This bachelor thesis is related to the phenomenon of student volunteering, in Sweden, the field of study and its own context. Our argumentation is based on the concept of “motivation” and focused on the students of universities in Sweden. In order to lead this research, we created a survey and sent it to the 14 Erasmus Student Networks (ESN) of Sweden in order to use their database and spread the survey. We wanted to answer our research question: What are the motivations behind student volunteering in a Swedish context? We obtained 123 answers related to items of interest for our study: the motivations to start volunteering, the abilities students improved, how often student volunteer and why they don’t volunteer, for example. Moreover, we proposed a typology of volunteers depending on their frequency of volunteering. Note that most of the answers came from the city of Växjö, which consist of one of the biggest limitations of the results. We answered 6 hypothesis but only 4 of them found a suitable answer. Our findings are as following: younger surveyees tend to volunteer more frequently than older ones. Regarding their origins (Swedish or international student), it is not confirmed that volunteers want to improve different abilities and have different motives to volunteer. Furthermore, it is confirmed that students volunteer following intrinsic motivations more than extrinsic ones. Finally, we pointed out that Swedish students who are not studying at their home town volunteer for organizations in order to meet new people and to make new friends.

This study explores the extent to which government policies for higher education impact upon the ways in which higher education institutions (HEIs) implement these and the students themselves experience their studies. The focus is accredited volunteering in higher education. A case study approach has been undertaken to scrutinise the impact of policy directives on several stakeholders within one post-1992 HEI, the University of Wrottesley (a pseudonym). The methodological approach is qualitative. Semi-structured interviews were carried out with senior university staff and Students Union personnel, and a detailed on-line survey was conducted with three cohorts of students undertaking the Volunteering in the Curriculum (ViC) programme. What emerges is the extent to which the dominant discourse of 'employability' is foregrounded in government policy directives, and the pressures thus placed on the university management of Wrottesley to respond effectively to first destination scores (DHLE). 'Employability' in this sense is understood as a graduate student obtaining employment, rather than a broader sense of good learning which embraces both learning (cognitive, theoretical and practical) and employability (Knight & Yorke, 2004). The findings expose the ways in which volunteering has been drawn into the dominant discourse of 'employability', yet what emerges from the student survey of their participation in the ViC programme is a broader, more nuanced learning experience which draws on both experiential and theoretical learning that encompasses academic studies, personal development, social action and graduate employment. The evidence validates the theoretical and pedagogic practice of ViC whereby students experience holistic learning. Universities such as Wrottesley are missing an opportunity in not embracing wider objectives of initiatives such as ViC which enable enhancement of graduate employability and also learning gain with the development of well rounded critical citizens and institutional permeability between community and the academy.

This thesis investigates volunteering as performance. In exploring this topic I discuss a dynamic between self-interest and selflessness in the observable performance of service through the social mechanisms of volunteerism. I argue that self-interest is a prominent motivation for volunteering, but its overt performance is kept in check by norms that emphasize selflessness. My argument centers on addressing this lack of acknowledgement toward self-interest within vernacular culture. My research draws examples from an individual, organizational, and global volunteer perspective. Ethnographic research was conducted for this study with a student group that organizes one of the American Cancer Society’s Relay For Life fundraisers. Within this organization, I conceptualize volunteering as a performance that requires a social actor to not just “do” service, but also “show do” and/or “explain show do” their behavior in front of an audience. This presentation culminates in a cultural performance where participants at Relay For Life perform a narrative of selflessness. Expanding my discussion of volunteering to a global perspective, my last chapter addresses volunteer tourism. I argue that the self-interest of both volunteers and volunteer travel companies reduces the recipients of volunteer tourism to essentialized and exociticized cultural "Others." I advocate for the overt acknowledgement of self-interest not only because self-interest is present, but also because it is a central dynamic that constructs volunteerism as performance.