This article attempts to address one of the consistent themes within experiential education, notably the concern that the field lacks a strong research base. This concern has contributed to a lack of clarity which surrounds the field. Research and programmatic evaluations of adventure based experiential programs may fail to produce results for a variety of reasons. This article explores two of these reasons. The first is the break-down of the program itself and its ever-changing methods of delivery. Second is the inappropriateness of the research methodology that often follows standard procedures, which may be inconsistent with non-standard programs.
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