EÖTVÖS LORÁND UNIVERSITY,
FACULTY OF EDUCATION AND PSYCHOLOGY DOCTORAL SCHOOL OF EDUCATION ADULT LEARNING AND EDUCATION MODULE
DÁNIELNÉ BABOS Zsuzsánna Rita
STUDY OF THE ADULT EDUCATION PROCESSES OF VOLUNTEERING
Informal and non-formal learning processes in the segment of voluntary services
Thesis for Doctor of Philosophy
Supervisor: Dr. ARAPOVICS Mária, senior lecturer with habilitation
2018
2 EÖTVÖS LORÁND UNIVERSITY, FACULTY OF EDUCATION AND PSYCHOLOGY
DOCTORAL SCHOOL OF EDUCATION
DIRECTOR OF THE SCHOOL: PROF. DR. HALÁSZ, GÁBOR DIRECTOR OF THE ADULT LEARNING AND EDUCATION MODULE:
DR. KERESZTY, ORSOLYA
THESIS FOR DOCTOR OF PHILOSOPHY
DÁNIELNÉ BABOS Zsuzsánna Rita
STUDY OF THE ADULT EDUCATION PROCESSES OF VOLUNTEERING
Informal and non-formal learning processes in the segment of voluntary services
Supervisor: Dr. ARAPOVICS Mária, senior lecturer
Members of the Committee:
Chair: Dr. SZABOLCS Éva, university professor, ELTE PPK Opponents:
Dr. LÉNÁRD Sándor assistant professor with habilitation, ELTE PPK Dr. SZ. TÓTH János, Chairman of the European Association for Education of Adults
Secretary: DR. KOVÁCS Zsuzsa, senior lecturer, ELTE PPK Members:
DR. NEMESKÉRI Zsolt, assistant professor with habilitation, PTE FEEK Dr. HORVÁTH H. Attila, assistant professor with habilitation, ELTE PPK KRAICINÉ Dr. SZOKOLY Mária, ret. assistant professor
Budapest, April 2018
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Table of Contents
Table of Contents 3
1. Theoretical Overview, Propositions 4
2. Introduction of the Empirical Research 7
2.1. Research Objective, Questions & Hypotheses 7
2.2. Research Methods & Target Groups 9
2.3. Research Results 11
3. Possible Applications of the Results, Further Potential Research Directions 15
Selected References 17
Author's Publications on the Subject of the Thesis 22
Conference Presentations Held on the Subject of the Thesis 23
4
1. Theoretical Overview, Propositions
Since the time when civilization started, there have been charitable support, cooperation in mutual solidarity, and "volunteering" based on philanthropy or religious believes. In the 20th century, supporting those in need was present at a more and more professional level in the framework of civil organizations. This supportive activity has gained an increasing social significance and has been researched in several fields.
This dissertation addresses the studying of interpretation, motivation features and statistical data of volunteering. It is found that international organizations (ENSZ, 2001;
EVS, 2008; ILO, 2010), EU documents (EGSZB, 2006; Harkin-jelentés, 2008) and the national regulations of Hungary (Act on Voluntary Activities in the Public Interest) apply different definitions. Foreign literature (Offe,1990; Perret and Roustang, 1993; Smith, 1994;
Gallagher, 1994; Wilson and Musick; 1997; Etzioni, 2000; Putnam, 2000; Dekker and Halman, 2003) and Hungarian researches (Czakó et al., 1995; Czike and Kuti, 2006; Perpék, 2012; Sebestény, 2017) and statistics (KSH, 2011; KSH, 2014) have different approaches to volunteering. The common point in the various definitions is that no matter if we call this human behavior voluntary work, voluntary activity or volunteering, the most important feature is that this is an activity that can be performed without financial consideration, in support of others and not for self-interest, willingly, on one's own free will, optionally and for the benefit of the society.
Recently the opinion of the profession differentiates traditional and new types of volunteering. The literature identifies traditional volunteering as an activity primarily based on donation and charity (Czike and Kuti, 2006), which, regarding its main goal, is an altruistic, religiously motivated and value based activity (Perpék, 2012).
The literature identifies as new type of volunteering the activities that are knowledge based, are catching up with the information society (Czike and Bartal, 2005), are interest based (Hustinx, 2001), meet the requirements of lifelong and lifewide learning (Hadrévy, 2018), are related to useful spending of the spare time (Stebbins, 1996; Stebbins, 2017), and provide experiences. They are characterized mostly by instrumental motivations, such as motivations for gaining professional knowledge, for knowledge retention, for gaining experiences, for career development, related to the organization, aiming at a specific purpose, for social motives, for gaining relational capital and for self-knowledge
5 development (Czike and Bartal, 2005; Czike and Kuti, 2006; KSH, 2012; KSH, 2016). At the early turn of the millennium international and Hungarian literature identified this individualistic, labor market oriented, modern form of volunteering and have been investigating that more and more intensively ever since then. (Czike and Bartal, 2005; Czike and Kuti, 2006; Fényes, 2011; Fényes, 2014; Fényes, 2015; Wilson, 2000; Hustinx, 2001;
Hustinx, 2003; Wollebek and Selle, 2003; Inglehart, 2003; Eliasoph, 2003; Butcher, 2003;
Handy et al., 2010; Livingstone, 2010; Stefanescu and Osvat, 2011; Duguid, Mündel and Schugurensky, 2013; Brown, H. and Green, M., 2015; Li, C., Wu, Y. and Kee, Y. H., 2016 and others).
Researches are studying the new type of volunteering particularly among students of higher education. Arguments are provided for the approach along this aspect both in the international (Wilson, 2000; Hustinx, 2001; Butcher, 2003; Handy et al., 2010, Stefanescu and Osvat, 2011) and in the Hungarian (Szabó, Marián, 2010; Fényes, 2014; Fényes, 2015) literature.
In the recent years, learning was also added to the criteria regarding the researches on volunteering. Livingstone investigates formal, informal and non-formal learning in the course of workplace activities, home work and volunteering. (Livingstone, 2010). Duguid, Mündel and Schugurensky examine the learning dimension of voluntary work through various examples (Duguid, Mündel and Schugurensky, 2013). They address the impact of learning on the personal and professional development of those volunteering. It is not only the policy that considers the personal development impact of volunteering important (EGSZB, 2006), but also the literature on the theory of volunteering (Brown and Green, 2015) present volunteering as an opportunity for building the personality.
The Hungarian literature mentions the self-development impacts of voluntary activities on the individual (Czike and Bartal, 2005; Czike and Kuti, 2006; Perpék, 2012; Fényes, 2015). We need to point out that adults, while performing their voluntary activities, will be enriched by much knowledge and a lot of observations and experiences, meeting the expectations of lifelong and lifewide learning, since these are becoming part of their learning processes, and the knowledge, skills and attitudes obtained will be integrated into the set of their competences, thus contributing to the development of their personalities (Arapovics, 2009; Horváth H., 2011).
6 Papers on lifelong learning contributed to the establishment of an overall concept regarding the interpretation of learning, which provides a supportive framework for the interpretation of the diverse places of adults' learning and for the acknowledgement of the knowledge gained there. They confirmed the impact of socioeconomic processes on the individual learning paths an they acknowledged the personal development effects of non- formal and informal learning forms. The role of key competences and learning has gained an increasing value in the field of adaptation to our rapidly changing world (Kraiciné, 2009;
Sz. Tóth, 2006; Zachár, 2008). Sz. Tóth János (Sz. Tóth, 2006) claims that informal learning can be observed in the course of activity and training at non-governmental organizations.
Also, Arapovics Mária (Arapovics, 2011) confirmed this finding in a qualitative survey, which prove that non-governmental civil organizations are places of informal learning and are implementing community learning. In the light of the foregoing, the volunteering segment may be denominated as an appropriate place for implementing informal and non- formal learning processes of adults. It is important to point out the educational aspect of the issue, as Kereszty Orsolya highlighted the role of volunteering in the relations of citizenship and experiential learning when analyzing the work of Bryony Hoskins et al. (Hoskins et al., 2012, cited by: Kereszty, 2015:209). The theory of experiential learning promoted the interpretation of competence development achievable through voluntary activities (D.
Babos, 2017 In: Csordás, 2017).
Head of the Önkéntes Központ Alapítvány (Volunteering Hungary - Centre of Social Innovation) F. Tóth András claims that it is not just becoming trendier to take part in voluntary activities but volunteering experience and knowledge has been becoming more and more of an expectation at the labor market. To meet this expectation, the young, i.e. the new generation who do consciously build their careers, perform multiple tasks concurrently (Nemeskéri, 2017), arrive at non-governmental, governmental and local government institutions with more and more severe and determined goals and motivations to do some voluntary, unpaid activities for the public good generating mutual benefits and results for both the ones supported and the ones providing such support (Hustinx, 2001; Handy et al., 2010; Fényes, 2015).
However, EU documents indicate the lack of acknowledging voluntary activities (EGSZB, 2006; P.A.V.E., 2011; EP, 2016). There are already frameworks existing for showing volunteering experiences (Europass, Youthpass, Önkéntes Portfolió), but research
7 has been made neither on the competencies that can be gained through volunteering, nor on the places of developing such competences.
Volunteering is getting modernized, and the scientific interpretation of this activity keeps expanding (Smith, Stebbins and Grotz (Eds.), 2017; Butcher and Einolf, 2017; Salamon, Haddock and Sokolowsky, 2017) and its statistical recording is getting stabilized (KSH, 2012; KSH, 2016). Still, there is not a uniform definition of volunteering, therefore, different data are produced about whether the number of volunteers have increased or decreased in Hungary. Therefore, the comparison of changes is rather difficult. No overall comparative study has been made in Hungary about the major attributes of volunteers, taking into account results of the past 30 years (apart from certain special areas of some specific time periods, such as: Czike and Kuti, 2006; Bartal, 2010; Perpék, 2011).
However, lifelong learning is extensively researched, in Hungary no assessment of volunteering from the perspective of adult learning has yet been made. In Hungary, it has not yet been investigated the onboarding of volunteers for commencing their works, and no surveys have yet been made on the competencies that volunteers gain throughout their activities and how such competencies facilitate their succeeding later on.
2. The Research
2.1. Research Objective, Questions & Hypotheses
The objectives of the research are to clarify the definition of volunteering, to determine the Hungarian trends of volunteering, to present the motivations and types of volunteers based on international and national literature, and to examine the adult education processes of volunteering in the framework of an individual empirical research, in light of Hungarian policy efforts and of lifelong learning. So far in Hungary volunteering has not yet been researched from the perspective of the learning of adults. The aim of my dissertation is to explore, analyze and present the andragogic processes of volunteering along multiple aspects.
8 To promote the implementation of the objective of the study, I formulated the following research questions:
1. What quantifiable changes are characteristic of volunteering in Hungary from 1990 to date?
2. What motivates volunteers in Hungary? How to classify the motives of volunteers?
3. Who are the ones typically involved in the new type of volunteering in Hungary?
Which age group? Is the new type of volunteering specific to any target groups?
4. What is the practice of organizations and institutions like in implementing their voluntary working programs? How does the host organization prepare the volunteers for this?
5. What do volunteers learn in the course of their activities?
In conclusion of reviewing the international and national literature I determined the following research hypotheses:
H1) From the 1990ies to date, in Hungary the number of volunteers has increased.
H2) Depending on the type of volunteering, attributes of the motivation are different, motivations typical of the new type of volunteering – such as gaining knowledge, gaining professional experiences, development in self-knowledge, achieving a specific goal and relational capital – are increasingly prevailing.
H3) New type of volunteering is typical mostly of the young ones, particularly to those involved in higher education and to young, recent graduates.
H4) Since being regulated by law (Act on Voluntary Activities in the Public Interest in year 2005), volunteering has become more organized, also budgetary institutions may host volunteers; therefore, according to my hypothesis, host organizations organize their volunteering programs consciously and in a formalized way (along procedures and with documentation compliant with legal and professional requirements). I assume that the onboarding and training of volunteers, and the methods applied for that are influenced by the target activities of the organization. Although there are good practices, it is mostly the larger organizations (organizations involving 20+ volunteers) that ensure the preparations of volunteers, particularly for activities that require specialized knowledge.
9 H5) In the course of their voluntary activities adults may obtain knowledge, skills, capabilities, attitudes and experiences through the non-formal and informal learning forms, which – affecting the basic structures of their personalities – may impact both their professional and social lives.
2.2. Research Methods & Target Groups
For the selection of the methodology of surveying and the specific methods, I prepared a context clarification status assessment, in the course of which I processed the Hungarian and EU documents, laws and literature relevant to the topic.
Thereafter, I selected the means of data collection and determined the target groups. For examining the main trends of volunteering, this paper addresses theoretical researches, processing of literature, analyses of documents, statistics based studies, which will be presented under Chapter 2.
Based on the criteria set by Szabolcs Éva (Szabolcs, 2001:23–24) I performed the comparison of pros and cons of quantitative and qualitative researches. This comparison led to a conclusion that the area to be investigated (volunteering segment) and the motivation of volunteers could have been observed, objective rules could have been presented, but it is worth to perform further studies. In this regard, I analyzed the NGO-nonprofit researches (Czakó et al., 1995; Czike and Kuti, 2006) regarding volunteering, as well as the reports made by the Hungarian Central Statistical Office (KSH, 2012; KSH, 2016) with special respect to the demographic data of volunteers, the domains of activities, the frequency of participation, the scope of those supported, the nature of organization, and the motivational background, which these are measured by statistical tools, this way the number of volunteers and their other quantifiable attributes could be captured.
However, there are several questions to which these current statistical data give no answer.
I used multiple methods to find out what practices the governmental, local governmental and non-governmental organizations apply in the implementation of their volunteering program, how the host organization gets the voluntary workers prepared for the task and what the volunteers learn during their activities. All this with an aim to perform the
10 assessment of this unresearched area and of the andragogic processes of volunteering from several aspects, this way understanding and outlining the diverse nature of this field.
The strategy of the research was strongly influenced by the difficulty of accessing the denominated target groups and involving them in the research. Accessing the host organizations' and institutes' records of volunteers had obstacles in many ways. On one hand, the related data of the Hungarian Central Statistical Office are protected by the personality rights. I could not be granted an access to the database of the legally prescribed registry (the registered data are available to anyone, but access to them as a database was not possible).
Therefore, application of arbitrary sampling procedure became necessary, to which the Önkéntes Központ Alapítvány (ÖKA, Volunteering Hungary - Centre of Social Innovation) gave its professional support. Based on these, I perform my research using the following methods:
- in Questioner Survey I. involving 32 non-governmental organizations/governmental or local governmental institutes, applying a questioner survey.
- in Questioner Survey II. the persons involved in this process, i.e. the volunteers (102 persons) were asked about their learning observations, motivations and experiences so that the education and learning processes of volunteers could be investigated in their full spectrum.
- I examine the informal and non-formal learning processes of volunteers using portfolio analysis supported by the "Önkéntes Portfolió" (Volunteer Portfolio) of the Önkéntes Központ Alapítvány, which is the only currently existing measurement tool for summarizing the volunteering activities and acknowledging the competencies gained (Önkéntes Portfolió as the method measuring the self-controlled learning of volunteers (Kovács 2013)). I perform the Önkéntes Portfolió analysis based on the forms filled in by 23 volunteers, applying content analysis and detecting and analyzing the competencies of the volunteers involved.
- Interview: Taking into account the qualitative techniques, I came to a conclusion that it was reasonable to pick the small number of individual cases, therefore, among those completing the Önkéntes Portfolió I choose 5 persons to be interviewed, and I apply a control group of 4 against which I test their statements.
The two questioner surveys involving coordinators of organizations/institutions operating a formal volunteering program (one within organizational/institutional framework), and the
11 voluntary workers performing the formal voluntary activities, were performed in the territory of Hungary, starting in December 2016 and closed in April 2017. After that, applying the snowball method, I had the Önkéntes Portfolió completed by volunteers with higher education graduates, based on which I selected the volunteers to be interviewed and the control group to be involved in the study. The research was completed in 2018.
2.3. Research Results
Below, first I show the results of examining the hypothesis regarding the quantifiable data of volunteering through the comparison of non-governmental, civil researches and HCSO's reports on volunteering, then along with my further hypotheses I summarize the results of my empirical surveys, as well.
H1) Since the 1990-ies, in Hungary the number of volunteers has increased.
Examining the quantifiable data of volunteering, this hypothesis could be only partly verified. On one hand, because timeline comparison regarding the four surveys assessed (1993, 2004, 2011 and 2014) is not possible due to methodology issues. On the other hand, since due to the latest results of HCSO in 2015 the number of volunteers increased in both (formal and informal) forms compared to the previous survey (2011). In 2014 34.3% of the population (aged between 15 and 74 years) performed some form of voluntary work, which shows an increase of 5.9% compared to the year 2011 rate of 28.4% (2 million 153 thousand persons). In 2014 the number of informal volunteers increased by cca. 356 thousand persons since the previous recording (2011), while in 2014 the number of those doing voluntary work through organizations showed a lower extent of increase by cca. 6 thousand persons. The extremely high ratio of informal volunteering further increased in the most recent period investigated (KSH, 2012; KSH, 2016). Through the comparison of data also it could be shown who are the ones that typically do voluntary work in Hungary, what differences and what similarities can be found in the demographic attributes of volunteers through the past nearly thirty years. Due to the different methodology of the surveys it was difficult to be proven but still can be found that while compared to the year 1993 and year 2004 results in year 2011 an aging trend was evolving in the comparison of volunteers by their age groups,
12 in 2014 the situation has become a bit more balanced towards the direction of the middle- aged ones. Regarding the other demographic attributes slight changes could be observed.
Altogether, we can state that the timeline comparison of statistical data on Hungarian volunteering is facing difficulties due to methodology obstacles; therefore, due to the uncertainty factors the data are only just for information, and are suitable for describing the change that took place in some longer period of time. This equals to the finding of Sebestény István (Sebestény, 2013; Sebestény, 2017), who had analyzed the statistical volunteering data deriving both from the residents and from the organizations from the 90ies on in our country.
H2) Depending on the type of volunteering, attributes of the motivation are different, motivations typical of the new type of volunteering are increasingly prevailing.
The hypothesis is partly verified. Confirming the findings of literature, based on the analysis of the portfolios and interviews of volunteers, there is a detectable shift in the motivations towards the new type of volunteering. This shift is supported also by the statistical analyses, nevertheless, based on HCSO data, in year 2014 the main motivations were still those of the traditional, old type one, such as the joy of helping others (33.1%), which was followed by the motivation of being committed to social values (30.7%). This was supplemented by the generally considered belief and conviction that helping those in need is a moral obligation (29.1%).
H3) New type of volunteering is typical mostly of the young ones, particularly to those involved in higher education and to young, recent graduates.
Examining the control group disproved this assumption. The main motivations of new type of volunteering are characteristic not only to the young but also to older ones, just in their cases the emphasis lays on other points. Example: Knowledge based motivation affects both the junior and senior volunteers, yet for the young ones obtaining new knowledge and new expertise are prevailing, while for the senior ones it is rather the preservation and transfer of knowledge that dominates. Further examination is required applying a large sample.
13 H4) Since being regulated by law (Act on Voluntary Activities in the Public Interest in year 2005), volunteering has become more organized, also budgetary institutions may host volunteers; therefore, according to my hypothesis, host organizations organize their volunteering programs consciously and in a formalized way (along procedures and with documentation compliant with legal and professional requirements). I assume that the onboarding and training of volunteers, and the methods applied for that are influenced by the target activities of the organization. Although there are good practices, it is mostly the larger organizations (organizations involving 20+ volunteers) that ensure the preparations of volunteers, particularly for activities that require specialized knowledge.
This hypothesis was mostly verified by the questioner surveys. It was confirmed regarding organizations, institutions and volunteers, as well. According to the results, the non-governmental organizations, the governmental and local governmental institutions are becoming more and more conscious in implementing their volunteering programs: the organizations and institutions studied apply the elements and steps of volunteering management throughout the implementation of their volunteering programs, however, the documentation of that has not yet become complete/consistent.
Regarding the hosting of volunteers, with regards to the tasks of the coordinators the process of formulating into a profession has started. As a consequence, we can talk about institutional volunteering, which raises several tasks to be performed by non-governmental organizations, governmental and local governmental institutions, and dedicates a significant role to coordinators, since working at a professional level requires proper onboarding and preparation.
The hypothesis was disproven by the questioner survey from a perspective that – unlike my assumption – organizing training for general skill development and community development is just as important for the organizations/institutions as any training courses providing certain professional skills and knowledge. The results highlighted the colorful and diverse training spectrum that the organizations and institutions involved in the study have.
The investigated organizations and institutions apply complex tools and preparations for training the voluntary workers for their voluntary activities. According to the results, the size of the organization/institute had no impact on the training; much rather it is the organizational culture and the person of the volunteering coordinator that matter.
14 H5) In the course of their voluntary activities adults may obtain knowledge, skills, capabilities, attitudes and experiences through the non-formal and informal learning forms, which – affecting the basic structures of their personalities – may impact both their professional and social lives.
Voluntary activities have a great impact on the professional and personal competences of the volunteers. Through voluntary activities, the knowledge, experience, self-knowledge and relations of volunteers are developed and strengthened. Results of volunteers' informal and non-formal learning (typical of multiple age groups and target groups):
1. gaining - preserving - transferring knowledge
2. gaining - updating - transferring professional experience 3. self-knowledge improvement
4. gaining - preserving - transferring relational capital
The nature and quality of the activities performed greatly affect the self-knowledge of volunteers. Through their activities and experiences they develop competences that they will make use of across several fields of their lives (personal - educational - professional).
It is found that voluntary activities affect or modify their educational progress, i.e. they do have an impact on the volunteers' educational pathways. As a conclusion of the empirical research of andragogic processes of volunteering, it is found that applying multiple studies facilitated a deeper understanding of the subject and the exploration of casual relationships.
The two questioner surveys, as well as the Önkéntes Portfolió analyses (content analysis and competence detection) and the interviews and control group studies highlighted the new type of motivations behind the activities of volunteers and the complexity of these. It was clearly shown that empirical research proved the literature and statistical suggestions claiming that volunteering is changing. The volunteering segment is facing a paradigm shift, according to which, in the triangle of knowledge, experience and personal development, volunteering is getting more and more professional.
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3. Possible Applications of the Results, Further Potential Research Directions
- By publishing the results, the organizations, institutions and coordinators will be directly informed, but any non-governmental organization, governmental or local governmental institutions will be able to access the information for the support of the development of their volunteering programs. The dissertation calls the attention to the importance of training courses both from the organizations' and from the volunteers' point of view.
- As an umbrella organization of Hungarian volunteering, the Önkéntes Központ Alapítvány (ÖKA) needs statistical analyses for professional guidance of volunteering and for gaining support. The research contributes to that.
- The research helps the motivation of organizations, as well as the acknowledgement of volunteering and the development of volunteering management. Further, it may promote the process of applying coordinators, creating new roles, and providing their professional development. Researches made by the priority project titled "Cselekvő közösségek" (Active Communities) were leaning on the parts of the thesis already published in studies (Csordás, 2017).
- The results of the thesis may be important reference points for the attributes of new type of volunteering, for the understanding of new type of motivations when issuing a call for volunteers, when setting up a volunteering program, particularly for knowledge based organizations and institutions. In this regard, the study promotes the organizational/institutional involvement of junior and senior volunteers, as well.
- The study points out further areas for research. The historical background of volunteering has not yet been processed. It would be worth to perform a study on the history of volunteering in Hungary and at international level, with special respect to the history of altruism.
- Performing the studies of the empirical research on a large sample would be required, especially regarding the Önkéntes Portfolió. If the results of that were examined on a large sample, then general conclusion could be drawn regarding the competence development of volunteers. A large sample survey of senior volunteers should also
16 be considered, since the analysis of the voluntary activities of this target group along adult education criteria could be an appropriate method of analysis.
- Collecting Hungarian best practices of institutional volunteering and comparing them with international examples would be useful.
- Making surveys in other directions should also be considered, such as analyzing the human resource management based approach of volunteering, particular the demand (volunteers) and supply (organizations/institutions) set of criteria regarding voluntary activities.
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Selected References
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http://www.europarl.europa.eu/atyourservice/hu/20150201PVL00072/2011-Az-
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2018. április 1.
3. Az Európai Parlament állásfoglalása az európai önkéntes szolgálatról és az önkéntesség
előmozdításáról Európában (2016).
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4. Bartal Anna Mária (2010): Önkéntesek és nem-önkéntesek a 2008. évi Európai Érték Vizsgálat tükrében – avagy, aki önkéntes nagyobb valószínűséggel boldogabb és elégedettebb? http://docplayer.hu/277735-Onkentesek-es-nem-onkentesek-jellemzoi-a- 2008-evi-europai-ertek-vizsgalat-tukreben.html Utolsó letöltés: 2018. április 1.
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A Mexican Study. In: Dekker, P. and Halman, L. (eds.): The Values of Volunteering.
Cross-Cultural Perspectives, Kluver Academic/Plenum Publishers, New York, Boston, Dordrecht, London, Moscow. 111–126.
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19. EVS (2008): European Values Study, report 2008.
http://www.europeanvaluesstudy.eu/page/survey-2008.html Utolsó letöltés: 2018. április 1.
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Author's Publications on the Subject of the Thesis
1. Arapovics Mária, Bodó Márton, Csordás Izabella, D. Babos Zsuzsanna, Eszenyiné Borbély Márta, Faár Tamara, Hegedűsné Majnár Márta, Kelemenné Csuhay Zsuzsa, Letenyeiné Mráz Márta, Molnár Melinda, Sághi Ilona, Szu Annamária, Varga Sipos Andrea Csordás Izabella (szerk. 2017): Gyakorlati útmutató intézményi önkéntes programok létrehozásához és működtetéséhez. Szabadtéri Néprajzi Múzeum, Szentendre.
203.
2. Babos Zsuzsánna (2011): Fiatalok aktivitása közösségformáló tevékenységekben. In:
Kálmán Teréz (szerk.): Egyetemes értékek az egyetemen: Kutatási jelentés. ELTE Az Élethosszig Tartó Művelődésért Alapítvány, Budapest. 45–55.
3. Babos Zsuzsánna (2014): The activity of young adults in community-building activities.
In: Csiszár Imre, Kőmíves Péter Miklós (szerk.): Tavaszi Szél 2014 / Spring Wind 2014.
Doktoranduszok Országos Szövetsége, Debrecen. 231–239.
4. D. Babos Zsuzsánna (2015): Miből lesz az önkéntes? Az önkéntesség adatainak mintázatai Lengyelországban és Magyarországon. In: Haffner Tamás, Kis Kelemen Bence (szerk.): Fiatalok Európában Konferencia absztrakt kötete, Sopianae Kulturális Egyesület. 112.
5. D. Babos Zsuzsánna (2016): A selfish generation? Social participation of future graduates reflected by volunteering. In: Fodorné Tóth Krisztina (szerk.) Tudás-Társadalom- Felelősség (Knowledge- Society-Responsibility): Felsőoktatás és társadalmi felelősség:
tudástranszfer partnerségi akciókban és elkötelezettségben (Higher Education and Social Responsibility: Knowledge Transfer through Collaborative Actions and Engagements).
MELLearN Felsőoktatási Hálózat az életen át tartó tanulásért Egyesület, Pécs. 134–146.
6. Dánielné Babos Zsuzsanna (2017): Az önkéntes munka tendenciái Magyarországon. In:
[s n] (szerk.): Innováció, kutatás, pedagógusok. HuCER 2017: Absztrakt kötet. 252 p.
Magyar Nevelés- és Oktatáskutatók Egyesülete, Hungarian Educational Research Association (HERA), Budapest. 43.
7. Dánielné Babos Zsuzsánna (2017): Az önkéntesség andragógiai folyamatainak vizsgálata az önkéntes-koordinátorok és az önkéntesek tapasztalatai alapján. In: [s n] (szerk.):
Innováció, kutatás, pedagógusok. HuCER 2017: Absztrakt kötet. 252. Magyar Nevelés- és Oktatáskutatók Egyesülete. Hungarian Educational Research Association (HERA), Budapest. 2017. 44.
23 8. Dánielné Babos Zsuzsanna (2017): Az önkéntességről általában - fogalmak, történeti kitekintés: Mi az önkéntesség? Hazai kitekintés, indokoltság. In: Arapovics Mária, Bodó Márton, Csordás Izabella, D. Babos Zsuzsanna, Eszenyiné Borbély Márta, Faár Tamara, Hegedűsné Majnár Márta, Kelemenné Csuhay Zsuzsa, Letenyeiné Mráz Márta, Molnár Melinda, Sághi Ilona, Szu Annamária, Varga Sipos Andrea Csordás Izabella (szerk.
2017): Gyakorlati útmutató intézményi önkéntes programok létrehozásához és működtetéséhez. Szabadtéri Néprajzi Múzeum, Szentendre. 10–22.
Conference Presentations Held on the Subject of the Thesis
1. Babos Zsuzsánna (2011): Fiatalok aktivitása közösségformáló tevékenységekben.
Állampolgári Részvétel Hete rendezvénysorozat. Egyetemes értékek az egyetemen – Nyitott kapuk a Kulturális Utcában Konferencia. Budapest. 2011.szeptember 23.
2. Babos Zsuzsánna (2012): Önkéntesség a fenntartható társadalomért. Önkéntes Nap.
ELTE Pedagógiai és Pszichológiai Kar, Neveléstudományi Intézet, 2012. október 24.
3. Babos Zsuzsánna (2013): Az önkéntesség andragógiája. ELTE PPK Neveléstudományi Doktori Iskola. Hallgatói Konferencia. Budapest, 2013. május 15.
4. Babos Zsuzsánna (2014): Önkéntesség, civil társadalom, élethosszig tartó tanulás.
Tavaszi Szél 2014 Konferencia, DOSz, Debrecen. 2014. március 21-23.
5. D. Babos Zsuzsánna (2015): A selfish generation? Social participation of future graduates reflected by volunteering. 11th National and International Conference on Lifelong Learning 15 October 2015. Széchenyi István University, Győr.
6. D. Babos Zsuzsánna (2015): Miből lesz az önkéntes? Az önkéntesség adatainak mintázatai Lengyelországban és Magyarországon. Sopianae Kulturális Egyesület, Fiatalok Európában Konferencia. Pécs. 2015. november 13-14.
7. D. Babos Zsuzsánna (2015): Változások, állandóságok az önkéntesség statisztikai mutatói alapján (1993, 2004, 2011). Innovatív felnőtt tanulási környezetek a 21.
században szekció. Konferencia előadás. Tanulás, tudás, innováció 2015 Konferencia ELTE PPK, Budapest. 2015. április 24.
8. Dánielné Babos Zsuzsánna (2017): Az önkéntesség andragógiai folyamatainak vizsgálata az önkéntes-koordinátorok és az önkéntesek tapasztalatai alapján. Innováció, kutatás, pedagógusok. HuCER 2017 konferencia. Magyar Nevelés- és Oktatáskutatók Egyesülete;
24 Hungarian Educational Research Association (HERA). Konferencia helye, ideje: ELTE PPK, Budapest, Magyarország, 2017. május 25-26.
