Thesis

I

Table of Contents

TABLE OF CONTENTS ................................................................................................................. I

LIST OF TABLES ........................................................................................................................... I

LIST OF FIGURES ...................................................................................................................... III

ABSTRACT…………………………………………….……………………………………….IV

摘 要……………………………………………………..……………………………………….V

CHAPTER 1: INTRODUCTION ................................................................................................... 1

1.1 Preface ......................................................................................................................... 1

1.2 Background to study .................................................................................................... 1

1.3 Statement of Problem .................................................................................................. 2

1.4 Purpose of Study .......................................................................................................... 2

1.5 Research Objective ...................................................................................................... 4

1.6 Significance of the Study ............................................................................................. 5

CHAPTER 2: LITERATURE REVIEW ........................................................................................ 7

2.1 Volunteer, volunteering ............................................................................................... 7

2.2 Altruism and Caring .................................................................................................... 9

2.3 Motivation ................................................................................................................. 10

II

2.4 Development of factor sub-groups ............................................................................ 12

2.4.1 VME (Volunteer Motivational Effort) Index ......................................................... 12

2.4.2 VMI History ........................................................................................................... 12

2.5 Volunteer motivations ............................................................................................... 13

2.5.1 Learning and understanding (or 知識與學習)........................................................ 13

2.5.2 Environmental Concern (環境關懷) ...................................................................... 14

2.5.3 Utilization of the Environment (環境利用) ........................................................... 15

2.5.4 Values (價值觀) ..................................................................................................... 15

2.5.5 Career and business (事業)..................................................................................... 16

2.5.6 Social Participation (社交參與) ............................................................................. 17

2.5.7 Organization -identification (組織) ........................................................................ 17

2.5.8 Personal (個人因素) ............................................................................................... 18

2.6 Participation in the Environment ............................................................................... 18

CHAPTER 3: METHODOLOGY ................................................................................................ 29

3.1 Questionnaire survey ................................................................................................. 29

3.2 Interviewing ............................................................................................................... 29

3.3 Analysis of Results .................................................................................................... 30

III

3.4 Pretest ........................................................................................................................ 30

3.5 Expert review ............................................................................................................. 31

3.6 Survey administration ................................................................................................ 32

3.7 Coding ....................................................................................................................... 32

CHAPTER 4: RESULTS .............................................................................................................. 34

4.1 Quantitative analysis.................................................................................................. 34

4.1.1 Ranked survey items ............................................................................................... 35

4.1.2 Education comparison ............................................................................................ 36

4.1.3 Number of interests ................................................................................................ 37

4.2 Statistically significant data presentation .................................................................. 39

4.2.1 Career orientation by age in Taiwan (p=0.057) ...................................................... 41

4.2.2 Organization orientation by age in Taiwan (p=0.024) ........................................... 42

4.2.3 Career orientation by age in Canada ....................................................................... 44

4.2.4 Social orientation by length of participation in Canada ......................................... 44

4.2.5 User orientation by length of participation in Canada ............................................ 45

4.2.6 Personal orientation by gender in Taiwan (p=0.041) ............................................. 46

4.2.7 Personal orientation as meaningful comparison cross culture (p = .04) ................. 47

4.3 Hypothesis testing...................................................................................................... 48

IV

4.3.1 Females will represent majority of sample ............................................................. 49

4.3.2 Actualization will encourage social participation orientation ................................ 51

4.3.3 Environmental concern orientation will vary with education levels ...................... 51

4.3.4 Career orientation will vary significantly across cultures ...................................... 53

4.3.5 Environmental concern orientation will be a top priority....................................... 53

4.3.6 Social orientation will be significantly different cross-culture .............................. 53

4.3.7 Organization orientation will be similar cross-culture ........................................... 54

4.3.8 User orientation will have interesting cross culture comparison ............................ 54

4.3.9 Discussion of Government and Religion ................................................................ 54

4.4 Qualitative Results ..................................................................................................... 55

4.4.1 Analysis of means for open ended statements ........................................................ 55

4.4.2 Discussion of first question .................................................................................... 56

4.4.3 Discussion of question two ..................................................................................... 58

4.4.4 Discussion of question three ................................................................................... 58

CHAPTER 5. CONCLUSION...................................................................................................... 60

CHAPTER 6. REFERENCES ...................................................................................................... 64

APPENDIX A ............................................................................................................................... 74

A.1 Progress of survey statements and factor selection .................................................. 74

V

A.2 Survey History .......................................................................................................... 74

A.3 Comparison of volunteer motivational indices ......................................................... 78

A.4 Verbatim, country mean statement value and discussion ......................................... 78

A.5 Likerton value ranked statement mean values by country and discussion ............... 83

A.6 Interview summaries ................................................................................................. 86

A.7 Expert review handout (中文) .................................................................................. 88

A.8 Reference Statistics ................................................................................................... 93

A.9 Volunteer Function Inventory: Clary, Snyder, Stukas.............................................. 93

A.10 Factor Labels, Individual Scale Items: Miles, Sullivan, Kuo, 2001 ....................... 93

A.11 Open ended questions from final survey ................................................................ 94

A.12 Further comments ................................................................................................. 110

A.13 Preliminary handheld survey brochure ................................................................. 111

A.14 Website blog, online survey, downloadable PDF of survey, contact card etc. ..... 112

A.18 Expert review participants Chinese language majority) ....................................... 112

A.19 Author Dedications……………………………………….………………………112

I

List of Tables

Table 1: Independent and interdependent cultural traits ………………………………………...27

Table 2: Rank order of global orientation, combined and per country ......................................... 35

Table 3: Demographic composition of high school, college, advanced degree participants on

country orientation .................................................................................................... 36

Table 4: describing the number of different subjects of interest selected for environmental

volunteering participation ......................................................................................... 38

Table 5: Results from SPSS calculations of 8 Canadian motivation orientations and demographic

variables sig< 0.05 .................................................................................................... 39

Table 6: Results from SPSS calculations of 8 Taiwanese motivation orientations and

demographic variables sig< 0.05 .............................................................................. 40

Table 7: ANOVA table for different age groups on learning and understanding orientation

variable ...................................................................................................................... 41

Table 8: Sample variance post hoc composite analysis career orientation ................................... 41

Table 9: ANOVA table for different age groups on organization orientation variable ................ 42

Table 10: Sample variance post hoc composite analysis and organization orientation ................ 42

Table 11: ANOVA table for different age groups on career orientation variable ........................ 44

Table 12: Sample variance post hoc composite analysis career orientation ................................. 44

Table 13: ANOVA table for different length groupings on social orientation variable ............... 45

Table 14: Sample variance post hoc composite analysis of social orientation ............................. 45

Table 15: ANOVA table for different length of participation groups on user of the environment

orientation variable ................................................................................................... 46

Table 16: Sample variance post hoc composite analysis user of the environment orientation..... 46

Table 18: Independent t-test results for personal orientation, gender in Taiwan ......................... 46

Table 19: Mean values by gender ................................................................................................. 47

Table 20: Cross culture independent t-test results for personal orientation ................................. 47

Table 21: Cross culture mean values ............................................................................................ 48

II

Table 22: Definition and measurement of variables ..................................................................... 48

Table 23: Global mean orientation values for Canadian gender comparison ............................... 50

Table 24: Country orientation compared gender composition and education mean score ........... 51

Table 25: Open-ended question one, response categorization by orientation .............................. 56

Table 26: Open-ended question two, response categorization by orientation .............................. 57

Table 27: Open-ended question three, response categorization by orientation ............................ 58

III

List of Figures

Figure 1: Social capital benefits……………………………………………………………….… 3

Figure 2: Research process utilized in project………………………………………….……..…. 5

Figure 3: The motivation process………………………………………………………...……… 6

Figure 4: Australia research symposium presentation slide………………………….………… 20

Figure 5: Environment concern orientation by education in Canada scatter plot diagram…..… 52

Figure 6: Environment concern orientation by education in Taiwan scatter plot diagram…...…52

IV

Abstract

Environmental problems are becoming systemic; sustainability will soon require expensive

remediation techniques therefore looking out for future generations as stewards for our

environment requires proactive effort. By participating in an environmental organization an

individual can act towards an environmental concern that they find meaningful and important.

Because of the nature of the problem, environmental issues are very important to solve from

grassroots participation, understanding why people are involved and motivated to participate is

essential to encouraging this movement. By comparing these motivations between Taiwan and

Canada, demonstrates shared reasons as well as important differences in the reasons people

participate.

Methodology includes a comprehensive literature review to understand the complex nature of

environment, volunteers, and their motivations before combining them into a cross culture

comparison. This study is unique in the comparing of cultures for environmental volunteer

motivations. Discussion with local active volunteers and managers of different environmental

organizations from Taiwan is essential to understanding the results of this study. An online

questionnaire using a likert scale measuring the statement “I volunteer because…” quantitatively

compares countries using single factor ANOVA and independent t-tests as well as subgroup

ranking. Ending the survey was five open ended questions which when categorized into the

eight different subscales confirmed the findings from the statistical analysis. Finally, there were

six demographic questions used as the independent variable to more closely asses the differences

between county populations.

Results discovered reconfirmed environmental concern being a priority, however in Taiwan, (a

country lacking in environmental volunteer motivational research) demonstrates a new priority

for volunteering, one of learning and understanding. Significant differences between countries

were found in post-hoc analysis for the personal subgroup, in addition age varied significantly

within the career subgroup.

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Results from this study can encourage youth to become active volunteers, teaching and sharing

specific knowledge during the volunteer process might well assist in personal differences being

less prominent and more cohesive.

摘 要

環境問題近年來已成為世界各國所共同關注的議題，環境問題的解決，除了需要公

部門的政策與管理之外，也需要社會大眾的參與。因此，環保志工在環境問題的解決具有

關鍵性的影響，而對於志工參與環境保護動機的瞭解，則有助於志工招募，以及既有志工

的持續參與。本研究透過文獻回顧、問卷調查、專家諮詢，以及針對志工團體負責人的深

度訪談等方法，探討台灣與加拿大志工參與環境保護動機的差異，以瞭解文化因素在志工

參與動機上影響的顯著性。問卷調查使用網際網路進行，內容包含”我參與環保志工因

為…….”等類似的問題，並使用李克特量尺來表示動機的強度。問卷調查數據分別以單一

參數變異數分析、t-test，以及各類型動機的強度排序來加以解讀。問卷最後並提供開放

性問題，以輔佐驗證問卷調查的結果。

數據分析結果如預期，以不分國家的志工整體而言，”環境關切”為志工參與環境保

護之最主要動機。然而分國別的數據分析結果卻顯示，台灣群組以環境問題及環保知識的”

瞭解與學習”為最主要的參與動機。研究結果也發現，人口統計因子對於志工參與動機有

不同程度的影響，其中年齡因子對於”職場發展”這個參與動機的影響具有統計之顯著性。

本研究結果可以做為志工招募以及志工團體管理之參考。志工團體加強環境保護知

識的教導與學習，不但可以提高參與動機，同時也可以縮短志工之間環保認知的差異，以

凝聚團體共識，提高持續參與之動機。

1

Chapter 1: Introduction

1.1 Preface

Why are there so many people worldwide who participate in Environmental volunteering and

consider themselves stewards of the environment? What really drives people to continue when

work produces such non-immediate, often unseen results and therefore counter-intuitive acts of

philanthropy? Over the years many may have dealt with first-hand accounts of environmental

destruction, became inspired by the concepts learned in a textbook or had a sense of ownership

based on their immediate surroundings. These different ways to participate in the environment

are always growing in variety, but there are also standard, traditional choices. For example,

beach-cleanups can be quick and educational in terms of what trash is coming from and provide

satisfaction in seeing change. While others like restoration activities and recycling programs

may take years to see tangible results but can create a sense of helplessness.

Volunteers have a grassroots connection for creating meaningful and lasting change that

empowers communities and brings important participation to tasks that are essential to

environmental protection and conservation. People who are active as volunteers deserve to be

understood and have their motivations clearly expressed. The environmental movement is

clearly in need of caring individuals who are well represented and understood this study will

assist their actions and develop their meaningful intentions for participation.

1.2 Background to study

Defining terms surrounding the topics of the environment, active volunteers, motivations to

participate, and the eight chosen orientations used to define them, career & business,

environmental concern, social participation, environmental utilization, value orientation,

personal efficacy, learning and understanding, and organization, provide a model for analysis

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using demographics comparing by county, age, gender, length of participation, education,

environmental job or not, as well as number of interests within participation.

1.3 Statement of Problem

Environmental issues are growing exponentially along with people‟s understanding; however our

position as a part of the solution is only becoming more convoluted. In Al Gore‟s opinion the

vast amount of stewards needed to make an impact in solving the climate crisis, is similar to a

battle “because up to now there is no precedent for the mobilization required and the closest

example has been when nations mobilize for war” (Walsh, 2007). In studying why people

participate in ENGOs (Environmental Non Government Organization) we can open doors for the

reasons missing for those not participating. By learning how active members express their

knowledge and frustrations towards environmental protection, remediation and conservation, we

can compare the differences and acknowledge the capability it holds to get others to voice their

concerns and speak louder than ever, with their actions.

We need more understanding "so that [we] might build and organize [more] programs around

those same motivations and expectations"(Bruyere & Rappe, 2007). Basically, because of the

great benefits and spin-offs, volunteering “is currently an area insufficiently studied, and

additional knowledge will [help to] assist managers in their understanding, recruitment and

retention of individuals and groups who volunteers for their organizations" (Bruyere & Rappe,

2007).

1.4 Purpose of Study

Volunteer satisfaction creates long term reliable human capital that can mutually coexist with the

organization to create positive change, and this continuing study is important to learning how

motivations grow and change. Effectively, differences found between cultures can be adapted to

the multi-cultural makeup of most organizations and create forecasting trends for changing

demographics environments and environmental issues. Volunteering Canada describes

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volunteering which adds value to not-for-profit organisations, it strengthens and it‟s worth

billions to the community, movements and groups that want to act independently from

government or other sources of funding must rely on volunteers. By partnering with ecological

principles to assist the environment, volunteers take on a big task, by doing one’s part, they are

demonstrating responsibility for the world we live in and believe our personal actions can make a

difference.

Figure 1: Social capital benefits

Volunteering is a vital part of social capital as it opens doors for people suffering from inclusion,

creates opportunities for the disenfranchised and gives back to those in need, it builds

community by delivering a service free of charge which has enormous spin off effects. There is a

cost and a benefit to participation and those who invest more are generally considered to be more

of a volunteer (Handy, 2000). We associate giving, donating, helping and assisting with

volunteering, however it is not just a one sided affair. Broadly speaking those with any type of

volunteering experience would agree the return of time and effort ten-fold, is a benefit that is

continuous and expansive. By understanding why people are participating in environmental

volunteer activity can help to enable more public participation.

4

Taiwan in 2001 promulgated the Volunteer Service Act while in 2002, Canada affirmed and

supported the Universal Declaration on Volunteering adopted by I.A.V.E (The International

Association for Volunteer Effort) which states "volunteering is a fundamental building block of

civil society. It brings to life the noblest aspirations of humankind - the pursuit of peace,

freedom, opportunity, safety and justice for all people….at the dawn of the new millennium,

volunteering is an essential element of all societies"2.

We need stewards of the natural world in every community as much as we need public

participation and citizens to challenge irresponsible and non-sustainable behavior by industry

from the bottom up, furthermore people able to educate consumers about responsible choices and

lifestyles options. It is established idea that when people are aware of the consequences often

they will act on this knowledge, it alters their behavior to become more responsible on a daily

level, therefore education formal and informal can break the systemic waste cycle of modern

living (Nolan, 2010). By passing it on, the idea that one good deed deserves another, remains a

cyclical building block for community. Volunteering because of its unforced nature is

demanding of willing participants who have positive values, altruistic and unselfish ideals. It is a

process and also a series of influential factors that may positively and negatively affect the

experience of volunteering.

1.5 Research Objective

The hypothesis remains there will be differences between the Canadian and Taiwanese

environmental volunteers because people are motivated for different reasons; this will assist in

creating a clear and unbiased voice for volunteer‟s motivations. With this result clearer

incentives can be discovered for volunteer organizations to advertise and encourage the

unknowing, unwilling, marginalized parts of society to become empowered to participate.

Through comparison of an extremely dense and education-rich country with a sparsely populated

2The International Association for Volunteer Effort accessed 2009 <www.iave.org>

5

naturally resource-rich country, later and earlier environmental histories it can be argued that the

volunteer movement rose simultaneously with environmental concern (an established public

priority in Canada), but when did this citizen shift take place? Can it coexist with such as pollute

-first clean up later mentality that exists with capitalism? Really, “until the 1970s there was no

concept of the nonprofit, voluntary or third sector” (Hodgkinson & Painter, 2003) and research

surrounding this „Independent Sector‟ forming as an organization in 1980.

Comments surrounding people‟s reasons in helping the environment are grouped and themed to

develop Maslow‟s (Durbin, 2004) model of motivation, which states the simple concept of basic

necessities being met. Since the invention of leisure time and unemployment, our hobbies and

pastimes have been exponentially increasing, understanding of the similarities and differences to

how Canadians and Taiwanese utilize this time is what can and will affect greater and

meaningful avenues for participation.

Figure 2: Research process utilized in project

1.6 Significance of the Study

Volunteering is increasing due to many factors in the last decade; in the information age there is

no better way to learn than through hands-on experience. There is a rising dependence on

volunteers for natural resource areas where limited budgets are being strained with increased use

and anthropogenic pollution, so “as both the need for and the frequency of volunteering for

natural resources agencies increase so does the need for managers to effectively manage and

6

retain their volunteers and understand why people donate their time” (Bruyere & Rappe, 2007).

Citizens are offsetting the project budgets by giving volunteering labor, it is the responsibility of

the present generation to create a more sustainable tomorrow.

By comparing demographically, a significant and unique feature in this study for ENGOs, half of

national populations already participate in some „form‟ of volunteering. Volunteering, like social

activism, can be purposeful and change-orientated, and can be directed at influencing agenda-

setting, policy-making, decision-making and representation.4 Organized groups bring together

like-minded people, with similar values, who capable of achieving great things, this altruism

connects people, bridges gaps of the information age and really does what caring and neighborly

people have always done. Motivation for service providing managerial perspective is essential,

well understood assists in the creation of fulfillment. By realizing needs and wants from

participant‟s perspectives, this drive towards action, this searching behavior is more understood

which is essential for the multitude of ENGOs running today.

Figure 3: The motivation process

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Chapter 2: Literature Review

E.B White wrote “I arise every morning torn between the desire to improve the world and the

desire to enjoy it. This makes the day hard to plan” (Kennedy, 2006).

Much of the literature found is dominated by Western-thought. Furthermore volunteer

motivation has been extensively researched however from such a unique perspective of the

environmental volunteer, only a few pertinent papers have been published to date.

2.1 Volunteer, volunteering

The President‟s Task Force on Private Sector Initiatives (UNDP, 1982) states that volunteering is

the giving of time and talents to deliver service and perform with no direct financial

compensation expected, while the Red-Cross and UNDP have both argued that legal and political

factors influence volunteering along with socio-cultural characteristics, economic structures and

wealth distribution, the institutional divisions of labor, beliefs, values, traditions and other

norms. People participate in volunteer work in the face of substantial obstacles- it is „effortful,

time consuming, unpaid, involves interactions with strangers and needs to be sought after,

therefore must include some very compelling psychological reasons for engagement‟ (Clary,

1996). But what constitutes a volunteer activity? If the individual volunteers in an “activity that

increases [environmental awareness] in the community, then increasing [environmental

awareness] is an output that the volunteer values” (Handy, 2000) and each organization really is

a variation of this public benefit which is concerned with an issue. The meaning of volunteer in

English stems well past the idea of free willed giving, to donating and caring, with a religious

undertone of tithing (biblical act) where ten percent of your salary is philanthropically donated.

Yet, „many critiques have mentioned that the Western conception of nonprofit differs from the

eastern conception‟, mainly due to tax laws and political freedoms which developed later on, but

„social services in an era of privatization by governments‟ along with and corporations

deteriorating local communities fabric have created a strong need for NGO development and

social activism in all forms (Hodgkinson & Painter, 2003), some would call this globalization.

8

There is a long history of non-formal „real community‟ organizations but due to chronic unpaid

overtime in Taiwan, limited leisure time has concluded that “informal and episodic volunteering

is [more] prevalent in developing countries where socio-economic conditions consume time

otherwise available for formal volunteering” (CSGVP, 2009).

The profit hypothesis from the serious leisure perspective asks why people continue to pursue

something when the costs to the individual seem to outweigh the benefits. It is this point which

enables motivational research to look beyond the actual benefits in terms of fun, enjoyment and

meeting new people, to the more psychological ones of pride and ownership, self-gratification

and confidence in doing something right. Skills gained such as team-work and practical real-life

knowledge and experience provide lasting benefit to the volunteer. Handy (2003) discusses the

range of benefits that a volunteer can choose from, private benefits like, social status and

opportunities (reputation) improvement of earning capabilities, social interaction and leisure

activity, a sense of satisfaction from working to support ones cause, and a good feeling about

oneself (warm glow). Handy assumes that „most volunteers are not purely altruistic, and

acknowledge the fact that they benefit from the volunteer experience (or else they would soon

quit). A volunteer is an act which is „free willing, without remuneration but their acts will

benefit others” (Handy, 2000), and there are four key dimensions: free will, availability of

rewards (remuneration), formal organization, and proximity to the beneficiaries. Whomever

“accrues more net costs is more of „a volunteer‟ so the higher the net cost … the higher the

individual‟s perceived contribution, and consequently, the higher the public perceived valuation

of the volunteer” (Handy, 2000).

Attending the International Association for Volunteer Effort Conference, a presenter suggested

that volunteering started in as the Industrial Revolution,

“People are free will[ed], not on personal obligations or liability and sincerely

contribute to society by knowledge, physical, labour, experience, technical [ability] and

time [commitment]. They don‟t need remuneration; instead, they wish to enhance public

affairs to improve social welfare for the ancillary services.” Volunteering is the most

fundamental act of citizenship and philanthropy in our society. It is offering time, energy

and skills of one's own free will. It is an extension of being a good neighbor,

9

transforming a collection of houses into a community, as people become involved in the

improvement of their surroundings and choose to help others. By caring and contributing

to change, volunteers decrease suffering and disparity, while they gain skills, self-esteem

and change their lives. People work to improve the lives of their neighbors and, in return,

enhance their own.5

Dunn (1995), suggested that volunteering is attitude for social responsibility of action, essentially

the author states those who feel the most responsible are the ones that do something about it.

This ecological rationality really brings home the ideas of volunteering, that by establishing

norms and principles about collective action and individually aiding in this societal effort we are

able to make a difference and however small it is meaningful. Meaningful action as the message

speaks louder than words.

2.2 Altruism and Caring

„Where we find organizations and communities that have active volunteering, we also find

healthy organizations and communities‟ (Rentsch: <volunteeringaustralia.com> Accessed,

2009).

Schwartz‟s (1977) norm-activation theory, which originally was an explanation of altruistic

behavior but has been extended to pro-environmental behavior states, an important antecedent to

pro-environmental behavior is the activation of a personal moral norm. This activation takes

place when the individual perceives environmental conditions that threaten something, the

individual values (nature, other humans‟ well-being, one‟s own well-being); that is, the

individual is aware of environmental problems (Nordlund, 2010).

The process of volunteering is very dynamic and peoples motivations for action and participation

are always changing are volunteers holding “previously held values… or socialized by the

volunteer experience? The answer is likely to be complex” (Sundeen, 1992). While Weigel

4Volunteer Canada, www.volunteer.ca/en/volunteerism Accessed, 2008.

10

(1978) thinks the ecological crisis is a crisis of maladaptive behavior which is the long run is

incompatible. Patterns of consumption and waste behavior create a wide range of conservation

and pollution issues. Will environmental volunteers have a greater behavioral change necessary

to make a contribution in a real issue for keys to successful participation?

Typically it has been understood that at least in an historical sense well-to do (or well-educated)

women are the ones who volunteer. Latta (2001), describes that women haven‟t had careers in

the historical sense and have more free time as a result; additionally women are socialized to be

nurturing and caring individuals which are keys components in volunteering.

2.3 Motivation

"Every individual has an obligation and an interest in changing outlooks, through

education, and by example, they by helping to end thoughtless or deliberate waste and

destruction” Kofi Annan.

Grant (2003) describes motivation as a foundational topic in psychology and organizational

studies because it develops the reasons that drive actions and the understanding of motivation is

central to explaining both individual and organizational behavior. Motivation refers to the

psychological processes that direct, energize and sustain action.

Motivations are psychologically developed through relating to and seeing their position in their

world around them (Taipei interview), on an everyday level we do voluntary and positive things

that indirectly or directly help something, its social normative citizenry. The antithesis of being

motivated is remaining static, and claiming being conditioned to accept „the situation‟ as

inevitable, our human nature blames access to the issue, being too busy to seek it out and having

little influence to encourage us. Realistically, health problems, transportation, and family

obligations, respectively may have socio-economic implications and volunteering is effortful and

unpaid. Inglehart (1995) argues that a post-materialism shift is in order; a basic prerequisite to

motivation is basic needs being satisfied. Continually, motivation to volunteer involves outgoing

personality characteristics for interaction with strangers (Clary et al., 1999), something everyone

is not always socialized to feel comfortable in. Motivation arises from unsatisfied needs closely

associated with action but they can trigger behavior or energize a person to perform un-habitual

11

actions to get satisfaction (Volunteering Australia, 2007). It can also stem from doing what‟s

expected of them when thinking about civic or familial identity. Ryan (2008), demonstrates that

“self-interested motivations, such as social interactions become more important for continued

participation [while] altruism has shown to be an important motivation initially for volunteering”

(Ryan, 2008). Motivations are developed in the volunteer process, Edmond (2004) quotes “the

more people believe in the purpose of an organization, the more committed they will be to

committing their time and continuing their work”. Indeed, “people‟s motivations for performing

actions are as diverse, complex and sustained as volunteerism and are very likely to be

multifaceted (Clary & Snyder, 2001). Clary has through an extensive review of motivation in

many fields such as health care, personality, students, and seniors with indirect contributions to

natural resource management and the environment as well.

Clary & Synder (1999) produced and refined the Volunteer Functions Inventory (VFI), basically

those “who considered a function to be important [are] those who perceived that they had

received great benefits related to that function” along with this vital detail, motivations being

fulfilled predicts commitment to volunteering according to the same study. The motivational

function has underlying attitudes and beliefs to how people perceive their progress and success in

volunteering.

Motivational psychology works with basic needs being met before self- actualization, with an

opportunity for self- identity in a depersonalized society, people engage in volunteering to satisfy

important personal and social, and psychological needs and goals, therefore different individuals

have unique and different motivations. Schwartz (1998) explains, “because of the very nature of

volunteering (self-determined behavior) the assumption is that the motives for such would be

fairly obvious (ex. helping others), but that is dependent upon the perspective to which one

subscribes”. By not being paid the participant says through their action „I am doing this because

I want to, not because I have to‟ and with this their involvement becomes that much more

meaningful. Organizations have similar motives already, this might be why religious

volunteering is so successful because likeminded people already are grouped and established

with shared values.

12

2.4 Development of factor sub-groups

From an extensive literature review, factors were narrowed down to eight composite subgroups,

using characteristics from previous. The elements of religion and government –although through

expert review were stated as non-environmental volunteer motivations, it might be useful for

cross culture comparison.

2.4.1 VME (Volunteer Motivational Effort) IndexThe major motivations for environmental

volunteers are defined by Esmond (2001):

Concern for the Environment demands a future outlook, giving back, and a pro-environmental attitude.

Understanding and Learning means to gain new skills, perspective, hand-on experience and sharing.

Social Interaction from a shared interest, one can participate as a group member, with shared values.

Self- enhancement/ Protective /Personal growth/ Esteem feelings of guilt are lessened with involvement.

Career development in making contacts and gain professional experience and networking.

Religion/ government are for personal or spiritual beliefs pertaining to legislation and lifestyle affiliation.

Community Awareness Reciprocity where one leads by example, for the benefit of community and one‟s

neighborhood, the user of the environment.

Values are concerns, compassion and innate appreciation for the way things are done.

Recognition is public appreciation and community respect.

(See Appendix, for further adaptations of the Index)

2.4.2 VMI History

VMI (the Volunteer Motivational Index) research is limited in an outdoor setting, there benefits

participants derive from this type volunteering is also limited. Martinez & McMullin (2004)

discussed the history of VMI using six concepts, including efficacy, personal motivation, request,

social networks, lifestyle changes, and competing commitments. Clary (1999) differed with

13

esteem and values, social, and career, while Ryan (2001) developed learning and helping and

project organization, while most recently Bruyere & Rappe, (2007) developed „user of the

environment‟ and „getting outside‟ as two important factors or concepts particular to the

environmental volunteer, in their study which was closely modeled for this project, were 25

themes that were created from open-ended questions. „Getting outside‟ as a new theme “provide

an opportunity to simply be in nature, away from the home or workplace and in a setting with

open spaces and natural sounds‟…keeping projects relevant to their recreational needs.

2.5 Volunteer motivations

The present study consists of volunteer motivational index questions combined with past studies

findings and their developments. Volunteers motivations are dynamic and interconnected and

“volunteers may be more willing to extend a volunteer commitment if the experience is

satisfying and fulfilling and a satisfied volunteer is more committed to the volunteer experience.

(Wilson, 1984; Clary et al, 1998; Frances, 1983; Omoto & Synder, 1995)” (Latta, 2001). While

from a management perspective this done successfully will most likely encourage repeat

behavior. Latta (2001) describes that the theory of Volunteer Motivation states that self-

interestedness is their primary reason for volunteering and that they remain mostly unaware of

the broader social ramifications of their actions.

Factors that became categorical subgroups for the final survey are described in detail in terms of

literature relevance:

2.5.1 Learning and understanding (or 知識與學習)

"The pre-condition for any meaningful participation should be to allow those who are

affected to have access to the information" (Ma Jun, 2009). “越教越樂" (survey respondent,

2008).

Issues that are important to the participant give them a chance to reflect and commit by returning

to a student-like position, service learning and citizenship education is vital to the community at

large because “the ability to use and develop new skills [provides] an opportunity to increase

14

knowledge of the world and practice skills that might otherwise go unpracticed…a chance for

self-development, learning a variety of life” (Clary, 1999). This category captures the idea that

people volunteer because they have certain interest in bringing greater awareness to the field of

environmental protection and grassroots action. Volunteer activities differ in the learning

opportunities they provide, this really should encourage environmental managers to demonstrate

understanding, to show participants what is really happening from a technical point of view, and

how we can help and results that happen. Fundamentally, “understanding is a knowledge

function, volunteer work may provide new insights into the people they have contact with,

thereby satisfying an intellectual curiosity about the world in general and the social world in

particular an expression and practice and learning of skills or knowledge” (Bruyere & Rappe,

2007). By initiating participation, the volunteer has an opportunity to learn more about how the

environment works with practical real-life experiences.

2.5.2 Environmental Concern (環境關懷)

“More than ever before, Canadians are concerned about the environment.”1

It is important and also expected of environmental volunteers, from all previous studies it was to

be the number one concern because participants want to express their concern and do so through

volunteering. Therefore this subgroup category involves simple values and norms surrounding

the welfare of the natural world which remains a precondition for becoming an environmental

steward; one must have empathy in order to initiate action in the environmental sector because

“pro-environmental behavior and therefore environmental intention is positively associated with

biospheric values” (Schultz, 1994). Schwartz (1998) shows that from a volunteer perspective

concern is an internalized moral norm, grounded in values that are concerned with the welfare of

others. Environmental concern is growing in popularity through mainstream media campaigns

and a world transitioning into green economy; parallels can be drawn of its requirement relative

to nature‟s degradation, concern as a function of daily life is becoming a reality and

environmental literacy is only expanding.

1 Canadian National Research Council: <www.nrc-cnrc.gc.ca> Accessed, 2009

15

2.5.3 Utilization of the Environment (環境利用)

“In every walk with nature one receives far more than he seeks” (John Muir).

Use of Environment stems essentially from NIMBY (not in my backyard) where participants are

able to improve an area that they use or enjoy, which might enrich their future recreational

experience. By enhancing the activities they already enjoy doing they are mutually reinforcing

leisure activities and the natural world. Mainstream issues have made more people aware of

intense extreme events and climate change issues, people in Australia have been experiencing

“drought for many years and are [now] all aware of the necessity to consider alternatives”

(Randle, 2006), which can help promote the cause as well as how people use the environment.

The use of the environment from an anthropocentric point of view is that nature is there to serve

man‟s purposes, yet this subgroups main point is both using and protecting for the purpose of

retaining some quality and preserving it for future use. Campbell & Christie (2003), describe our

connection to a flagship species with a expression of humans‟ role as stewards of nature, in some

way we can use these species to feel attached a sense of purpose and place and for tourism

volunteers and to have a nice holiday at the same time. A theme throughout past literature

reviews showed a strong emphasis on people‟s desire for a „chance to be outdoors‟ for many

people this might mean “volunteers are more interested in being active participants than

reflective observers” (Grese et al, 2000).

2.5.4 Values (價值觀)

“It is horrifying that we have to fight our own government to save the environment” (Ansell

Adams).

Value is defined by Schultz (1998) as “a belief pertaining to desirable end states or modes of

conduct that transcends specific situations, guides selection or evaluation of behavior, people or

events, and is ordered by importance relative to other values to form a system of value

priorities.” Values are meaningful, the kinds of action you don‟t need to question as right or

wrong, because of its innate moral quality. Many people pride themselves on being able to put

16

their values into actions and with this gain self-worth and feel better about themselves. Clary

(1999) thinks compassion or concern for others is what separates the volunteer from the non-

volunteer, while (Huang & Yore, (2003) ensure that values are relatively stable (biospheric

values included) because values transcend objects, situations, and issues, whereas attitudes are

subject to these factors. However, values are more abstract yet more durable than attitudes and

behaviors. Although fundamental human values such as security, achievement and self-direction

may be universal, the kinds of values possessed and expressed for nature and wildlife concern

are much more diverse. From Campbell (2006) and Christie (2003) who describe seven value

categories such as naturalistic/ outdoor, ecological, moral or existence, scientific, aesthetic,

utilitarian, cultural/ symbolic and historical which include the way that wildlife may reflect

personal or group identity, which are the objects of „specialized attachment‟ and humanistic

values, therefore people have strong affection for individual species because of their

anthropogenic or historical significance. Furthermore, they describe when volunteer activity is

based on altruistic concerns for others in need, humanitarian values contribute to society, the

functional model conceives of such behavior as serving a value which is an expressive function

for the individual. Latta (2001), shows volunteer values involve all concerns and encompasses a

great range of value choices, concern, willingness to act, and how are they connected.

2.5.5 Career and business (事業)

“Most environmental organizations are overworked and underfunded. If I can assist in the

continual development of the environmental sector with my time and skills than I will” (Open

ended statement, 2009).

Career motivated participants are there to explore and experience new things as a function

related to their career and personal future business contacts. This outlook is basically

individually driven where the seeking and motivation to volunteer is to create, develop and

establish connections for work related topics. Being associated with something that is

philanthropic and charity based is a positive element in any business relationship. Association

with strangers is a good way to be introduced to new areas and opportunities for potential career

development and many volunteers initial motivation may simply be as a form of investment in

their career portfolio. In North America we are encourage to develop our portfolio or resume

17

with volunteer activities, it is commonly understood that experience counts, and without

experience you cannot really get experience, so volunteer is the link to a good first job

opportunity stating you have personal initiative and a willingness to try new things.

2.5.6 Social Participation (社交參與)

Doing work that has meaning with friends enables you to gain respect and prevent inclusion

from those minorities that may be socially isolated. Participation is an opportunity to meet

others who share similar ideas and values, and do something positive and worthwhile with your

own friends and family. Clary (1999) thinks by reestablishing camaraderie and creating a fun

and positive atmosphere can create social rewards, which and avoids social disproval. While

Schultz (1998) develops there are contextual and individual variables in the process of

socialization within a volunteer agency, while there is individual choice and self-perception,

social expectations, and social motives which help predict satisfaction with service. These

factors being acknowledged may create long term volunteers because volunteering is a socially

enforced and group activity.

2.5.7 Organization -identification (組織)

“Never doubt that a small group of thoughtful committed citizens can change the world; indeed,

it's the only thing that ever has” (Margaret Mead).

Organization identification is an important facet to an environmental volunteer due to the

project-like basis for most environmental work. Being in a well-managed group lead by a

competent well-communicated team leader can make or break participant‟s experience. To

know that your time is valuable and used wisely assures confidence in the organization, but also

to be well-organized gives opportunity to build on other areas of the volunteer experience. This

is an interesting motive because a well known organization is also one that is well funded and

has successful history of results in the community, maintaining an image for a volunteer group is

vital for public perception and reputable service towards to the environment.

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2.5.8 Personal (個人因素)

“Whenever the pressure of our complex city life thins my blood and numbs my brain, I seek relief

in the trail; and when I hear the coyote wailing to the yellow dawn, my cares fall from me - I am

happy” (Hamlin Garland).

This sub-group that is a combination of several different ideas and concepts from previous

studies, from protection to esteem, to guilt alleviation etc, it remains important because each

individual has their own „personal‟ ideas for volunteering as well as a unique dynamic process as

a part of their participation. Also from a personal perspective is these unique characteristics can

vary cross-culturally. Enhancement and reflection, and religion and government were also

factors from previous volunteer motivational studies which retained some meaning for this study.

2.6 Participation in the Environment

“Everybody needs beauty as well as bread, places to play in and pray in, where nature may heal

and give strength to body and soul” (John Muir).

An environmentalist can be someone that knowledgeable about world affairs as well as

environmental issues and acts to support „green‟ behaviors. There has been a close association

between environmentalism and citizenship noted by Furman & Erdur (1999) in a worldwide

survey where individual citizens and citizen groups were frequently seen as being primarily

responsible for protecting the environment and being able to play an effective role in solving

environmental problems. This view was particularly strong in developing nations. Defining the

difference between the environmental volunteer and the non-environmental volunteer can

demonstrate those who actively participate in the environmental movement hold certain core

values and experiences. It is well established that public attention compared with actual behavior

is skewed: „a number of studies showing that although environmental issues and environmental

concern have hit the public agenda, behavioral changes have not, or not to the same extent‟

(Castro, 2001), therefore addressing volunteering recruitment to those already concerned may

contribute to greater motivational fulfillment.

Citizen awareness is based on education, with fewer barriers for entry than ever before, the

phenomena of outdoors participation requires fewer roadblocks, where work and school, and the

19

commute between create disconnect. Research from self-reported environmental behavior and

concepts of citizenry bring light to the nonprofit sector with an Australian volunteer recruitment

advertisement where “Conservation Volunteers” welcomes people with a love of the outdoors

and interest in the environment to take part as a Volunteer. Schultz (1998) shows pro-

environmental behaviors may be recycling, using public transport, conserving energy,

conserving water, when a special effort is made to purchase products that are environmental

friendly, whereas environmental volunteering can be monitoring, interpretation, training,

cleaning up, and surveying.

Conventionality suggests that one tries to follow traditional practices and hold traditional

attitudes therefore retaining some heritage and sense of identity, with this in mind, throughout

much of the history of the USA, the majority population have been dedicated to growth and

growth with no restraint. These pro-growth attitudes have obscured concerns with the minority

holding environmental issues as priority. Simply by giving lip service to environmental

protection, they are actually deeply immersed in the dominant social paradigm that depicts

growth as the higher value. Schultz (1994) shows the negative relationship between

authoritarianism and environmental concern should decline and reverse over the years as the new

environmental paradigm gains acceptance, where natural laws and limits to growth will force this

attitude as quality of life to diminish and people return to valuing quality instead of quantity.

This could be a convergence point with respect to humans‟ relationship with nature. Although

Canada has seen an increase in environmental awareness, the traditional human-nature

relationship in China has diminished. As a result, there is a value shift occurring in both China

and Western countries, with the traditional Chinese worldview of a harmonious relationship

between humans and nature decreasing since 1948 and especially since the 1980s (Huang &

Yore, 2003).

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Figure 4: Australia research symposium presentation slide

Inglehart (1990) developed a theoretical model to explain people‟s environmental attitudes. This

model holds that concern for quality-of-life issues such as free speech, liberty, and

environmental protection, which are generally captured under the heading of post-materialist

values; and arise only after individuals have met their more basic materialist needs for food,

shelter, and safety, much like Maslow‟s model of motivation. Further, the emergence of

environmental concern in the past thirty years is due to a shift from materialist values which

were widespread in the early part of the century, toward post- materialist values in the later part

of the century and in recent decades (Gelissen, 2007).

Environmental attitudes remain a basis for volunteer motivational behavior; literature reviews

have all shown that enjoyment of nature and positive hands-on experience, lead to

personalization of the environment. This development of pro-environmental behavior also stems

from lessons by a mentor and can grow by witnessing habitat alternation which can lead to

meaningful experiences; it is with these historical attributes that a concern is born. Pride in your

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community as well as positive association with recreational areas, form reasons for participation,

it is this identification to cultural and natural elements that create a sense of ownership over

time. By further developing and extending your own self of self, one can continue to be

challenged and become more involved, protecting basic needs while finding a sense of place

within the natural world. Many people participate in the environment not out of a sense for

themselves, but from concern for the greater good and are generally „just trying to do what needs

to get done‟; people are gregarious and work well with others given the right opportunity (Taipei

Interview). Some people might have a passion for a specific cause and not actually see that their

role in it makes a difference; by adopting the institution‟s mission a strong sense of group

dedication is comparable individualistic sense of pride and selfless concern that is associated

with environmental participation as a whole.

Elementary education of nature appreciation and fundamental ecology remain important areas

for validating and understanding ones place within the modern world as well Stern (1993) shows

through a value analysis of pro-environment behavior it can be argued on a broad scale that

concern for others or with the biosphere may well derive from cultural and social-structural

factors rather than any innate, universal, or biological characteristics. The New Environmental

Paradigm (NEP) is a kind of old-school new-school worldview because the NEP when adopted

encourages real participation within nature; learning to identify with what makes you really

happy, and being taught to be a part of the natural world can go a long way to participating in

environmental protection on a daily level from eco-therapy to eco-education. People as a species

are genetically predisposed to being surrounded by the natural world hence existing without it

has cause for drastic, long-term physiological consequences.

Huang & Yore (2003), found that television was the most important source of environmental

education for Taiwanese and Canadian students in grade 5. Speculatively, the lack of outdoors

experience from too much TV and computer time might be a key lesson not being taught. TV is

an interesting source of information for today‟s culture that can influence perceptions and

conceptions about the environment. Cultures have historically encoded relationships among

individuals and society, nonhuman organisms, and the environment and requires that

fundamental relationships with the rhythms of life not to be dismantled.

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Randle (2006) discovered significant attitudinal and behavioral differences are identified with

environmental volunteers compared to non-environmental volunteers speaking more for the idea

that values and knowledge factors are important in determining those that volunteer

environmentally, because „while it is generally acknowledged that volunteers are extremely

heterogeneous certain key factors hold environmentalists together‟ (Brussell & Forbes, 2002).

Findings of „strong regional attachment‟ (Bruyere & Rappe, 2007) or a sense local pride

(B.S.F.A., 2008) are vital and are considered part environmental concern, value-laden factor, part

„user‟ in the present study‟s sub grouping.

Understanding the normative values of the environmentalist is important, Bruyere & Rappe

(2007) describe „being out in nature, identifying with and participating together with those who

also feel water protection is essential to human survival, remains outdoor volunteer‟s basic

motivation‟. Schwartz (1999) talks about positive outdoors experiences, a sense of loss,

personally witnessing habitat loss and through inspiration with mentors and becoming a part of

the natural environment all encourage volunteer participation. This fundamental concern is based

on tangible results, which stems from aesthetic restoration and personal empowerment, all

leading to one‟s sense of effectiveness, enabling sustaining orientation further initiative. „This

positive perception is the psychological benefit‟ of having the opportunity to do something good

for the environment, furthers the idea that people volunteer because they want to do something

that embraces the natural world which gives them so much.

Through the direct loss of pristine environment (a hands-on feeling) the biocentric individual is

somebody who sees nature with pristine worth, a future to the ecological and biological world as

first and foremost in the face of our changing world. However the anthropocentric worldview

isn‟t opposed biocentrism because value as we know it, all real belief comes from being human,

we are human and therefore we see everything as „people‟ first, what we can value is to be

human in the natural world. So from this humanistic perspective, the earth does matter and in

the name of all things good, what we are doing to it is wrong. It does not only serve us, it is not

alive to meet our ends, and it is by no means limitless in our present generations view point. As

a third generation of „polluters‟ are being raised the question posed to all environmental

participants, is one of, can we understand the problems future generations will face and place

preventative measures in the way of further degradation? Pollution in Taiwan is on a much

23

denser level and with a greater immediacy due to heavy levels of ground level air, water, and soil

pollution. However pollution in Canada is not so dramatic. Over-consumption problems exist in

Canada while overpopulation issues are prevalent in Taiwan. These two issues are the roots of

the present and serious environmental pandemic.

Environmental issues are never simple to explain, climate change, desertification, renewable

energy, the entire ecosystems interconnectedness, but solving these complex issues depends

on an important factor of dissemination of knowledge for each unique case.

2.7 Cultural comparison

“One touch of nature makes the whole world kin” (William Shakespeare).

There is meaning attached to the construct of volunteers which differs across cultures, as does

the operational definition differing with translation which is not detectable with a reliability

analysis. In Mandarin to be a volunteer (meaning[ful] 義務 + work 工) has the seriousness of

paid work but in the same manner a level of enthusiasm and interest of an otherwise hobby

activity due to the personal freedom attached. Environmental altruism is occurring worldwide,

Schultz (1998) reminds us that “there is a growing realization around the world that humans are

harming the natural environment”. Voluntary involvement with communities fits a society which

attaches high importance to notions of individual accomplishment (Day, 2005). Our current

economic and ecological crises have encouraged higher forms of education and training to

compete in a much tougher workforce, and gain knowledge and skills that can achieve higher

standards and become better able to work towards transitioning into a greener economy.

A history of environmental participation is vital to understanding the situation. Taiwan has the

fourth highest per capita greenhouse gas emissions after Canada, Australia and the USA, says

Professor Kao Cheng-Yan (Green Party Taiwan) while explaining about the Taiwan

government‟s continuing failure to take meaningful action on climate change at the Global

Greens conference in Taipei, 2010. However, Taiwan makes claim for being the number one

sorter of recycling (TV news network sourced). High-consuming and producing societies with

astronomical costs of clean-up due to large industry leave the citizens without an actual cause.

The Taiwan EPA was founded in 1987 with Environmental Impact Assessments law enacted in

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1994, this can be compared with Canada‟s EIAs that were formally enacted in 1973, with time

throughout the 1980s for public interest in environmental issues to eventually become the

nation's number one concern whereas only beginning in the late 1980s were independent „social

movements‟ and interest groups and organizations developed and represented the greater

populous in Taiwan (Terao, 2002).

Timely planning and regulation are sacrificed for accelerated economic development, because of

the lack of regulation and search for short term profits (<www.iepanet.org>). Tu-Wen Ling of

TEAN (Taiwan Environmental Action Network) thinks, without action there is no hope, this

idea remains at the heart of environmental issues (through employment), she states, one can

experience life‟s meanings and rewards. Taiwan‟s emissions rates have increased 4x the world‟s

average (Her, 2008) from rapid industrialization and the „slash and burn‟ capitalism that has

eroded much of the quality of life on the island‟s environment.

Historically NGOs are active during certain phases of a society‟s developmental process, but

there are also high expectations that they will play the role of leading agents of „civil society‟

(Terao, 2002). “In Taiwan there was a strong latent demand for social services…but [they]

emerged around the time of democratization. Before democratization [in the late 1980s] NGOs

were unable to form as organizations to assert their interests, and lacked opportunities for social

self-actualization” (Terao, 2002). Intellectuals, the newly risen professionals welcomed the

political freedom and became important driving forces for urban advocacy-type social

movements, including consumer, environmental conservation, anti-nuclear and women‟s

movement. From the lifting of Martial Law to the founding of the Environmental Protection

Union in 1987, a social organization based on the Civil Organization Law, public-interest

activities and people-based groups were able to be transformed into advocacy-type ones and

become more network oriented.

Networks exist among people who share an idea, problem, experience, attitude, involvement, or

hope. They define non-geographic communities of interest that are maintained informally,

mostly by word of mouth, telephone, letter, and occasional publication. Networks are invariably

light on structure and heavy on the principle of equal access, which allows any member of the

net to draw on the resources of the whole (Harper‟s Magazine, 1974).

25

Taiwan's first community college (社區大學 ) was in 1998 with 3,000 members growing

exponentially with 210,000 members in 2008, their concept of education is creating a 'learning

society' with an 'empowerment right', education for community development, self-improvement,

and the sheer joy of learning. This is a good model to encourage participation in the community

throughout one's life. 5 Ru (2009) details the significant rise in the number of ENGOs in China

since the mid- 1990s, organized and led by citizens (yet entirely formed by only a few, well

connected managers).

In a cross-culture study Huang & Yore (2003) describe Chinese-Canadians being more

supportive of social-altruistic values than are Anglo-Canadians. However the groups are not

significantly different in biospheric values, there were four New Environmental Paradigm

subscales, limits to growth and anti-anthropocentrism were significantly different, while eco-

crisis and balance-of-nature were not. Value orientation might be more helpful in understanding

environmental concern than socio-demographic variables. Huang & Yore, (2003) quote, that „

we must know what a population knows, thinks, feels, and actually does regarding ecology and

pollution‟, different populations with specific social practices and cultural traits are likely to hold

different values on and attitudes towards nature or the environment. Therefore cross-cultural

comparison of environmental attitudes is of particular importance.

Chinese culture can be amounted from a long tradition of eco-centric or biospheric worldviews

harmony with nature which influenced by Taoism, Confucianism, and Buddhism, Jenkins (2002)

describes an Eastern perspective in that all nature works by itself…and downplays the

importance of invasive human intervention. Western culture on the other hand can be classified

with a history of anthropocentric worldviews, a mastery over nature as a dominant philosophy.

Nature is supposed to serve humans in an historical context, rooted in Judeo-Christian thought,

where humans are above nature and is termed the dominant social paradigm (DSP) which

justifies human dominion over nature, with independence and maximum economic growth as

priorities. These two case study nations actually have a lot in common regardless of their

historical differences. They have similar population levels, modernization and nationalism

5 TAIWAN OUTLOOK Community University in Taiwan_3: <http://www.youtube.com/watch?v=UBG-V1P9KVg&feature=related> Accessed, 2008.

26

equivalencies, a high degree of globalization and appreciation of privileges that come from post-

materialism. However, multiculturalism and pluralism are different, Canada has a rich tradition

of immigration and ethnic and cultural diversity; while although Taiwan has mainland,

aboriginal and Dutch heritage, the majority of its population has a broad stroke of similarity and

a rich-diversity and cultural melting is presently lacking in the broad sense. Both examples have

positive attributes, Taiwan‟s ability to carve a rich traditional and cultural heritage with practices

that are kept alive in everyday temple celebrations, Lunar Calendars and Taiwanese language

while Canada maintains its pluralist values, abundant natural richness and vibrant arts and

culture. In this global village, „one in six Canadians is an immigrant so to realize the impact of

our own culture; we need only to confront another one. We often view these social expectations

or norms, as a negative force that imprisons people in a blind effort to perpetuate tradition‟6.

Value orientations may be more helpful in understanding environmental concern. Traditional

values (practices) behaviors and attitudes effect what the population thinks, feels and actually

does…but specific social practices and cultural traits hold different values. As a result, little is

known about the relationship between culture and environmental attitudes (Huang & Yore, 2003).

In modern times where travel and lifestyle choices are very accessible, Frank Lloyd Wright, a

renowned architect of the 1900s who loved both Eastern and Western cultures said I believe in

God, only I spell it Nature.

6 Volunteer Services Act: < http://www.gov.ns.ca/legislature/legc/statutes/volnteer.htm> Accessed, 2010.

27

Table 1: Independent and interdependent cultural traits

Independent Interdependent

Identity is

Personal, defined by individual traits

and goals

Social, defined by connections with

others

What matters

Me- personal achievements and

fulfillment, my rights and liberties

We- group goals and solidarity; our

social responsibilities and relationships

Disapproves of Conformity Egotism

Illustrate

motto "to thine own self be true" "no one is an island"

Cultures that

support Individualistic Western

Collectivistic Asian and developing

world

(Somech, 2000)

The Collectivistic and Individualistic model in Table 1 is quite a common method for cross

cultural analysis when dealing with the East and West. It supports that personally achieving

something for yourself or the groups end and achievements and rewards are given to an

individual or for the entire result. Being proud is not always a bad thing, as well following the

rules is also an attribute, balances of Independence and Interdependencies are what makes this

Global Village.

The Canadian Survey of Giving, Volunteering and Participating (CSGVP) provides a portrait of

activities that are integral to the Canadian social fabric. In Canada between 2004-2007, average

donations to environmental organizations decreased by 18%, but in 2007 just under half of

Canadians volunteered their time, energy and skills. With charities and non-profit organizations

in 2007, 3% of those volunteers were for environmental work. The participation rate was self-

reported at 20% for environmental protection activities, 34% reported increased knowledge

about specific subjects like health, women‟s or political issues, criminal justice, or the

environment. Environment as a category of the volunteering sector was defined by CSGVP as

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including organizations promoting and providing services in environmental conservation,

pollution control and prevention, environmental education and health, and animal protection.

Two subgroups are included: environment and animal protection. From a Ministry of the Interior

(MOI) report of environment volunteers in Taiwan in 2007, (96 年推動志願服務業務成果統計

表) of the total number (496,276), 128,776 were environmental volunteers, of those 58,645 were

men while 90,134 were women. The largest area of involvement was Qing Nian Fu Dao Hui (青

輔會 Youth Assistance) and the total number of service hours was 9,022,230. The largest

environmental protection groups consist of a Buddhist foundation is Tzu-Chi (慈濟), second

largest is the Society of Wilderness (荒野保護協會), the third is the Community Universities (社

區大學). All of these organizations are located in major towns and cities and provide numerous

services like disaster preparedness, ecological awareness activities and classroom activities for

training and learning.

From the earliest agricultural team in the Head Start Program, to the overseas volunteers of the

International Cooperation and Development Fund, and the work of NGOs and NPOs today,

Taiwanese volunteers have been contributing around the world; volunteers continue to maintain

the cornerstone of social security. These are all the fruitful results of Taiwanese democratic

development, and social values that we hold close to heart.7 „Some Buddhist Thais recently

ordained trees to protect them. They believe that the potential for enlightenment exists in all

creatures not just humans‟.8 Chen, former President of IAVE Taiwan says that Taiwan is a model

country for volunteer work, as it became the first country in Asia and the second in the world to

enact the Volunteer Service Act (志願服務法) in 2001 to better integrate volunteers at all levels

of society and make the best use of available resources. In this Act, "volunteer" means any

individual, not in receipt of fees, wages or salary for the services or assistance within the

meaning of this Act, who renders services or assistance.9

7 Welcome message <http://iave.npotech.org.tw/e1-4.asp> Accessed 2009

8 Dalton, Dr. Anne Marie, <www.thecoast.ca/halifax/religious-wars/Content?oid=1084413> Accessed 2010

9 Volunteer Service Act of Nova Scotia, Canada <http://www.gov.ns.ca/legislature/legc/statutes/volnteer.htm>

Accessed 2008.

29

Chapter 3: Methodology

The study of volunteer motivation is well established sector of research. However, environmental

volunteering is relatively new area of study while cross culture environmental volunteer

motivations is a completely new area of research so previous methods of analysis remain with

independent countries. Using an established orientation model, demographic variables are

measured and quantitative analyzed. The research question is complex, but priorities surrounding

cross culture motivations and similarities and differences will help asses this topic. Hypotheses

are based on literature reviewing and interviewing for qualitative analysis of active participants

in environmental volunteering in Taiwan. Interesting questions involving environmental concern,

education, and career differences help to explain the nature of volunteering today.

3.1 Questionnaire survey

The survey has been based on previous studies of a similar nature, finishing the statement: I

volunteer because..., helps the participant understand that they are acting as a result of this idea,

and helps connect the physiological, environmental, cross-cultural, and volunteer fields of study.

Bridging the gaps in research in this area as well as language barriers attached to any cross-

country study proved challenging. Most of the important methodology has been from Clary

(1999) physiological motivations to volunteer, this was further developed with environmental

studies later (Bruyere & Rappe, 2007), and cross-cultural studies of environmental behaviors

(Huang & Yore, 2003).

3.2 Interviewing

One on one discussion is a very important part of the development of researchable ideas, emails,

phone calls and personal visits were a general tactic for testing themes and concepts of

volunteering motivations. Informal discussions were the majority of pre-testing research. The

interviews developed relationships with ENGO managers and participants which led to

questionnaire participants. See Appendix for interview summaries.

30

3.3 Analysis of Results

Analysis of collected categorical survey data used appropriate statistical methods in SPSS and

Excel to test the results of the final version of the questionnaire. Tests included one-way and

two-way ANOVA to compare demographic questions as all respondents were required to answer

questions about the extent of their volunteer activity (length of participation), education (high

school, college, and advanced degree), age, and areas of interest; while independent T-tests were

used to compare countries across global sub-groups score as well as gender. The final

questionnaire included more than one- hundred participants. English language (Canadian)

volunteers had a 71 % „return rate‟ where of the 55 who started the survey a total of 39

completed it. Mandarin language (Taiwanese) volunteers had an 80% „return rate‟ where of the

60 who started the survey a total of 48 completed it.

3.4 Pretest

Factor analysis was previously conducted during other studies on Environmental Volunteer

Motivations (Bruyere & Rappe, 2007) on seven of the eight orientations (sub-groups) being used

so pre-test factor analysis were not conducted, however the survey went through rigorous

pretesting and numerous trial surveys. Pretesting was done to really understand the process of

surveying and formal questionnaires, the difficulties faced were usually organizational based

such as clear coding and building databases of answers. As well during pretesting it was

established that it would be difficult to conduct formalized testing in-person therefore electronic

surveying was established. There are six factors based on Bruyere & Rappe‟s (2007) study of

'Identifying the Motivations of Environmental Volunteers‟ which was used because of the

functional approach methodology and because it focused on outdoor volunteering. The survey

was then modified to include some questions such as value based questions such as religion and

government for cross culture comparison.

The questionnaire was further modified based on interviews with local volunteers and expert

reviewing. Firstly, the survey was administered with classmates, local river protection groups,

and beach cleaners. (See Appendix for Survey questions evolution and examples of results.)

The survey was then taken by Clean Up the World (originating in Australia in early 2000)

participants. This annual event is held internationally in September and provided an event that

31

could be compared directly cross culture. It was distributed to hundreds of participants in

Halifax, Canada and Chi-Gu Taiwan, (where the author has familiar concepts of) as a quick five

minute questionnaire. Using a five-point scale (1= strongly agree to 5= strongly disagree), each

participant rated each item. Evolution of survey went from 6 to 10 to 8 factors and 16-40-32-39

statements respectively.

3.5 Expert review

Expert review consisted of a list of environmental professionals (See appendix) from contacts of

the author‟s advisor, the return rate was substantial. The purpose of review was to establish a

survey in Mandarin which had not been done before and to help with the translatable ideas and

concepts. Twenty-five self-addressed stamped envelopes were sent to well-established

environmental professionals, this after numerous attempts for feedback from cold emailing with

no response. Essential comments were received concerning survey format, scale, sentence

structure and word order. Reviewer 5 suggested changing the wording that was used as 2.1 我可

以透過參與志工活動來觀察與了解大自然 2.1 I can observe and understand nature through

volunteer work, which made the statement much clearer and readable. Reviewer 2 said that 休閒

活動似乎較不適宜 as a leisure activity is not suitable to category however as a statement not a

category this was useful from a serious leisure angle.

Three different reviewers asked for changes of 經常旅行非環保 because travel is not often and

environmental act, however because there is a long history of eco-tourism and flagship species

protecting the area that is their greater habitat, this was not considered as a suggestion.

Reviewer 2 said that 宗教性仰與環保結合不宜, associating environmental protection with

religion is not appropriate; however as a cross cultural study, understanding of the cultural and

therefore religious motivations become very pertinent.

Interesting suggestions were made for groups that should be contacted for volunteer participants

such as the Society of Wilderness Protection Association ( 荒 野 保 護 協 會 ), Taiwan

Environmental Protection Union Tainan City Chapter（台灣環境保護聯盟台南市分會）,

Homemakers Union（主婦聯盟）, Wild Bird Society of Tainan City （台南市野鳥學會）.

32

3.6 Survey administration

Initially, the web survey as an electronic questionnaire was built by hand and proved difficult to

edit and modify, which led to using survey-monkey, an online tool that provided excellent

market research software. The sampling strategy of the web based survey was advertising the

web-link to the survey with a brief explanation of the paperless project. Those who left their

contact email did so for incentive to win an audio-book and receive results from this survey. The

sampling method employed for this study was a non-random deliberate convenience sampling.

Online searches of active environmental organizations were conducted and some led to fruitful

relationships, which upon building a trust-base, managers would send out the advertisement of

the survey to their volunteers. The quality of the sample was assured due to questions of how

long the participants have been volunteers, if they answered 'never' then they were deleted from

the database.

Groups were recruited based on assess to events or email lists. Work in Taiwan with BSFA

(Black Face Spoonbill (conservation) Association), SOW (Society of Wilderness), TEIN

(Taiwan Environmental Information Network), and Clean up the Coast have been useful. In

Canada the EAC (Ecology Action center) Planet Friendly, RCEN (Canadian Environmental

Network) ACAP (Atlantic Costal Action Program), NSEN (Nova Scotia Environmental

Network) and the „Sustainable Maritimes‟ email list-serve (online news feed interface).

Facebook groups and Twitter (online networking interface) profiles were also used. The website

containing the survey consisted of two sections, dual-language and comments boxes to give and

receive feedback.

3.7 Coding

In the current and final draft of the survey coding consists of 38 closed statements with ranges

from 1-5 on a Likert scale, when discussing mean scores a lower mean score represents higher

agreeability as strongly agree represents 1 and strongly disagree represents 5. Five questions

surrounding demographics as well as one descriptive statistic explaining the multiple areas of

environmental participation (conservation, education, remediation...) this is included in the test to

characterize the number of different areas that volunteers are involved or interested in. There are

eight independent categorical subgroups or factors that are compared cross-culturally after being

33

tested independently using independent t-testing and one-way ANOVA using SPSS. There are 5

open-ended questions following the survey, which when analyzed are placed into the same 8

subgroups for themes. Of the 8 categories E= Environmental Concern; L= Learning and

Understanding, S= Social Participation; U= Utilization of the Environment; O= Organization of

the volunteer group; V= Values; P= Personal; C= Career. Demographics variables begin with

Gender: 2 variables (Male and Female), Age: 7 variables (- 20, 20-29,30-39,40-49,50-59,60-

69,70+), Education: 3 variables (high school, undergraduate degree, advanced degree), Job: 2

variables (environmental sector profession, or not), Interests: 6 variable (Interpretation,

Conservation, Protection, Education, Awareness, Everyday Living), and finally Length of

Participation: 8 variables (-1year, 1 to 2 years, 2 to 5 years, 5 to 10 years, 10+, forever).

34

Chapter 4: Results

Due to the uniqueness of this study, there are no previous studies of which to compare results to.

Interestingly, results make it possible to compare two entirely different countries for reasons why

they might be the same, because in reality Canada and Taiwan are culturally very different. The

nature of the data as Clary (1999) explains, is where the respondents are reporting on their own

activities, states, and characteristics so there is some bias. With these cautions in mind, we

should also recognize that these data can provide at least partial answers to important questions

about the motivational processes involved in volunteerism.

Due to the mindset of respondents, Canadian scores were lower than Taiwanese for only seven

statements, while Taiwanese were for the majority higher (more agreeable) than Canadians, (see

appendix). Therefore there is not adequate room for a direct comparison of the performance of

the dependent variable; the level of analysis will consist of individual country calculation with a

post-test comparison of the results. Martinez (2000), when studying the Sierra Club discovered

that only environmental concern was a factor for motivation to volunteer and found that personal

values, age, gender, social status, and employment were not predictors of volunteer involvement.

This chapter presents the findings of our investigation of the differences between Canadian and

Taiwanese motivations in our sample of active environmental volunteers. It is divided into two

sections. In the first section, we present the descriptive statistics. In the second section, we

present the results of the qualitative study.

4.1 Quantitative analysis

Quantitative analysis has three parts which analyze the final questionnaire. Part one will rank and

order the categorical factors, comparing within Taiwanese and Canadian groups separately and

discuss the differences between the groups. Part two will use one way ANOVA to check if the

demographic factors have significant differences within Taiwanese and Canadian groups

separately, and discuss the differences and similarities between the groups. Part three will

discuss the formulated hypothesis and each H-test validity result; hypothesis testing will be

described using part one and two‟s results.

35

4.1.1 Ranked survey items

The most important motivation to volunteer as well as significant differences between Taiwan

and Canada volunteer groups in terms of demographic variables is analyzed independently per-

country because a general trend difference of Taiwan answers being lower overall, make it

impossible to analyze the two groups with analysis of variance, therefore each country data set

will be individually calculated and then compared cross-culture using the mean value for each

orientation.

Table 2: Rank order of global orientation, combined and per country

Subgroup category

Global

rank

Likert

mean

Value rank

Taiwan

Mean

Value rank

Canada

Mean

Value

Learning & Understanding 1 1.68 1 1.59 2 1.75

Environmental Concern 2 1.74 2 1.74 1 1.74

Environment Utilization 3 2.06 5 1.93 3 2.21

Organization

Identification 4 2.07 4 1.83 6 2.36

Social Participation 5 2.12 3 1.9 5 2.33

Values and Belief 6 2.33 6 2.21 4 2.3

Personal & Individual 7 2.73 7 2.35 8 3.15

Career and Business 8 2.86 8 2.97 7 2.73

36

In Taiwan environmental concern is no longer the priority, in all western literature environmental

concern is the single most important factor. Here learning and understanding is a theme for

Taiwan participant results. Organization is in the middle of the priorities with a mean value of

1.83 while career orientation is the last ranked with a near neutral mean score of 2.97.

In Canada the results were consistent with previous literature, with environmental concern

topping the list, values and beliefs are an interesting median point at a 2.3 mean score. The last

orientation is a below neutral at 3.15 for personal orientation.

When combined, ranking demonstrates a strong connection as two orientations have little

variation in ranking orders, as with global rank, the individual country does not move more than

in reverse order with its contrasting country, for example ranks 1 & 2 are reversed for each

county, 3&4, 5&6 and 7&8 respectively.

4.1.2 Education comparison

Table 3: Demographic composition of high school, college, advanced degree participants on

country orientation

Education Taiwan

N=54

Canada

N=48

High School 3

5.56%

5

10.42%

University 29

53.70%

29

60.4%

Advanced degree 22

40.74%

11

29.17%

37

Taiwanese volunteers are composed of nearly six percent of high-school students, with the

majority of volunteers having a university level education at close to fifty-four percent, while

those with advanced level post-graduate degrees had nearly forty percent. Canadians from this

sample are composed of eleven percent high-school students and sixty percent of university level

graduates, while close to thirty percent of these volunteers had advanced level post-graduate

degrees. When comparing Taiwan and Canada composition, there were double the amount of

high school student educated people in Canada, as well there were slightly more graduates of

university in Canada however there were more graduates of advanced degrees in Taiwan.

Education is one of the many factors influencing volunteerism, education may help raise people's

awareness to social issues and predispose them to volunteer. "But education can also increase the

chance of volunteering by heightening people‟s awareness of community problems, and creating

a sense of civic responsibility" (Latta, 2003).

4.1.3 Number of interests

From a descriptive analysis of multiple areas of interest, Canada‟s range of interests of

environmental subjects were substantial, for the greater part most participants chose a main area

of interest, but for almost half of the participants included two or more areas of interest with 25%

choosing four or more issues, this shows that Canadians are more general in their area of

environmental interests and less specific about what topic or issue it motivating them. Taiwan

participants are focused on single areas of environmental issues or concern. Over 64% of

volunteers are interested in a single specific subject or area of interest; however the mean value

was 1.6, placing some weight on the two areas of interest.

38

Table 4: describing the number of different subjects of interest selected for environmental

volunteering participation

# of

interests

1 2-3 4+

Taiwan

(N=53)

34

64%

15

28%

4

7%

1.6

Canada

(N=47)

20

43%

15

32%

12

25.5

2.4

Taiwan demonstrated quite specific knowledge of environmental problems and issues in the

open- ended statements, in comparison the majority of participants only a single area of interest

for motivation to participate as an environmental volunteer.

39

4.2 Statistically significant data presentation

Table 5: Results from SPSS calculations of 8 Canadian motivation orientations and demographic

variables sig< 0.05

Age C

an

ad

a

Ed

uca

tion

Can

ad

a

# o

f interests

Can

ad

a

Len

gth

of

Particip

atio

n

Gen

der

Can

ad

a

Work

-area

Can

ad

a

Cou

ntry

T-test

Enviro

n.

concern

.5 .55 .445 .189 .013 .509 .9

Learn

ing

& u

nder.

.85 .98 .2 .18 .036 .354 .46

Social

partic.

.06 .93 .67 .009 .043 .504 .97

User

of

enviro

.

.8 .82 .13 .009 .044 .412 .51

Org

an-

ization

.0024 .37 .35 .78 .016 .680 .38

Valu

es

.07 .85 .86 .268 .012 .310 .35

Perso

nal

.3 .87 .82 .407 .004 .636 .04

Career

.002 .70 .29 .898 .038 .535 .44

40

Table 6: Results from SPSS calculations of 8 Taiwanese motivation orientations and

demographic variables sig< 0.05

Age T

aiw

an

Ed

uca

tion

Taiw

an

# o

f interests

Taiw

an

Len

gth

Taiw

an

Gen

der

Taiw

an

Work

-area

Taiw

an

Cou

ntry

T

-

test

Enviro

n.

concern

.66 .36 .94 .334 .129 .63 .9

Learn

ing

& u

nder.

.27 .14 .526 .117 .141 .64 .46

Social

partic.

.73 .25 .73 .284 .328 .91 .97

User

of

enviro

.

.3 .99 .96 .576 .061 .66 .51

Org

an-

ization

.45 .89 .61 .897 .116 .84 .38

Valu

es

.97 .5 .73 .984 .389 .47 .35

Perso

nal

.88 .18 .86 .965 .041 .88 .04

Career

.028 .10 .61 .265 .120 .92 .44

41

The following variables and orientations will be discussed based on their significant from results

highlighted in Table 5 and 6 from right to left. 1.Different age groups on career orientation in

Taiwan; 2.Different age groups on career orientation in Canada; 3.Different age groups based on

organization orientation in Canada 4.Different lengths of participation based on social orientation

in Canada; 5.Different lengths of participation based on organization orientation in Canada 6.

Gender variable based global orientation in Canada; 7.Gender based on personal orientation in

Taiwan; 8.Cross culture based on personal orientation in Taiwan and Canada.

4.2.1 Career orientation by age in Taiwan (p=0.057)

In terms of different age groups, the overall test of ANOVA analysis indicated that four age

groups differ significantly on the learning and understanding orientation. The post hoc analysis

indicated age group 30-40 is (p=0.022) more agreeable with a mean score of 2.79 compared to

age group 50-60 with a mean of 3.29.

Table 7: ANOVA table for different age group‟s learning and understanding orientation variable

Source SS df MS F

Between 10.37 4 2.59 2.46

Within 52.6 50 1.05

Table 8: Sample variance post hoc composite analysis career orientation

Age

range -18 20-30 30-40 50-60

60

+

N=37 0 17

(31%)

26

(47%)

6

(11%) 0

0 2.46 2.79 3.29 0

42

Interestingly the sample of Taiwanese volunteers consisted of a small range, with those under 20

and over 60 not being represented. The ages of 20-30 varied significantly with those from 50-60

(p=0.057). The younger sampled volunteers are more interested in career orientated motivations,

while those who are part of a different generation perhaps vary significantly with their

attachment to career oriented volunteering.

4.2.2 Organization orientation by age in Taiwan (p=0.024)

Table 9: ANOVA table for different age groups on organization orientation variable

Source SS df MS F

Between 9.073 5 1.815 2.889

Within 27.632 44 .628

Table 10: Sample variance post hoc composite analysis and organization orientation

Age range -18 20-30 30-40 50-60 60+

N 4 18 4 6 18

2.25 1.93 2.19 1.54 2.74

% 8 36 8 12 36

The post hoc analysis indicated age 60+ is (p=0.043) high with a mean score of 2.74, with those

between ages 50-60 on organization orientations. Tukey‟s HSD (sig. <0.05) significance was for

age 50-60 and 60+ (sig=0.043), yet LSD significance (sig. <0.05) was for age range 20-30 and

60+ (sig. 0.008). In terms of different age groups, the overall test of ANOVA analysis indicated

that five age groups differed significantly on the organization orientation.

43

The organization orientation was less associated to with increasing age, the age groups 20-30 and

60+ composed most of the population of this group and younger age participants felt stronger

about career orientation while the aged population was significantly neutral. Those in the 20-30

age group average length of participation was 1-2 years, while the age group 60+ average length

of participation is 5-10 years. This analysis can demonstrate that while searching a well-

organized group, possibly with little experience or affiliation with an organization, this

orientation is a significantly important motivation for them to volunteer.

44

4.2.3 Career orientation by age in Canada

In terms of different age groups, the overall test of ANOVA analysis indicated that four age

groups differ significantly on the career orientation. The post hoc analysis indicated age group 2

is (p=0.009) high with a mean score of 2.02, with those between ages 5 on career orientation.

Also, the post hoc analysis indicated age group 4 is (p=0.010) high with a mean score of 1.6,

with those between ages 5 on career orientation. Canadians over the age of 60 did not consider

career an important motivation to volunteer, those in younger age groups, from 20-30 and 50-60

do however consider this an important motivation. It can be appreciated due to the changing job

markets that people want to get ahead in their career, preparing for retirement, or finding their

career, this orientation is essential to promote to younger and middle aged volunteers.

Table 11: ANOVA table for different age groups on career orientation variable

Source SS df MS F

Between 26.09 5 5.21 4.501

Within 51.01 44 1.16

Table 12: Sample variance post hoc composite analysis career orientation

Age range -18 20-30 30-40 50-60 60+

N=50 4 (8%) 18 (36%) 4(8%) 6(12%0 18(36%)

2.25 2.02 2.81 1.66 3.5

4.2.4 Social orientation by length of participation in Canada

In terms of different length groupings, the overall test of ANOVA analysis indicated that groups

differ significantly on the social orientation. The post hoc analysis indicated a significant

45

difference between 2-4 years of participation (p=0.002) with mean score of 1.86 and those who

are lifelong volunteers who had a mean score of 2.7.

Table 13: ANOVA table for different length groupings on social orientation variable

Source SS df MS F

Between 7.79 6 1.3 3.309

Within 16.48 42 .392

Table 14: Sample variance post hoc composite analysis of social orientation

Age range 1x 2x/ year -1 year 2-4 5-10 10+ forever

N=47 2 (5%) 5(10%) 13(26.5%) 10(20.4%) 4(8%) 13(26.5%)

2.4 2.16 1.86 2.32 2.35 2.7

With the two largest represented groups, the 2-4 year age group has strong affiliation with social

orientation motivations, while the „forever‟ group has weak affiliation with social participation.

This significance can be associated with social networks and „new things‟ being established in

prior participation, and those with lifelong participation are motivated for other reasons.

4.2.5 User orientation by length of participation in Canada

In terms of different age groups, the overall test of ANOVA analysis indicated that length of

participation groups differ significantly on the user orientation. The post hoc analysis LSD

indicated group 2-4 years is (p= 0.41) high with a mean score of 1.89, while those who volunteer

„forever‟ have a mean score of 2.42 on user of the environment orientation.

46

Table 15: ANOVA table for different length of participation groups on user of the environment

orientation variable

Source SS df MS F

Between 8.007 6 1.335 3.299

Within 16.988 42 .404

Table 16: Sample variance post hoc composite analysis user of the environment orientation

age range 1x 2x/ year -1 year 2-4 5-10 10+ forever

N=47 2 (4%) 5(10%) 13(26%) 10(20%) 4(8%) 13(26.5%)

2.75 1.87 1.89 2.28 2.25 2.42

Those who participate for longer, have significantly less affiliation with user orientation than

those who have volunteered for less than four years. There is a potential that those who have

volunteered for long enough have met their user of the environment motivation and long-term

4.2.6 Personal orientation by gender in Taiwan (p=0.041)

In terms of different gender groups, the overall test of independent T-test analysis indicated that

gender varied significantly on personal orientation for Taiwanese participants (p=0.041).

Table 19: Independent t-test results for personal orientation, gender in Taiwan

Source F t df Sig. (2-tailed)

Equal variances 4.392 -1.977 53 0.053

Not assumed -2.22 50.6 0.31

47

Table 20: Mean values by gender

Gender Female Male

N=55 33 (60%) 22 (40%)

2.25 2.1

In Taiwan, there are significant differences (p=0.041) between the females (60%) and males

(40%), the mean value for Taiwanese females was 2.25 while males chose personal motivation

as more important with a mean value of 2.1.

Taiwan and Canadian significance is similar with females remaining more neutral and males

answering generally more agreeable across the board.

4.2.7 Personal orientation as meaningful comparison cross culture (p = .04)

By identifying individually with personal differences is the crux of the issue. Based on the

means Taiwan 2.26 and Canada 2.96 we can say there is significantly different across

cultures, the other factors with global orientation were not p >0.05. Independent T-tests prove

that differences exist in personal orientation, further analysis into the idea of a translation error,

and, ideas of guilt, ambition and personal history and leisure may show further differences.

Table 21: Cross culture independent t-test results for personal orientation

Source F t df Sig. (2-tailed)

Equal variances 7.378 -3.656 103 .000

Not assumed -3.579 80.411 .001

48

Table 22: Cross culture mean values

Taiwan Canada

N 55 50

2.26 2.96

4.3 Hypothesis testing

From literature reviewing, a series of questions concerning the main topic of cross-culture

comparison will further deepen the analysis using descriptive statistics.

Table 23: Definition and measurement of variables

# Variable Category Explanation Analysis

I Female Stereotypical and general

volunteer makeup has been

women

Nominal

comparison

II Education Learning and social With more education,

participants will have strongly

affiliation with learning &

understanding and social

participation

One-way ANOVA

III Education Environmental

concern

With more education,

participants will have strongly

affiliation with environmental

concern

One-way ANOVA

IV Culture Career Career orientation will be Independent t-test

49

significantly different across

cultures

V Environmental

concern

High priority will be to this

category unanimously

Ordering of

subgroup

categories

VI Culture Social participation Significant differences between

culture

Independent t-test

VII Culture Organization No significant difference

between culture

Independent t-test

VIII Culture Environmental

utilization

Discussion of similarities and

differences.

Demographic

variable

comparison and

qualitative results

IX Culture Government &

religion

Independent items will be

discussed

Mean comparison

of individual

statement

4.3.1 Females will represent majority of sample

Typically the volunteer as a majority is female, well-educated, middle-class, and a housewife.

Therefore, most people in the survey should be females. This hypothesis was supported because

the majority of participants from Taiwan in this survey were females. In both countries,

throughout pre-testing, males were proportionally higher than females. Female housewives in the

past have composed the typical volunteer within volunteering are typical, volunteers are be

analyzed further to discover their priorities for volunteering.

50

Table 17: Global mean orientation values for Canadian gender comparison

Category

Women

(N=23)

Category

Men

(N=23)

Environmental concern 1.68 Environmental concern 1.59

Learning and

understanding 1.69

Learning and

understanding 1.59

Social participation 2.32 Value 1.82

User of the environment 2.05 Social participation 2.04

Organization 2.25 User of the environment 2.11

Value 2.47 Organization 2.18

Career 2.84 Career 2.26

Personal 3.35 Personal 2.26

As we can see in Table 17, women are generally less agreeable while males consider value

orientation to be more agreeable (Males =1.82 and Women =2.47) this is interesting because

otherwise the ranking of orientations remains the same.

Gender discussion, from an initial discovery in pre-testing that women did not make up the

majority of the survey participants and interesting question was raised if highly educated women

are greater than men of the same level? Interesting results show, the volunteer‟s education level

is greater for males in Taiwan and Canada. Canada independent t-test shows significance for

every category, women were more in favor of user of the environment than males, however in

every other orientation women were significantly higher scoring than males, while males scores

were lower, but significant (sig. <0.05) results for every analysis of orientation shows a polarity

51

in the frame of mind when writing the questionnaire, due to this women are generally more

neutral in their responses.

Table 18: Country orientation compared gender composition and education mean score

Women Education Men Education

Taiwanese 33 2.27 23 2.6

Canadian 23 2.2 23 2.5

4.3.2 Actualization will encourage social participation orientation

This hypothesis of social participation varying with education is rejected. Due to the self-

actualization model those with security needs met (higher education) will pursue development

needs like social participation. When scores were compared using one way ANOVA (Taiwan

p=.25, Canada p=.93) there was no significant results discovered.

4.3.3 Environmental concern orientation will vary with education levels

The hypothesis of educational attainment in comparison with relative levels of environmental

concern, using one-way ANOVA demonstrates a rejection of the hypothesis (sig.=0.36 for

Taiwan, sig.=0.055 for Canada). Concern for the environment is due to positive experience

reinforcing pro-environmental behavior. Motivations for volunteer involvement require a self-

actualized individual therefore education as per country demographic variables will be greater,

stating the majority of people participating in the environment will be well-educated. This

hypothesis is further tested for associations using scatter plot diagrams.

52

Figure 5: Environment concern orientation by education in Canada scatter plot diagram

As the level of education increased as does the priority to environmental concern. As the level of

education increases for Canadian participants the environmental concern orientation increases

(becomes more agreeable).

Figure 6: Environment concern orientation by education in Taiwan scatter plot diagram

As the level of education increases for Taiwan participants their level of environmental concern

orientation is decreasing (becoming less agreeable).

1

2

3

4

5

1 1.5 2 2.5 3 3.5En

viro

nm

en

tal C

on

cern

O

rie

nta

tio

n

Levels of education

Canadian Participants

1

2

3

4

5

1 1.5 2 2.5 3

Envi

ron

me

nta

l co

nce

rn

ori

en

tati

on

Education

Taiwan Participants

53

Although mean scores are not significant from each other within each international group, a

comparison of Taiwan and Canada demonstrates some general trend line where Canada becomes

more agreeing to environmental concern with educational attainment, while Taiwan becomes

less agreeing to environmental concern with increasing education. This fact may lie in the more

traditional transmission of environmental knowledge in Taiwan, while in Canada most of the

general concern is from an educational setting.

4.3.4 Career orientation will vary significantly across cultures

Significant career differences cross culture. This hypothesis was not validated as entire career

subgroup. In Table 22 on p. 46 based on T-testing global mean score, Career orientation in

Taiwan is ranked last with a mean value of 2.97, and Canada is ranked next to last with a mean

value of 2.73. Because career is not promoted with volunteering in Taiwan like it is in Canada

there will be some difference, this hypothesis is verified in the study due to the high significance

for career related personal factor.

4.3.5 Environmental concern orientation will be a top priority

Environmental concern will be ranked highest. This hypothesis is not validated as learning and

understanding was ranked as the highest value in Taiwan, and tied for highest rank in Canada.

Review of literature states, environmental concern is the top priority for the active

Environmental Volunteer (Buyere & Rappe, 2007). This is expected to be the same given

recently proven results. The main purpose of his study was the question posed if there be cross

culture differences and what is the number one motivation for environmental volunteers.

4.3.6 Social orientation will be significantly different cross-culture

Using independent T-tests, social participation orientation by county there were no significant

findings (p=.97). In Taiwan social orientation was ranked third with a mean value of 1.9, while

in Canada it was ranked fifth with a mean value of 2.33. Having a difference in ranking of two

places shows that Taiwan believes social participation is a more important motivation than

54

Canada, but not significantly. Therefore this hypothesis is not validated. Interviewing and

interacting with local volunteers and as a Canadian living in Taiwan for over five years, social

participation was discovered to be quite different from Canada‟s sense participation,

interpersonal relationship status Guan-Xi 關係 and saving face 面子 are two key elements that

are not part of Canadian social life as deeply as they are in Taiwan.

4.3.7 Organization orientation will be similar cross-culture

Organization was not significant cross culture (p=.38) therefore this hypothesis is valid.

However, organization identification ranked fourth in Taiwan with a mean value of 1.83 and

sixth in Canada with a mean value of 2.36, this however was not a significant difference. Taiwan

and Canada were expected to not be very different in organizational motivation as ENGOs have

relatively the same histories, resultantly similarities should exist cross culture.

4.3.8 User orientation will have interesting cross culture comparison

Open ended-statements from first-hand experience with severe pollution and environmental

degradation, to participants driving force for their continued participation can demonstrate cross

culture uses of the environment as well as direct gain and sources for entertainment.

Environment utilization ranked fifth for Taiwan with a mean value of 1.93 and ranked third for

Canada with a mean value of 2.21. Taiwanese perhaps have less of an ownership identity with

the environment, while in Canada this remains an important feature in ENGO participation.

4.3.9 Discussion of Government and Religion

Value orientation first and fourth statements were concerning government and religion, “It is

consistent with my religious beliefs, it helps me put my principles into action, 我的宗教因素”.

And “I think the Government's work is inefficient in helping the areas that I assist through

participation 我認為政府在這方面的工作效率不彰”.

55

In Taiwan, participants do not consider religion a primary reason for volunteering, the strongly

disagree ( =3.83) (see appendix). This may be due to the idea that Taiwan has a large religious

organization that volunteers for the environment, and was not included purposefully in the study

because it cannot be compared in Canada. Taiwan participants consider participating because of

government inefficiencies, as a strong motivator ( =1.56). Taiwan participants consider

government a more important reason to volunteer while they consider religious reasons less

important, in fact Taiwan religion value was the only strongly disagreed to statement in the entire

survey.

Canadians consider religion to be not important reason for volunteering, they remain neutral

( =2.96) while for government they consider this a relatively more important motivation to

volunteer at ( =1.89).

4.4 Qualitative Results

Examples of user orientation related open ended statements included; .認識自己的家鄉 , 愛地

球ˋ愛我的家鄉, 付出與分享, 接近大自然，並關懷它！知之權力，與喚醒民眾對社區之關

懷, 為人群服務, 守護我的故鄉,我的家,我不能沒有避風港, 家--只有一個不能被經濟利益奪

走~! , I enjoy the survey work that I do. It gets me out to enjoy the outdoors, seeing the ever

increasing environmental degradation and pollution locally first convinced me to become

involved in land use planning many years ago, and my involvement increased from that time

forward, spending time outdoors with a purpose, beneficial to my life and others, a sense of

place, 當地人有使命, 重申守護我的故鄉.

4.4.1 Analysis of means for open ended statements

The first question was vital; participants described their most important reason to volunteer.

56

Table 24: Open-ended question one, response categorization by orientation

4.4.2 Discussion of first question

#1 For Canadians environmental concern and values were strongly expressed while for

Taiwanese utilization of the environmental and learning and understanding were major themes

for the most important reason to volunteer. Canadians ranking environmental concern most

strongly was expected, while Taiwanese ranking learning & understanding as well as

environmental concern top priority was also consistent with findings from the formal survey.

Ranked

Orientation

Canada

N (%)

Ranked

Orientation

Taiwan

N (%)

Environmental

concern

11

(26.83%)

Environmental

concern

9

(20.45%)

Value 8(19.51%)

User of the

environment 9(20.45%)

Learning and

understanding

6

(14.63%)

Learning and

understanding 8(18.18%)

User of the

environment 4(9.76%) Value

7(15.91%)

Organization 4(9.76%)

Social

participation 4(9.09%)

Personal 4(9.76%) Organization 2(4.55%)

Social

participation 2(4.88%) Personal

4(9.09%)

Career 2(4.88%) Career 1 (2.27%)

57

Comparatively the least important subgroup was career for both countries, however Canada

equally felt social and career were the least important which was an interesting finding because

social participation was not a low ranking subgroup within the formal survey.

Table 25: Open-ended question two, response categorization by orientation

Category Canada

N=43 Category

Taiwan

N=37

Environmental

concern 4(10.00%)

Environmental

concern 7(18.92%)

User of the

environment 5(12.50%)

Learning and

understanding 7(18.92%)

Organization 8(20.00%) Personal 7(18.92%)

Value 7(17.50%)

Social

participation 6(16.22%)

Personal 8(20.00%) Value 5(13.51%)

Learning and

understanding 3(7.50%) Organization

3(8.11%)

Social

participation 3(7.50%)

User of the

environment 2(5.41%)

Career 2(5.00%) Career 0(0.00%)

58

4.4.3 Discussion of question two

#2 The driving force for continued participation in environmental volunteer activities is a

relatively evenly split question. For Canadians a major theme was solid organization and shared

values and personal factors while for Taiwanese environmental concern, learning and

understanding as well as social participation were strongly represented and kept them continually

motivated.

Table 26: Open-ended question three, response categorization by orientation

Category Canada

N=37 Category

Taiwan

N=32

Learning and

understanding 10(27.03%) Organization

9(28.13%)

Environmental

concern 7(18.92%)

Learning and

understanding 6(18.75%)

Value 6(16.22%)

User of the

environment 4(12.50%)

Social

participation 4(10.81%) Value

4(12.50%)

User of the

environment 4(10.81%)

Environmental

concern 3(9.38%)

Personal 4(10.81%) Personal 3(9.38%)

Organization 2(5.41%)

Social

participation 3(9.38%)

Career 0(0.00%) Career 0(0.00%)

59

4.4.4 Discussion of question three

For open ended question #3 “the most interesting environmental protection projects I have

participated in are…because…” themes that keep participants involved are continual learning

and understanding. While uniquely for Taiwanese, „good organization‟ ensures long lasting

participation. Neither country considered projects interesting because of career related interests.

Canadians however, felt that learning and understanding was important with organization

topping the interesting project motivation.

For further details please see appendix 11.

60

Chapter 5. Conclusion

“Volunteers seem lightly motivated by a desire to help the environment and to learn new

things in the course of their volunteer activities … programs that pay attention to these

considerations may fare better in attracting and retaining volunteers, issues that are

critical to the long-term success of any ecological restoration effort” (Grese et al, 2000).

From previous studies during the 1990‟s we learned that “volunteers have a strong desire to

make direct, tangible, positive impacts on the environment. They also seem to value the social

component of volunteering (being a part of a team, developing new friendships). Furthermore,

volunteers value the opportunities to learn about the environment and explore career options”

(Grese et al, 2000). Because learning and understanding was ranked the most important in both

countries, it can be assessed that concern for the environment is already a well-established and

meaningful part of our psyche, many people can be concerned about the environment and work

on it as individuals or through lifestyle changes, it did however rank second to learning and

understanding for Taiwanese, while it was tied for first place with Canadians. This growing

need for practical knowledge and understanding can be a key point for advertising stewardship

groups, the need for people to gain something, not only encourages them to „spread the word‟ but

to understand their position in relation to the issue- from a literal interpretation of this sub-group.

A top priority for Taiwanese was 我認為環境保護是我們這世代最重要的工 with a mean score

of 1.25, while a #1 concern for Canadians I am obliged due to my friend and family's invitation

with a mean score of 4.02. People are not obliged to be responsible, very few people are actually

held accountable for their environmental motivations, feeling obliged has a guilty undertone and

feeling guilty about the environment is neutral in Canadians minds (Taiwanese had a

significantly different mean score of 2.5 for the alleviation of personal guilt).

A world without volunteers would probably also be a world where people smile less, where local

communities are falling apart and where everyone does things only for money. Despite being a

huge social, economic and human phenomenon, volunteering is easily overseen by people and

decision-makers2. “We must celebrate the distinctive contributions of diverse forms of

61

participation, both through volunteering and social activism, and draw on these experiences to

create stronger and more enabling environments for people‟s participation,” 2

because there is a

growing “trend for people working more hours per week… causing a deliberate need for respite

from the workplace” (Ryan, 1999). Taiwanese consciously „get out‟ and be in nature, away from

home or the workplace in a setting with open spaces and natural sounds. Users may be more

compelled to assist with maintenance of public lands they use‟ therefore a suggestion was made

for recruitment of users as volunteers.

This study sought to compare the motivations for environmental volunteers and to compare the

results with previous work to determine if those motivations have changed. Overall motivations

remain the same as they did five and ten years ago, with some possible and minor exceptions that

people are now interested in learning, and understanding their place in the environmental

movement mainly due to the idea that environmental concern is now a popular and well-

established topic and there are many informal means for environmentalists of all shapes and

sized to express themselves.

A valid question is asking why some people do not volunteer while others do; furthermore, why

do only a small part of those who do volunteer, do so for environmental organizations,

considering the fact that it is the #1 concern for Canadians as a whole and second only to

learning and understanding for Taiwanese within this study? The motivations that have been

expressed in this study should be made public and well-known throughout the volunteering

management sectors to motivate change and participation.

There is a reciprocal relationship between the volunteer and the environment movement one

would not exist without the help of the other, thousands of dedicated volunteers are concerned

for the greater good and strive to remediate and protect our natural landscapes. Those who

participate in organized groups are well educated, as Gandhi once said, education should produce

not merely educated people but people who understand their social responsibilities as integral

elements in the world in which they live” (Haigh, 2000).

1Perold, Helene. <http://www.worldvolunteerweb.org/int-l-volunteer-day/ivd-2008-news/doc/publication-launch-

volunteering-and.html> Accessed 2008.

62

Lastly, environmental volunteering is essential for grassroots change, changes that are happening

on a daily basis which are only becoming more serious and costly. Protection of your backyard

requires identification of yourself as a participant in it, education to understand your place and

with this the willingness to become a responsible member of your community will be a logical

and leisurely step for many who have already satisfied their personal security needs - in terms of

motivation.

Limitations of the study include previous volunteering studies that have had several limitations,

which consisted of a single survey from a small sample size. This study used multiple sites, and

ranged from long-term volunteers to environmental enthusiasts in no specific project in two

nations.

Although this study utilized both on-site surveys and on line surveys that were advertised

through mailing lists and environmental activities list-serves as well as Facebook (see appendix).

Because the final survey was only done electronically, if a balance was to be kept for

comparative purposes and to keep the context fair for older and newer generations, a paper

survey should also have been used, as well as having an opportunity for onsite collection in

Canada would have created a larger sample size.

Pre-tests and person to person interviews were conducted with Clean up the World activities in

2008 as well as personal visits and presentations to various environmental associations

representing ecology and conservation, however due to language barriers and personal time

constraints and distance more in-depth interviewing might have been appropriate. The level of

assessment in a complex study of this manner is endless, from the assessment that has taken

place, a new and comprehensive understanding of environmental volunteer motivations has taken

place and we can through continued studies of volunteering try to gauge the interesting

multifaceted motives involved

Another limitation of the study is that there was no experimental vs. controlled population. A T-

test was needed from a control mean group so that the statistics utilized were not only

descriptive, and then could be inferred to greater population. It cannot be assumed that

information from this study can be generalized for the non-volunteering population; their

demographics and backgrounds are easily considerably different.

63

Error evaluation is difficult in reality because with ANOVA T-test 200 surveys are needed for

reliability, however only a hundred in total were collected from the final version. Sample size

(larger sample ensures a larger correlation) for minimal number of cases for reliable results is

more than 100 observations and since some subjects may not answer every item, a larger sample

is desirable. For example, 30 items would require at least 150 cases (5*30), a sample of 200

subjects would allow for missing data. 200 surveys were filled out in the formal questionnaire,

but with a comparative study, twice the data is required.

Like Bruyere & Rappe (2007), this study includes a number of limitations which affect the

generalizing ability of its results to a broader population. This was a multi-time survey but only

the final survey data was only analyzed rigorously. It is however somewhat of an international

extension of previous studies (Bruyere & Rappe, 2007), and conclusions drawn from the larger

sample of past and future studies may through comparison have interesting future conclusions.

64

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74

Appendix A

The following data are a reference for the work that has been done but not entirely discussed

within the present paper. Reference to it has been made in some way, and a collection of the

work to date is an important statement for the actual breath of this project.

A.1 Progress of survey statements and factor selection

The present survey was developed from a number of Volunteer motivation questionnaires, cross

cultural studies and environmental and outdoor tourism volunteer interviews. The development

took place over three years and included a number of revisions for translation purposes and

defining important ideas that were unique to the present study.

A.2 Survey History

Factor, Scale

Index Category

Target, Language , Meaning,

Ideas, Questions, Motivational

dimension

Possible Inference, Research

Possibility, Expected Results

Concern for

Environment

Bigger picture

-I think nature deserves the utmost

respect and it is not getting it from

present day society

- I believe the environment has an

ever increasing number of

problems

NEP, new environment

paradigm (Castro, 2001)

Adopted behavior, Attitude,

Conservation, preservation

Concern for

People

Reactivity-

tradition

(Re) Common

-ensure future generations won‟t

have the same problems

My actions of being an

environmental volunteer can effect

others fundamentally.

Proactive behavior, a eco-

centric view in terms of people

„in the environment‟

-identity, Grassroots level

Relaxing , enjoyment, in

75

way of thinking outdoor interaction

Understanding

And learning

(Un)(Bradford)

-I can learn more about the

protection of natural resources

Why are you interested in

learning?

High position, academic

contacts

Argument for „meaning‟

Education history

Social

Interaction

(SI) (So)

Collective

identity

I can make friends with like-

minded people

Participation in a group is a good

way to achieve environmental

goals

-I have not made any friends

-I look forward to the social events

-Opportunities provided are

important

-Building one‟s social network

-Way to make new friends

+/-

-New people and places are

discovered

-satisfaction with different

faces/ places

-openness to change

Self-

enhancement

(SE)

Personal growth

Esteem choice

-helps me deal with my own

problems

Past experiences have nothing to

do with why I volunteer

I feel good about it, feel-good exp.

Makes me feel like a good person

Feel important, Feel useful, Keeps

me busy

-has little effect on my self esteem

-better understanding about what

life‟s about

-I have not changed as a person

Appreciate the differences in

-/ +

Fulfilled in career,

Or home life

Searching for „self‟

-nature / outdoorsy related

benefit

‘helping a person makes both

yourself and the other person

feel good,‟

Continuing to understand

Knowledgeable

experienced

76

people

-more settled in myself after

Career

development,

Recognition

I can make contacts with those

who might help my career,

Important skills are learned

No plans to find employment

Important connections made

Find out about opportunities

Build my work skills

-Being appreciated

-Respected by staff and members

isn‟t important

-I don‟t need feedback on my work

-Important to receive recognition

A change of pace from „work‟

-/ + those who are college age,

newly developing careers

learn more through training

-skilled and capable

Free time

Ambition

Work related

Contractual, continual,

perpetual, annual

Employee vs citizen

Religion/

government

(policy)

-This activity fits in with my

religious beliefs

-I do not believe the government is

doing enough to help those I assist

as a volunteer

Highly opinionated and

motivated by other interests

Community

reciprocity

I consider myself more concerned

with the environment then average

people

-You receive what you put in

-Goes around comes around,

I participate because protection of

the environment is an important

part of my community.

Strong roots in community

-identity, awareness

Environmentalist

Citizen,

Public education

Cultural natural

I believe living simply and Longer history passed down

77

Values

conserving resources is a great step

in the right direction

-Meeting a need

-Part of my own value system

-Role model for my children

-Believe everyone should

-Family has always been a part

from family

-identity

-Strong argument pro-

environment

Protective?

(Esmond, 2004)

Conservation/ protection Preserve tradition

Integrity, pristine nature

Specific

78

A.3 Comparison of volunteer motivational indices

Kellery (1986)7

value categories:

Campbell 2004 Esmond, 2004

VMI / VMO

Community

reciprocity

I consider myself more concerned with the

environment then average people

-You receive what you put in

-Goes around comes around,

I participate because protection of the

environment is an important part of my

community.

Strong roots in

community

-identity, awareness

Environmentalist

Citizen,

Public education

Cultural natural

Values

I believe living simply and conserving

resources is a great step in the right direction

-Meeting a need

-Part of my own value system

-Role model for my children

-Believe everyone should

-Family has always been a part

Longer history passed

down from family

-identity

-Strong argument pro-

environment

Protective?

(Esmond, 2004)

Conservation/ protection Preserve tradition

Integrity, pristine nature

Specific

A.4 Verbatim, country mean statement value and discussion

– denotes less agreeable while

+ denotes more agreeable

Canadian

mean

value

Taiwan

mean

Value

Environmental Concern

1. I volunteer because: I

think environmental 我認為環境保護

是我們這世代最

1.43- 1.25+

79

protection is one of the

first priorities of our

generation

重要的工作

2. I can help contribute my

part which helps to

improve the

environment

significantly

我覺得我可以對

環境保護有貢獻

1.66- 1.4+

3. Legislation that

promotes sustainability

and environmental

restoration won‟t be

effective without a

grassroots movement

built from social action

我認為環境復育

沒有草根行動配

合無法實現

1.64- 1.49+

4. I want to give back to

my community; my

leisure time actions will

have a positive spin-off

我希望服務我的

社區

1.66+ 1.98-

5. I want to inspire others

to become green

movement volunteers

我希望激勵其他

人來加入環保志

工

2.02- 1.85+

6. I support or am against,

specific environmental

conditions

我支持或反對某

特定的環保議題

1.79+ 2.36-

Learning and Understanding

1. I can get hands on

experience observing

and understanding

nature

我可以透過參與

志工活動來觀察

與了解大自然

2.17- 1.44+

2. I want to share my

knowledge of

environmental

protection and contribute

to its development

我希望透過實際

參與來學習更多

環保知識

1.79- 1.29+

3. I am happy to share my

experience, with in-

depth discussion and

我希望與別人分

享我的環保體驗

1.85- 1.67+

80

participation

4. I hope through actual

participation to learn

more environmental

knowledge

我希望對於環保

議題有更寬廣的

視野

2.00- 1.36+

5. I am able to learn about

and gain awareness of

the operations of this

group

我可以瞭解環保

志工之團體的組

織與業務

2.26- 2.02+

Social Participation

1. I can do interesting,

beneficial and

meaningful things with

friends

我可以跟朋友一

起做有意義的事

情

2.19- 1.47+

2. I can meet like-minded

citizens, who share

similar beliefs

我可以認識理念

相同的民眾

1.98- 1.55+

3. I hope I can be a

recognized community

member and get

appreciation from my

family

我希望獲得親友

或社會大眾的認

同與肯定

3.06- 2.53+

4. I think action builds

consensus which are the

roots of law and policy

development

我認為環保志工

活動可以凝聚社

區共識

1.93- 1.89+

5. I want to extend my

social circle, enhance

my social life and

reaffirm my identity as

an environmentalist

我希望擴展我的

社交圈

2.57- 2.26+

Utilization of the

Environment

1. It enables me to protect

areas of interest and

beauty of a region that

I'm concerned about

我可以參與我關

注之特定區域的

保育工作

1.74-

1.69+

81

2. I would like to

participate in the

conservation of our

valuable landscape

我希望參與優美

以及有價值景觀

的保育工作

2.18- 2.02+

3. I can use the activities as

a source of

entertainment and to

improve my health

我將環保志工的

工作當成一種有

益健康的活動

3.00- 1.67+

4. The area that I'm

working with gives me

direct benefits from its

improvement

我參與環境改造

的區域對我有特

殊價值，環境保

育讓我直接受益

2.81- 1.85+

5. I can help with pertinent

issues and specific

projects that could

immediately affect me

我對於相關議題

和特定的計劃案

能提供幫助, 這

也能立即地影響

我

2.68- 2.07+

6. Community economic

development contributes

to environmental

protection

我認為環境保育

有助於社區經濟

發展

2.53- 1.84+

Organization

1. I can often do different

things and visit new

places

參與這組織讓我

可以經常參訪新

地點或體驗新事

物

2.5- 1.76+

2. My organization‟s

mission is sound,

efficient and I can

clearly see I am making

a difference

我參與的團體組

織健全、有效

率，我可以看到

工作成效

2.06- 2+

3. I highly agree with the

aims of this organization

and its‟ leadership

framework

我對做為這組織

的成員感到榮耀

1.96- 1.67+

4. I feel I am a recognized

and honored member of 我高度認同這個

組織的宗旨與目

2.64+ 1.6+

82

this group

標或領導人的理

念可行動

Values

1. It is consistent with my

religious beliefs, it helps

me put my principles

into action

我的宗教因素 2.96+ 3.83-

2. Helping the environment

is cool and makes me

feel good

可以保護地球讓

我的感覺很好

2.38- 1.42+

3. I feel obligated, as a

moral paradigm it takes

some precedence over

other issues

我認為我需要這

樣做，因為環境

保護是個道德典

範

2.02- 1.78+

4. I think the Government's

work is inefficient in

helping the areas that I

assist through

participation

我認為政府在這

方面的工作效率

不彰

1.89- 1.56+

Personal

1. Through my

participation I can

alleviate some guilt I

feel from the

degradation I personally

feel responsible for

參與環境保育可

以減輕我對於人

類破壞環境的罪

惡感

3.24- 2.41+

2. My greatest ambition is

to leave something for

the next generation

我希望可以留給

我的後代一個好

的自然環境

2.36- 1.38+

3. My family has a legacy

of public service 參與環境保育是

我家庭的傳統

3.51- 2.91+

4. I am obliged due to my

friend and family's

invitation

我的朋友邀我一

起參加

4.02- 2.78+

83

A.5 Likerton value ranked statement mean values by country and discussion

*E=environmental concern 1= Q1 (within subgroup)

Canada Taiwan

1.46 CE1 1.30 TE1 2.07 CE5 1.74 TU3 2.80 CC1 2.12 TO2

1.67 CE3 1.34 TL2 2.11 CV3 1.75 TU1 2.89 CC4 2.18 TS5

1.7 CE2 1.42 TL4 2.06 CO2 1.77 TO3 2.91 CO1 2.44 TE6

1.7 CE4 1.42 TS1 2.17 CL1 1.83 TS4 2.93 CC3 2.44 TS3

1.75 CU1 1.45 TE2 2.18 CU2 1.87 TO1 2.95 CP5 2.5 TP1

1.79 CL2 1.46 TP2 2.19 CS1 1.88 TV3 3.00 CU3 2.81 TC2

5. I hope I can make better

use of my spare time 我希望可以善用

我空閒的時間

2.77- 1.89+

Career and Business

1. I can learn current work-

related skills that may be

helpful to my present

career

參與環保志工可

以讓我的履歷更

吸引人

2.73+ 3.04-

2. It can help to build my

resume 我可學習到與我

目前工作相關的

技能

2.85- 2.65+

3. It can help me make

contacts in this area and

help network a potential

new opportunity

我可以結交環保

界朋友，發展相

關事業

2.74+ 2.91-

4. I can feel fulfilled by

achieving a personal

goal of mine by helping

that which is

disadvantaged

我可以擴展社交

圈，希望對於目

前的事業有所助

益

2.7+ 2.89-

39 statements Canada7+ Taiwan32+

84

1.83 CE6 1.49 TL1 2.25 CL5 1.92 TU4 3.02 CV1 2.94 TP4

1.83 CS4 1.49 TS2 2.49 CV2 1.93 TE5 3.05 CC2 3.06 TC4

1.85 CL3 1.5 TV2 2.52 CP2 1.94 TU6 3.06 CS3 3.077 TP3

1.98 CS2 1.55 TE3 2.53 CU6 2.00 TP5 3.32 CP1 3.08 TC3

1.98 CV4 1.65 TV4 2.57 CS5 2.04 TE4 3.75 CP3 3.15 TC1

2.00 CL4 1.69 TO4 2.68 CU5 2.09 TL5 4.30 CP4 3.98 TV1

2.04 CO3 1.74 TL3 2.75 CO4 2.09 TU2

The mean values from the final data set were ranked by country variable to demonstrate the

differences between independent statements. The table clearly delineates the most important

reason for participation as an environmental volunteer. E1 is the environmental concern

statement: “I volunteer because: I think environmental protection is one of the first priorities of

our generation/ 我參與環保志工之團體因為: 我認為環境保護是我們這世代最重要的工作”.

This statement with its primary rank has the power to promote volunteers in the future and

internationally. Canadians agreeing more strongly could be the result of a longer establishment

of a formally organized environmental movement and green generation that is the number one

priority for all Canadians. Canadians also felt most strongly about the environmental concern

factor due to its placement in four out of six statements making it into the top five. Learning and

understanding with open ended responses was categorized across every question (including pre-

tests analysis) as the leading motivation for Taiwanese, also placing second and third in the mean

ranking table below. It is known that education is emphasized in Taiwan culture; participants

have a significant motivation to gain understanding of the natural world and gain firsthand

experience.

Looking at only the mean values Taiwanese agreed strongly (under two points) to more than half

of the survey, this from a survey writing perspective is a limitation, reverse questions or more of

a narrative built into the wording might have helped this quite agreeable nature that Taiwanese

are famous for.

Of the five most disagreed to statements personal was ranked as the bottom three, taken literally

Taiwanese volunteers do not volunteer for personal reasons. Taiwan ranks value as a last

85

motivation previous wording of this statement is as follows: 環境保護與我宗教信仰的信念一

致, it is perhaps because of this anti-motivation that people become involved in the NGOs which

were surveyed participants took part in (SOW, 荒野保護協會 TEIA 台灣環境資訊協會, BFSA

台南縣黑面琵鷺保育學會). Tzi-Chi (慈濟) is a religiously affiliated environmentalist

organization, mobilizing a lot of people in nationally to act responsibly towards the environment,

however because no such organization exists on this large scale in Canada, active advertizing

was not done.

The last motivation for Canadians was in the value subgroup. I volunteer because I am obliged

due to my friend and family's invitation which is not the way people in Canada really associate

with motivation. The reasoning of free will and choice is a kind of national pride and this author

thinks that even if people were dragged along they would not talk about it. As well, coming

along for the ride and out of obligation is not usually habitual, unless its duty is for school credit

or in lieu of jail time. Obligation and invitation are also quite contradictory and invitation could

be rarely is a formal volunteer subject to repetitive and independent choice. There was a clear

linear relationship however insignificant, to length of participation and disagreement to this

statement showing that those who participate longer strongly do not feel obligated, but simply

want to do it. A theme in some of the open-ended responses was people were being pulled or

forced along, but it obviously (due to responses) is not a quality most associate with their

volunteer work.

Helping your present career was the second most disagreed to motivation for Taiwanese; its

mean value wasn‟t too far away from Canadians both surrounding neutral. Present career is key

to this statement‟s neutrality because people with a career unless volunteering as a part of work,

or very skill based, volunteers do not see a direct link between volunteering and building their

career.

Canadians strongly disagreed to personal factor four: I volunteer because my family has a legacy

of public service. This was probably due to the wording of the question, the legacy idea stems

from intergenerational transmission of volunteering as mobilization into volunteering. This

disagreement may be potentially because of the relatively new concept of environmental

86

volunteering as a formal activity, and would have been better worded to include my parents

taught me to appreciate the environment.

Interestingly the fifth statement of environmental concern: I volunteer because I support or am

against, specific environmental conditions was rated 13th

by Canadians and 19th

by Taiwanese ,

this is a sign that people are motivated not by an observation or alarm that one thing is wrong,

but potentially that a number of issues combined to make them concerned.

A noticeable point is that utilization of the environment first statement was: I volunteer because

it enables me to protect areas of interest and beauty of a region that I'm concerned about, this

was the same mean score for both Taiwanese and Canadians however it ranked a top fifth for

Canadians and fifteenth for Taiwanese! Attachment to place is quite important in Canadian

culture, the place you call home is usually associated with a wondrous natural beauty and

spatially correct in terms of preservation and ecological interest, perhaps the size of Taiwan does

not permit this kind of „ownership‟ over a site.

For the first statement in organization, Taiwanese agreed while Canadians were neutral, I

volunteer because: I can often do different things and visit new places. Travelling in Canada is

generally far and quite expensive, while learning something new is a bonus it isn‟t a motivation

for Canadian Volunteers. In Taiwan open-ended questions again learning and taking a trip were

quite frequent, as well volunteer holidays, or the eco-tourism is gaining popularity it Taiwan

while in Canada eco-holidays are usually to exotic locations and different from the surveyed

typical volunteer.

A.6 Interview summaries

Working for the EPA, one interviewee was posted to a teaching position and because of the skills

and knowledge he learned from his work experience this led him to continue as a steward of the

environment annually receiving nominal funding and having a priority to give students the

opportunity for firsthand experience. He still finds joy in terms of the excitement of catching

polluters and collecting meaningful data that has relevance in longitudinal studies.

87

Addition discussions yielded experiences such as, field trips as a college student earning his cost

of living, one veteran steward was inspired to continue trips surrounding and involving nature, so

somewhat removed from the city is a conservation area as newly founded national park, offering

retreat for people and wintering endangered birds. Motivated by his memories into the

mountains as a student, this volunteer was able to commit his spare time. As a professional he

became a leader for the association, putting in countless hours coordinating leisure-type

volunteers and counting seasonal migrations of birds, the data and man-hours were not in vain,

the first local government enacted* national park is now protecting the once industrial threatened

marine wetland, this well protected species is now safe to relax as a snowbird in paradise.

Useful questions that were asked included, did anybody introduce you to this type

of volunteering? What do you think is the biggest reason you've continued your

participation? Do you have any expectations or goals you wish to fulfill in your time with

participation? I hope to learn more about the organization itself, could you tell me about its

members? For example, how many people are active or at large with the organization, how do

they become and stay involved, what kind of identity does the group have in the community, is

there a lot of training that you go through? Is this only active seasonally because of the

weather? What is your Desire to contribute the environment, belief, hope, learn, to protect,

conserve? Describe yourself as „environmentally friendly or with an environmental lifestyle. Is a

lot of your leisure time spent outdoors? Why? What makes you adopt, this behavior/ principles.

What interested you in learning more? If you don‟t volunteer please comment of reasons why

not? Why did you choose to be involved? What influenced you to take part?

From an interview with a director in a river protection group in Tainan County, a model of how

volunteers interact with the community was put forth as a study question. What has triggered

environmental volunteers to make a move? What kind of social environment make our

volunteers take action? How does the society benefit from the volunteer action?

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A.7 Expert review handout (中文)

教授

本人指導的碩士研究生 Kelly Schnare 正在進行她的論文研究，題目為「環保志工

之參與動機與跨文化比較」，研究將透過問卷調查，了解環保志工參與環境保護工作的主

要動機，並比較台灣與加拿大這兩個不同文化背景國家在這方面的差異。在問卷設計階段，

她希望透過專家學者、政府官員以及環保團體負責人的意見徵詢與修訂，來使問卷更加合

理化。素仰您在環境保護領域的卓越知識與經驗，希望您能對她的問卷初稿提出修訂意見。

謝謝您的協助！

黃家勤

國立台南大學 生態科技系 系主任

兼 環境生態研究所 生態旅遊研究所 所長

您好!

我的名字是施凱莉(Kelly Schnare)，目前就讀於國立台南大學環境生態研究所。我

的論文主題是有關環保志工參予動機的研究，並將比較台灣與我的國家加拿大環保志工參

與動機的差異。根據文獻探討結果，我將志工參與動機分為以下七個向度：

環境關懷,

知識與學習

社交參與

環境利用

組織認同

價值觀

89

個人因素

每個向度有 4-5 個問題，整個問卷共 30 題。問卷設計是此項研究成功的關鍵，我

希望徵求您對於問卷目前設計的意見，並將參考您的意見來修訂目前版本。所附問卷每個

問題下方有「合適」，「不合適(刪除)」，以及「不合適(修改)」三個選項，請您勾選並

請填入必要的意見。 非常感謝你的關心與協助！

真誠的感謝 國立台南大學環境生態研究所研究生 Kelly Schnare

問卷

填寫說明：

環保志工參與環保團體以及志工活動的可能動機非常多，這裡我們希望透過問卷調查來瞭

解各種動機的強度。我們將可能的動機區分為 1.環境關懷 2.知識與學習 3.社交參與 4.環境

利用 5.組織認同 6.價值觀 7.個人因素 等七個向度，每一向度包括 4 到 5 個題目。請您就

您個人的情況，對以下所列 30 個題目勾選個別動機的強度，分別為 □1非常認同 □2認同 □3

普通 □4不認同 □5非常不認同。

本問卷針對環保志工進行調查，此處所稱「環保志工」包括正式的環保團體成員，或經常

性參與環保志工活動的個人。若您不是此處所稱的環保義工，請勿填寫本問卷。 謝謝您

的協助！

環境關懷

我參與環保志工的原因之一是：

「我認為環境保護是社區非常重要的工作」

□1非常認同 □2認同 □3普通 □4不認同 □5非常不認同

□ 問題合適

□ 問題不合適，必須刪除。 原因：

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□ 問題不合適，建議做如下修改：

「我覺得我可以對環境保護有顯著的貢獻」

「我認為永續發展法令沒有草根行動配合無法實現」

「我希望回饋我的社區」

「我希望激勵其他人來加入環保志工」

知識與學習

我參與環保志工的原因之一是：

「我可以經常到野外，並觀察與了解大自然」

「我希望透過實際參與來學習更多環保知識」

「我希望分享我的環保知識」

「我希望對於環保議題有更寬廣的視野」

社交參與

我參與環保志工的原因之一是：

「我可以跟朋友一起做有意義的事情」

「我可以認識理念相同的民眾」

「我希望看到社區環境的改善」

「我認為環保志工活動可以凝聚社區共識」

「我希望擴展我的社交圈」

環境利用

我參與環保志工的原因之一是：

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「我可以參與我經常造訪之自然區的保育工作」

「我希望參與優美與有價值景觀的保育工作」

「我將環保志工的工作當成一種休閒活動」

「這地區對我有特殊價值，環境保育讓我直接受益」

組織認同

我參與環保志工的原因之一是：

「參與這組織讓我可以經常旅行，體驗新事物」

「我參與的團體組織健全、有效率，我可以看到工作成效」

「我對做為這組織的成員感到驕傲」

「我高度認同這個組織的宗旨與目標」

價值觀

我參與環保志工的原因之一是：

「環境保護與我宗教信仰的信念一致」

「可以幫助別人與保護自然環境讓我感覺很好」

「我認為我需要這樣做，因為環境保護是個道德議題」

「我認為政府在這方面的工作效率不彰」

個人因素

我參與環保志工的原因之一是:

「參與環境保育可以減輕我對於人類破壞環境的罪惡感」

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「我希望可以留給後代子孫一個好的自然環境」

「參與環境保育是我家庭的傳統」

「我認為環保工作聚沙成塔，我必須做我的部分」

事業發展

我參與環保志工的原因之一是：

「參與環保志工可以讓我的履歷更吸引人」

「我可學習到與我目前工作相關的技能」

「我可以結交環保界朋友，發展相關事業」

「我可以擴展社交圈，希望對於目前的事業有所助益」

開放性問題

我參與環保志工的最主要動機是：

我持續參與環保志工活動的最主要動力是：

我最有興趣參與的環境保護項目是：

問卷結束。

*給問卷審查專家與學者：

一、請提供您對本問卷的評論與建議：

二、請您推薦可以協助填寫問卷的環保團體：

團體名稱：

聯絡方式：

93

A.8 Reference Statistics

Through writing process different authors subgroups and development of the VMI proved useful.

A.9 Volunteer Function Inventory: Clary, Snyder, Stukas

A.10 Factor Labels, Individual Scale Items: Miles, Sullivan, Kuo, 2001

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A.11 Open ended questions from final survey

The project‟s goal was to understand the greatest motivations and the differences between

Canadians and Taiwanese environmental volunteers. Those who are committed to an

environmental group have significant attitudes towards what problems exist and a perspective for

where their actions fit. Committed volunteers have a greater understanding about where their

actions fit, the longer they participate the greater their desire for expressing their environmental

concern. Some comments had very strong opinions; those who volunteered longer might

develop these concepts over time and experience.

Statements for Final Survey Open Ended questions: orientation code, statement number and full

statement are following:

Q#1 L, 1.貢獻所學

U, 2.認識自己的家鄉

E, 3 保護大自然

E, 4 熱愛大自然

E,U 5. 愛地球ˋ愛我的家鄉

V, 6 a.尊重萬物生命價值 b 地球只有一個為後代留塊靜土

E, 7 愛護地球生態

O, 8 對環境能夠盡一份心力

S, 9.To give and to protect environment shall be a kind of culture.

U,10 付出與分享

E,11 認識環境資源

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U, 12 接近大自然，並關懷它！

V, 13 環境保育是每一個人的責任。

L, 14 環保是需要被宣導和教育的!!

S, L 15 以身作則，牽動週遭的朋友，響應環保

P, 16 想要親身為環境做點什麼

E, L17 認識環境, 愛護家園/地球

L, 18 培養興趣

V, 19 地球只有一個

P, 20 想這樣做

V, 21 愛護環境

V, 22obligatiion and responsibility

U, O 23 知之權力，與喚醒民眾對社區之關懷

S,P 24 希望由自己開始然後影響身邊的人，讓認識的人可以一起重視環保。

V, 25 下意識就想拯救世界

L, 26 充實相關知能

V, 27 我覺得環境保護是公民責任

P, 28 有健康的環境，萬物代代繁衍，人類才能生存

O, 29 實際的參與感,實際的付出

E, 30 能夠保護環境，讓我們居住的環境更好

96

V, 31 因為我熱愛大自然

C, 32 關心保護環境是地球人應有的責任

33 相同理念

U 34 為人群服務

L, E 35 希望台灣不被隔絕在外，能與全世界團結一致一同呼籲 350ppm(大氣中二氧化碳含

量的安全上限)

36, S 同道合的朋友

37 U 守護我的故鄉,我的家,我不能沒有避風港, 家--只有一個不能被經濟利益奪走~!

L, 38 I‟d like to learn more about how to save energy.

V, 39 地球其實不需要我們救, 因為大自然自己會花上幾百萬年時間找回平衡, with or

without us, 我認為很多人想救地球這樣的觀念太英雄主義, 實際上參與環保活動應當是為

了救我們自己, 為人類所作的破壞負責, 也回饋給大自然還有地球上的生命, 以及創造一個

更加良好生活的環境給我們的後代! E, 40 付出一個一直破壞地球環境的人一點的心力

Q#1 What‟s your most important reason for volunteering

1, V a sense of obligation in proportion to what I have been given, used and enjoyed on the

Earth

2, E Help clean up the earth

3, V It is the right thing to do

4, V Ethical

5, C It is an area of interest for me. I'm hoping that it's a possible career opportunity.

6, E to improve the lives of wild species, directly or indirectly, locally or distantly, in the

97

present or in the future.

7, E to help make the environment better!

8, VI feel compelled to: both as a responsibility a living creature on this planet, as because I am

so 9, O drawn to the interesting and fun environment volunteer work I get involved with.

10, E, P Because I believe environmental protection & conservation is the most important

issue there is and we are all obligated to do whatever we can to help, especially considering the

strong anti-environmental actions of many of our leaders (political and business).

11, P living purposefully

12, U I enjoy the survey work that I do. It gets me out to enjoy the outdoors

13,U Seeing the ever increasing environmental degradation and pollution locally first

convinced me to become involved in land use planning many years ago, and my involvement

increased from that time forward.

14, E Importance of protecting planet for future generations.

15, E I believe in protecting our only environment.

16, E Leave the planet better than I found it.

17, L U To do what I can to raise awareness and help preserve our precious Earth and our local

environment.

18, E I am concerned that future generations must have a chance to enjoy a healthy planet--

that can only happen if we commit to leaving them that

19, E Sustainable environment

20, V Justice

21, L Most environmental organizations are overworked and underfunded. If I can assist in the

continual development of the environmental sector with my time and skills than I will.

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22, P "To whom much is given, much is expected" We are so blessed we should give back.

23, P The cause is important to me

24, E I want a strong movement

25, V It is my duty to help protect our beautiful planet

26, L To learn more

28, E We have only one earth. Keep our earth sustain for our next generation. CHINESE?

29, L I learn this. I should tell more other people as know how important it is.

30, V to be a part of the solution" and not just add to the problems

31, L Educating today‟s youth. My ultimate reward would be my students entering the field of

environmental engineering, and creating new efficient, eco friendly methods of creating

electricity and the four R's.

32, L I would like to raise awareness. In order for change to occur, more people need to be

informed. It's a chain reaction.

33, O I like it

34, V Is to help the world realize it needs change. To break the legs of Hyper Consumerism in

the most non-violent way.

35, O I think I can help.

36, S Doing thing that is useful to our society and spend free time.

36, C to earn student bursary money for university

37, O Every action counts and matters

38, U spending time outdoors with a purpose

39, S supporting others who care about and want to act on environmental issues

Frequency of each factor for first open ended question

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#1 E L S U O V P C

Canada(40) 11 6 2 4 4 8 4 2

Taiwan (41) 9 8 4 9 2 7 4 1

Question 2

1V is there any other choice?

2P Good health

3L There is a need to set by example

4L Doing things differently

5U Beneficial to my life and others.

6P The ongoing need for voluntary activities, and the knowledge that I can make a positive

difference.

7V people tend to take the environment for granted, and the environment needs all the help it can

get.

8O I see a void that only my particular environmental organization is filling. Also, I get great joy

out of my environmental volunteerism. Also, I am convinced of the positive outcomes for the

environment associated with the work I do.

9O Increased anti-environmental actions, apathy amongst the public and reduction in resources

(volunteers and funds) all drive me to continue.

10S interesting people & experiencing

11O Persistence, and obligation

12U Presently, Official Plan approvals and changes, and the forced placement of a MSW

incinerator within my community, with faulty "studies" and political decisions trumping sound

science and the will of the residents. The community has given better suggestions but they are not

100

as potentially "lucrative" as the incinerator. However, the community suggestions are safer,

healthier, and would move us toward a zero waste future. Not so with our elected politicians.

13P My kids

14V Love this planet and every creature on it.

15E As above.

16O Dedication to the goal (see #46)?

17E see above

18E Hel to create and maintain a sustainable environment

19U A sense of place

20L To create more awareness around sustainable measures for a better world

21V Up- bringing and faith.

22C Caring about the issue

23O make structural changes

24O I have something to contribute

25P Some obligation to continue what I have begun -- personal responsibility

26S Peoples who volunteer in our organization.

27This is the only thing I can do help the earth as my major is ecology CHINESE?

28E urgency of need to change to avert runaway global warming and catastrophic climate change

29U If we keep abusing our world, our quality of life will soon be destroyed

30P My morals.

31V Need

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32V All the slaves around the world working to satisfy our taste for consumerism - everything we

buy is at the expense of someone in a developing nation.

33V Volunteer for our environment is meaningful.

34P, S Friendship and personal goal.

35O I like what I am doing and I like the office where I am working

36O Being part of a movement that can actually change things...and see them change

37P physical activity is healthy

A.9.4 Frequency of each factor for second open ended question

#2 E L S U O V P c

C38 4 3 3 5 8 7 8 2

T38 7 7 3 5 7 0

Question Three

1S 看到一群熱心奉獻的人，有很多令人感動的故事

2U 當地人有使命感

3E 保護大自然

4O 我參加的環保志工團體有組織 有規劃 有遠景 動機單純 不受政治力影響

5S 有一群志同道合的夥伴

6V 今日鳥類－明日人類

7S 和一群人一起努力

8V 這是生活的一部分

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9V We Love so We Care. We Love so We Share.

10P 自我成長

11S 有一群志同道合的人共同凝聚關心環境、生態保育的念力

12E 努力讓它更好

13P 認同理念，希望能盡自己的能力。

14P 自己的想法

15V 認識新的環境，拓展社交

16E 環境問題不是一天兩天可以解決的

17S 有共同目標與理想的朋友

18E 地球只有一個

19P 很有趣

20O 看到自己做的事有改變

21S support d from soci ty a d friends

22E 此生不做環保，來生已無地球可投胎

23L自己與小孩對於我們所參與的環保活動感受到不一樣的收穫。

24V 看不下去又心太軟

25L學習新事物

26L 我覺得我做的事很有意義

27E 不忍心看著環境越來越糟

103

28P 熱情,興趣

29E 能夠保護環境，讓我們居住的環境更好

30 同上

31L瞭解環境愈多愈覺得該做的事還很多

32L學習與奉獻機會

33L學到東西

34P 既然起頭了，就要做到最好

35O 他們了解我在做什麼

36U 重申守護我的故鄉

37P 同上! 而且環保本來就是我們自古以來應當做的事情, 持續參加是因為真的再不保

持這樣的行動就了, 而且像環保這種良性的活動能在這變態的社會裡, 給予生命一個正

向, 有希望, 有意義, 有助於身心靈成長的一個機會和發展的空間, 對人文都是一大進展!

38L想要讓更多人一起愛護地球

Question 4

Are you an environmental steward because you have had first-hand experience with severe

pollution and environmental degradation? If so please explain: 你有沒有親身經歷處理環

境污染？請解釋

104

“In fact, I had positive experiences in relatively pristine natural environments as a child (forests,

parks), and believe that contributed to my desire to protect those areas.”

“I love nature. Beauty inspires my action. Beautiful, pristine location and that motivates me to

protect it.”

“Standards are not strict enough for industrial polluters, and Environmental assessments are

frequently full of errors and omissions. People no longer trust their governments to protect them,

and with good reason. Cumulative impacts are rarely even considered.”

My elementary school was located between two large industries, and I always wondered where

all that smoke went.”

I've seen urban sprawl destroy some environmentally sensitive areas.

I live in a city that is well known for its pollution, and poor air quality.

I watched the fishery collapse when I was a kid. just because I think it's important

only seeing severe pollution and environmental degradation every day, deaths of friends,

relatives from environmental toxins etc., but probably not more than most people

air pollution

Yes, I have organized people for water protection outside Canada.

No - I grew up in a relatively benign / protected community that didn't pose many

environmental challenges to my lifestyle, health or wellness.

No I have not had first hand experience. But I am an environmental steward in hopes that I will

not see severe pollution or degradation in my area.

No. In fact, I had positive experiences in relatively pristine natural environments as a child

(forests, parks), and believe that contributed to my desire to protect those areas.

Only to some degree; those experiences lead me to work on those specific issues, but I don't

have to be in the midst of degradation to combat it.

105

No, I grew up in a beautiful, pristine location and that motivates me to protect it.

Yes, I have seen the cancers and lung disease from air pollution as well as soil and water

pollution. Our Ontario standards are not strict enough for industrial polluters, and

Environmental assessments are frequently full of errors and omissions. People no longer trust

their governments to protect them, and with good reason. Cumulative impacts are rarely even

considered.

In part. My elementary school was located between two large industries, and I always

wondered where all that smoke went.

I've seen urban sprawl destroy some environmentally sensitive areas.

No, although I do see some negative impacts in our area.

nothing severe, but certainly things that could become severe such as clear cutting and the abuse

of our soils and seas

I have worked within an Ecological City that became one because of ecological damage. It was

not my initial reason for participating as a volunteer, but it has guided me to continue to be

Only that I appreciate the natural world with which we have been blessed and can see how it is

being degraded by our actions.

No - because I love nature. Beauty inspires my action.

no, just more general degradation

I have seen the Alberta Oil sands and there must be more we can do to reduce its effect on our

environment.

I live in a city that is well known for it's pollution, and poor air quality.

I lived in Newfoundland - born and raised. I watched the fishery collapse when I was a kid.

No - just because I think it's important

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Question 5 你有沒有親身經歷處理環境污染？請解釋：

問題挺抽象 無法回答

檢舉

以前是環保局檢驗人員所以有參與過 還有淨灘 台灣的海灘漂流物很多 常常需要志

工處理

ex.廢棄污水和鉻米事件

what do you mean??

因為工作關係，處理空汙問題。

參與墾丁淨灘活動(荒野保育協會)

無深刻印象

沒有,沒有機會

protester, but not get rid of it

社區將蓋變電所，無人知此事件，居於人民有知之權力故發起自救會，因已抗爭成

功，故將經驗分享，並參與他會

淨灘及河川巡守檢測採樣時處理棄置的鴨屍

沒有!我參與環盟,但我沒有親身經歷處理環境污染的經驗.因那不是我專長可以處理的.

我能夠的是告訴或通知環保局

到海邊撿垃圾

廢水污染事件,回報環保專線處理

有,透過環境教育及舉辦活動來影響居民關心和參與

107

有，資源回收

有~朋友家的垃圾幫忙做資源分類

沒有,目前只跟相關 NGO 組織,有網路慕後合作

去海灘撿垃圾, 還有觀摩綠建築處理廢水廢料, 應該不太算吧...所以目前還沒有, 但希望

有這機會!

沒有 只有參與一些現場的環評座談會 一些遊行及座談會

I'm still volunteering

I was busy in completing Masters degree and have limited contacts with environmental

organizations.

School but soon I am starting to volunteer again with Environment Hamilton

Too busy with professional and other personal commitments. I intend to resume active

volunteerism as soon as I get through this busy period, later in 2010.

I do not have a lot of spare time anymore to volunteer.

I continue to participate

Not applicable. Currently active.

I work in this area now, so I went from volunteering to getting paid for it and still use a lot of my

own time when compelled.

No, I was not volunteer in the past. I just started my volunteer last year.

poor time management and low self-esteem and personal selfishness

I am busy canvassing - but I am signing up at work today to do the action training and participate

in action programs with the campaigners.

moved to a new city to continue my education

108

work obligations

與自己理念無法兼顧

無法回答

政治力干擾

1.組織核心理念和價值己變 2.時間忙碌

看不懂題目

要用頭腦的計畫

what do you mean??

那個團體的人讓我感覺不舒服

有在上課時間內

時間不足。

工作太忙

工作上的安排

平常工作太累

正職工作無法喘息

時間不夠，興趣不高。

工作太忙

沒時間

time and ordinary work

109

Health, Family, and Economy

會影響家庭生活

健康因素

時間不足

家庭因素

還在為五斗米折腰

工作關係,

有其它的要忙

工作之餘都參加了, 可能因家庭工作因素吧!

時間無法配合, 時間不夠用

常常沒時間...被一些沒太大意義的工作和人事物搞得身心靈疲憊...但為了生活又不得不

做...=_=

110

A.12 Further comments

There's no activity in my community, I must travel far to participate so it's not often

All volunteers are equal, with no difference in power, action is the most important thing

I just want to do something for the environment, it is very meaningful to me, I want to participate

with my brothers. I want to make environment to become better, and let our children have a

good view, air, water and food. I volunteer with the community university, because I‟m not

happy with what the government is doing, and I want to make a difference for our children‟s

future.

I'm influenced and encouraged by the growing awareness in the public towards these concerns,

and by examining my own lifestyle…I volunteer to show my children that one person can make

a difference. Because of my love of nature, and the sense of responsibility to be a good steward

of the environment I am a volunteer. So many people don‟t care, so those of us who do must

maintain motivation because we have reached a global environmental crisis. Doing this beach

cleanup is basically this is the least I could do. This rock is not as big as we think so keep it clean

for everyone to enjoy. I care about the planet.

111

A.13 Preliminary handheld survey brochure

112

A.14 Website blog, online survey, downloadable PDF of survey, contact card etc.

A.18 Expert review participants Chinese language majority)

學者 (scholars)

1 教授 台灣大學生物環境系統工程系

2 教授 國立成功大學環境工程學系

3 教授 義守大學土木與生態工程學系

4 教授 臺南大學生態科學與技術學系

5 教授 臺南大學生態科學與技術學系

6 教授臺南大學生態科學與技術學系

7 教授 高雄大學土木與環境工程學系

113

A.19 Dedications

The author would like to sincerely thank and dedicate this book to her advisor Dr. Jason Hwang

(黃家勤 ) from National Tainan University for his constant support and unwaivering belief in the

academic potential of this topic and his student, from the countless hours spent editing and

translating this work, it was a great shared journey and an extremely rewarding first-class

educational experience.

8 教授 中山大學海洋環境及工程學系

環保團體負責人 (volunteer organization executives)

1. 教授 嘉南藥理科技大學食品科技系

2. 教授 清華大學通識教育中心

3. 執行長 地球公民協會

4. 教授 中華醫事科技大學護理系

5. 教授 長榮大學職業安全與衛生系

6. 教授 崑山科技大學 環境工程系

7. CEO People First -Total Solutions

<www.pfts.com.au>

政府機關首長 (government officials)

1. 副所長,環保署環境檢驗所

2. 處長 , 環保署水保處

3. 副處長,環保署水保處

4. 局長, 台南縣環保局

5. 局長, 南市環保局