Benefits of volunteering as campus tour guides: the rewards of serious leisure revisited
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated the benefits received by university students who volunteered as campus tour guides in their leisure time. Past leisure research on the benefits of volunteering mainly adopted the serious leisure framework. Although most studies supported the framework, others extended or refined it, indicating the potential for improvement. Volunteering can be a beneficial leisure activity for university students, but few leisure researchers have studied the benefits of volunteering received by university students and fewer still have studied volunteer campus tour guides. Using participant observation and in-depth interviews with 16 volunteer tour guides at a large public university in the Northeast United States, four types of benefits emerged: psychological, social, instrumental and communal. The result refined and extended the serious leisure framework in terms of benefits of volunteering. It also provides insight into the benefits derived by university student volunteers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it