碩士論文〕。國立政治大學經營管理碩士學程(EMBA)。
梁淳雅（2021）。企業最適教育訓練系統之探討〔未出版之碩士論文〕。淡江大學企業管理學系。
莊凱寧（2015）。教育訓練成效提升方法對訓練遷移動機之影響，以硬技能軟技能作為調節變項〔未出版之碩士論文〕。國立交通大學管理科學系。
陳沁怡（2003）。訓練與發展。雙葉書廊。
陳佳暄（2015）。探索教育對於科技業員工情緒勞務影響之研究〔未出版之碩士論文〕。國立新竹教育大學人力資源與數位學習科技研究所。
陳彥婷（2012）。臺灣外展教育發展之研究〔未出版之碩士論文〕。國立臺灣師範大學公民教育與活動領導學系。
陳盈方（2016）。東亞勞動市場雙元化的跨國比較：技術類型、工作特性與工會力量的差異性〔未出版之博士論文〕。國立中正大學社會福利研究所。
陳萬淇（1992）。個案研究法。華泰。
勞動部（2021）。108年職業訓練概況調查。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。doi：10.6141/TW-SRDA-AH080022-1
勞動部勞動人力發展署（2021）。108年職業訓練概況調查報告。https://statdb.mol.gov.tw/html/svy09/0941all.pdf
勞動部勞動發展署（2017）。TTQS智庫全書2017版。https：//ttqs.wda.gov.tw/ttqs/menu_008_04.php
彭建仁（2006）。體驗式學習運用於團隊建立之訓練遷移研究〔未出版之碩士論文〕。國立臺灣師範大學工業科技教育學系。
鈕文英、吳裕益（2019）。單一個案研究法-設計與實施(附光碟)。心理出版社。
黃瑞琴（2021）。質性教育研究方法。心理出版社。
經濟部中小企業處（2021）。中小企業白皮書。經濟部。
葉俊偉（2012）。訓練品質評核系統 (TTQS) 行政助理職能標準之研究。弘光人文社會學報，15， 92-117。
廖炳煌（2008）。探索教育課程目標與內容之研究〔未出版之碩士論文〕。國立臺灣師範大學公民教育與活動領導學系在職進修碩士班。
廖炳煌（2020）。冒險方案計畫發展與實施之研究—以H機關團隊領導力訓練課程為例〔未出版之博士論文〕。國立臺灣師範大學公民教育與活動領導學系。
廖炳煌（2022）。冒險方案計畫發展與實施之研究－以T國營公司為例。體驗教育學報，14，71-96。
廖珮妏、王俊傑（2020）。企業探索訓練之訓練移轉模式。體育學報，53，4。
劉世勳、李然堯（1995）。情境式學習在企業員工教育訓練之應用。就業與訓練，15，44-48。
潘玉龍（2018）。探索教育的核心素養之分析與探究—以高關懷青少年為例。臺灣教育評論月刊， 7(8)，108-121。
蔡孟岑，張基成（2020）。組織氣候與知識移轉對學習遷移之影響：組織氣候的調節效果。人文社會科學研究：教育類，14(1)，1-34。
蔡居澤、廖炳煌（2001）。探索教育與活動學校。翰林。
蔡維奇（2020）。員工訓練與開發。李誠（主編），人力資源管理的12堂課（五版）（頁58-90）。天下文化。
蔡錫濤（2000）。訓練的評鑑。師大書苑。
鄭智明、吳崇旗（2021）。戶外冒險教育課程對澳門大學生生活效能與團隊凝聚力之成效。公民教育與活動領導學報，26，137-163。
鄭滄祥、曾智義、丁淑方（2022）。以 ADDIE 為基礎之職能專家知識地圖建構法。中山管理評論，30(2)，259-292。
穆廣浩（2020）。企業探索訓練之成效研究〔未出版之碩士論文〕。國立臺灣師範大學公民教育與活動領導學系。
賴克林（2022）。教育產業微型創業知能與新住民育成輔導課程發展之研究〔未出版之博士論文〕。淡江大學教育領導與科技管理博士班。
戴國良（2020）。人力資源管理—理論、實務與個案。五南。
謝念慈（2022）。德國 OWL 區域 [教育 4.0] 對臺灣中小學培育 [工業 4.0] 產業人才啟示。臺灣教育評論月刊，11(9)，38-46。
謝明德、趙義隆（2018）。運用 ADDIE 建構工業 4.0 產業自動化控制人才職能導向課程。管理評論，37(3)，53-67。
謝馥蔓（2020）。從設計思考析論組織層次的訓練需求評估。政策與人力管理，11(2)，83-101。
鍾佩君（2017）。初探新版柯氏學習評估模式。評鑑雙月刊，68，34-38。
鍾慧蘋、陳殷哲（2016）。組織導入探索教育對於形塑企業文化與提升教育訓練層級之研究。公民教育與活動領導學報，24，161-180。
Abner, G., Valdez, B., & Perry, J. L. (2021). Elevating the case for leadership development programs: Return on investment evaluations. Public Administration Review, 81(2), 291-294.
Adair, J. (2004). The John Adair Handbook of Management and Leadership. Thorogood.
Adair, J. (2009). Effective teambuilding: How to make a winning team. Pan Macmillan.
Agran, D., Garvey, D., Miner, T. & Priest, S. (1993). Experience-Based Training and Development：Directory of Programs(3th ed.). Association for Experience Education.
Ahlin, E. M. (2019). Semi-structured interviews with expert practitioners: Their validity and significant contribution to translational research. http://dx.doi.org/10.4135/9781526466037
Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method from case reports as a publication type. Journal of the Medical Library Association: JMLA, 107(1), 1.
Alsalamah, A. & Callinan, C. (2022). The Kirkpatrick model for training evaluation: bibliometric analysis after 60 years (1959–2020).Industrial and Commercial Training,54(1),36-63. https://doi.org/10.1108/ICT-12-2020-0115
Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of instructional development, 3(4), 2-16.
Anwar, M., Oentoe, F., Senduk, J., & Sumual, H. (2019). The Management Model of Conducting Education and Training in The Technical Field of Education and Religion. International Journal of Scientific and Research Publications, 9(7), 82-93. https://doi.org/10.29322/IJSRP.9.07.2019.p9112
Ashrafi Dost, S. (2020). Factors that affect the management capacity, leadership and employee performance in the Ministry of Public Health (MoPH), Afghanistan: an embedded single-case study[Unpublished doctoral dissertation]. Bournemouth University.
Association for Experiential Education (1995). AEE definition of experiential education .The AEE Horizon, 15(1), 21.
Birou, L.,& Hoek, R. V. (2021). Supply Chain Management Talent: The Role of Executives in Engagement, Recruitment, Development and Retention.Supply Chain Management: An International Journal,ahead-of-print(ahead-of-print). https://doi.org/ 10.1108/SCM-08-2020-0418
Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal.
Broderick, A. & Pearce, G. (2001). Indoor Adventure Training: A Dramaturgical Approach to Management Development. Journal of Organizational Change Management,14(3), 242-252.
Bronson, J., Gibson, S., Kichar, R., & Priest, S. (1992). Evaluation of team development in a corporate adventure training program. Journal of experiential education, 15(2), 50-53.
Buckley, R., & Caple, J. (2009).The theory and practice of training. Kogan Page Publishers.
Cahapay, M. (2021). Kirkpatrick model: Its limitations as used in higher education evaluation. International Journal of Assessment Tools in Education, 8(1), 135-144.
Chan, C. ka yuk. (2023). Assessment for Experiential Learning. Taylor & Francis. https://doi.org/10.4324/9781003018391
Chiarini, A., & Kumar, M. (2021). Lean Six Sigma and Industry 4.0 integration for Operational Excellence: evidence from Italian manufacturing companies. Production planning & control, 32(13), 1084-1101.
Chiesa, V. & Barbeschi, M. (1994). Technology Strategy in Competence Based Competition(pp. 293-314). Competence-Based Competition, ed. G. Hamel, and A. Heene. John Wiley & Sons.
Clement, T., Johnson, K., & Bigby, C. (2007). Making life good in the community. The story so far: interim report.
Deane, K. L., & Harré, N. (2014). The youth adventure programming model. Journal of Research on Adolescence, 24(2), 293-308.
Deloitte Insights (2021). The Social Enterprise in a World Disrupted. https://www2.deloitte.com/content/dam/insights/us/articles/6935_2021-HC-Trends/di_human-capital-trends.pdf
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods(2nd ed.). McGraw-Hill.
Denzin, N. K. (2012). Triangulation 2.0. Journal of mixed methods research, 6(2), 80-88.
Denzin, N. K., Lincoln, Y. S., Giardina, M. D., & Cannella, G. S. (Eds.). (2023). The Sage handbook of qualitative research. Sage publications.
Deterding, N. M., & Waters, M. C. (2021). Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological methods & research, 50(2), 708-739.
Dick, W. & Carey, L. (2011). The Systematic Design of Instruction(7th).Harper Collins.
Duryan, M., Smyth, H., Roberts, A., Rowlinson, S., &Sherratt, F. (2020). Knowledge transfer for occupational health and safety: Cultivating health and safety learning culture in construction firms. Accident Analysis & Prevention, 139, 105496.
Eatough, E., Chang, C. H., & Hall, N. (2015). Getting roped in: Group cohesion, trust, and efficacy following a ropes course intervention. Performance Improvement Quarterly, 28(2), 65-89.
Erasmus, B.J., Loedolff, P.V.Z., Mda, T. & Nel, P.S. (2016). Managing Training and Development in South Africa (7th ed.). Cape Town: Oxford University Press.
Flick, U. (2017). Mantras and myths: The disenchantment of mixed-methods research and revisiting triangulation as a perspective. Qualitative Inquiry, 23(1), 46-57.
Garavan, T., MacKenzie, C., & Darcy, C. (2023). In the war for talent: just who is worthy of development? Talent development in organizations. Smart Talent Management: Managing People as Knowledge Assets, 46.
Garvey,D. (1990). Directory of corporate adventure training programs. Boulder,CO:Association for Experiential Education.
Gass, M., Goldman, K., & Priest, S. (1992). Constructing effective corporate adventure training programs. Journal of Experiential Education, 15(1), 35-42.
Glaser, B. G.,& Strauss, A. L. (1967). Discovery of grounded theory: Strategies for qualitative research. Aldine.
Goldstein, H. (1986). Multilevel mixed linear model analysis using iterative generalized least squares. Biometrika, 73(1), 43-56.
Graffius, S. M. (2023). Five phases of team development. International Journal of Engineering Education, 32, 55-63.
Hagberg, J., & Jonsson, A. (2022). Exploring Digitalisation at IKEA. International Journal of Retail & Distribution Management, 50(13), 59–76. https://doi.org/DOI 10.1108/IJRDM-12-2020-0510
Heunis, C., & Priest, S. (2022). Improving Teamwork with Adventure. Typeset Pty (Ltd).
Hirsch, J. & Priest, S. (2022). Essential Elements of Experiential Programming(2nd ed). Association for Experiential Education.
Hirsch, J. (1999). Developmental Adventure Programs. In J. C. Miles and S. Priest, Adventure Programming (pp. 15).Venture Publishing,Inc.
Howell, S. L. (2022). Effectiveness of Instructional Design and Technology in a Non-Traditional Parental Program: An Embedded Single Case Study.
International Institute for Management Development (2021).IMD World Talent Ranking 2021. IMD. www.imd.org/centers/world-competitiveness-center/
International Labour Organization (2021). World Employment and Social Outlook: Trends, 2021. Geneva: ILO.
Johnson, J. L., Adkins, D., & Chauvin, S. (2020). A review of the quality indicators of rigor in qualitative research. American journal of pharmaceutical education, 84(1),138-146.
Kabonde, S. (2019). Team management in organisational performance: a case of road transport and safety agency [Unpublished doctoral dissertation]. The University of Zambia.
Kelly, S. A. (1996). The effects of a corporate adventure training experience on group dynamics and individual self-actualization of middle-management professionals. Western Michigan University.
Kipara, J., & Rwabishugi, L. (2022). Effectiveness of training needs assessment on employee's performance.
Kirkpatrick, D. L. (2009). Evaluating training programs: the four levels: easyread edition. https://ReadHowYouWant. com
Kirkpatrick, D., L. & Kirkpatrick J., D. (2007).Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs. Berret- Kohler Publisher, Inc.
Kirkpatrick. (1994). Evaluating training Program-The-Four-Levels. Berrett-Koehler Publisher.
Kraiger, K., & Culbertson, S. S. (2013). Understanding and facilitating learning: Advancements in training and development. American Cancer Society.
Krumins, M. (2022). Leadership development through team sports and its implementation in business organizations. https://www.theseus.fi/bitstream/handle/10024/749862/Krumins_Morics.pdf?sequence=2
Kuvshinikov, J. (2022). Christ, Trust, and the Twelve Disciples: The Roles of Cognitive and Affective Trust through Tuckman’s Four Stages of Group Development. Journal of Biblical Integration in Business, 25(1). 29-39.
Linkedin. (2021). 2021 Workplace Learning Report. https://learning.linkedin.com/content/dam/me/business/en-us/amp/learning-solutions/images/wlr21/pdf/LinkedIn-Learning_Workplace-Learning-Report-2021-EN-1.pdf
Loynes, C. (1998). Adventure in a bun. Journal of Experiential Education, 21(1), 35-39.
Majid, S., Eapen, C. M., Aung, E. M., & Oo, K. T. (2019). The Importance of Soft Skills for Employability and Career Development: Students and Employers' Perspectives. IUP Journal of Soft Skills, 13(4), 8.
Mamman, A.,Kamoche, K., Zakaria, H. B.,&Agbebi, M. (2018). Developing human capital in Africa: Carving a role for buman resource professionals and practitioners. Human Resource Development International, 21(5), 444-460
Mannan, C. S., & AFNI, M. (2020). Best practices of Semi-structured interview method (pp. 1-12). Chittagong Port authority.
McGehee,W.,& Thayer,P. W. (1961).Training in business and industry. Wiley.
Mendel, W. (1993). Corporate training by adventure learning. Cornell Hotel and Restaurant Administration Quarterly, 34(3), 31-33.
Mercer, P. T. (2006). Activity analysis in teambuilding and group initiative programs [Unpublished doctoral dissertation]. The Linfield College. http://hdl.handle.net/1951/45202
Miles, J. C., & Priest, S. (1999). Adventure Programming.Venture Publishing.
Mohamed Adnan, N. A. (2017). Impact of adventure based training program on life effectiveness among corporate employees at Eagle Ranch Resort. https://ir.uitm.edu.my/id/eprint/45919/1/45919.pdf
Muhammad, A. M., Othman, N. A., &Rahmat, N. H. (2019). An Analysis of Organisational, Operation and Individual Issues in Classroom Communication of Content Lecturers. American Journal of Education and Learning, 4(2), 212-214.
Mweshi, G. K., &Sakyi, K. (2020). Application of sampling methods for the research design. Archives of Business Reviewl, 8(11),180-193.
Myers, C. G., & Doyle, M. (2020). Get adventurous with your leadership training. Harvard Business Review.
Nadler, L., & Nadler, Z. (1989). Developing Human Resources. Jossey-Bass Inc.
Nadler, L., & Nadler, Z. (1994). Designing training programs: The critical events model (2nd). Gulf Publishing.
National association of colleges and employers. (2022). Development and Validation of the NACE Career Readiness Competencies. NACE. https://www.naceweb.org/uploadedfiles/files/2022/resources/2022-nace-career-readiness-development-and-validation.pdf
Neuman, L. W. (2000). Social research methods: Qualitative and quantitative approaches. Allyn & Bacon.
Neuman, W. L., & Robson, K. (2014). Basics of social research. Pearson Canada.
Oxford economics (2021). Global Talent 2021. http://www.scm.oas.org/pdfs/2013/CIDI03946E.pdf
Patton, A. (2001). Modelling Time-Varying Exchange Rate Dependence Using the Conditional Copula[Unpublished doctoral dissertation]. UC San Diego.
Patton, M. Q. (2015). Qualitative Evaluation and Research Methods. SAGE Publications, inc.
Piekkari, R., Welch, C., & Paavilainen, E. (2009). The case study as disciplinary convention: Evidence from international business journals. Organizational research methods, 12(3), 567-589.
Plessis, A. J. (2016). The importance of training and education for New Zealand entrepreneurs to be successful: Some empirical evidence. Jurnalul Practicilor Comunitare Pozitive, 16(2), 18-38.
Priest, S. & Gass, M. (2017). Effective Leadership in Adventure Programming(3th ed.). Human Kinetics Publishers.
Priest, S. (1996, January 11-14). A Research Summary for Corporate Adventure Training (CAT) and Experience-Based Training and Development (EBTD). Coalition for Education in the Outdoor Research Symposium Proceedings (3rd). Bradford Woods, Indiana.
Priest, S. (1998). Physical challenge and the development of trust through corporate adventure training. Journal of Experiential Education, 21(1), 31-34.
Priest, S., & Gass, M. A. (2005). Effective leadership in adventure programming, 2nd ed. Champaign, IL: Human Kinetics.
Priest, S., & Gass, M. (2018). Effective leadership in adventure programming, 3E. Human Kinetics.
Priest, S., & Gass, M. A. (2006). The effectiveness of metaphoric facilitation styles in corporate adventure training (CAT) programs. Journal of Experiential Education, 29(1), 78-94.
Priest, S., Gass, M., & Gillis, L. (2000). The essential elements of facilitation. Learning Unlimited.
Procknow, G. (2020). Breeding hate: A case study of training for ethnic cleansing in war-torn Yugoslavia. New Horizons in Adult Education and Human Resource Development,32(3), 54-75. https://doi.org/https://doi.org/10.1002/nha3.20288
Prouty, D. (2007). Introduction to adventure education. In D. Prouty, J. Panicucci, & R. Collinson (Eds.), Adventure education; Theory and applications (pp. 3–17). Champaign, IL: Human Kinetics.
Rasmussen,A., &Ydesen, C. (2020).Excellence, Talent and Education in a Global Perspective, Cultivating Excellence in Education. Springer Science+Business Media. https://link.springer.com/content/pdf/10.1007/978-3-030-33354-6.pdf
Ringer, M., & Gillis Jr, H. L. (1995). Managing Psychological Depth in Adventure Programmimng. Journal of Experiential Education, 18(1), 41-51.
Robson, P. (2002). The economics of international integration. Routledge.
Rohnke K., Butler S. (1995). Quicksilver: Adventure games, initiative problems, trust activities and a guide to effective leadership. Kendall/Hunt.
Scanlan, C. L. (2020). Preparing for the unanticipated: Challenges in conducting semi-structured, in-depth interviews. SAGE Publications Limited.
Schary, D. P., Jenny, S. E., Morrow, G. S., & Wozniak, T. (2018). Bringing challenge course activities into the classroom: Pedagogical strengths, obstacles, and recommendations. Journal of Outdoor Recreation, Education, and Leadership, 10(3). 238-252.
Schoel, J., & Maizell, R.S. ( 2002). Exploring islands of healing: New perspectives on adventure based counseling. Project Adventure.
Schoel, J., Prouty, D., & Radcliffe, P. (1988). Islands of healing: A guide to adventure based counseling. Project Adventure .
Schultz, T. W. (1961). Investment in Human Capital. The American Economic Review, 51(1), 1-17.
Shaheen, M., & Pradhan, S. (2019). Sampling in qualitative research. In Qualitative techniques for workplace data analysis (pp. 25-51). IGI Global.
Simpson, J. (1983). Resultatives. Indiana University Linguistics Club.
Smith， A. (1776). The Wealth of Nations: An inquiry into the nature and causes of the Wealth of Nations. Harriman House Limited.
Sork, T., & Newman, M. (2020). Program development in adult education and training. In Dimensions of adult learning (pp. 96-117). Routledge.
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the addie instructional design model in distance education. Information, 13(9), 402.
Sundari, S. (2022). Management of Human Resource Development(M. Kusmiati (ed.)). CV. Aksara Global Akademia.
Vaiman, V., Cascio, W. F., Collings, D. G., &Swider, B. W. (2021). The shifting boundaries of talent management. Human Resource Management, 60(2), 253-257.
Wagner, R. J., & Campbell, J. (1994). Outdoor based experiential training: improving transfer of training using virtual reality. Journal of Management Development, 13(7), 4-11.
Wagner, R., Baldwin, T., Roland, C., Schneir, C., Russell, C., Beatty, R., & Baird, L. (1991). Outdoor training: Revolution or fad (pp. 142-147). Training and development sourcebook.
Warner, R. P., Martin, B., &Szolosi, A. M. (2020). Exploring the inclusive praxis of Outward Bound Instructors. Education Sciences, 10(9), 241.
Washington State University Extension. (2018). Camp Long Challenge Course: Low Course Facilitator Pocket Guides [Unpublished master’s thesis]. Washington State University Extension. https://hdl.handle.net/2376/13121
Werner, J. M., & DeSimone, R. L. (2012). Human Resource Development (6th International Ed.). South-Western: Cengage Learning.
Wood, L. M., Sebar, B., & Vecchio, N. (2020). Application of rigour and credibility in qualitative document analysis: Lessons learnt from a case study. The qualitative report, 25(2), 456-470.
World Economic Forum. (2020). The Future of Jobs Report 2020. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
Yates, K. L., Clarke, B., & Thurstan, R. H. (2019). Purpose vs performance: What does marine protected area success look like? Environmental Science & Policy, 92, 76-86.
Yin, R. K. (1994). Case study research：Design and methods(2nd ed.). Thousand Oaks, Sage.
Yin, R. K. (2012). Applications of case study research (3rd ed.). SAGE Publications, Inc.