Warwick Business School

Assessed Research Proposal Why do people undertake voluntary work?

Researching Organizations IB96Z0

MA Management and Organizational Analysis

Student Id 1161780 Words: 3563

Voluntarism and will: Students perspective towards volunteering

Voluntarism, one of the most powerful mechanisms for building community networks, serves as an important indicator of social capital as well as a tool for building it (Chapman, 2007, p.1)

Setting the Scene A large online survey conducted by Pye et al., (2009) on young people in volunteering gave key insights into their attitudes, behaviors and experiences of young people in England during the recession, it was found that nearly 68% of people aged 16-25 actually volunteered in formal or informal programs across the country. While Pye et al., (2009) study looked young people, Brewis et al., (2010) study of 8,000 students over 6 universities revealed more than 60% students have actually participated in some form of volunteering. So why do people volunteer? This question concerns itself with the underlying motives, actions, needs and desires of individuals to freely give up time and work towards social good, many authors have been interested in this question. Research towards motivations in volunteering comes from different perspectives. To gain insights into these perspectives the following proposed study will be undertaken. The proposals outline is as follows; in the first part, I would be describing key concepts of voluntarism and the meaning of volunteer having emphasis on students participation in voluntary work in different institutions. Next, past studies in the field of voluntary work will be discussed and analyzed, which will lead to framing our research question. The next part will be to highlight the chosen methodological tactics to be used in the research; another perspective to this will be to outline our epistemological and ontological stance. This section would also reflect the reasons why the chosen approach would be relevant and assist in answering the set research question. The following part will be to give a rationale behind how the research data would be collected, generated and analyzed and any ethical considerations our research may bring, in the conclusion there would be a tentative period for our study.

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Literature Review Wilson, (2000, p.215), defined volunteering as any activity in which time is given freely to benefit another person, group or an organization without any financial reward. On the other hand, Cnaan & Amrofell, (1994) and Ascoli & Cnaan, (1997) mapping of literature surrounding volunteerism suggests that majority of literature does not define explicitly volunteerism but assumes it as a social phenomenon. Ellis, (1985) inferred, saying the terms voluntarism and volunteer concepts in future studies should be accurately defined. The proposed study will look at definitions of volunteer as one, individuals act in his own accord without any coercion and second the service provided should be without any monetary compensation and going beyond one obligation. (Karl, 1984, p.514) (Ellis & Noyes, 1990). Student volunteering campaigns and campus-based volunteering initiatives through on a rise in UK have been under-researched Holdsworth, (2010, p.423), but participation by students in these programs and their underlying motives to participate have been well documented in Americas, a large longitudinal study carried over for past two decades by (Sax, 2004) (Astin & Sax, 1998) (Astin et al., 1999). Astin & Sax, (1998) study through their CIRP1 freshman survey which sampled more than 3,000 students from over 42 institutions found that volunteering during their undergraduate years enhanced their academic skills as well as instill a sense of civic responsibility. For the students, volunteering would make them

empowered towards serving communities and would encourage then to socialize. Following this Sax, (2004, p.76) study showed a trend towards students who volunteered when they could make a difference; they chose programs, which suited to their needs like education, crime and environment. Another parallel research undertaken during this time by the trio Astin et al., (1999) reflected that students found greater motive to pursue higher advanced degrees and volunteering made then more employable for graduate work. The mentioned studies in the Americas were significantly statistical (Astin et al., 1999, p.201) and missed the importance of the environmental and cultural context of volunteering as highlighted by (Haski-Leventhal et al., 2008, p.6). Another American studies conducted by Jones, (2002) and Serow, (1991) quantitatively analyzed decision factors in supporting participation in volunteering activities both the studies supported the claim that for the majority respondents the primary motive behind volunteering was belief in a cause and a sense of satisfaction from helping others. Inducting from both the research the projected research will deal with the underlying motives and not with the outcomes of volunteerism. (Serow, 1991, p.556)

Cooperative Institutional Research Program

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Studies based on characteristics of student volunteers for example of (O'Brien, 1993) (Marks & Jones, 2004) their demographic analysis found more number of female students participated more in the volunteering programs than males and are likely to come from higher socio-economic background. However, (O'Brien, 1993, p.9) insisted that more research should be conducted to yield experiences of participating students in volunteering programs and not just demographical analysis of participants. The proposed research will not be restricted to just uncovering motives behind contribution, but would add to this notion, to collect experiences of students enrolled in these initiatives. Haski-Leventhal et al., (2008, p.4) say that, it is important that universities and higher educational institutes and their policy makers understand the perceptions and motivations and characteristics of student volunteers, ensuing this, the proposed study will aim to uncover the perspectives of the actors involved in volunteering. More importantly Holdsworth & Quinnb, (2010, p.124), found gaps in the student volunteering research, claiming that even though there have been cases studies on specific project and institution but are fragmented in nature, thus giving the proposal ample width and opportunity to place the study. Student volunteering is not only in the best interest of the community and the student but also for the interest of the academic institution (Haski-Leventhal et al., 2008). While Holdsworth & Quinn, (2012) infer that the promotion of student volunteering in UK has been primarily due to benefits for students in terms increased skills for employability and universities through improved relations and access to local communities and organizations. Existing research in the United Kingdom, specifically Holdsworth, (2010, p.422), focused on motivations of students in volunteering assumed that volunteering not only increases the reputation of the university, increase employability of students, provides students with stimulating experiences and instill a sense of civic responsibility similar to the American studies. However for him it is highly unlikely that one such activity can provide all these outcomes rather, a student has the option to select which volunteering activities that meet his requirements. (p.422). (Holdsworth, 2010, p.435) operationalized their research through quantitative and qualitatively methods, under quantitative methods, the results were straight forward and reflected increasing employability as their primary schema for volunteering, on the other hand they citied that the survey data revealed complexities in analyzing, since respondents were ambiguously in agreement with not one or more motivational questions but to all. Analysis of the qualitative data revealed association with building self-confidence, ability to tackle difficult situations, to some extent to improve employability and other altruistic acts (p.434).
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Our study will places an emphasis on international postgraduate students, who form part of university the rationale of researching students came from Burns et al., (2006) who say target young people as potential volunteers because of their idealist views and high amounts of energy make them as excellent resource of volunteering. Majority of the past research indicated in this literature review and the ones we have come across in our preliminary investigations were based on quantitative methods to analyze data which considerably limits the data being collected, as respondents can only chose from pre-defined categories set by researchers Rehberg, (2005). As noted by Myers, (2008, p.9) in his book, conducting quantitative research principally may restrict the findings on motivational research, and many of the contextual factors in relation to social and cultural aspects would be missed. Thus, the proposed study would utilize a qualitative approach and to the body of knowledge qualitatively. Theoretical Perspective towards Volunteer Motivation The findings and reviews of past research citied suggest that the field of participation and volunteering is highly diverse (Smith, 1994). To capture the complexity of the field, it would be beneficial if a theoretical perspective were applied to the proposed research. Unger, 1991, (p.93) article examined the existence of an altruistic motive behind volunteering; his studies revealed that an underlying altruistic motive does exists and a volunteer is motivated by his/her perception of the needs of others in the community. His studies were supported by (Burns et al., 2006, p.84) their study assumed logically a positive relation between altruism and motivation to volunteer which indicated that altruism does play a role in motivating people in volunteering activities. Their results reflect the following correlations; altruism appears to be pervasive throughout the various motivations to volunteer but are not equal across all the motivating factors (p.88). Therefore, what is altruism? , (Chou, 1996, p.297) defines it as voluntary, intentional behavior motivated to benefit another that is not motivated by the expectation of any external rewards. While for Piliavin & Charng, (1990, p.30) altruistic behavior must benefit another person, must be performed voluntarily plus intentionally and without any expectations. Additionally to add to this theoretical stance, (Becker, 1976, p.818) calls an altruist an entity who is willing to reduce his consumption in order to increase the consumption of the others. More so as Yeung & Saari, (2006) have said, the role of motivation is central and a dispensable part of the definition and meaning of altruism. Therefore, for the proposed study certain elements of altruism would be reflected upon.

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Research Question The following questions will act as a goal to test in the proposed research. What motivates international postgraduate students to undertake voluntary work?
o Does altruism play an important part in motivating students to volunteer?

Philosophical Research Grounding The proposed research with its qualitative inquiry will adopt constructivist ontology (Stake, 1995). The constructivist ontology places emphasis on holistic treatment of a social phenomenon (Sheedi, 2005, p.3). For the proposed research, holistic treatment means understanding the context of the phenomenon to understand the social meaning of the phenomenon. (Patton, 1980). As Sheedi, (2005) indicates researchers adopting constructivist ontology should understand what the actors and their action means in their own subjective point of view for example different students may have been involved in same imitative but may have different needs (Bussell & Forbes, 2002), thus a constructivist ontology will help uncover different motives in volunteering. With the constructivist ontology, the proposed research will focus towards perspectives and experiences of international postgraduate students and their motivations towards volunteering, thus manifesting an interpretive epistemology (Grix, 2010). As Sheppard, (2006) explains, under interpretivism there is no single view of the world . and individuals develop their own interpretations of the world in different fashions.

Finally, the proposed research using this interpretivist and constructivist framework would validate existing research highlighted in the previous research, find new patterns and themes (using qualitative approach) in theories to uncover and highlight motivations and engagement levels in students participating in volunteering activities at the University of Warwick.

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Research Design: A case study A case or a unit of analysis refers studying and observing a phenomenon at a single point in time or over a period whereas a study denotes the behavior of individuals (Gerring, 2007, p.19). Bryman & Bell, (2007) suggest that using a case should enable a researcher to illustrate an in-depth understanding of the content of the unit for example in this proposed research an individual students perspective. Moreover, the proposed study will utilize a single case design (Yin, 2009) because our study would offer uniqueness and an opportunity to explore an extremely rare state of intrinsic motivation in an in-depth look (Winterton & Winterton, 1999, p.37). The researcher also acknowledges that case study results cannot be externally valid or generalizable but a certain degree of theoretical generalizability can be achieved from this case. (Bryman & Bell, 2007, p.63) (Yin, 2009) Case & Sample Selection: University of Warwick OBoyle, (2011) paper provides us with the rationale for selecting University of Warwick as the case to study, he says that volunteering has now become more university dominant than it has ever been, furthermore for him universities should take up the challenges of volunteering not just locally but also nationally. Studying motivations and perceptions of students volunteering will not only help university policy makers but will also assist nonprofit organizations and communities to recruit, retain and enhance commitment levels of the volunteers (Haski-Leventhal et al., 2008). It is important for the university to have the knowledge and understanding of volunteer motivations in order to develop marketing techniques to recruit and retain these resources (McCurley, 2005). Our association as a student of the University of Warwick and the access to Warwick Volunteers a program set up by the university will be the source of our sample. Warwick Volunteers comprises of student-run projects as well as certain external projects run by an external organization under Warwick Volunteers supervision, these projects are undertaken within Coventry and Warwickshire counties. The opportunities in these projects run from formal and regular committed opportunities to flexible informal volunteering projects, additionally the content of these initiatives is diverse and runs from fundraising and political campaigning to helping elderly and tutoring underprivileged and learning disabled children. More importantly apart from recruitment and selection, Warwick Volunteer also performs background checks on potential and new recruits for special and vulnerable projects; this is done through CRB2 who scrutinize your police and criminal records. Warwick Volunteers also provides need and project based

Criminal Records Bureau: is an agency that provides criminal background checks as part of a safer recruitment drive by Warwick University

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training to all volunteers. Certain other aspects of this initiative is that, if any expenses are occurred for any activities undertaken during the program these expenses can be reimbursed thus insuring safeguard and well-being of student volunteers. Any member of the University can enroll for volunteering under Warwick Volunteers; from international students3 to staff have an opportunity to experience volunteering. The researcher also acknowledges that other universities within the West Midlands region could have been selected, but have been omitted because of the limits of time and cost. Data Generation and Collection: A qualitative approach Since the focus of the proposed research is to uncover how students feel towards volunteering for volunteer initiatives, which is very much idiographic, it would be essential to describing aspects of the social world by offering detailed synopsis of social settings, processes and relationships (King & Horrocks, 2010, p.11). Thus, qualitative interviewing would facilitate the proposed research by enabling the participants to share their experiences and understandings. Qualitative interviewing was deemed fit for the proposed research because it could understand the lived experience of respondents and make meaning of it and more so to understand in what context people could behave, by so providing an insight into peoples behaviors (Seidman, 2006, pp.9,10). The proposed study will utilize semi-structured interviews to generate and collect data on individual students motivations towards volunteering. An interview protocol will be developed to assist in systematic collection of data (Lodico et al., 2010). The interview protocol and the semi-structured interviews will be focused specifically on the following topics: firstly intrinsic motivations and benefits of volunteering, secondly image of volunteering initiatives amongst student volunteers, thirdly perceived rewards or recognitions sought from volunteering and lastly any barriers to volunteering faced by student volunteers (Rochester, 2006). The proposed study will omit the use of participant and non-participant observation (Ferraro & Andreatta, 2009, p.102) because often the data collected in hard to codify and to categorize and also to collect and record data while observing special events. Ferraro & Andreatta, (2009) also infer that using participant and non-participant observation may cause obtrusive effect which refers to change of behavior of participants in presence of the researcher in turn would affect the validity of results. The use of in-depth/ intensive interviews will also be omitted, Klenke, (2008) says these interviews requires immense skill and experience on part of the researcher to codify and analyze data, further it could also be time consuming in

International Students: Not part of UK, and EEA, paying international fees as part of Warwick University rules and regulations

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addition, would require multiple interactions with the students which might not be feasible given the limits for the proposed study. One of the key questions in the proposed research would be to put forth is, how many interviews are enough and viable? While there are no definite answers, the proposed research will aim to interview at least 15-17 international postgraduate students participating in volunteering initiatives started by Warwick Volunteers. The length of each will last semi structured interview will be from 45 minutes to an hour. Sampling and selection of students would be done through purposive sampling (Ritchie & Lewis, 2003), here the researcher selects sample units based on their ability to contribute theoretically to the study. In other words, the units will be selected on the basis of symbolic representation, as they hold characteristics that are known to be beneficial to the study (p.107). The study will purposively select students who have been deemed international under University of Warwick guidelines and have enrolled themselves in a postgraduate degree of any specialization. In addition to these characteristics, the study will only handpick students how have done some sort of informal or formal volunteering activities before enrolling under Warwick Volunteers, this data would be collected through secondary data from the University and Warwick Volunteers. For the convenience for the students participating in the study, location of interviews of their choice would be picked. Data Analyses and Management After selection the prospective students should be provided with credible rationale for the proposed research in which would be participating. This would include the aims and objectives of the study, the researchers identity and researcher funder, selection of the sample, assurances about the confidentiality of the data of the participants responses (Bryman & Bell, 2007, p.218). This introductory statement would typically be accompanied by the written consent letter, which the respondents have to duly agree by a written agreement and a signature, according to the University of Warwick guidelines. The researcher would need to capture information emerging from the interviews through field noted or recorded through audiotapes. Written field notes would aid in further investigations if some aspects of the interview process has been missed or omitted. Pequegnat, (2010) opines that electronic transcription provides an opportunity to reflect on the information collected to identify topics for further investigation or to uncover new finding. Typically, transcription of an hour-long interview would take approximately 3-5 hours. Afetr transcription the data will be to tidy up the data, this will include content copying, filtering, labeling and collecting additional/missing data through field notes to create a single or multiple
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complete sets of data. Thereafter, the researcher should sift the data by repeated readings to identify, categorize and code the data into relevant literature surrounding the research questions (LeCompte, 2000, p.148). Through the continuous process of re-reading and refinement gives way to refutation of data (Spiggle, 1994), in other words the researchers findings would be subject to empirical scrutiny where previously set categorizes will either be dropped or modified. This according to Spiggle increases the trustworthiness of the research in question. Thematic analyses would be incorporated on collected data to generate research findings; a thematic analysis has come back in vogue because it overcomes problematic epistemological concerns regarding constructivism (Willig & Rogers, 2008, p.382). Thematic analysis is defined as an analysis of textual material (newspaper, interviews etc.) in order to indicate the major themes to be found in them (Howitt & Cramer, 2008, p.336). However, in simpler terms it means to read and re-reading of transcribed data in order to find re-current themes that may arise across the data (Daniel, 2010, p.419). Ethical Considerations University of Warwick and their ethical guidelines mandatorily asks for consents to be obtained by the researcher from the gatekeepers as well as participants in any sort a research based activity. This ensures no harm may arise out of misuse of data. Bryman & Bell, (2007) suggests care should be maintained while keeping confidentiality of records and anonymity of accounts. This means that the identities and records of individual students and projects would be maintained confidentially at all times. Miller & Bell, (2002, pp.67-68) provides some key aspects in relation to these considerations, the researcher should always be reflexive in order to address key issues in relation to representation of individuals voices and further for the researcher consent should be negotiated continuously at every stage of the research process from collection to analyses of the transcript. The researcher should always keep a research diary in hand to plan, be reflexive and add insights into various themes and adding comments that may have been missed. Research Statistics Cost and Funding Self funded, 100 Time- 105 days Access- University of Warwick, Warwick Volunteers Researcher Self, 1

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Time Scheduling To illustrate the period of the proposed research, a Gantt chart has been included. Duration Week 1 Week 2- 4 Week 2-3 Week 4-7 Tasks Submit Research Proposal Literature Review Sample Selection Data Collection Week 7-10 Week 10-11 Week 11-12 Week 12 17 Semi-structured interviews 45-60 minutes in duration Approx. 3-5 hours transcription time per interview

Data Analysis Submit Draft Revision and Final Amendments Submission of Dissertation

30-Apr Submit Research Proposal Literature Review Sample Selection Data Collection and Management Data Analysis Submit Draft Revision and Final Amendments Submission

20-May

09-Jun

29-Jun

19-Jul

08-Aug

28-Aug

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Citied References

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Miller, T. & Bell, L., 2002. Consenting To What? Issues Of Access, Gate-Keeping And Informed Consent. In M.L. Mauthner, M. Birch, J. Jessop & T. Miller, eds. Ethics in qualitative research. abridged ed. Sage. Myers, M.D., 2008. Qualitative Research in Business & Management. London: SAGE Publications. OBoyle, A., 2011. Win, Win, Win? A critical perspective on student volunteering. Economic and Social Research Council, Institute for Volunteering Research and Birkbeck, University of London Policy Seminar. O'Brien, E.M., 1993. Outside the Classroom: Students as Employees, Volunteers, and Interns. Division of Policy Analysis and Research, American Council on Education, 4(1), pp.1-12. Patton, M.Q., 1980. Qualitative evaluation methods. 2nd ed. Thousand Oaks, CA: Sage Publications. Pequegnat, W., 2010. How to Write a Successful Research Grant Application: A Guide for Social and Behavioral Scientists. 2nd ed. New York: Springer. Piliavin, J.A. & Charng, H.-W., 1990. Altruism: A Review of Recent Theory and Research. Annual Review of Sociology, 16, pp.27-65. Pye, J., Lister, C., Latter, J. & Clements, L., 2009. Young people speak out: attitudes to and perceptions of, full-time volunteering. Ipsos MORI research report. Rehberg, W., 2005. Altruistic Individualists: Motivations for International Volunteering Among Young Adults in Switzerland. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 16(2). Ritchie, J. & Lewis, J., 2003. Qualitative Research Practice: A Guide for Social Science Students and Researchers. SAGE. Rochester, C., 2006. Making sense of volunteering; A literature review. The Commission on the Future of Volunteering, England. Sax, L.J., 2004. Citizenship Development and the American College Student. New Directions for Institutional Research, 122, pp.65-80. Seidman, I., 2006. Interviewing As Qualitative Research: A Guide for Researchers in Education And the Social Sciences. Teachers College Press. Serow, R.C., 1991. Students and Voluntarism: Looking into the Motives of Community Service Participants. American Educational Research Journal, 28(3), pp.543-56. Sheedi, A., 2005. Multiple case narrative: a qualitative approach to studying multiple populations. Amsterdam: John Benjamins Publishing Company. Sheppard, M., 2006. Social Work And Social Exclusion: The Idea of Practice. Hampshire, UK: Ashgate Publishing, Ltd.
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Smith, D.H., 1994. Determinants of Voluntary Association Participation and Volunteering: A Literature Review. Nonprofit and Voluntary Sector Quarterly , 23(3), pp.243-63. Spiggle, S., 1994. Analysis and Interpretation of Qualitative Data in Consumer Research. Journal of Consumer Research, 21(3), pp.491-503. Stake, R.E., 1995. The art of case research. Thousand Oaks, CA: Sage Publications. Unger, L.S., 1991. Altruism as a motivation to volunteer. Journal of Economic Psychology, 12, pp.71100. Willig, C. & Rogers, W.S., 2008. The Sage Handbook of Qualitative Research in Psychology. SAGE. Wilson, J., 2000. Volunteering. Annual Review of Sociology, 26, pp.215-40. Winterton, J. & Winterton, R., 1999. Developing managerial competence. Routledge. Yeung, A.B. & Saari, J., 2006. Altruism: Scrutinizing the most important problem in sociology. Finnish Journal of Sociology, 43(1), pp.29-42. Yin, R.K., 2009. Case Study Research: Design and Methods. 4th ed. Sage Publications.

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