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

3

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.

15

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.

17

Selected References

1. Arapovics Mária and Brüll Edit (2009): A közösségi tanulás és szervezése. Közösségi-

civil szervező Tankönyvek. Szociális és Munkaügyi Minisztérium, Budapest.

2. Az európai önkéntesség szakpolitikai útmutatója (Policy Agenda for Volunteering in

Europe) (2011). Az Önkéntesség Európai Éve Szövetség kiadványa.

http://www.europarl.europa.eu/atyourservice/hu/20150201PVL00072/2011-Az-

%C3%B6nk%C3%A9ntess%C3%A9g-eur%C3%B3pai-%C3%A9ve Utolsó letöltés:

2018. április 1.

3. Az Európai Parlament állásfoglalása az európai önkéntes szolgálatról és az önkéntesség

előmozdításáról Európában (2016).

http://www.europarl.europa.eu/sides/getDoc.do?type=MOTION&reference=P8-RC-

2016-1126&format=XML&language=HU#_part1_def2 Utolsó letöltés: 2018. április 1.

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.

5. Brown, H. and Green, M. (2015): At the Service of Community Development: The

Professionalization of Volunteer Work in Kenya and Tanzania. African Studies Review.

58. 2. sz. 63–84.

6. Butcher, J. (2003): A Humanistic Perspective on the Volunteer-Recipient Relationship:

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.

7. Butcher, J. and Einolf, C. J. (2017): Volunteering: A Complex Social Phenomenon.

In: Perspectives on Volunteering. Springer, Cham. 3–26.

8. Chunxiao Li, Yandan Wu and Ying Hwa Kee (2016): Validation of the Volunteer

Motivation Scale and its relations with work climate and intention among Chinese

volunteers. http://academic.naver.com/article.naver?doc_id=174400802 Utolsó letöltés:

2018. április 1.

9. Czakó Ágnes, Harsányi László, Kuti Éva and Vajda Ágnes (1995): Lakossági adományok

és önkéntes munka. Központi Statisztikai Hivatal, Budapest.

18

10. Czike Klára and Bartal Anna Mária (2005): Önkéntesek és nonprofit szervezetek: az

önkéntes tevékenységet végzők motivációi és szervezeti típusok az önkéntesek

foglalkoztatásában. Civitalis Egyesület, Budapest.

11. Czike Klára and Kuti Éva (2006): Önkéntesség, jótékonyság, társadalmi integráció.

Nonprofit Kutatócsoport – Önkéntes Központ Alapítvány, Budapest.

12. D. Babos Zsuzsanna (az egyik szerk. 2017): Gyakorlati útmutató intézményi önkéntes

programok létesítéséhez és működtetéséhez. Szabadtéri Néprajzi Múzeum, Szentendre.

http://cselekvokozossegek.hu/wp-content/uploads/CSK_utmutato_onkentesseg.pdf

Utolsó letöltés: 2018. április 1.

13. Dekker, P. and Halman, L. (eds. 2003): The Values of Volunteering. Cross-Cultural

Perspectives, Kluver Academic/Plenum Publishers, New York, Boston, Dordrecht,

London, Moscow.

14. Duguid, F., Mündel, K. and Schugurensky, D. (2013): The Knowles Economy and

Education. Springer Science & Business Media, U.S.A.

15. Eliasoph, N. (2003): Cultivating apathy in voluntary associations. In: The Values of

Volunteering. Springer, Boston. 199–212.

16. ENSZ (2001): ENSZ (UN Handbook 2003) = United Nations (2003): Handbook on

Nonprofit Institutions in the System of National Accounts, 4. 45.

17. Etzioni, A. (2000): The Third Way to a Good Society. Demos Kiadó, London.

18. Európai Gazdasági és Szociális Bizottság vélemény (2006) - Tárgy: Az önkéntes

tevékenység: szerepe az európai társadalomban és kihatásai (2006/C 325/13).

http://epa.oszk.hu/00800/00877/01043/pdf/00460052.pdf Utolsó letöltés: 2018. április 1.

19. EVS (2008): European Values Study, report 2008.

http://www.europeanvaluesstudy.eu/page/survey-2008.html Utolsó letöltés: 2018. április

1.

20. Fényes Hajnalka (2014): Gender Role Attitudes among Higher Education Students in a

Borderland Central-Eastern- European Region called ’Partium’ C.E.P.S Journal, 4. 2. sz.

49–70.

21. Fényes Hajnalka (2015): Önkéntesség és új típusú önkéntesség a felsőoktatási hallgatók

körében. Debreceni Egyetemi Kiadó, Debrecen.

22. Fényes Hajnalka (2011): 2011 – az Önkéntesség Európai Éve. Az önkéntesség társadalmi

jelensége és jelentősége. In: Debreceni Szemle I. rész, XIX. 4. sz. 360–368.

23. Gallagher, S. (1994): Doing Their Share: Comparing Patterns of Help Given by Older

and Younger Adults. Journal of Marriage and the Family. 56. sz. 567–78.

19

24. Hadrévy Borbála (2018): Az előzetesen megszerzett tudás mérésének és elismerésének

lehetőségei az önkéntes szektorban. (2018-ban várható a megjelenése)

25. Handy, F., (et al., 2010): Cross-Cultural Examination of Student Volunteering: Is It All

About Résumé Building? Nonprofit and Voluntary Sector Quarterly. 3. sz. 498–523.

26. Harkin, M. (2008): Report on the role of volunteering in contributing to economic and

social cohesion. Committee on Regional Development, raporteur. Brussels 10 March

2008. (2007/2149 (INI)) http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-

//EP//TEXT+REPORT+A6-2008-0070+0+DOC+XML+V0//EN Utolsó letöltés: 2018.

április 1.

27. Horváth H. Attila (2011): Informális tanulás. Gondolat Kiadó. Budapest.

28. Hoskins, B. (et al., 2012a): Analytic Report: Participatory Citizenship in the EU. Report

2. Europe for Citizens Programme.

http://ec.europa.eu/citizenship/pdf/final_report_efc_may_2013_eurevalppmi.pdf Utolsó

letöltés: 2018. április 1.

29. Hoskins, B., Janmaat, J. G. and Villalba, E. (2012): Learning citizenship through social

participation outside and inside school: an international, multilevel study of young

people's learning of citizenship. British educational research journal, 38. 3. sz. 419–446.

30. Hustinx, L. (2001): Individualism and new styles of youth volunteering. Voluntary

Action, 3. 2. sz. 57–76.

31. Hustinx, L. and Lammertyn, F. (2003): Collective and Reflexive Styles of Volunteering:

A Sociological Modernization Perspective In: Voluntas: International Journal of

Voluntary and Nonprofit Organizations, 14. 2. sz. 167–187.

32. International Labour Organization (ILO) (2010): Manual of the Measurement of

Volunteer Work. Intenational Labour Office, Geneva.

33. Inglehart, R. (2003): Modernization and Volunteering. In: Dekker, P. and Halman, L.

(eds.): The Values of Volunteering. Cross-Cultural Perspectives, Kluver

Academic/Plenum Publishers, New York, Boston, Dordrecht, London, Moscow. 55–70.

34. Kereszty Orsolya (2015): Gender-szempontú neveléstörténet-írás és aktív demokratikus

állampolgársági nevelés: irányok és problémakörök. In: Kozma Tamás, Kiss Virág

Ágnes, Jancsák Csaba, Kéri Katalin (szerk.): Tanárképzés és oktatáskutatás. Magyar

Nevelés- és Oktatáskutatók Egyesülete (HERA).

35. Kovács Zsuzsa (2013): Önszabályozó tanulás - értelmezési módok a kutatási

metodológiák tükrében. Neveléstudomány: oktatás – kutatás – innováció. 1. 1. sz. 124–

136.

20

36. Központi Statisztikai Hivatal (2012): Önkéntes munka Magyarországon (A Munkaerő-

felmérés, 2011. III. negyedévi kiegészítő felvétele).

https://www.ksh.hu/docs/hun/xftp/idoszaki/pdf/onkentesmunka.pdf Utolsó letöltés:

2018. április 1.

37. Kraiciné Szokoly Mária (2006): Pedagógus – andragógus szerepek és kompetenciák az

ezredfordulón. ELTE Eötvös Kiadó, Budapest.

38. Kraiciné Szokoly Mária (2009): Az élethosszig tartó tanulás kihívásai: középpontban a

tanuló szervezet. Iskolakultúra, 19. 12. sz. 131–143.

39. Livingstone, D. (szerk. 2010): Lifelong Learning in Paid and Unpaid Work – survey and

case study findings. Routledge, New York.

40. Nemeskéri Zsolt and Szellő János (szerk. 2017): Digitális kompetenciák és a

pályaorientáció munkaerő-piaci összefüggései a 21. században. Kutatási zárótanulmány:

Készült a "Közösen a jövő munkahelyeiért" Alapítvány támogatásával PTE, Pécs.

41. Offe, C. and Heinze, H. (1990): Organisierte Eigenarbeit. Das Modell Kooperationsring.

Campus, Frankfurt.

42. Önkéntes Központi Statisztikai Hivatal (2016): Az önkéntes munka jellemzői. Budapest.

https://www.ksh.hu/docs/hun/xftp/idoszaki/pdf/onkentes.pdf Utolsó letöltés: 2018.

április 1.

43. Perpék Éva (2011): Önkéntesség és közösségfejlesztés. Doktori disszertáció. Kézirat.

Corvinus Egyetem, Budapest.

44. Perpék Éva (2012): Formal and informal Volunteering in Hungary, Similarities and

Differences. Corvinus Journal of Sociology and Social Policy. 1. sz. 59–80.

45. Perret, B. and Roustang, G. (1993): L’économie contre la societé. Seuil, Paris.

46. Putnam, R. (2000): Bowling alone. Simon and Schuster, New York.

47. Salamon, L. M., Haddock, M. A. and Sokolowski, S. W. (2017): Closing the gap? New

Perspectives on volunteering north and south. In: Perspectives on Volunteering. Springer,

Cham. 29–51.

48. Sebestény István (2017): „Mérhetetlen” segítség – az önkéntesség alternatív formái és

mérési lehetőségei a nonprofit statisztikában. In: KSH: Horváth András, Perpék Éva

Sebestény István, Sebők Csilla, Sik Endre, Váradi Rita (2017): Háztartási munka,

önkéntes munka, láthatatlan munka, I. Háztartási és önkéntes munka mérése, elemzése.

Konferenciakötet. 90–104.

21

49. Smith, D. H. (1994): Determinants of voluntary association participation and

volunteering: A literature review. Nonprofit and Voluntary Sector Quarterly, 23. sz. 243-

263.

50. Smith, D. H., Stebbins, R. A. and Grotz, J. (eds. 2017): The Palgrave Handbook of

Volunteering. Civic Participation, and Nonprofit Associations. Springer, UK.

51. Stebbins, R. A. (1996): Volunteering: A Serious Leisure Perspective.Nonprofit and

Voluntary Sector Quarterly, 25. 2. sz. 211–224.

52. Stebbins, R. A. (2017): Between work and leisure: The common ground of two separate

worlds. Routledge, New York.

53. Stefanescu, F. and Osvat, C. (2011): Volunteer Landmarks among College Students. The

Yearbook of the „Gh. Zane” Institute of Economic Researches. 20. 2. sz. 139–149.

54. Sz. Tóth János (2006): Európai kihívások – magyar lehetőségek. A felnőttkori tanulás

jövőképének körvonalai. Nemzeti Felnőttképzési Intézet, Budapest.

55. Szabó Ildikó, Marián Béla (2010): Észak-alföldi ifjúsági stratégia. Nullpont Kulturális

Egyesület, Debrecen.

56. Szabolcs Éva (2001): Kvalitatív kutatási metodológia a pedagógiában. Műszaki

Könyvkiadó, Budapest.

57. Wilson, J. (2000): Volunteering. Annual Review of Sociology, 26. sz. 215–240.

58. Wilson, J. and Musick, M. A. (1997): Who Cares? Toward an Integrated Theory of

Volunteer Work. American Sociological Review, 62. sz. 694–713.

59. Wollebaek, D. and Selle, P. (2003): Generations and Organizational Change. In: Dekker,

P. and Halman, L. (eds.): The Values of Volunteering. Cross-Cultural Perspectives,

Kluver Academic/Plenum Publishers, New York, Boston, Dordrecht, London, Moscow.

161–179.

60. Zachár László (2008): A kulcskompetenciák hatása az alkalmazkodóképesség

kialakulására és fejlesztési lehetőségeire. In: Bábosik István (szerk.): Az iskola korszerű

funkciói. Okker Kft., Budapest. 15−42.

22

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.