Perceived Effects of International Volunteering - Center for Social ...

met while volunteering. They also were just as likely to report that volunteering internationally was a
transformational – or life changing – experience, and that they were satisfied overall with the
experience.
The two groups of alumni diverged in their motivations, which is not surprising given that the two
organizations put emphasis on different goals. The alumni also differed in their perceptions of their
effectiveness as international volunteers. As for personal outcomes, they were different in terms of
their development of international social networks and their pursuit of particular career paths. The
following discusses these findings in more detail.
Volunteer motivations. Alumni from both organizations had the same top five motivations: to have a
challenging or meaningful experience; to make a difference by helping others; to gain greater crosscultural
understanding; to travel or live abroad; and to gain international experience and language
skills. However, WorldTeach participants were more likely than CCS participants to volunteer
because they needed a job; wanted to gain useful skills for school or a job; wanted to help reduce
social or economic equality; planned to travel or live abroad; and desired to gain international
experience and language skills.
Volunteer activities and perceived effectiveness. The three primary activities implemented by volunteers from
both organizations included tutoring or teaching children, youth, or adults; helping community
members learn to read, speak, write, or understand the English language; and promoting crosscultural
exchange. In other areas, volunteer activities from the two organizations differed
considerably. More WorldTeach volunteers engaged in development-related activities, while more
CCS volunteers engaged in social service related activities.
Alumni rated their effectiveness highest in their respective activity areas. Compared with
WorldTeach volunteers, CCS volunteers perceived they were more effective at caring for infants,
children, and the elderly. WorldTeach volunteers thought they were more effective at helping
community members learn to read, speak, write, or understand the English language. All volunteers
perceived they were highly effective at promoting cross-cultural exchange and tutoring or teaching
children, youth, and adults.
Twenty-five percent (72 alumni) believed that if they had not volunteered, a local staff member
would have provided these services. However, only 11 percent of those alumni thought that their
services would have been provided more effectively by a local staff member. The vast majority of
alumni (76 percent) believed they made a lasting contribution to the host organization or
community. Sixty-nine percent perceived they had a specific skill needed by the host organization,
and 70 percent thought they had transferred a useful skill to the host organization. Compared to
CCS, WorldTeach volunteers were more likely to agree that they contributed to the organization or
host community in all three areas.
Volunteer challenges. Eighteen percent of all alumni (52 volunteers) believed that their presence in the
community may have caused some problems or challenges. Sixteen percent of volunteers thought
that they did not share similar goals with local staff, and that they were sometimes in competition.
Ten percent did not think that their activities matched local priorities, and six percent did not believe
the community wanted or requested their services. CCS alumni reported language barriers and minor
cultural clashes occurring between them and local staff members. WorldTeach alumni reported a
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