SO670

KSVC Platinum

Dr Eddy Hogg and Steph Hughes

Handbook

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Module Convenors: Dr Eddy Hogg, E.Hogg@kent.ac.uk, Cornwallis NE.109Steph Hughes, S.L.J.Hughes@kent.ac.uk Mandela Building

Office Hours: Dr Eddy Hogg – Wednesday 10-12Steph Hughes – email for an appointment

Level: Stage 2 Credits: 15

Teaching Period:Semesters 1 and 2

Pre-requisites:Previous volunteering, ideally through KCSV

Assessment Pattern:Coursework (Essay, Portfolio, Presentation and Participation)

Coursework Deadlines: Essay: Friday 16th December 2016, 3pm, online via Moodle

Portfolio: Friday 7th April 2017 3pm, SSPSSR Reception, Cornwallis East

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Contents

Introduction 4Essential SSPSSR Information 5Volunteer Placements 7Lectures 9Mentors and Supervision 10Assessment 11

Appendices

A. Top TipsB. Personal Development PlanC. Reflective Learning DiaryD. Placement Review FormE. Recommended reading ListF. SSPSSR marking criteria

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IntroductionThe Kent Student Certificate in Volunteering (KSCV) Platinum award is the highest level of volunteering award at the University of Kent. It involves carrying out three volunteering placements or projects across an academic year and building up a portfolio critically reflecting on your volunteering. As well as this portfolio and a ten-minute presentation on your volunteering experiences you are expected to produce an academically-referenced 1,500-2,000 word essay and to actively participate in lectures, seminars and Moodle discussions.

The award requires you to get involved with a range of volunteering activities and to focus on the skills and abilities that you will develop as a volunteer. Before you can start the KSCV Platinum course you must have already completed some volunteering whilst you have been a student at the University of Kent and preferably undertaken the KSCV Silver (50 hours) certificate.

Depending on your course, you may be able to choose KSCV Platinum as a credit bearing module (15 credits instead of another module choice). If that is not possible, it will show on your degree transcript as an extra module on top of the modules that you would need to undertake in order to meet your degree requirements. In either case, please contact either Steph Hughes (S.L.J.Hughes@kent.ac.uk) or Dr Eddy Hogg (E.Hogg@kent.ac.uk)

The KSCV Platinum award is designed to really challenge you, take you out of your comfort zone and push you to develop yourself to your full potential. The award is challenging but it is also very rewarding!

Registering for the moduleRegistration for the KSCV Platinum module takes place through your School Office. The module code is SO670 and, as mentioned above, you can take the module as credit bearing or extracurricular depending on your degree subject, either way the module incurs no charge.

Once registered please inform the Head of Volunteer Development and Support including whether you are taking the module as credit bearing or extracurricular.

The deadline for registering for the module is the end of week 5.

For each placement you do in the community through an organisation you will need to complete an indemnity form and return it to us as soon

as possible.

You will need to take the health and safety training via the link you have been sent.

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If you have not already received a copy of the letter by email, you can obtain one by speaking with your mentor or by emailing e.hogg@kent.ac.uk.

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Essential SSPSSR Information

THIS OUTLINE IS DESIGNED TO BE READ IN CONJUNCTION WITH THE SSPSSR STUDENT UNDERGRADUATE INFORMATION MANUAL

Assessment CriteriaThe University has implemented standard weighting for all undergraduate programmes of study, the assessment criteria are set out in the SSPSSR Student Undergraduate Information Manual.

Electronic SupportThis module outline and other course materials are available through MOODLE which can be accessed through your online Student Guide. To access your module on Moodle go to: http://moodle.kent.ac.uk and log-in as normal.

You will need a UniKent login, and students are expected to check their email accounts regularly.

Essay Writing Essay writing is a skill that takes time to acquire. Helpful information on how to write essays including how to compose a bibliography, and how to cite works you have referred to in the body of the essay can be found in the SSPSSR Student Undergraduate Information Manual. It is essential that you familiarize yourself with this.

PlagiarismPlagiarism is treated very seriously and it is particularly important that you understand fully what is meant by it since it may lead to severe penalties. What is meant by plagiarism and how to avoid it are covered in the SSPSSR Student Undergraduate Information Manual, and will also be discussed in seminars. You will be subject to university disciplinary procedures if you plagiarise.

To avoid plagiarism do not present the words or ideas of others as if they were your own; evidence, quotations, ideas and concepts should be carefully attributed to their sources. All sources including those online must be cited, even when paraphrasing material.

Handing in courseworkIn line with SSPSSR policy, all coursework for this module must be submitted online via Moodle by 3pm on the day of the deadline.

WE DO NOT REQUIRE HARDCOPIES UNLESS SPECIFIED TO DO SO BY THE MODULE CONVENOR.

Coursework submission inboxes are located within the activities section of the Moodle pages for this module.

All course work must have the relevant completed Essay Cover Sheet as the front page and submitted as one document. These will be provided as a word document for each piece of work required and can be found on the Module Home Page.

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If you encounter any technical problems when making your submission or need any other help with the online submission process, please contact the computer helpdesk (01227 824999) for advice.

ExtensionsThe grounds on which extensions are granted can include any material, medical, personal or accidental factors that make it difficult for the deadline to be met. Please note, lack of time, or other deadlines will not be considered grounds on which to grant an extension. The reason extensions will only be granted in exceptional circumstances, is out of fairness to all students. Where permission is granted students must keep a copy of the e-mailed permission in case proof is required at a later date.

If an extension is granted you must upload your coursework via the online system to the ‘Extensions Inbox’ for this specific piece of work in the assessment section of the modules moodle pages. Please ensure your coursework contains the completed correct Essay Cover Sheet as the front page of your document.

Receiving your marks and feedbackCoursework will usually be marked within 3 working weeks of the due date.

You will be notified by the student office if your feedback will be available online or returned to you in your seminar.

Please read the comments with your returned essay carefully as the markers’ comments provide feedback on the quality of your work. If you feel that you would like the marker to clarify or elaborate these comments then please feel free to consult him/her.

Concessionary Information Students who believe their performance on a module has been hampered by medical or other personal factors may submit written evidence (possibly including a note from a doctor) and the Student Support Manager or Senior Tutor can advise on how to do this. It is open to a Board of Examiners to take such evidence into account in deciding the final marks for a module.

Seminar AttendanceIt is a requirement that you attend seminars, and attendance will be monitored. It is considered the responsibility of the individual student to know what their timetable is, attend classes accordingly, and prepare adequately for them. Please check your timetable weekly as room changes can occur. If you have good reasons for missing a seminar, you are required to let your seminar leader know. Failure to do so will result in a mark of absent.

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Volunteer Placements

Two of your volunteering placements should be long-term and take place over a number of weeks (e.g. 2 hours a week for 15 weeks) and one can be short term (e.g. take place full-time over a working week, which is around 35 hours).

For each of your three placements you should spend 30-35 hours volunteering, so that in total you complete 100 hours of volunteering.

You are required to complete the following two compulsory units:

Active Community Volunteering Project Leadership

And one unit selected from the following:

Active University Volunteering Training Facilitator Mentoring Committee Role

We encourage students to use their initiative and existing contacts in voluntary organisations to organise their placements. For those seeking ideas, the following examples may help:

Active Community Volunteering could involve, for example, a placement with one of the following organisations:

Age UK Samaritans Dover Detainee Visitor Group Special Needs Advisory and Activities Project (SNAAP) Pilgrims Hospice

For more volunteering opportunities in the local community visit the Canterbury and Herne Bay Volunteer Centre website: http://www.canterburyvolunteercentre.org/

Project Leadership involves developing a project (on your own or with friends) for the benefit of Kent students and/or the wider community. Past examples include:

Organising a fundraising event Organising an awareness raising event

Your Project Leadership can be a one-off event, with the time logged including time taken planning, organising and evaluating the event, or a series of events.

Active University Volunteering could involve, for example: The University Ambassador Scheme (unpaid) Student Representative

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Student Media (e.g. Community Student Radio, InQuire or Medwire student newspapers)

Raise and Give (RaG) Fundraising and Development department at the University Welcome Week Helper or Team Leader

Training Facilitation could involve designing, facilitating, reviewing and evaluating a training session for students or as part of a community placement. Past examples have included:

Organising, promoting and running a training session eg. ‘how to effectively market your student group’. Trained Dementia Champions have also run Dementia Friends training sessions in Canterbury and Medway.

Organising and running a session at a youth club

Mentoring could involve, for example: Academic Peer Mentor Kent Refugee Action Network (KRAN)

Committee Role could involve, for example: Society, Sports, Volunteer Societies Student Committee Being on the committee of a charitable organisation or trust

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Lectures

All of the students taking this module are expected to attend all of the six sessions that make up this course. These six sessions are made up of three sessions which provide the academic framework for understanding volunteering, as well as practitioner knowledge that will be helpful as you progress through your placements, and invaluable preparation for your essay. The other three sessions will provide you with useful information for planning your project leadership, employment opportunities in the voluntary sector and planning and delivering your presentation.

Week Day and Time Session Topic3 Thursday, 11am What is volunteering? Historical, contemporary and future issues5 Thursday, 2pm Making your event successful7 Thursday, 2pm Who volunteers? The influence of gender, age, race, religion and social

class9 Thursday, 11am Why do people volunteer? Theories of volunteer engagement11 Thursday, 11am Working in the voluntary sector: fundraising and volunteer management19 Thursday, 2pm Presentation skills and being reflective

Lecture venues change, often at short notice, so please check your timetable for where the lectures will be. If there is a last minute change I will endeavour to let you all know by email as well.

As well as attending lectures, you will also be expected to undertake reading to broaden your understanding of the topic of volunteering. You will be given a reading pack which will contain some core reading materials; you are expected to do supplementary reading on top of this, a reading list is provided at the back of this guide in appendix E.

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Mentors and Supervision

You will each have been allocated a staff mentor, who will offer regular meetings throughout the module. You are expected to engage with this process – it will be useful to you! Supervision sessions will be organised by your mentor and therefore will differ depending on who your mentor is. However, you can also contact your mentor at any time if you have any issue with the module or your volunteering.

If you want to see your mentors outside of these supervisions you can make an appointment by emailing them or calling in during their office hour:

Dr Eddy Hogg – Centre for Philanthropy. E.Hogg@kent.ac.uk. Cornwallis North West, Room 109. Office hour: Wednesday 10-12am.

Steph Hughes – Head of Volunteer Development and Support. S.L.J.Hughes@kent.ac.uk. Mandela Building. Appointments by email.

Suzanne Payne – Training and Development Coordinator. S.Payne@kent.ac.uk. Mandela Building.

Helen Close – Head of Facilities. H.V.Close@kent.ac.uk. David Coldwell – Volunteer Coordinator (Medway Students). D.Coldwell@kent.ac.uk.

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Assessment

This module is assessed by the combined marks of an essay, a portfolio, a final presentation and on your participation in lectures, supervision and in discussion on Moodle, as follows:

Essay – 25%Portfolio – 40%Presentation – 25%Participation – 10%

1. Essay (this counts as 25% of your final mark)Students should pick one of the following essay titles and submit an essay of between 1,500 and 2,000 words:

(1) Describe and discuss the key drivers and benefits of contemporary volunteering in the UK

(2) What are the main triggers and barriers to volunteering and how do these change over the lifecourse?

Your essay should draw upon a range of relevant literature, both from the core reading list and beyond it. If you come from a non-sociological discipline you are welcome to bring in relevant literature from your home subject. All evidential claims must be attributed and personal opinion not presented as fact.

Summarise your arguments/assessment/evaluation in the conclusion. In the conclusion you may also discuss the limitations of your essay or refer to related questions that would be worthwhile to explore. You must show how your conclusion is justified by the arguments you have developed.

Essays will be marked according to SSPSSR marking criteria, which can be found in Appendix F.

In line with SSPSSR policy, all written coursework for this module must be submitted both online via Moodle and in hardcopy at the SSPSSR student office hatch by 3pm on the day of the deadline. The hard copy of the assignment and a printout of the Turnitin receipt should be attached to the signed coversheet.

The assessments are required to adhere to University regulations regarding the citing of references. Whenever possible please avoid second or third hand citations, referring to the original literature instead.

For information about how to avoid plagiarism please visit: www.kent.ac.uk/uelt/ai/students/avoidingplagiarism.html

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2. Portfolio (this counts as 40% of your final mark)Your portfolio is a live document that should be kept up-to-date throughout your time on the module. You will find it a lot easier to complete your presentation if you keep evidence of your placements and a running diary about your experiences. Feel free to add additional paperwork or any other evidence relating to your volunteering experiences.

You are required to complete (using the paperwork provided in appendices A, B and C where appropriate) the following for each of the three module placements:

Personal Development Plan – to include a self-assessment, outlining the key learning objectives and time frame for the completion of evidence.

Reflective Log – to include hour log and reflective description of the 30-35 hours spent volunteering on each unit.

Placement Review – an evaluation of the placement and its effect on your development. Learning Evidence – a collection of evidence within each module to show your work within

that volunteering placement.

When completing your portfolio, please do not assume that people will understand the nature of your placements. Give a brief summary of what each involved, e.g. ‘During my time with Rainer, a youth mentoring agency working with young offenders…’ to clarify the nature of the host organisation, as well the nature of your role within it.

3. Presentation (this counts as 25% of your final mark)Your presentation should be no more than 10 minutes long and should focus on the following:

'Lessons, insights and reflections on 100 hours of volunteering'

You should be prepared for a question and answer session at the end of your presentation. Dates for presentations will be given to you during the first term, it is envisaged that they will take place before exams start in the third term in the weeks beginning the 11th and 18th May 2015.

As preparation for your presentations, you will find the lecture in Week 19 extremely useful!

The presentation will be marked on the following six criteria:a. Gives a clear account of the content of the volunteer placements (all 3 must be mentioned

but it is acceptable to focus on 1 or 2 of the placements)b. Demonstrates insight and critically reflects on the impact of the placement on themselves,

the organisation and the people the organisation exists to help.c. Describes and critically reflects skills gained during the placements, such as planning, project

management, time management, being adaptive and flexible.d. Describes and critically reflects on experiences of teamwork during the placements.e. Describes and critically reflects on experiences of leadership during the placements.f. Demonstrates effective communication and presentations skills during the presentation

itself.

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Grades for each element of the presentation will be awarded using the following system:

0 = Does not demonstrate1 = Demonstrates a little2 = Demonstrates well3 = Demonstrates excellently

4. Participation (this counts as 10% of your final mark)This part of your assessment will be based on your contribution in lectures and to online debate on Moodle.

This will assess your engagement in and understanding of reflective learning practices over the course as a whole. You will be asked to reflect on previous volunteering activities and the impact that these have had on you and the organisations you have volunteered for.

In sharing your experiences with your fellow students you will be able to learn from each other and take these lessons into your volunteering placements.

Marks will be allocated as follows:

0 = Does not attend at all2 = Attends sporadically4 = Attends most lectures but does not contribute to discussion5 = Attends most lectures and makes some relevant contributions6 = Attends all lectures, makes relevant contributions and engages in Moodle debate7 = Attends all lectures, makes excellent contributions and engages in Moodle debate8+ = Attends all lectures and makes excellent contributions and leads on debate off and online.

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Appendix A

Top Tips

Volunteering

Arrange your volunteer placements early in the course. Leaving it to the end will result in rushed placements, and neither you nor the organisation will benefit as much from them. Don’t forget that you can complete one or more of your placements over the summer.

Be clear what you want to achieve from your volunteering. When you first speak to the organisation you want to volunteer with, discuss with them what skills you want to develop and what experience you want to gain. This will help you achieve what you want from the placement and help the organisation use your skills most effectively.

Ask what the organisation wants from you. More formal organisations might have a written volunteer role description, while in others it may be more informally negotiated. Either way, be clear what they want from you so you can be confident of achieving it and being helpful.

Be reliable. If you are unable to volunteer at any time for any reason, let the organisation know. It’s only polite.

Enjoy your volunteering – it should be fun!

Fundraising

If you’re planning to fundraise cash, by whatever means, you’ll need to collect the money in a sealed bucket – these can be obtained from RaG. It’s essential that you fill out a request form with all the necessary details so that we can assign a code to your bucket and track the money that you’ve raised to ensure that it reaches the charity. You’ll need to fill out a form on their section of the Kent Union website here at least two weeks before your event, available at http://www.kentunion.co.uk/ in the RAG pages.

You’ll also see that on the RaG page is a link to a fundraising agreement, this must be signed before you do any fundraising.

You will need permission to fundraise on campus. If you’re fundraising on the plaza or the plinth (the area in front of and to the side of Essentials) you’ll need permission from Kent Union. Contact your designated staff mentor to arrange this. If you’re fundraising anywhere else on campus you’ll need permission from the university and can request this by filling out a form on their website: http://www.kent.ac.uk/events/adhoc/

If you’re planning to fundraise in town you’ll need to apply to Canterbury City Council for permission to do so, with at least seven working days’ notice. You can find the application

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for a Street Collection permit here: https://www.canterbury.gov.uk/leisure-countryside/planning-a-public-event/events-toolkit/licences/

Online fundraising is a great way to organise your fundraising campaign, particularly if your potential donors are friends and family not based nearby. Be aware that sites such as JustGiving will take a cut (around 5%) of the total you raise, but in return will organise GiftAid to be collected on your donations.

Wherever you fundraise, setting a target can be a good way of encouraging donors to give and give generously.

Be knowledgeable about the charity you are fundraising for – potential donors will ask you questions about where the money is going and a convincing answer will help enormously.

Running an Event

Safety: You need to consider any potential risks involved with the event that you’re running, to those organising it and those attending it. Risk assessment forms must be with your mentor at least two weeks before any event. You can find a template risk assessment on the Kent Union page at http://www.kentunion.co.uk/

Once you’ve completed your risk assessment make sure to action those tasks, for example designate a first aider and plan how and when you’ll communicate health and safety information to attendees. Risk assessments should only have measures that you are putting in place. This will need to be signed off by your mentor.

Permissions and locations: Once you’ve decided on your most appropriate venue or location of choice you need to make sure that you have permission to use it. If the space is on campus you’ll need permission from either Kent Union or the University of Kent; your mentor will be able to advise you on who to contact to get this. If your event is in town you may need permission or a license from Canterbury City Council; check their website for more information and discuss your event with your mentor.

Briefing and leadership: If your event is being run with the help of volunteers you’ll need to delegate roles and brief them on their tasks; this will help the event run smoothly and could also be a key part of your leadership project. Give them the opportunity to ask questions and answer them as fully as you can. Remember that any volunteers who are acting as stewards or security must also remain sober during the event.

Budgeting: Be realistic when you’re thinking about the costs for an event; are you raising enough money to cover the costs incurred? If not, you need to start thinking about how you can lower your costs – what are the essential items that you need? Can you get them cheaper from somewhere else? Start making a list of all your costs to keep track of them –

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some items might seem cheap on their own but they soon add up when you’re buying lots of them. It’s worth keeping in mind that no budget is available from Kent Union or from SSPSSR.

Making sure your event is inclusive and open to all: Your event should support equality and diversity and be open to all students – think about how you can incorporate this into marketing for the event, and consider it when planning. For example, is the location accessible to all?

Marketing and promotion: You might have planned the best event in the world – but it will all be for nothing if no one attends! Identify some effective methods of marketing and try to use a variety – such as social media, campus pin boards and leafleting on campus. Check with your mentor to make sure that you’re following procedures.

Follow regulations, e.g. food hygiene, crowd control and noise: Following regulations will help keep your attendees safe and ensure that those nearby the event will not suffer as a result of its being held. You should only provide food which is pre-packaged and made in a factory or professional kitchen and has NOT been made a home. Kent Union can provide you with an online food hygiene certificate at a reduced cost. Contact your mentor for more information. Make sure that you know the capacity of your venue and don’t exceed it, and consider the areas nearby – are you particularly close to residential or study areas?

Evaluation and reflection: After the event it’s useful to look at what went wrong, but you should also remember to look at what went well. This is a key part of your portfolio and is a long term process that will benefit your personal development and future events; look at how you can replicate the aspects that went well, and how you might improve on those that didn’t.

Presentation Skills

Use the presentation title you have been given to structure your presentation around, to ensure it stays focussed.

Look at the criteria that the presentations are assessed on, and make sure that your presentation meets these criteria.

Be inventive – the very best presentations will wow us with how they are delivered and the content they include.

Be critically reflective. Do not simply tell us what you did, but rather reflect on what was positive about your experiences, and what was negative. Did anything occur in your volunteering that surprised you? Tell us about it, and tell us why it surprised you.

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Be prepared! Make sure you have practiced your presentation to ensure it is the correct length and that you are confident delivering it. Come with notes of what you are going to say, but know them well enough that you don’t have to look at them constantly.

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Appendix B

Personal Development Plan(To be completed before starting your placement)

Unit of Volunteering: __________________________________________________

Placement: __________________________________________________________

1. Please provide a brief description of the purpose of this organisation and your role within it

2. My key areas for personal development within this placement

3. What are your goals (Make sure these are SMART – Specific, Measurable, Accurate, Realistic and Timely) and what will be the benefits of me reaching these goals? (consider to yourself and others)

4. What barriers and difficulties might I face in reaching my goals?

5. Who can I approach to help me reach my goals? (Please outline your relationship with them)

6. What resources will I need?

7. What incremental steps will I need to take to reach these goals and what are my target dates?

Step Target Date

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Appendix C

Reflective Learning Diary(To be completed during your placement)

Unit of Volunteering: __________________________________________________

Placement: __________________________________________________________

Period Volunteered (e.g. Sep-Feb or 16th -23rd March) _______________________

This document should be written during the course of each placement to describe and review your significant learning experiences. It should give the course leaders a clear understanding of what actually happened during the placement, and should also reflect on what you feel you did well, what aspects of the placement you were most and least comfortable with, what you would do differently in future and what you have discovered about yourself.

You are free to choose the format for this document, but many previous students have found a ‘diary format’ to work well – i.e. to write a short entry relating to each occasion you are actively engaged with the placement. One advantage of this format is the opportunity to record how the hours add up to reach the 30-35 hour minimum per placement.

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Appendix D

Placement Review Form(To be completed after you have finished your placement)

Unit of Volunteering: ____________________________________________

Placement: ____________________________________________________

Duration of Placement: __________________________________________

Location: _____________________________________________________

Placement Supervisor (if applicable): ______________________________

1. How has your understanding of the organisation you volunteer with, and your role within it, developed during your placement?

2. Have you achieved your objectives whilst undertaking the placement? If not, why not?

3. Did the placement contribute anything else to your development?

4. What were the most and least satisfactory parts of the placement?

5. Is there anything that Kent Union or the University could have done to make the placement a better experience for you? Yes/No

6. If yes please explain.

7. Is there anything you could have done to make the placement a better experience e.g. undertake more extensive preparation?

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Appendix E

Recommended Reading List

We will provide you with a reading pack which provides you with the main reading for each of the lectures. There are also multiple copies of both of the key texts in the library, and all of the resources here can be accessed online.

While the reading outlined here is a good starting point, we expect you to look beyond this list when writing your essays. There are a number of ways in which you can find useful sources, and these are outlined at the end of the reading list.

a) Key texts

Georgina Brewis (2014) A Social History of Student Volunteering. Basingstoke: Palgrave Macmillan.

Nina Eliasoph (2013) The Politics of Volunteering: Cambridge: Polity Press

Colin Rochester, Steve Howlett, Angela Ellis Paine (2010) Volunteering and Society in the 21st Century. Basingstoke: Palgrave Macmillan.

b) Weekly Reading

Week 3 - What is volunteering? Historical, contemporary and future issuesJustin Davis Smith et al (1995) An Introduction to the Voluntary Sector. London: Routledge. (Chapter 1)

Matthew Hilton & James Mackay (eds.) (2011) The Ages of Voluntarism: How we got to the Big Society. Oxford University Press/British Academy

Clare Holdsworth and Georgina Brewis, G. (2014) Volunteering, choice and control: a case study of higher education student volunteering. Journal of Youth Studies, 17(2): 204-219.

Paul Dekker & Loek Halman (2003) The Values of Volunteering: Cross-Cultural Perspectives. London: Kluwer Academic/Plenum Publishers

Week 7 - Who volunteers? The influence of gender, age, race, religion and social classMarc A. Musick & John Wilson (2008) Volunteers: A Social Profile. Indiana University Press.

John Wilson (2012) Volunteerism Research: A Review Essay. Nonprofit and Voluntary Sector Quarterly, 41(2)

Natalie Low, Sarah Butt, Angela Ellis Paine and Justin Davis Smith (2007) Helping Out: A national survey of volunteering and charitable giving. London: Cabinet Office.

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Andy Weir (2014) Faith-based social action below the radar: a study of the UK charismatic-evangelical urban church. Voluntary Sector Review, 5(1): 29-45.

Week 9 - Why do people volunteer? Theories of volunteer engagementPauline Anderson and Pat Green (2012) Beyond CV Building: the communal benefits of student volunteering. Voluntary Sector Review, 3(2): 247-256

Ellie Brodie, Tim Hughes et al (2011) Pathways through Participation: what creates and sustains active citizenship? London: NCVO

Thomas Rotolo (2000) A Time to Join, A Time to Quit: The Influence of Life Cycle Transitions on Voluntary Association Membership. Social Forces, 78(3): 1133-1161

Femida Handy et al (2009) A Cross-cultural examination of student volunteering: is it all about resume building? Nonprofit and Voluntary Sector Quarterly, 39(3): 498-523.

Tony Chapman and Barbara McGuinness (2013) Consuming values in a social market: making choices about volunteering and non-volunteering, Social and Public Policy Review, 7(1): 1-17.

Week 15 - Working in the voluntary sector: fundraising and volunteer managementJenny Clark, James McHugh and Stephen McKay (2011) The UK Voluntary Sector Workforce Almanac 2011. London: NCVO.

Jasmine McGinnis (2011) The Young and Restless: Generation Y in the Nonprofit Workforce. Public Administration Quarterly, 35(3): 342-362.

Loise Waikayi, Colm Fearon, Lynn Morris and Heather McLaughlin (2012) Volunteer management: an exploratory case study within the British Red Cross. Management Decisions, 50(3): 349-367.

Steve McCurley, Rick Lynch and Rob Jackson. (2012) The Complete Volunteer Management Handbook. London: DSC.

Beth Breeze (2013) Secrets of Fundraising Success. In Fundraising Magazine, January 2013.

c) Useful Online Resources:

Canterbury Volunteer Centre http://www.canterburyvolunteercentre.org/

Do-It Volunteering Database: http://www.do-it.org.uk/

Volunteering England website: http://www.volunteering.org.uk/

Kent Union Employability and Volunteering: http://www.kentunion.co.uk/eandv/

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Charities Aid Foundation research site: particularly useful for data on charitable giving and financial aspects: https://www.cafonline.org/research/publications.aspx

Institute for Volunteering Research: Important resource in relation to volunteering, supported by Volunteering England: http://www.ivr.org.uk/

NCVO’s data website, which contains a wealth of data about the voluntary sector, volunteers, funding and paid employment: http://data.ncvo.org.uk/

Third Sector Research Centre Working Papers, which include a range of reports on volunteering: http://www.birmingham.ac.uk/generic/tsrc/publications/index.aspx

Guardian newspaper website on volunteering – news, features, comment: http://www.guardian.co.uk/society/volunteering

d) How to look deeper

There are a wide range of sources that you will find useful in writing your essays and thinking more critically about your volunteering. As a first starting point, look through the bibliographies of papers on the reading list. You may not be able to access all the papers which look interesting, but you should be able to access most through the library or online.

Another useful source is Google Scholar (http://scholar.google.co.uk/). Using any search terms that are relevant, you should be able to find a huge range of literature and you can filter by when it was published to ensure you are using up-to-date sources. If you use Scholar on campus, you will see an icon which tells you when you have access to a particular source.

There are also a number of journals that you will find useful for this module: Voluntary Sector Review - http://www.ingentaconnect.com/content/tpp/vsr Voluntas - http://www.springer.com/social+sciences/journal/11266 Nonprofit and Voluntary Sector Quarterly - http://nvs.sagepub.com/ Nonprofit Management and Leadership -

http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1542-7854

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Appendix F – Essay Marking Criteria

First 2:1 2:2 Third

Direction/ Relevance

A very well directed answer to the essay question

Essentially relevant and covers the whole essay question

Mostly on topic but with some lack of focus or incompleteness

A partial answer only moderately directed to the question.

Knowledge/ Understanding

Evidence of comprehensive knowledge applied consistently with flair

Sound understanding of the topic and of critical reading

Broad understanding but gaps in knowledge and not always critical of reading

Superficial understanding with limited evidence of reading

Argument/ Analysis

Independent thought; consistent analysis, awareness of limitations of evidence and analysis

Consistent analysis; sound argument; sensible use of evidence

Limited argument and range of views covered, but defensible analysis

Largely descriptive; Argument and analysis limited and largely rehearsed uncritically from reading

Organisation Structure clearly reflects and enhances argument

Clear, if conventional, structure

Structure dictated by reading done, not always clear

Poorly organised throughout

Expression/ Clarity

Clear, unambiguous writing

Good, conventional English

Limited but largely free of serious errors

Errors and ambiguities

References and Bibliography

Scholarly, well- organised treatment of references, bibliography, etc

Honest attribution of sources, consistent forms of reference

Some under-referencing and use of websites rather than academic work

Serious under-referencing and/or reliance of dubious sources

Presentation Thoughtful and effective

Clear and conventional

Reasonable Poor

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