Running head: CULTURE OF

ACHIEVEMENT 1

Defining a Culture of Achievement In Summer Camp

Izak J. Held

LEAD 5233

11/12/2018
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There are many environments where a student can succeed. Some environments include

the classroom, volunteering or afterschool programs. One area that is overlooked for the learning

and culture of achievement of a child is summer camp. Summer camp provides an environment

for children and teenagers of all backgrounds and can truly lead to a successful development of a

child in this culture. This paper will seek to demonstrate and articulate the factors and influences

that define and impact a learning culture in a summer camp. Products to enhance the

communication will include infographic reports, summaries of the reports, and a website

featuring all reports that can be accessed at http://held5233.weebly.com.

To begin, a successful group of camp administration must be put together. Each person

must bring his or her talent to the needs of the organization and its goals. Many of these

administrators are former campers that succeeded in the environment of a summer camp. They

are diverse and full of experience of all sorts but are all there with one purpose, for the learning

achievement of the campers (students). With a positive culture, the learning experience will be

enhanced. This has been shown in many studies and research literature. A camp has numerous

facets of culture where a student can do well in that promote and enhance learning. “Learning

engagement is defined as the strategies used to introduce, access, or acquire information” (Moye,

2018, para 5). All activities are available to campers to participate in. Both campers and staff all

embrace a culture of positivity because of numerous areas to learn in.

A strong and clear vision will be established by policies and procedures to harbor a

strong learning environment. An instructional system is designed to individualize the learning

intake of each camper. It is imperative that campers are able to have options and learn through

their process, if there are options, they will be engaged for the right one that fits them. We will
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see how Hofstede’s classical model (1990) measures the learning and culture in summer camp.

Individualism vs. collectivism, Uncertainty avoidance, Power distance, Long-term orientation vs.

short-term orientation, Indulgence vs. restraint, and Masculinity vs. femininity. Going through

these features will establish and identify the culture and learning achieved in summer camps.
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References

Hofstede, G., Neuijen, B., Ohayv, D. D. & Sanders, G. (1990). Measuring organizational

cultures: A qualitative and quantitative study across twenty cases. Administrative

Science Quarterly, 35, 286-316.

Moye, John (2018). Module 1: Culture and Achievement. Part 1: Cultural Factors Influencing

Learning. [Video File Transcript]. American College of Education. Retrieved from

https://ace.instructure.com/courses/1563538/files/89842602?module_item_id=20523688