Cristina Iannelli
Biographic Data
| ID | 281506 |
|---|---|
| NAME | Cristina Iannelli |
| GIVEN NAMES | Cristina |
| FAMILY NAME | Iannelli |
| SIGNATURE | IANNELLI C |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0002-8339-0221 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 173 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 9 |
Higher education retention in Ireland and Scotland: The role of admissions policies
This article provides new insights into the role played by higher education (HE) selection policies in influencing student retention by exploring drop-out patterns in Ireland and Scotland. The Irish and Scottish HE systems differ in relation to the emphasis placed on grades and subjects studied at school and to the degree of autonomy enjoyed by HE institutions in the student admissions process. We investigate whether these system differences matt…
A long view of social mobility in Scotland and the role of economic changes
Changes in the social mobility of men in Scotland between the late-19th and the late-twentieth century are examined using new individual-level data from nineteenth-century censuses, linking records of men aged 0-19 in 1871 to their records in 1901, and then comparing their patterns with the social mobility of men aged 30-49 in 1974 and in 2001 as recorded in social surveys at these dates. The extent of social mobility in the nineteenth century wa…
Following in the parents' footsteps? Using sibling data to analyse the intergenerational transmission of social (dis)advantage in Scotland
This study provides new evidence about the extent to which individual occupational status is determined by family of origin (ascription) and by educational attainment (achievement). Using linked administrative data from the Scottish Longitudinal Study, we measure intergenerational mobility using sibling correlations and we assess the effect of siblings' education on their occupational status by examining between- and within-sibling differences. W…
On Lindsay Paterson: Discipline, Method or Field? The Place of Education in the Social Sciences
This article is the first of two relating to an event at the University of Edinburgh to mark the coming retirement of Lindsay Paterson, Professor of Education Policy. Here three of Paterson’s close colleagues outline the very substantial contribution he has made to the study of Scotland, to understanding social inequality, and measuring the contribution of education to social mobility
Does comprehensive education reduce health inequalities
This article analyses the impact of comprehensive education on health inequalities. Given that education is an important social determinant of health, it is hypothesised that a more equitable comprehensive system could reduce health inequalities in adulthood. To test this hypothesis, we exploited the change from a largely selective to a largely comprehensive system that occurred in the UK from the mid-1960s onwards and compare inequalities in hea…
Social inequalities in attaining higher education in Scotland: New evidence from sibling data
Over the last decades, various policies at national and local levels have been implemented to widen participation in higher education (HE) in Scotland and more widely in the UK. Despite this, the acquisition of a HE qualification is still largely determined by the family in which individuals are born. Our study provides new evidence on the extent to which family factors matter by examining sibling data from the Scottish Longitudinal Study, a larg…
Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland
This article examines the extent to which science, technology, engineering, and mathematics (STEM) subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland, and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education …
Fields of study: Horizontal or vertical differentiation within higher education sectors
This paper assesses the extent to which fields of study and postsecondary institutional sectors serve as mechanisms to preserve social stratification in Scottish higher education. We develop a hierarchy of fields of study based on their social-class and income returns, avoiding problems of circularity that occur when fields of study are ranked by their selectivity. We combine data from representative surveys from six cohorts of Scottish school le…
Social Class Inequalities in Graduates' Labour Market Outcomes: The Role of Spatial Job Opportunities
This paper provides new important evidence on the spatial dimension of social class inequalities in graduates' labour market outcomes, an aspect largely overlooked within the existing literature. Using data from the HESA Destinations of Leavers from Higher Education Early and Longitudinal Survey (DLHE) for the 2008/09 graduate cohort and applying multilevel logistic regression models, we investigate whether and the extent to which social class in…
Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland
This paper examines the relative importance of upper secondary subject choice and attainment in explaining social inequalities in access to higher education ( HE ) in Scotland and Ireland. These two countries differ in the extent of curriculum differentiation, in the degree of standardisation in school examination and in HE entry criteria. In particular, in Scotland subject choice in upper secondary education is more differentiated (both in terms…
The Impact of Social Origin on Graduates' Early Occupational Destinations-An Anglo-German Comparison
This article examines the impact of social origin on tertiary graduates’ labour market outcomes in Germany and the United Kingdom, two distinct countries in terms of higher education systems, labour market structures, and their linkages. Data from the 2005 REFLEX survey, OLS regression and linear probability models are used to analyse the effect of parental education on graduates’ occupational destinations at two time points: at labour market ent…
Trends in participation and attainment of Chinese students in UK higher education
The UK higher education system receives the second largest number of Chinese overseas students in the world. The Higher Education Statistics Agency (HESA) data used in this study show that the total number of Chinese graduates (at both undergraduate and postgraduate levels) increased from around 6000 at the beginning of the twenty-first century to more than 20,000 in 2009. This paper addresses the issues of whether and how patterns of participati…
The role of the school curriculum in social mobility
This paper focuses on the role of curricular content on social mobility, an issue largely neglected by social mobility studies. Using data from the National Child Development Study we investigate the extent to which secondary school curricula account for social class differences in the chances of entering into the service class and avoiding a low-skilled occupation. The results show that curriculum matters in the acquisition of different social c…
Educational Expansion and Social Mobility: The Scottish Case
For over a century, the goal of reducing class inequalities in educational attainment has been based at least in part on the belief that this would help to equalise life chances. Drawing upon the main findings of three ESRC-funded projects, this paper reviews the empirical evidence on trends in social class inequalities in educational attainment and the role of education in promoting social mobility in Scotland. The findings show that in the seco…
Mapping gender and social background differences in education and youth transitions across Europe
This paper uses data drawn from the European Union Labour Force Survey 2000 Ad Hoc Module on School to Work Transitions to explore the influence of gender and social background (measured in terms of parental education) on young people's educational and early labour market outcomes across 12 European countries. Our results show that social background is strongly related to the level of education achieved while gender is found to have a stronger ef…
The effects of low attainment on young people's outcomes at age 22‐23 in Scotland
A common concern among policy makers in Europe is the low level of qualifications of some school leavers and the possible consequences of this for their life chances and for countries' economic prosperity. This article considers the impact of young people's low levels of educational attainment on their later life chances, especially on labour market participation. It identifies the long‐term negative effects of low attainment and explores the ext…
Patterns of Absolute and Relative Social Mobility: A Comparative Study of England, Wales and Scotland
We use the British Household Panel Study to analyse change over birth cohorts in patterns of social mobility in England, Scotland and Wales. In several respects, our conclusions are similar to those reached by other authors on the basis of wider comparisons. There has been a large growth in non-manual employment since the middle of the twentieth century. This led first to a rise in upward mobility, but, as parents of younger people have now thems…
Education and social mobility in Scotland
Social Class and Educational Attainment: A Comparative Study of England, Wales, and Scotland
This article examines variations among England, Wales, and Scotland in the association between social origin and educational attainment and the role that different national educational policies may have played in shaping these variations. The findings show that country variation in the association between origins and attainment was mostly or entirely due to variations in overall levels of attainment. Moreover, inequality was the highest where the…
Widening Participation at an Ancient Scottish University
The issue of widening participation is one which has been exercising all universities in the UK in recent years. Initiatives at UK and Scottish government level have forced higher education institutions to acknowledge that something must be done to make admissions fairer, more transparent, and above all, to make higher education more accessible to a wider range of applicants. For instance, as a condition of the Scottish Funding Council core grant…
Religion, social mobility and education in Scotland
The relationship among religion, education and social mobility in Scotland is analysed statistically using the Scottish Household Survey of 2001. The large sample size allows much greater statistical power for this purpose than any previous source, and thus allows a more reliable assessment of claims that the stratifying effect of religion in Scotland may have declined. The questions investigated are as follows. What are the religious differences…
Social Mobility in Scotland since the Middle of the Twentieth Century
Extensive mobility between class of origin and class of destination has been a characteristic feature of societies in Europe and North America since the middle of the twentieth century. Most mobility has been upward, and most of that has been explicable by occupational change - by the rise in the proportion of the labour force which works in service-class jobs and the decline in the proportion in manual jobs. This pattern may now be changing, bec…
Vocational Upper-Secondary Education and the Transition from School
This article addresses two main questions: do young people leaving vocational upper-secondary education make more successful transitions to employment than leavers from academic upper-secondary education, or than leavers from lower-secondary education? And does this ‘vocational effect’ vary systematically across countries? The article distinguishes two ideal types of transition system, based on the strength of linkages between vocational educatio…
School variation in youth transitions in Ireland, Scotland and the Netherlands
In recent years there has been a growing interest in the comparative study of youth transitions. National and international studies have analysed the role of individual and institutional (education and labour market) factors in shaping the transition from school to the labour market. Using data drawn from a cross‐national database of secondary school leavers and multilevel modelling, this paper aims to improve upon the existing research through t…
Vocational Upper-Secondary Education and the Transition from School
This article addresses two main questions: do young people leaving vocational upper-secondary education make more successful transitions to employment than leavers from academic upper-secondary education, or than leavers from lower-secondary education? And does this ‘vocational effect’ vary systematically across countries? The article distinguishes two ideal types of transition system, based on the strength of linkages between vocational educatio…
Mapping gender and social background differences in education and youth transitions across Europe
This paper uses data drawn from the European Union Labour Force Survey 2000 Ad Hoc Module on School to Work Transitions to explore the influence of gender and social background (measured in terms of parental education) on young people's educational and early labour market outcomes across 12 European countries. Our results show that social background is strongly related to the level of education achieved while gender is found to have a stronger ef…
Social Class and Educational Attainment: A Comparative Study of England, Wales, and Scotland
This article examines variations among England, Wales, and Scotland in the association between social origin and educational attainment and the role that different national educational policies may have played in shaping these variations. The findings show that country variation in the association between origins and attainment was mostly or entirely due to variations in overall levels of attainment. Moreover, inequality was the highest where the…
Fields of study: Horizontal or vertical differentiation within higher education sectors
This paper assesses the extent to which fields of study and postsecondary institutional sectors serve as mechanisms to preserve social stratification in Scottish higher education. We develop a hierarchy of fields of study based on their social-class and income returns, avoiding problems of circularity that occur when fields of study are ranked by their selectivity. We combine data from representative surveys from six cohorts of Scottish school le…
Education and social mobility in Scotland
Social Class Inequalities in Graduates' Labour Market Outcomes: The Role of Spatial Job Opportunities
This paper provides new important evidence on the spatial dimension of social class inequalities in graduates' labour market outcomes, an aspect largely overlooked within the existing literature. Using data from the HESA Destinations of Leavers from Higher Education Early and Longitudinal Survey (DLHE) for the 2008/09 graduate cohort and applying multilevel logistic regression models, we investigate whether and the extent to which social class in…
The role of the school curriculum in social mobility
This paper focuses on the role of curricular content on social mobility, an issue largely neglected by social mobility studies. Using data from the National Child Development Study we investigate the extent to which secondary school curricula account for social class differences in the chances of entering into the service class and avoiding a low-skilled occupation. The results show that curriculum matters in the acquisition of different social c…
Patterns of Absolute and Relative Social Mobility: A Comparative Study of England, Wales and Scotland
We use the British Household Panel Study to analyse change over birth cohorts in patterns of social mobility in England, Scotland and Wales. In several respects, our conclusions are similar to those reached by other authors on the basis of wider comparisons. There has been a large growth in non-manual employment since the middle of the twentieth century. This led first to a rise in upward mobility, but, as parents of younger people have now thems…
Social Mobility in Scotland since the Middle of the Twentieth Century
Extensive mobility between class of origin and class of destination has been a characteristic feature of societies in Europe and North America since the middle of the twentieth century. Most mobility has been upward, and most of that has been explicable by occupational change - by the rise in the proportion of the labour force which works in service-class jobs and the decline in the proportion in manual jobs. This pattern may now be changing, bec…
Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland
This paper examines the relative importance of upper secondary subject choice and attainment in explaining social inequalities in access to higher education ( HE ) in Scotland and Ireland. These two countries differ in the extent of curriculum differentiation, in the degree of standardisation in school examination and in HE entry criteria. In particular, in Scotland subject choice in upper secondary education is more differentiated (both in terms…
Trends in participation and attainment of Chinese students in UK higher education
The UK higher education system receives the second largest number of Chinese overseas students in the world. The Higher Education Statistics Agency (HESA) data used in this study show that the total number of Chinese graduates (at both undergraduate and postgraduate levels) increased from around 6000 at the beginning of the twenty-first century to more than 20,000 in 2009. This paper addresses the issues of whether and how patterns of participati…
Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland
This article examines the extent to which science, technology, engineering, and mathematics (STEM) subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland, and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education …
The Impact of Social Origin on Graduates' Early Occupational Destinations-An Anglo-German Comparison
This article examines the impact of social origin on tertiary graduates’ labour market outcomes in Germany and the United Kingdom, two distinct countries in terms of higher education systems, labour market structures, and their linkages. Data from the 2005 REFLEX survey, OLS regression and linear probability models are used to analyse the effect of parental education on graduates’ occupational destinations at two time points: at labour market ent…
Religion, social mobility and education in Scotland
The relationship among religion, education and social mobility in Scotland is analysed statistically using the Scottish Household Survey of 2001. The large sample size allows much greater statistical power for this purpose than any previous source, and thus allows a more reliable assessment of claims that the stratifying effect of religion in Scotland may have declined. The questions investigated are as follows. What are the religious differences…
Educational Expansion and Social Mobility: The Scottish Case
For over a century, the goal of reducing class inequalities in educational attainment has been based at least in part on the belief that this would help to equalise life chances. Drawing upon the main findings of three ESRC-funded projects, this paper reviews the empirical evidence on trends in social class inequalities in educational attainment and the role of education in promoting social mobility in Scotland. The findings show that in the seco…
Social inequalities in attaining higher education in Scotland: New evidence from sibling data
Over the last decades, various policies at national and local levels have been implemented to widen participation in higher education (HE) in Scotland and more widely in the UK. Despite this, the acquisition of a HE qualification is still largely determined by the family in which individuals are born. Our study provides new evidence on the extent to which family factors matter by examining sibling data from the Scottish Longitudinal Study, a larg…
Widening Participation at an Ancient Scottish University
The issue of widening participation is one which has been exercising all universities in the UK in recent years. Initiatives at UK and Scottish government level have forced higher education institutions to acknowledge that something must be done to make admissions fairer, more transparent, and above all, to make higher education more accessible to a wider range of applicants. For instance, as a condition of the Scottish Funding Council core grant…
The effects of low attainment on young people's outcomes at age 22‐23 in Scotland
A common concern among policy makers in Europe is the low level of qualifications of some school leavers and the possible consequences of this for their life chances and for countries' economic prosperity. This article considers the impact of young people's low levels of educational attainment on their later life chances, especially on labour market participation. It identifies the long‐term negative effects of low attainment and explores the ext…
School variation in youth transitions in Ireland, Scotland and the Netherlands
In recent years there has been a growing interest in the comparative study of youth transitions. National and international studies have analysed the role of individual and institutional (education and labour market) factors in shaping the transition from school to the labour market. Using data drawn from a cross‐national database of secondary school leavers and multilevel modelling, this paper aims to improve upon the existing research through t…
A long view of social mobility in Scotland and the role of economic changes
Changes in the social mobility of men in Scotland between the late-19th and the late-twentieth century are examined using new individual-level data from nineteenth-century censuses, linking records of men aged 0-19 in 1871 to their records in 1901, and then comparing their patterns with the social mobility of men aged 30-49 in 1974 and in 2001 as recorded in social surveys at these dates. The extent of social mobility in the nineteenth century wa…
Following in the parents' footsteps? Using sibling data to analyse the intergenerational transmission of social (dis)advantage in Scotland
This study provides new evidence about the extent to which individual occupational status is determined by family of origin (ascription) and by educational attainment (achievement). Using linked administrative data from the Scottish Longitudinal Study, we measure intergenerational mobility using sibling correlations and we assess the effect of siblings' education on their occupational status by examining between- and within-sibling differences. W…
School variation in youth transitions in Ireland, Scotland and the Netherlands
In recent years there has been a growing interest in the comparative study of youth transitions. National and international studies have analysed the role of individual and institutional (education and labour market) factors in shaping the transition from school to the labour market. Using data drawn from a cross‐national database of secondary school leavers and multilevel modelling, this paper aims to improve upon the existing research through t…
Widening Participation at an Ancient Scottish University
The issue of widening participation is one which has been exercising all universities in the UK in recent years. Initiatives at UK and Scottish government level have forced higher education institutions to acknowledge that something must be done to make admissions fairer, more transparent, and above all, to make higher education more accessible to a wider range of applicants. For instance, as a condition of the Scottish Funding Council core grant…
Religion, social mobility and education in Scotland
The relationship among religion, education and social mobility in Scotland is analysed statistically using the Scottish Household Survey of 2001. The large sample size allows much greater statistical power for this purpose than any previous source, and thus allows a more reliable assessment of claims that the stratifying effect of religion in Scotland may have declined. The questions investigated are as follows. What are the religious differences…
Social Mobility in Scotland since the Middle of the Twentieth Century
Extensive mobility between class of origin and class of destination has been a characteristic feature of societies in Europe and North America since the middle of the twentieth century. Most mobility has been upward, and most of that has been explicable by occupational change - by the rise in the proportion of the labour force which works in service-class jobs and the decline in the proportion in manual jobs. This pattern may now be changing, bec…
Vocational Upper-Secondary Education and the Transition from School
This article addresses two main questions: do young people leaving vocational upper-secondary education make more successful transitions to employment than leavers from academic upper-secondary education, or than leavers from lower-secondary education? And does this ‘vocational effect’ vary systematically across countries? The article distinguishes two ideal types of transition system, based on the strength of linkages between vocational educatio…
Education and social mobility in Scotland
Social Class and Educational Attainment: A Comparative Study of England, Wales, and Scotland
This article examines variations among England, Wales, and Scotland in the association between social origin and educational attainment and the role that different national educational policies may have played in shaping these variations. The findings show that country variation in the association between origins and attainment was mostly or entirely due to variations in overall levels of attainment. Moreover, inequality was the highest where the…
Mapping gender and social background differences in education and youth transitions across Europe
This paper uses data drawn from the European Union Labour Force Survey 2000 Ad Hoc Module on School to Work Transitions to explore the influence of gender and social background (measured in terms of parental education) on young people's educational and early labour market outcomes across 12 European countries. Our results show that social background is strongly related to the level of education achieved while gender is found to have a stronger ef…
The effects of low attainment on young people's outcomes at age 22‐23 in Scotland
A common concern among policy makers in Europe is the low level of qualifications of some school leavers and the possible consequences of this for their life chances and for countries' economic prosperity. This article considers the impact of young people's low levels of educational attainment on their later life chances, especially on labour market participation. It identifies the long‐term negative effects of low attainment and explores the ext…
Patterns of Absolute and Relative Social Mobility: A Comparative Study of England, Wales and Scotland
We use the British Household Panel Study to analyse change over birth cohorts in patterns of social mobility in England, Scotland and Wales. In several respects, our conclusions are similar to those reached by other authors on the basis of wider comparisons. There has been a large growth in non-manual employment since the middle of the twentieth century. This led first to a rise in upward mobility, but, as parents of younger people have now thems…
Educational Expansion and Social Mobility: The Scottish Case
For over a century, the goal of reducing class inequalities in educational attainment has been based at least in part on the belief that this would help to equalise life chances. Drawing upon the main findings of three ESRC-funded projects, this paper reviews the empirical evidence on trends in social class inequalities in educational attainment and the role of education in promoting social mobility in Scotland. The findings show that in the seco…
The role of the school curriculum in social mobility
This paper focuses on the role of curricular content on social mobility, an issue largely neglected by social mobility studies. Using data from the National Child Development Study we investigate the extent to which secondary school curricula account for social class differences in the chances of entering into the service class and avoiding a low-skilled occupation. The results show that curriculum matters in the acquisition of different social c…
Trends in participation and attainment of Chinese students in UK higher education
The UK higher education system receives the second largest number of Chinese overseas students in the world. The Higher Education Statistics Agency (HESA) data used in this study show that the total number of Chinese graduates (at both undergraduate and postgraduate levels) increased from around 6000 at the beginning of the twenty-first century to more than 20,000 in 2009. This paper addresses the issues of whether and how patterns of participati…
The Impact of Social Origin on Graduates' Early Occupational Destinations-An Anglo-German Comparison
This article examines the impact of social origin on tertiary graduates’ labour market outcomes in Germany and the United Kingdom, two distinct countries in terms of higher education systems, labour market structures, and their linkages. Data from the 2005 REFLEX survey, OLS regression and linear probability models are used to analyse the effect of parental education on graduates’ occupational destinations at two time points: at labour market ent…
Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland
This paper examines the relative importance of upper secondary subject choice and attainment in explaining social inequalities in access to higher education ( HE ) in Scotland and Ireland. These two countries differ in the extent of curriculum differentiation, in the degree of standardisation in school examination and in HE entry criteria. In particular, in Scotland subject choice in upper secondary education is more differentiated (both in terms…
Fields of study: Horizontal or vertical differentiation within higher education sectors
This paper assesses the extent to which fields of study and postsecondary institutional sectors serve as mechanisms to preserve social stratification in Scottish higher education. We develop a hierarchy of fields of study based on their social-class and income returns, avoiding problems of circularity that occur when fields of study are ranked by their selectivity. We combine data from representative surveys from six cohorts of Scottish school le…
Social Class Inequalities in Graduates' Labour Market Outcomes: The Role of Spatial Job Opportunities
This paper provides new important evidence on the spatial dimension of social class inequalities in graduates' labour market outcomes, an aspect largely overlooked within the existing literature. Using data from the HESA Destinations of Leavers from Higher Education Early and Longitudinal Survey (DLHE) for the 2008/09 graduate cohort and applying multilevel logistic regression models, we investigate whether and the extent to which social class in…
Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland
This article examines the extent to which science, technology, engineering, and mathematics (STEM) subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland, and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education …
Does comprehensive education reduce health inequalities
This article analyses the impact of comprehensive education on health inequalities. Given that education is an important social determinant of health, it is hypothesised that a more equitable comprehensive system could reduce health inequalities in adulthood. To test this hypothesis, we exploited the change from a largely selective to a largely comprehensive system that occurred in the UK from the mid-1960s onwards and compare inequalities in hea…
Social inequalities in attaining higher education in Scotland: New evidence from sibling data
Over the last decades, various policies at national and local levels have been implemented to widen participation in higher education (HE) in Scotland and more widely in the UK. Despite this, the acquisition of a HE qualification is still largely determined by the family in which individuals are born. Our study provides new evidence on the extent to which family factors matter by examining sibling data from the Scottish Longitudinal Study, a larg…
On Lindsay Paterson: Discipline, Method or Field? The Place of Education in the Social Sciences
This article is the first of two relating to an event at the University of Edinburgh to mark the coming retirement of Lindsay Paterson, Professor of Education Policy. Here three of Paterson’s close colleagues outline the very substantial contribution he has made to the study of Scotland, to understanding social inequality, and measuring the contribution of education to social mobility
Following in the parents' footsteps? Using sibling data to analyse the intergenerational transmission of social (dis)advantage in Scotland
This study provides new evidence about the extent to which individual occupational status is determined by family of origin (ascription) and by educational attainment (achievement). Using linked administrative data from the Scottish Longitudinal Study, we measure intergenerational mobility using sibling correlations and we assess the effect of siblings' education on their occupational status by examining between- and within-sibling differences. W…
Higher education retention in Ireland and Scotland: The role of admissions policies
This article provides new insights into the role played by higher education (HE) selection policies in influencing student retention by exploring drop-out patterns in Ireland and Scotland. The Irish and Scottish HE systems differ in relation to the emphasis placed on grades and subjects studied at school and to the degree of autonomy enjoyed by HE institutions in the student admissions process. We investigate whether these system differences matt…
A long view of social mobility in Scotland and the role of economic changes
Changes in the social mobility of men in Scotland between the late-19th and the late-twentieth century are examined using new individual-level data from nineteenth-century censuses, linking records of men aged 0-19 in 1871 to their records in 1901, and then comparing their patterns with the social mobility of men aged 30-49 in 1974 and in 2001 as recorded in social surveys at these dates. The extent of social mobility in the nineteenth century wa…
Sociology (21 works) · Political science (20 works) · Economics (19 works) · Demographic economics (17 works) · Intergenerational and Educational Inequality Studies (17 works) · Social science (15 works) · Economic growth (13 works) · Social class (13 works) · Social mobility (13 works) · Psychology (12 works)