In the cognate area of events, of which tourism and hospitality are often closely Key words: Volunteers; University student placements; Volunteer management; Psychological contract theory 484 LOVEGROVE AND FAIRLEY within the student placement process. Awareness of the perspectives of each stakeholder can be used to inform and create mutually beneficial experiences for both the students and the placement organizations (Nichols & Ojala, 2009; Pianko, 1996). Literature Review Volunteers are often conceptualized as individuals who give time, service, and skills to an organization willingly and without coercion (Misener, Doherty, & Hamm-Kerwin, 2010; Oppenheimer, 2008; Waikayi, Fearon, Morris, & McLaughlin, 2012; Wicker & Hallmann, 2013). Students volunteer their time as part of a well-considered career development strategy (Barron & Rihova, 2011; Rothwell & Charleston, 2013). Yet, an inherent contradiction seems to exist within many universities because they mandate that students engage in volunteer placements to obtain their degree. Some would argue that requiring individuals to volunteer undermines the voluntary nature of the activity (Holdsworth & Brewis, 2014). However, others state that the more important tenet of volunteering is the absence of monetary incentive (Barron & Rihova, 2011; Waikayi et al., 2012; Wicker & Hallmann, 2013). For the purpose of this research, volunteers are conceptualized as individuals who provide their services in the form of time and effort for no monetary gain. A recent review of the volunteer literature has highlighted that studies of volunteerism typically focus on either the individual or institutional perspective, but rarely both (Wicker & Hallman, 2013). However, comparing and contrasting the perspectives of the stakeholders involved in the student volunteer placement simultaneously can achieve a more holistic understanding of the placement. Specifically, understanding the needs of the different stakeholders can lead to development of a satisfying experience for the volunteer, which may lead to retention (Dávila, 2009; Nichols & Ojala, 2009; Taylor et al., 2006), while also providing various benefits for the other stakeholders (Yiu & Law, 2012). Student Volunteers Research on the motives of student volunteers suggests that they are driven largely by self-interest aligned, students are often required to obtain rele vant work experience through either an internship or a set number of volunteer hours as a component of their studies. These student placements have been conceptualized and discussed in many forms, including internships (