本文旨在研究了解戶外領導課程對於參與者的轉化學習成果和探究戶外領導課程對於轉化學習的影響。以2005年至2012年間，國立體育大學休閒產業經營學系碩士班開設的戶外領導力課程為本研究主要研究課程。以半結構訪談法，訪談當時參與課程的研究生，共計六位受訪者。根據研究結果，戶外領導課程的課程結構模式，從個人動機、團隊溝通、大自然、高挑戰的戶外情境、課程設計、團體支持、帶領者、服務學習等因素模式等，是觸發轉化學習的因素。在戶外領導課程中，參與者的轉化時機，不單指一個時間點，從觸發點開始，已經啟動。
戶外領導課程參與者的轉化學習成果有十項：與自然連結、發展休閒活動和戶外知識技能、認識自己、獲得自信心和復原力、同理心、價值觀、影響職涯選擇、生活態度、世界觀等轉化學習成果。轉化學習成果與過去研究結果不同的是團隊帶領和價值觀中的教育觀點改變二項。戶外領導課程，經由課程特性和經驗學習歷程，產生具有廣度、深度、穩定度的轉化學習效果。研究發現轉化學習成果的持續，要有個人觀點轉化和行動，還需要有有助於轉化的環境（環境和社群支持）。

The primary objective of this study is to explore and comprehend the transformative learning outcomes of participants in outdoor leadership programs and to investigate the effects of outdoor leadership programs on transformative learning. The main focus of this research is the outdoor leadership course offered by the Master's program in Leisure Industry Management at the National Sports University from 2005 to 2012. Using a semi-structured interview approach, six graduate students who participated in the course were interviewed.
According to the research results, the factors triggering transformative learning in outdoor leadership programs include the course structure model, encompassing factors like individual motivation, team communication, nature, high-challenge outdoor situations, course design, group support, leadership, and service learning. In the context of outdoor leadership programs, the timing of participants' transformative experiences is not limited to a single moment but rather initiated from the trigger point.
There are ten transformative learning outcomes identified for participants in outdoor leadership programs: connection with nature, development of leisure activities and outdoor knowledge and skills, self-discovery, gaining self-confidence and resilience, empathy, values, impact on career choices, attitude towards life, and worldview. Different from previous research findings, the transformative outcomes regarding team leadership and changes in educational perspectives within values differ.
Outdoor leadership programs, through their characteristics and experiential learning processes, generate transformative learning effects with breadth, depth, and stability. The research suggests that sustained transformative learning outcomes require personal perspective transformation and action, as well as an environment conducive to transformation (environment and community support).

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