Elena Quintana-Murci
Datos Biográficos
| ID | 4871572 |
|---|---|
| NOMBRE | Elena Quintana-Murci |
| NOMBRES | Elena |
| APELLIDO | Quintana-Murci |
| FIRMA | QUINTANA-MURCI E |
| AFILIACIONES | Universitat de les Illes Balears |
| ORCID | 0000-0002-6533-6280 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Bridging Gaps
High rates of school dropout impact on young people’s educational and employment opportunities highlight the importance of second-chance education programmes. These initiatives aim to raise educational attainment, rebuild motivation to learn and improve employability. However, studies examining the profiles of the young people who attend these programmes are still limited, and reliable assessment tools to measure their progress and inform continu…
Typologies of student vulnerability in second-chance education programmes
Students engaged in second-chance education programmes (SCEPs) typically share a common educational trajectory characterised by difficulties and barriers, which hinder their pursuit of other educational pathways. This shared trajectory is associated with various dimensions of vulnerability which shape a heterogeneous group. In this study, we examine 493 young people (ages 19–25) enrolled in three SCEPs in Spain. A cluster analysis with quality in…
Running Collaborative Competence Groups - Exploring Experiences From Five Countries
Collaborative competence group (CCG) is a research method within the collaborative research tradition. These groups are in line with a co-creation approach in which multiple stakeholders contribute to finding solutions to shared problems. Although CCGs have increased in use over the past decades, research on this method is limited. In this article, we explore and discuss the development and work in CCGs in an Erasmus + founded project: Co-creatio…
Reasons for dropping out of intermediate vocational education and training in Spain
This article analyses the main reasons for dropping out of Spanish Intermediate Vocational Education (IVET) and the link to personal (sex, ethnicity, age), family (parents’ educational level) and financial sociodemographic characteristics, as well as academic background (repeating or expulsion). To do this, a cohort of IVET students was monitored over three years via three questionnaires presenting the results for students who, over the monitorin…
Early School Leaving and Transition to Adulthood
In this study, the processes of transition to adulthood of early school leavers were analysed with special emphasis on the heterogeneity of situations that arise in this group. A quantitative methodology has been used including data collection via questionnaires with a total sample of 580 participants (306 women and 274 men) in the age range 26–28. Firstly, we have analysed the influence of educational level and gender in emancipation, employment…
Gender segregation in vocational education
Making Spanish young women’s transition to adulthood visible
Spain has suffered greatly from the consequences of the economic crisis, and these have affected young people’s transitions to adulthood. Using a biographical approach, we have analysed the educational, labour and personal pathways of a group of young women aged 26–28 over ten years (2000–2010). The qualitative methodology and the biographical approach allowed us to categorise five models of transition to adulthood, constructed from the interacti…
Neets in Spain
This article presents the research results from a study that was conducted on Spanish youths aged 25–29 years who are neither in employment nor education and training (NEET). Their characteristics were analysed as well as the differential aspects in relation to people who are in employment, education or training. A typology of NEETs was also established based on their availability for and attitude towards employment, and the similarities and diff…
School-to-work transitions in times of crisis
This article focuses on the school-to-work transitions of Spanish youth. Herein, we study the pathways followed during a 10-year period by young people who dropped out of school without achieving any qualifications and who did not achieve any at a later date. This is a population aged 26–28 years old with an educational level of ISCED 0–1. The study adopts a plurimethodological approach that includes an initial qualitative phase whose main instru…
School-to-work transitions in times of crisis
This article focuses on the school-to-work transitions of Spanish youth. Herein, we study the pathways followed during a 10-year period by young people who dropped out of school without achieving any qualifications and who did not achieve any at a later date. This is a population aged 26–28 years old with an educational level of ISCED 0–1. The study adopts a plurimethodological approach that includes an initial qualitative phase whose main instru…
Neets in Spain
This article presents the research results from a study that was conducted on Spanish youths aged 25–29 years who are neither in employment nor education and training (NEET). Their characteristics were analysed as well as the differential aspects in relation to people who are in employment, education or training. A typology of NEETs was also established based on their availability for and attitude towards employment, and the similarities and diff…
Running Collaborative Competence Groups - Exploring Experiences From Five Countries
Collaborative competence group (CCG) is a research method within the collaborative research tradition. These groups are in line with a co-creation approach in which multiple stakeholders contribute to finding solutions to shared problems. Although CCGs have increased in use over the past decades, research on this method is limited. In this article, we explore and discuss the development and work in CCGs in an Erasmus + founded project: Co-creatio…
School-to-work transitions in times of crisis
This article focuses on the school-to-work transitions of Spanish youth. Herein, we study the pathways followed during a 10-year period by young people who dropped out of school without achieving any qualifications and who did not achieve any at a later date. This is a population aged 26–28 years old with an educational level of ISCED 0–1. The study adopts a plurimethodological approach that includes an initial qualitative phase whose main instru…
Neets in Spain
This article presents the research results from a study that was conducted on Spanish youths aged 25–29 years who are neither in employment nor education and training (NEET). Their characteristics were analysed as well as the differential aspects in relation to people who are in employment, education or training. A typology of NEETs was also established based on their availability for and attitude towards employment, and the similarities and diff…
Making Spanish young women’s transition to adulthood visible
Spain has suffered greatly from the consequences of the economic crisis, and these have affected young people’s transitions to adulthood. Using a biographical approach, we have analysed the educational, labour and personal pathways of a group of young women aged 26–28 over ten years (2000–2010). The qualitative methodology and the biographical approach allowed us to categorise five models of transition to adulthood, constructed from the interacti…
Gender segregation in vocational education
Early School Leaving and Transition to Adulthood
In this study, the processes of transition to adulthood of early school leavers were analysed with special emphasis on the heterogeneity of situations that arise in this group. A quantitative methodology has been used including data collection via questionnaires with a total sample of 580 participants (306 women and 274 men) in the age range 26–28. Firstly, we have analysed the influence of educational level and gender in emancipation, employment…
Reasons for dropping out of intermediate vocational education and training in Spain
This article analyses the main reasons for dropping out of Spanish Intermediate Vocational Education (IVET) and the link to personal (sex, ethnicity, age), family (parents’ educational level) and financial sociodemographic characteristics, as well as academic background (repeating or expulsion). To do this, a cohort of IVET students was monitored over three years via three questionnaires presenting the results for students who, over the monitorin…
Typologies of student vulnerability in second-chance education programmes
Students engaged in second-chance education programmes (SCEPs) typically share a common educational trajectory characterised by difficulties and barriers, which hinder their pursuit of other educational pathways. This shared trajectory is associated with various dimensions of vulnerability which shape a heterogeneous group. In this study, we examine 493 young people (ages 19–25) enrolled in three SCEPs in Spain. A cluster analysis with quality in…
Running Collaborative Competence Groups - Exploring Experiences From Five Countries
Collaborative competence group (CCG) is a research method within the collaborative research tradition. These groups are in line with a co-creation approach in which multiple stakeholders contribute to finding solutions to shared problems. Although CCGs have increased in use over the past decades, research on this method is limited. In this article, we explore and discuss the development and work in CCGs in an Erasmus + founded project: Co-creatio…
Bridging Gaps
High rates of school dropout impact on young people’s educational and employment opportunities highlight the importance of second-chance education programmes. These initiatives aim to raise educational attainment, rebuild motivation to learn and improve employability. However, studies examining the profiles of the young people who attend these programmes are still limited, and reliable assessment tools to measure their progress and inform continu…
Psychology (8 obras) · Sociology (6 obras) · Youth Education and Societal Dynamics (6 obras) · Pedagogy (4 obras) · Retirement, Disability, and Employment (4 obras) · Vulnerability (computing (4 obras) · Computer Science (3 obras) · Demographic economics (3 obras) · Demography (3 obras) · Economics (3 obras)