Lorraine Tansey and Maria-Alejandra Gonzalez-Perez1
University Platform & Student Volunteering: Harnessing Student Civic
Engagement through Volunteering
1. Introduction
It is widely recognised that institutions of higher education can promote civic
engagement through purposeful interventions (Al-Kodmany, 1999; Amey & Brown,
2005; Anscome, 2003; Backer & Norman, 2000; Biermaun, 2006; Borthwick et al, 2006;
Brockliss, 2006; Checkoway, 2006; Cone & Payne, 2002; Mulroy, 2004; Sánchez, 2006;
Soska & Johnson Butterfield, 2006; Steinberg, 2001; Watson, 2003; 2007; Zlotkowski,
1997). The ALIVE programme2 at the National University of Ireland, Galway (NUI
Galway) was designed in 2001 to promote civic engagement, enhance student learning
and serve community needs. The recent emergence of such initiatives in Irish higher
education coincides with concern about a perceived decline in levels of social capital and
a growing recognition of the role higher education can play in supporting civil society
through proactive measures (OECD, 2004; Putman, 2002). Within Ireland, the promotion
of civic engagement in higher education is identified as being of national strategic
importance, as made explicit in the recent Task Force on Active Citizenship launched in
April 2006 (http://www.activecitizen.ie).
In the last decade a multi-level interest on civic engagement has been generated and an
increasing emphasis on the volunteer organisations and volunteering as part of a civic
culture in Ireland has been made evident. This interest and initiatives have been recently
strengthened by the launch of the Task Force on Active Citizenship3 by the Taoiseach4 on
April 2006.
1
Community Knowledge Initiative (CKI), National University of Ireland, Galway
2
ALIVE (A Learning Initiative and the Volunteering Experience) a strand of NUI Galway’s Community
Knowledge Initiative (CKI). Initial proposal goal of the student volunteering strand of the CKI is to become
a role model in promoting the development of civic and leadership skills in students.
3
http://www.activecitizen.ie
4
Taoiseach is the Head of Government/ First Minister of the Republic of Ireland. Since 1997, Bertie Ahern
has been the Taoiseach.
1
The ALIVE (A Learning Initiative and the Volunteering Experience) programme was
established by the Community Knowledge Initiative (CKI) to harness, acknowledge and
support the contribution that NUI Galway students make by volunteering. In 2005 the
ALIVE programme and the Access Schools programme5 partnered to support civic
engagement within the Galway region.
While the ALIVE programme provides a
University based structure for the volunteering as a platform of civic engagement, the
Access schools programme promotes civic engagement through widening participation of
socio-economically marginalised members of society.
The aim of the research is to inform the Access and ALIVE programmes of experiences
of student volunteers and to identify some key motivations and barriers to volunteering.
This research was designed to explore the following:
1. The perception of volunteering.
2. The barriers to volunteering.
3. Motivations and benefits.
4. Processes of volunteering
5. Incentives and rewards.
This paper is divided into six sections. The first section introduces the reader to the
subject, purpose and scope of the research. The second section, presents an overview of
volunteering literature, the need for research on volunteering, associated research and the
rationale for this research. Section three, methodology, presents the chosen method for
gathering and analysis of the research, while exploring the advantages and disadvantages
of the methods considered. Section four, findings and discussion, presents the research
results and meanings. Section six, conclusion and recommendations, formulates
conclusions from the findings and analysis of the study by making recommendations that
indicate further areas of research.
5
The NUI Galway Access Programme it is a set of initiatives designed to provide support for students who
for a variety of financial or social reasons are unable to access third level education the University. The
Access Programme, through granting direct Access by targeted groups, equips all non-traditional students
for entry to third-level studies. The Access Schools Programme targets specially schools which are socioeconomically marginalised.
2
2. Snapshot on research on volunteering
The literature on student volunteering emerges in diverse disciplinary fields. Research
from a psychological perspective tends to focus on the impact of service on the server
(Clary et al, 1998; Hodgkinson, 2004). Relevant literature published in English language
emanates primarily from North America, the United Kingdom and to a lesser extent
Australia (Rochester, 2006). Within Ireland, academic research on volunteering was
pioneered in the 1990s by Ruddle, O’Conner and Mulvihill (1992, 1999). The vast
majority of the Irish literature derives from the Centre for Non-Profit Management
(CNPM), Trinity College Dublin (TCD) and the Centre for Voluntary Action Studies,
University of Ulster. The literature may be grouped generally into thematic areas relating
to students, community and the university.
While student volunteering programmes are relatively well established in the United
States, some gaps in the research are identified in this paper. Despite the growing
campus-based student volunteering initiatives the area is under-researched (Astin et al,
1999; Carpenter & Grider, 1997; Edwards et al, 2001; Ellis, 1985; Manthrope, 2001;
McDonal & Warburton, 2001; Perry & Imperial, 2001; Wilson, 2000). A number of
research avenues are identified in the literature, most notably the impact of higher
education initiatives on community organisations and the sense of civic responsibility in
student volunteers (Wilson & Musick 1999).
Perry and Imperial (2001) indicate
significant needs for cross level (e.g., connecting individuals to a community change) and
programme evaluation research (e.g., the effects of specific programmes on
organisations, communities, and society). Research is needed to not only address the
gaps in the existing literature but also to explore the Irish context. Astin and Sax (1998)
maintain, to date empirical studies on the impact of service are quite scare. McDonald
and Warburton (2001) maintain further research is needed to understand voluntarism as a
complex social phenomenon. Overall there are a number of potential research avenues in
student volunteering.
3
Winniford, Carpenter and Grider (1997) called for empirical research on traits and
motivations of college student volunteers involved in service.
Sergent and Sedlack
(1990) indicate that a better understanding of the characteristics and motivations of
college students who volunteer can aid efforts to design programmes that will recruit and
retain successful volunteers. They suggest only by understanding why students are
motivated to volunteer can programmes best facilitate a service. Sergent and Sedlack’s
(1990) findings provide a rationale for this research. One potential positive outcome
from the findings may be the successful recruitment and retention of student volunteers.
From North America, Astin and Sax’s (1998) study, in which 3,450 students from fortytwo institutions participated, examines the effect of community service participation on
undergraduate student development. The results demonstrate that participating in service
activities during the undergraduate years substantially enhances a student's academic
development, life skill development and sense of civic responsibility.
Astin, Sax and Avalos (1999) note that community service has so far received relatively
little attention in student development research.
Their longitudinal study examined
whether service participation during the undergraduate years has any lasting effects on
students once they leave college.
The study indicates that undergraduate volunteer
participation affects students’ educational outcomes such as attendance at graduate school
and the acquisition of higher degrees and the student’s perception of how well the
undergraduate college prepared the student for work.
In the United Kingdom, Eley (2003) carried out a longitudinal study of a volunteering
programme that aims to increase the citizenship potential of students.
Eley (2003)
describes the results of this study referring to the students’ perceptions of volunteering
and citizenship. Findings indicate that students see volunteering as both an activity that
can be used to their own advantage but also as a means of displaying concerns for others.
Ellis (1985) identifies the need for research on a number of special motivation issues,
including volunteers motivated to repay a sense of debt to an organisation or community.
4
Research carried out by the Institute for Volunteering Research through focus groups with
young people aged fifteen to eighteen sought to research understandings of voluntary
work and their views of its relevance to them. They also sought to identify conditions
and incentives young people needed when volunteering. The Institute found that young
people wanted flexibility, ease of access, experience, incentives, variety, laughs and
efficient but informal organisation. It is useful to explore this type of research with third
level students.
Ellis (2004) through focus groups with young people in the UK found a number of
barriers to volunteering including transportation and negative peer pressure. Rochester
(2006) through a literature review found that a significant gap in the research in
understanding why people continue to volunteer or stay with an organisation. Gaskin
(2004) found that altruistic motivations are important for volunteers and that students
value the career-related benefits from volunteering.
Based on the relevant literature, it was identified as crucial to explore the motivations and
barriers that students perceive for engaging in volunteering focused on a particular higher
education institution.
3. Methodology
Due to the exploratory nature of our research aim, a qualitative approach was deemed the
most appropriate as the paradigm for the research design, data collection and data
analysis.
The target population for this research consisted of student volunteers which are currently
enrolled as full-time students in NUI Galway and that volunteer with the Access Schools
Programme. The study was conducted in March 2007, at the conclusion of the Access
Schools Volunteer Programme. Twenty-eight volunteers from the Access programme
were contacted through email requesting participation in research interviews. The final
sample consisted of six students who responded and appointments were made with the
5
interviewees over a two week period.
Semi structured audio-recorded interviews were
carried out over a period of two weeks with the research participants.
Of the six respondents, the gender breakdown was three male and three female. All were
aged between twenty-one and twenty-three, representing both rural and urban areas in
Ireland. Within the sample, there were three Arts students and three Law students. Two
of the volunteers are in their second year of their undergraduate degree. Three of the
volunteers are in their final year (third year) of their undergraduate degree.
One
volunteer is in their final year of their postgraduate studies. Three of the volunteers are
traditional-entry students to third level education; they applied through the CAO process
with their leaving certificate results. Three of the volunteers gained entry to third level
through the Access Programme.
The research objective is to inform the Access and ALIVE programmes of experiences of
student volunteers and to identify some key motivations and barriers to volunteering.
The research focuses on the following key themes:
-
The image of volunteering amongst student volunteers.
-
The barriers to volunteering for student volunteers.
-
Perceived motivations and benefits from volunteering.
-
Routes in- how do students get involved in volunteering.
-
Perceived incentives and rewards from volunteering.
The interview schedule was designed to address these themes. Assumptive questions
were avoided and instead of asking the respondents what disadvantages are there to
volunteering, they were asked, “What are the disadvantages to volunteering?”
The interview schedule was designed based on the main trends identified in the accessed
literature. A review of methodologies and research methods used in previous academic
work was also explored. It was found that the use of focus groups and quantitative
analysis of surveys clearly dominates the literature.
6
In regards to validity, the questions fully cover the issues raised by the research and are
relevant to the research topic. Prompts were included in the interview schedule to
illustrate and expand or clarify responses from interviewees. The interview time and
setting plays a role here as students were under pressure to study for exams in the final
weeks of the college year.
In order to control reliability, all the informants were asked exactly the same questions
and given similar sorts of clarifications. Reliability was enhanced by sticking to the
schedule, looking interested, repeating questions if asked, trying not to nod or signal
approval or disapproval, and understanding acceptance or refusal to answer a question.
As the research was designed and carried out by the NUI Galway’s Volunteering
programme, the researchers were positioned closely within the site of study. This has
advantages in terms of access to student volunteers who would potentially participate in
the study. It can often be difficult to gain access to volunteers therefore there is a
potentially significant contribution to be made. A disadvantage for the research process
was that as insiders in the coordination of the volunteering programme, respondents
involved may respond with what they think is socially and institutionally desirable and
avoid reflecting their genuine perception.
Given the limitations of a very small survey and the risks to validity and reliability
identified above, we offer the following findings as a potential source of insight into why
students volunteer.
4. Findings and Discussion
Defining Volunteering
One of the aims of this study was to understand student volunteers’ perception of
volunteering. For example, if they felt that volunteering is something that should be
rewarded, the Access Schools programme may seek to underpin recognition of volunteers
7
through rewards or certificates. The table below summarises the understanding of student
volunteers of volunteering.
Table 1
Understandings of Volunteering
 Free
time to help others.
others less fortunate than I.
 Other than selfish.
 You don’t have to do it, helping out, “giving of your free time”.
 Where you give a section of your time to a purpose you think is worthwhile, and you
do it without any expectation of benefit to yourself, other than personal growth or feel
good factor.
 Giving some time to doing something that you wouldn’t choose to do, doing something
different.
 Getting involved in different organisations with not much funding. Organisations
depend on voluntary workers to keep the organisations running and help support the
cause.
 Help
Why people do not volunteer
As table 2 shows, the study reveals diverse perceptions on why students do not volunteer.
Students indicated that people might not volunteer because of time, study, motivation and
lack of information.
Table 2
Perception on why students do not volunteer
 Lack
of time
o Time on hands.
o Part-time work and college.
o Job.
o Later on think time might be an issue (time demand might grow).
o Too much time, don’t understand that one hour can help.
o Takes too much time.
 Lack of personal vocation
o “Not cut out for it”.
o Not a prerogative.
o Lazy, don’t want to.
o No desire, no push.
o Might be an engineer studying maths.
 Potential perceived disadvantages
o Afraid to get involved if they’ve never done it before, and don’t know
what’s demanded of them.
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Think they don’t have the skills that might be required.
o Friends don’t do it.
o Nature of the volunteering, i.e. caring, social.
 Lack of knowledge of opportunities.
o
______________________________________________________________________
In our small sample, no evidence was found to indicate that scepticism or perception of
exploitation may dissuade potential volunteers. For example, possible exploitation of
volunteers by an organisation or in relation to allocation of resources fundraised. Also no
evidence was found in our sample, of psychological features such as lack of confidence
or self-esteem as a reason for not getting involved in volunteering.
Why I volunteer
As table 3 shows, the study reveals, that the students interviewed volunteer for a variety
of reasons. Some volunteered to learn new skills, for gaining experiences to enrich their
curriculum vitae (CV) or for something to do to fill the time. Additionally altruistic
reasons for volunteering were made evident, reflecting volunteering as a form to share
with others who might not be in such a privileged position.
Table 3
Why I volunteer
 Give
something back to the community.
social skills.
o Public speaking.
o Dealing with people.
o Becoming aware of others needs.
o Empathy with the reality of others.
 Makes you feel good.
o Feel better, selfless
o There is a sense of satisfaction in doing something that’s not for your own
benefit.
o Help others.
o community helping,
 Helpful in jobs or career.
o Improve CV and gives you something to talk about in interviews.
o To gain new skills.
o Masters a previously acquired skill.
 Gaining
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 Something
different to do.
o Life experience.
o Better education for going out into the workforce.
 Self-challenge.
o Learning for “them”.
o Therapeutic
 Learning complement.
o Possibility to apply knowledge acquired in the classroom in the
community.
______________________________________________________________________
5. Conclusion and Recommendations
This study was designed to inform the Volunteering and Access programmes within one
higher education institution. It explored perceptions of volunteering, the motives for
volunteering and the barriers experienced by a small sample of students. We want to
conclude by way of re-examining the initial research aims and objective. The research
objective of informing the Access and ALIVE programme of some key motivations and
barriers to volunteering is reached through this research. Some of the aims have been
addressed.
It is now evident what the potential barriers to volunteering include, lack of time, parttime work, study commitments and lack of information. Student volunteers are career
motivated, altruistic and socially motivated to get involved with the Access Schools
programme. Students find out about volunteering in a number of ways, including word
of mouth and the ALIVE website. The image of volunteering may need to be addressed
as students narrowly associate ‘doing good’ with volunteering. Benefits of volunteering
are clear to students and these incentives and rewards are important but not central to
their volunteering. Some of the research aims are not fully addressed and looking at
possible recommendations will allow for avenues of developing this research.
Emerging from the research findings are a number of recommendations.
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(i) to continue the research with a control group of students that do not volunteer would
enhance this research. For example students that do not volunteer may provide an insight
into the research aims on barriers and the image of volunteering.
(ii) a widening of the scope of the research to include students that are mature, volunteer
with campus and off campus community activities and students that commute, for
example. This could enable a broader picture of student life.
(iii) to examine the Interview Schedule to re-order the interview schedule. The career
related questions may be better suited to later on in the interview rather than at the outset.
(iv) to draw on the literature and the findings discussed further research is required.
Further research may involve a larger sample, in-depth interviews and longitudinal study
to fully explore their volunteering experiences.
Acknowledgments
Thanks are extended to the following for their contribution to the research: To the student
volunteers interviewed for the research, to the ALIVE programme and to the Access
Office, at NUI Galway.
Authors want to thank in particular to Ashla Ward, the Access Schools Coordinator for
supporting the research, and to Josephine Boland from the Department of Education at
NUI Galway for her careful feedback.
11
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Author information
Lorraine Tansey is the Student Volunteer Coordinator of the Community Knowledge
Initiative and is responsible for the ALIVE Programme. Lorraine graduated from NUI
Galway in 2004 with a BA in Legal Science and Sociological & Political Studies and
completed her LLB in 2005. As the coordinator of the ALIVE programme, Lorraine has
written the Volunteering Guide and ALIVE Handbook to support student volunteers. In
the past Lorraine has volunteered all over the US and received recognition from various
bodies. Lorraine’s areas of interest currently include citizenship, civic engagement and
student volunteering in Higher Education.
Maria-Alejandra Gonzalez -Perez is the researcher for CKI since February 2007.
Alejandra has a multi-disciplinary background. Her PhD analyses social responsibility
networks (SRN) and their role improving the working and living conditions of workers in
the banana industry. She has over five years experience working in the area of Corporate
Social Responsibility (CSR), two of them as a practitioner for a major multinational
company (Chiquita Brands Int.) in Latin America. Alejandra is a qualified Clinical
Psychologist and holds a M.B.S in Industrial Relations and Human Resources
Management from NUI Galway. She is a member of the Global Studies Association
(GSA), International Industrial Relations Association (IIRA), Global Development
Network (GDN), the Chartered Institute for Personnel and Development (CIPD), and the
Society for Research into Higher Education (SRHE).
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