Our ability to successfully run the complex logistics needed for multi-day wilderness expeditions is at the heart of our philosophy as a provider of experiential education in the outdoors. Our experience ranges from two night training programs on Nanao Island to 5 week long Himalayan expeditions at over 5000m. The University Shantou Shishapangma expedition run in Autumn 2011 was one such expedition done in conjunction with the Li Ka Shing Foundation and several local providers from China and Nepal.

Experiential education puts the student at the centre of learning and marks a shift in the traditional dynamics between students and teachers. The role of the experiential educator is to facilitate the transfer of learning from the experiential activity to the real world, structure the reflection process for the students so as to affect maximum learning from the experience, and ensure that learning outcomes are reached.

In assessing the effectiveness of our experiential programs, our focus is thus student centered. We view student assessment as a matter of making objective yet independent judgments about the level and quality of learning which has been reached by a student. Here, we are mindful to draw a balance between objective assessment tools that will allow us to compile data for further analysis; and the independent judgements of teachers and trainers in observing the changes in each individual student.

Objective assessment tools

During the initial consultation phase, we work closely with clients in devising the specific learning outcomes of each program.

Some of the main areas we examine include: social, psychological, attitudinal and intellectual. We have chosen the most applicable questionnaires in each field to help us construct a holistic picture of student development. To give an example of this approach, we would employ a modified version of the Rosenberg self esteem scale (psychological) and the Semantic Differential scale (attitudinal) at the beginning and the end of the program. From this data we could assess whether the students have improved throughout the course of the program. The data collected from these surveys are then neatly catalogued and we conduct quarterly meta-analysis to help us design more effective programs. Continuous improvement is something that we strive for. 

We combine the above with the independent observations from accompanying staff, teachers and our team. These observations are sometimes obtained through surveys and questionnaires and sometimes via reviews and discussions. We conduct periodic reviews of these surveys to fine tune the operational and facilitatory aspect of our programs. Examples of our evaluation and measurement tools can be provided upon request. Contact us for more information.

We offer a range of programmes to suit both your company and your career needs. Our team of dedicated professionals combine top academic knowledge, real life managerial experience and deep expertise in the outdoors to construct individualised programmes to suit the specific needs of your company or career aspirations through our unique modular Outdoor MBA (TM) courses that teach real life business functions in an amazing outdoor setting.

Modules include:

Information management, risk management, decision making, crisis control, product development, supply chain management, enterprise resource planning, and other business-relevant modules for all levels in the team.

Leadership training, team building, alliance structuring and development, and competition management courses.

Strategy and tactics at each level of implementation for each function.
 

Each module combines classroom instruction with problem-solving based casework to be executed in a challenging but safe outdoor environment for a learning experience that quickly turns theory into an unforgettable and tangible memory and experience that you and your teams can use throughout your organisation and careers. Outdoor MBA TM fills the gap between the hands off, risk free dreamy abstraction of the ivory tower and the hands on, survive or go under reality of modern business by immediately linking each learning with exercises that mirror the real world and provide invaluable feedback. Please check out our sample case study and activity "Who will eat the Apple?"

We have a wide range of venues around China and Hong Kong, ranging from expedition environments in Yunnan to Shenzhen’s Lianhua shan and Maluan shan. We can even design programmes to deliver in your office or work place.

Geography teachers and graduates worldwide know the many varied struggles of conducting research. Our field studies in China are a great way for students of science to get hands on experience with the reality of data collection and analysis. We offer a range of Geography field studies programs in a variety of locations across China, Hong Kong and the Asia Pacific. Each program is tailored to your specific needs, with consideration taken for: classroom integration, program aims, and curriculum.

Currently our programs include: 

• Geography River Studies

• Geography Coastal Studies

• Environmental Systems & Societies Studies  (ESS)

• Tourism Impact Studies

Field studies programs can also work as a micro campusing setup where the class carries on out of school for an extended period of time. Keep reading for more information on our range of field studies programmes.

The mind and body is intricately connected and this relationship governs our entire behaviour and outlook in life. Our job as outdoor educator is to train both components to cultivate all rounded individuals capable of dealing with the many challenges they will face in life.

This is especially true for young adult, who needs to build up their character in preparing themselves to enter a highly competitive world. Participants in our programmes can expect to gain leadership qualities that range from: the ability to effectively work in teams; to construct realistic goals, to find a strategy in attaining such goals; to develop interpersonal and communication skills necessary in implementing the strategy, and most importantly the will and perseverance to attain their goals.

All too often outdoor programmes are hastily put together with various components. However, it is our belief that diversity without convergence is meaningless, programmes that aim to be too multifarious without synergy only serves to diffuse student learning. Our programmes operate according to our client’s specific need, we design modular components to synergistically meet the overarching objectives of our clients. 

Zen Quest is proud to announce its support as a sponsor of the 2014 ACAMIS (The Association of China and Mongolia International Schools) spring conference. We will be happy to answer questions and give advice on educational delivery in the outdoors. Click here for more information about the conference.

Leadership training is an experiential process necessary in preparing students
to lead. However, much of the existing leadership framework are aimed primarily at educated adults who are in an institutional position vested with power. As such, it has limited application to the budding adolescent mind.

Early adolescence is a developmental stage marked by hormonal and physical changes in the body.  As teens are dealing with the transition between childhood to early adulthood, this period is characterised by dramatic changes in identity, self consciousness and cognitive dexterity. Although many students are able to move beyond black and white thinking and begin to think in abstract terms, research have repeatedly demonstrated that students are more keen to learn about topics they can apply to real life, and some may reject the study of what they consider “academic subjects”. They prefer active over passive learning experiences, and value opportunities for interaction with peers during class.

Our 5-7 day program in Shaxi is specifically designed to cultivate the leadership qualities latent in all our students of this age. This is where the theory of servant leadership comes in.

“The servant leader is a servant first. It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. This is in sharp contrast to the person who is a leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions.” (Greenleaf, 1970)

Accordingly the focus of our leadership program lies in cultivating our students’ intrinsic need and passion in serving others. What we mean by serving others is not the narrowly defined, rudimentary and trite “service learning methodology" prevalent in other service providers from our industry. Service is an umbrella term that encapsulates the very essence of passion, of initiating an idea and have the confidence and ability to carry the idea out into fruition. The motivation for so doing is to better the lives of others, the methodology in achieving so will require vision, communication, investment and above all camaraderie and shared passion. In the following we will seek to demonstrate how this could be done.

Getting ready for the fall? Take your schools outdoor education, service learning, microcampus setup, expeditions and experiential education to the next level with Zen Quest’s tailor made, thematically designed programs. We set out to prove that outdoor education works, come and take part in this endeavour with us, as we use every program to further research, in the effectiveness of adventure education and service learning.

Danxia Mountain 丹霞山, little known outside of China, is a geo-park in Guangdong province which has gained UNESCO recognition for its geology and natural habitats. The mountain is situated in Renhua County, about 45 kilometres (28 miles) from Shaoguan City. Covering an area of more than 280 square kilometres (69,190 acres), the mountain is composed primarily of red sandstone rocks.

The scenic area contains more than 680 various stone peaks, stone fortresses, walls, pillars and stone bridges. The stones have been formed over the eons by nature, many of them have likenesses to parts of the human body, birds and even animals.
Some activities include:

Trekking

Canoeing（homemade bamboo raft)

Abseiling

Community service (cleaning farmhouses or fixing the roads) and conducting research (on average personal income, population, number of people working out of town, number of staying people, daily life, transportation, local environmental protection and others).

Global issues; how to create leaders equipped with both a global vision and a willingness to work with others, the groundwork begins with education.

Issues such as global poverty, climate change and international disputes require solutions based on sacrifice, courage and integrity. Our programmes provide a great platform for developing the above qualities. Our Servant Leadership program focuses on shared decision making based on moral fortitude.

Geography River Studies

Our field work programs bring learning to life, with innovative program design, real world experience and expert staff.
We take our knowledge of the outdoors and education, fusing them together to create the best facilitated learning experiences ever.

Contact us for more information on your next: coastal studies, river studies, or environmental science program in China.