Perceptions
of Participant Roles on International Educational Field Trips:
A Case Study of the Conference
of Latin Americanist Geographers (CLAG)
Field
Trips
Many educational institutions,
professional associations, and specialized tour groups offer multi-day,
international field trips to promote experiential learning about the rich histories and cultures of
countries and localities, as and/or well as their environmental, social
and economic problemsconcerns.
While CLAG members spend time with each other
during conference meetings, the groups formed for field trips exist for a few
days and move through physical and social environments that can be
unpredictable and, occasionally, dangerous. Despite the number of
such groups, knowledge about how to create the social conditions for satisfying
and productive tours seems to be acquired by trial and error rather than
through systematic training. A review of research on literature on
international educational tour management yielded no studies that addressed
this issue. Anecdotal reports from educational tour group leaders indicate that
many learn their craft on the job, with little systematic training.
Research
on groups suggests that members will be more satisfied with the experience if
the group succeeds in achieving a relatively high degree of social cohesion.
Group cohesion refers to the degree to which members are attracted to each
other and to the group as a whole (Northen,
1988) Groups that achieve a high degree of social
cohesion are more likely than non-cohesive groups to achieve their collective goals (Cartwright, 1968; Toseland & Rivas, 1995). Groups
become cohesive when members like one another and their interactions satisfy
individual needs for security, affiliation and recognition. In addition, group
activities must be inherently rewarding and the group seen as a means of
achieving ends that require group action (Secord & Backman, 1964).
Group
leaders and members play complementary roles in making the group work well for
all concerned. Typically, the group leader begins by being more active and
directive, but gradually lets go of control as group members learn how to
problem solve and make decisions about what should happen. Members begin by
being somewhat dependent on the group leader to set the agenda and to help
establish group norms, but later demand more autonomy in making decisions for the group.
Our
knowledge about participant roles and group
development in small- and
medium-sized groups is primarily based on data
collected from groups that gather in specific places for sessions
of limited duration over an extended period of time. This
study will examine cases where the group exists only for a few days, with group
members who are with each other more or less
continuously for the entire time, while the
group as a whole moves from place to place. This
study will explore: 1) how
group leaders and group members perceive their own and
each other’s roles in making this kind
of short-term contact, group function; and 2) the ways
in which the group’s movement through unfamiliar terrain influences theseparticipants’ role
definitions.
Context. The
Conference of Latin American Geographers (CLAG) is a small, professional
association composed of academic and professional geographers who are regional
specialists in Latin America (Conference of Latin Americanist GeographersGeographers, 2000). For the
past three decadesOver the past 15 years, CLAG has held periodic
conferences for its members and others who share their
interest in this field., often in Latin
America, for its members and others who share their
interest in this field. Typically, multi-day field trips are
offered before and after the each conference.
Eight
conferences
have
been held in Latin America or at sites in the southwest US that allowed for
tours into northern Mexico. These
tours are usually led by CLAG members are experts in the region where the
conferences are held. The field trips are important attractions for those who
attend this conference regularly. For many, these field trips
have been memorable events during which collegial relationships were
strengthened and new friendships formed.
While
CLAG members spend time with each other during conference meetings, the groups
formed for field trips exist for a few days and move through physical and
social environments that can be unpredictable and, occasionally, dangerous.
Research on groups suggests that members will be
more satisfied with the experience if the group succeeds in achieving a
relatively high degree of social cohesion. Group cohesion refers to the degree
to which members are attracted to each other and to the group as a whole
[Northen, 1988 #1855] Groups that achieve a high degree of social cohesion are
more likely than non-cohesive groups to
achieve their collective goals [Cartwright, 1968 #1723; Toseland, 1995
#1511]. Groups become cohesive when
members like one another and their interactions satisfy individual needs for and
satisfy individual group member’s needs for security, affiliation and
recognition. In addition, group activities must be inherently rewarding and the
group seen as a means of achieving ends that require group action [Secord, 1964
#2499]. Group leaders and members play complementary roles in making the group
work well for all concerned. Typically, the group leader begins by being more
active and directive, but gradually lets go of control as group members learn
how to problem solve and make decisions about what should happen. Members begin
by being somewhat dependent on the group leader to set the agenda and to help
establish group norms, but later demand
more autonomy in making decisions in for group.
On CLAG field trips, the group is physically
transported through unfamiliar territory;
members are with each other almost continuously for several days before
the group disperses. GroupCLAG
field trip leaders assume responsibility keeping group members safe and
reasonably content, and for arranging an itinerariesy and activities that support the
educational goals of their trips.
CLAG members are adults and ; mmost are experienced teachers andhave
considerable field
research experience ers in Latin
America. . Consequently, the group leader
must also accommodate members’ needs to independently
explore new terrain and locales. and The
leader must also be prepared allow them members to
change the program to if new
opportunities arise, or when their members’ interests change and energy levels. Most
CLAG field trip participants are knowledgeable about the kinds of conditions
travelers in Third World countries are likely to encounter and they used to
adapting to them. However, despite participants’ savvy, group
leaders must anticipate that or
health status
change.health and other
problems may arise and be
prepared modify the group’s
plans accordingly.
In turn, gGroup
members must, in turn, be willing to comply with
instructions intended to keep them safe and the trip more or less on schedule.
They need must be willing
to socialize with each other so that they benefit from each other’s
expertise in the region and other life experiences. Finally, they need to be ready to help
the leader and other members solve problems should they
occur.
Project Overview
if the tour
or individual members runs into problems.
Our
knowledge about group development and social cohesion is primarily based on
groups that gather regularly in a place for series of meetings of limited
duration over an extended period of time.
Conditions on these field trips differ from those in the laboratory.
This project is will explore: 1) explores the extent to which CLAG leaders and
members share in their expectations are well
matched in their perceptions about what their mutual rights
and obligations are makes in making
atheir
satisfying fieldfield trips
satisfying experiences; and 2) identify the types of problems that rise
while the groups are on their journeys and what group leaders and members have done to
resolve those problems. and they have appropriate expectations about each other’s rights and
obligations to the tour group.
Project
Overview
This study will
explore how group members and group leaders in CLAG field trip groups
understand their roles and the extent to which they agree or disagree in their
responsibilities in making the field trips rewarding experiences
Group leaders who have led two one or
more trips will be identified from CLAG conference archives. A convenience sample of 10 group leaders will recruited by e-mail and
telephone. CLAG members who have
gone on conference-sponsored field trips will be recruited
using bilingual announcement about the
project be surveyed via
e-email questionnaires sente-mailed
to the association's listserv [see Attachment 1] using a
roughly parallel set of questions.
.
Tour leaders.
Using telephone
interviews (approximately 60 minutes), CLAG
members who have served as fField trip leaders
more
than once will be
interviewed in English via telephone. In
addition to some initial sociodemographic questions, tour
leaders will be
and asked to reflect
answer questions on the following topics on their
experiences 1) in Latin
America, 2) as CLAG
conference attendees; and 3) as CLAG field trip leaders (see
Attachment 2).on
the
following questions:
Tour
participants.
1.When did
you first join CLAG?
How many CLAG field trips have you led? Which ones?
What were your reasons for volunteering to lead these tours?
1.How did
you learn the role of international field trip guide.
·For
example: Have you lead any international field trips for other groups? If so, how often and what kinds?
·If you have lead other kinds of field trips, are
there any significant differences between CLAG groups and those other
groups? If so, what are the key
differences, and how do they affect your role as group leader?
1.What conditions contribute to a satisfying CLAG field trip?
1.What
kinds of problems have you encountered when leading CLAG field trips?
1.What
responsibilities do you think CLAG tour members have for making the trip a
success?
To recruit survey respondents, an e-mail message
containing a bilingual announcement about the study and an invitation to
participate will be posted on the CLAG listserv after
all the Tour Leaders have been contacted. Respondents will be
asked to provide basic demographic information and answer questions about their experiences: 1) in Latin
America; 2) with other international educational tours; 3) as CLAG
conference attendees; and 4) as CLAG
field trip participants (see
Attachment 3).
Tour
Participants
When did you first join CLAG?
How many and which CLAG field trips have you gone
on?
1.
What are
your reasons for choosing to go on CLAG field trips?
Have you
participated in any international field trips with other groups? If so, how often and what kinds?
If you
have participated in other field trips, are there any significant differences
between CLAG groups and those other groups?
Have you
led in any international field trips with other groups? If so, how often and what kinds?
What
conditions contribute to a satisfying CLAG
field trip?
1.
What do
you expect a trip
leader to do to make the trip satisfying?
1.
What are the group
members responsibilities for making the trip satisfying?
1.
What
kinds of problems have you encountered on CLAG field trips/
1.
What did
the trip leader do to help resolve the problems?
1.
What are group
members do to help resolve the problems?
2.
Study Participants
Tour group
leaders.: A convenience sample of six 10 CLAG
members who have have led at least two one field
trips will be recruited for the group
leader component of this this
study. All interviewees will be adults.
Historically, CLAG membership has been predominantly male. Given
the small size of this sample and the degree of experience required, it is
likely that all the respondents are likely to be male as well. and, to
date, all the field trip leaders have also been male.
Tour group
members.: The respondents to the e-mail
survey will include CLAG members who are also subscribers to the CLAG listserv.
As of XXXOctober
2000, CLAG had 200 members. CLAGnet’s , and the
listserv had XXX subscribers. 178 subscribers
represent , or89% of the
association’s membership.
To recruit survey respondents, an e-mail message
containing information
about the study and an invitation to participate
will be posted on the CLAG listserv.
Incentives:
None of the informants in this study will receive any inducements incentives
to participate.
3. 3. Participant risks: none
4. 4. Steps to minimize participants’ risks: N/A.
5. 5. Illegal activities involved in this
study: None
6. 6. Deceptive activities involved in
this study:
None
7. 7.
N/ABenefits
The study
will have at least two benefits. Preliminary findings from this study
will be presented at the 2001 CLAG conference in Spain and published in the
CLAG yearbook. It should provide useful information for
conference organizers, field trip leaders and participants about what they can
do to maximize the value of their field
trip experiences. In addition, since
there has been little systematic research done on this topic, the publications
based on this project will also contribute to the knowledge about design and
facilitation of educational international tour groups.
8. Obtaining
Informed Consent
8 Because the study
poses no
risk to participants, and because interview and survey methods will be used, pPrior
consent will be obtained in two
ways. All participants will have received a copy of the informed consent
statement via e-mail. The PI
will invite all members
of the liststerv who
receive the message to email
their questions to the PI about the study in the two weeks before
the survey is sent
out.
the following ways:
Group Leader
leader tTelephone Iinterviews.
In After scheduling
each interview, the PI will e-mailsend a confirmation of the interview date
and time. and remind each informant toP download and review
the attached fileThe ICS will be included
as
an attached file on each of these messages [see
Attachment 4]..
The
message will also ask for an e-mail reply confirming the infterview date and
that they have read the ICS text. AAtt the start of each interview, the PI
will ask if the respondent has read the ICS text and will
answer any of the informant's questions about the
study's purposes and procedures before proceeding
with the interview..
Group Member
member Ee-mail Surveyssurveys. The ICS for tour
participants will be sent as
an attachment to project announcement e-mail message [see
Attachment 5]. It is assumed that when
CLAG members respond to this e-mail survey, they have implicitly agreed to
participate in the study. However, to insure that they have given their
informed consent, the message containing the survey
questions will be sent out with the informed consent statement attached a second
time. and tThe
first question in the survey will ask each respondent to confirm that he or she
has read the ICS. The data from respondents who answer this item with “no” or do not answer it at all will be
eliminated from the the data survey analysies.
9. Security procedures
All
interviewees and e-mail survey
respondents will be assigned respondent ID
numbers. The printed list containing ID and other
informant contact information will
be stored in a locked file separate from tour leader phone
interview transcripts and completed e-mail survey printouts.
Computer files for the project will be stored only on the PI’s computer and
will be accessible only by password.
s
Group
Leader Data.
The telephone interviews will be taped and transcribed by the PI or designated
project
staff. Each participant will be assigned an ID number.
Group Member
Data. All messages containing e-mail survey responses and all compiled text
files containing survey responses will be stored in a secured computer file in
the PI's office. The e-mail
texts will be compiled into a single text file for analysis. ID code numbers
will be assigned to each respondent and all identifying information from e-mail
message headers will be deleted. Files linking identifying information with ID
code numbers will be
stored in a locked file cabinet separate from the data.
Data Storage
Procedures.
For both data sets, information containing interviewee or survey respondent
contact information and ID numbers will be kept in a locked file cabinet
separate from the transcriptions.
Protection
of Rrespondents’ pPrivacy. Findings from the content
and Tthematic
analyses will be conducted on the text these data
and all findings will be reported in
aggregate. The PI will obtain prior permission from respondentsinterviewees if direct quotes from
their interviews/survey responses are used in any
conference presentations or future publications.
References
Cartwright, D. (1968). The
nature of group cohesiveness. In D. Cartwright & A. Zander (Eds.), Group dynamics: Research and theory (3rd
ed., pp. 91-109). New York: Harper & Row.
Conference of Latin Americanist Geographers. (2000). Conference
of Latin Americanist Geographers (CLAG). Available:
http://www.maxwell.syr.edu/geo/clag/clag.htm [2000, October 15].
Northen, H. (1988). Social work with groups (2nd ed.). New
York: Columbia University Press.
Secord, P. F., &
Backman, C. W. (1964). Social psychology.
New York: McGraw Hill.
Toseland, R. W., &
Rivas, R. F. (1995). An introduction to
group work practice ( 2nd ed.). Boston: Allyn and Bacon.
Attachment 4
Group Leader Informed Consent Text (E-mail message
attachment)[1]
Please print this document and keep it for your
records.
Perceptions
of Group Leader & Participant Roles
on
International Educational Field Trips:
A Case Study of Conference of Latin Americanist
Geographers (CLAG) Conference Field Trips
Introduction
to the Study:
As you know, CLAG
periodically holds conferences for its members and others who share an interest
in Latin American geography. Field trips offered as part of the conference
program have become popular attractions for those who attend this conference
regularly. You have been identified through the CLAG archives as a member who
has served as a leader of one or more, multi-day CLAG conference field trips. The purpose of
this study is to explore the factors that contribute to participant
satisfaction or dissatisfaction in CLAG field trips. Dr. Andrea Meier
of the University of North Carolina at Chapel Hill (and a CLAG member) is
Principal Investigator of this study. We hope to apply
what we learn from the study to help CLAG tour group leaders and members
understand what they can do to make the trips rewarding. In addition, since little research has been
done on international tour group facilitation, the findings from this study
will also contribute to knowledge in the research literatures on group behavior
and tourism.
What Will
Happen During the Study:
Dr. Meier will
contact you by e-mail to determine whether you are willing to participate in a
telephone interview that will last for approximately 60 minutes. If you agree,
an appointment for the telephone interview will be scheduled, and Dr. Meier
will call you at the scheduled time. The interview will consist of questions
about your experience(s) as a CLAG field trip leader. Each telephone interview
will be taped and transcribed. If you decide you do not want to participate in
the interview, (and you have participated as a member on CLAG field trips) you
will be asked to complete the survey for field trip members that will be posted
to the CLAGnet listserv.
Participation in this is entirely voluntary. No
incentives will be offered for completing the interview. If you have any
questions about the purpose of the study or concerns about what would be
expected of you, e-mail your questions to Dr. Meier at ameier@email.unc.edu or call her
919-962-4366.
Your Privacy is Important:
We will make every
effort to protect your privacy. Your name will not be attached to any of the
information we collect from this study or in any of the subsequent research
reports. Any information we get from you during the study will be recorded with
an ID code number that will let Dr. Meier know who you are. When the study is
finished the key linking code numbers to participant names will be destroyed.
Your permission will be obtained before any of your statements are quoted
directly in any future publications.
Risks and
Discomforts:
We do not know of
any personal risk or discomfort you will have from being part of this study.
Your
Rights:
You decide on your
own whether or not you want to be in this study. If you decide to be in the
study, you will have the right to stop withdraw from the study at any time. If
you decide not to be in the study or to withdraw from the study after you have
begun or completed the interview, your membership in CLAG will not be affected,
nor your ability to participate in future CLAG conferences or field trips.
Institutional Review Board Approval:
The Academic
Affairs Institutional Review Board (AA-IRB) of the University of North Carolina
at Chapel Hill has approved this study. If you have any concerns about your
rights in this study you may contact the Chair of the AA-IRB, David A.
Eckerman, at CB# 4100, 201 Bynum Hall, UNC-CH, Chapel Hill, NC 27599-4100,
(919) 962-7761 email: aa-irb@unc.edu .
Summary:
·
I
understand this is a research study to explore member and group leader
perceptions of their roles in CLAG field trip groups.
·
If I
agree to be in the study, I will be asked to participate in a 60 minute
telephone interview to be scheduled at my convenience. I will not be charged
for the phone call.
·
I
understand that my participation is strictly voluntary and that I will not
receive any payment or other incentives for completing the interview.
·
I
have read the information in this consent form, and I agree to be in the study.
I have received a copy of this form by e-mail attachment and have confirmed
prior to the interview that I have read this information.
·
I have had the chance to ask any questions I have
about this study, and they have been answered for me.
[1] This ICS will be in English and Spanish. The Spanish translation of the text will be presented immediately after each heading and below each paragraph.