Irene Hall

The Role of Volunteering in Transitions from Higher Education to Work

Why should we be interested in the place of volunteering in transitions from higher education to work? As Ulrich Teichler commented in a report compiled for the International Labour Office, in the 1990s and beyond ‘transition from higher education to employment has become more complex and protracted’ (1999, p. 5). There is a widespread perception of under-employment, over-qualification yet inadequacy in basic skills required by business, leading to a mismatch between graduates’ skills and employment opportunities. Recent research from the European CHEERS1 study has suggested that in fact such transitions are smoother than they are often perceived to be (Teichler, 2007, p. 21), with rates of graduate unemployment continuing to be lower than those of non-graduates. In fact, this research suggests that many graduates view their career prospects more negatively than a research-informed perspective would suggest. Despite this evidence, anxieties about graduates’ transition into work, we will suggest, have become an important driver of volunteering within the curriculum and after graduation. This is not, however, to discount the importance of volunteering or service learning within higher education as a form of experiential education, as a means of developing university-community partnerships for knowledge transfer and social action, or indeed as an enjoyable activity in its own right (Strand et al., 2003; Hall and Hall, 2007).

Issues in Methodology

Practical social research involves negotiation with a client organisation about the purpose of the research project, its intended outcome and also the research methods to be used. On this last point the supervisor and you the student are the ‘experts’ who will have to decide how to carry out the research. You can discuss with the client organisation various strategies for obtaining the results, but ultimately you and your supervisor have responsibility for choosing what is appropriate and feasible.

Analysing Ethnographic Data

This chapter deals mainly with how to handle material generated by semi-structured, in-depth interviews focused on the particular topics required by the client. The analysis of qualitative data from interviews, case studies, oral and life histories will be considered, as well as how it can be presented in a report and still retain the richness or depth which is its main value.

Negotiating an Agreement

This chapter deals with a key stage in developing a research project. It is essential that the project is properly set up from the beginning, so that you and the organisation you are working with are clear about what is expected. The aim is to negotiate an agreement which is acceptable to all parties, including the academic supervisor. The agreement will outline the project to be undertaken and define the contributions of yourself and the client organisation respectively.

Introduction and Acknowledgements

This book is written as a guide to students wanting to become involved in practical social research in the local community. In particular it is addressed to undergraduate students participating in small-scale research projects as part of their assessed work, though we hope that the book will also be useful for anyone who wants a general understanding of social research.

Case-studies of Small-Scale Evaluation

The two case studies in this chapter are reports of student projects with non-profit organizations. They supplement the argument of the previous chapters by giving an idea of the kind of projects that have been conducted using the model of small-scale evaluation, and of how the research has been used.

Analysing the Data

The result of research questioning is a collection of information, in the form of audiotapes and interview notes of in-depth interviews and focus groups, or a set of completed questionnaires. There can also be the researcher’s field notes of observations, a selection of photographs and videotape and a collection of documents relating to the program and the area, as well as the reflective diary. This chapter is about analysing such information. Analysis covers the stages of organizing, reducing and making sense of data. Data collection and analysis, although conceptually distinct activities, often proceed together in practice, as the researcher formulates ideas on the basis of initial responses, and decides if more information needs to be collected.

Reflecting on Evaluation

Reflection is an important part of the evaluation process. It allows the researcher to stand back and consider how the research is proceeding, and what personal as well as methodological issues need to be dealt with. Reflection is an aid to clear and critical thinking, and should improve the depth of the study which is produced. Reflection enables researchers to describe and analyse their feelings — and to take appropriate action as a result. All of this should contribute to maintaining, developing and focusing the study as it proceeds. A final reflective account may be valuable if the evaluation is part of an assessed program — and there may be scope for including some elements of this in the report to the organization.

Evaluation and Ethics

Ethics is the practical study of moral choices. Ethics explores the principles we draw upon to deliberate on options; why some options seem right and others do not; the actual choice made; consequences; and personal accountability.

Reporting on Evaluation: Communicating to Audiences

Because evaluation aims both to understand a program and to provide a judgement on it, the findings need to communicate clearly to the audience or audiences who will receive the report and, it is hoped, act on it. This communication can be done orally or in written form. Oral communication is less formal than a written report; it can be used at a formative stage, to provide two-way feedback throughout the evaluation, or to supplement a final report. When negative findings need to be communicated, this feedback is best done orally before being committed to writing.