Queralt Capsada‐munsech
Biographic Data
| ID | 295671 |
|---|---|
| NAME | Queralt Capsada‐munsech |
| GIVEN NAMES | Queralt |
| FAMILY NAME | Capsada‐munsech |
| SIGNATURE | MUNSECH Q C |
| AFFILIATIONS | University of Glasgow |
| ORCID | 0000-0002-0361-3772 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Unravelling the data puzzle: A total survey error perspective on adult learning and education participation in the UK
This paper investigates the methodological discrepancies underlying the measurement of adult learning and education (ALE) participation in the UK by focusing on four major surveys – APiL, PIAAC, AES, and LFS. Grounded in the Total Survey Error (TSE) framework, we systematically examined the surveys’ documentation and compared their definitions, reference periods, and operationalisation of ALE. Our review identified significant inconsistencies, in…
Does grammar school attendance increase the likelihood of attending a prestigious UK university
In 2018 the UK government launched a £50 million scheme to fund the expansion of existing grammar schools provided that they increase efforts to attract more pupils from socioeconomically disadvantaged backgrounds. This initiative assumed that grammar school attendance boosts the educational attainment and the higher education progression rates of pupils judged to be of high ability. It is already well established that grammar school pupils' high…
Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison
In this country-comparative study, we ask to what extent differentiation in secondary education accounts for the association between social origins and social destinations in adult age. We go beyond the widely applied formal definitions of educational tracking and particularly pay attention to country-specific approaches to educational differentiation. Our main expectation is that once we factor in these particularities, the degree to which educa…
Do secondary education systems influence the overeducation risk of university graduates? A cross-national analysis by field of study and social background
To what extent do features of education systems in the secondary school influence university graduates being overeducated? Previous research shows that the social origin and the field of study of university graduates are relevant predictors of overeducation. However, the strength of the influence of their social origin varies across fields of study. Having a privileged social origin prevents university graduates from being overeducated in fields …
Private-led policy transfer: The adoption of sector skills councils in Chile
This study investigates the adoption process of a TVET policy, usually driven by the state, by private actors. Considering a Cultural Political Economy analytical approach, we use the adoption of Sector Skills Councils in three Chilean sectors (mining, wine, maintenance) to examine the different factors that explain the process. We draw on interviews with key informants at the sectoral and national levels, sectoral documents, and press articles. …
Does ability grouping affect UK primary school pupils’ enjoyment of Maths and English
Lives on track? Long-term earnings returns to selective school placement in England and Denmark
We explore the influence of between-school ability placement at lower secondary education on earnings across the life course in England and Denmark. We go beyond the mid-career snapshot provided by previous studies by exploiting the availability of four decades worth of earnings data for individuals born in the mid-1950s. Members of this cohort who were judged to be among the most academically able attended grammar schools in England (19%) and ad…
Educationalisation of youth unemployment through lifelong learning policies in Europe
In the aftermath of the 2008 Global Financial Crisis, European authorities reinforced the economic objectives of European lifelong learning policy, promoting employability solutions to address youth unemployment, and increasing their political influence on the implementation of national lifelong learning reforms. This article investigates to what extent these supranational policy orientations have been translated into concrete national lifelong l…
Lifelong learning policies for vulnerable young adults in post-recession Scotland
This article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. T…
Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions
This article adopts the skill ecosystem approach to the comparative analysis of skill mismatch across European regions within different skill formation regimes. Institutional arrangements of skill formation regimes are designed at national level. However, they are enacted in regions with very different Labor market and socioeconomic conditions, which mediate the relationship between the institutional setting and its effects on the mismatch betwee…
Overeducation, skills and social background: The influence of parental education on overeducation in Spain
This article focuses on the influence of social background on overeducation in Spain, understanding family socialisation as a source of knowledge and skills gain. The dramatic education expansion experienced in Spain in combination with a high percentage of low-skilled jobs has promoted overeducation occurrence to a larger extent than in other Organisation for Economic Cooperation and Development (OECD) countries. Using the Survey of Adult Skills…
Measuring Overeducation: Incidence, Correlation and Overlaps Across Indicators and Countries
The methodological debate on how to measure overeducation has been present since the introduction of the topic in the academic debate. Nevertheless, there is still no consensus on a preferred indicator. This article aims at contributing to the existing methodological debate providing systematic and cross-country evidence on the variation across overeducation measurements. Using REFLEX/HEGESCO and EULFS datasets, I provide evidence on within and a…
Overeducation: Concept, theories, and empirical evidence
The educational expansion experienced in most advanced economies in the past few decades has triggered a thriving debate on overeducation. Research on overeducation has traditionally been addressed from an economic perspective, mainly focusing on wage returns to extra years of education. More recently, the sociological literature has contributed to overeducation research by identifying individual characteristics that help us to differentiate over…
Measuring Overeducation: Incidence, Correlation and Overlaps Across Indicators and Countries
The methodological debate on how to measure overeducation has been present since the introduction of the topic in the academic debate. Nevertheless, there is still no consensus on a preferred indicator. This article aims at contributing to the existing methodological debate providing systematic and cross-country evidence on the variation across overeducation measurements. Using REFLEX/HEGESCO and EULFS datasets, I provide evidence on within and a…
Overeducation: Concept, theories, and empirical evidence
The educational expansion experienced in most advanced economies in the past few decades has triggered a thriving debate on overeducation. Research on overeducation has traditionally been addressed from an economic perspective, mainly focusing on wage returns to extra years of education. More recently, the sociological literature has contributed to overeducation research by identifying individual characteristics that help us to differentiate over…
Overeducation, skills and social background: The influence of parental education on overeducation in Spain
This article focuses on the influence of social background on overeducation in Spain, understanding family socialisation as a source of knowledge and skills gain. The dramatic education expansion experienced in Spain in combination with a high percentage of low-skilled jobs has promoted overeducation occurrence to a larger extent than in other Organisation for Economic Cooperation and Development (OECD) countries. Using the Survey of Adult Skills…
Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison
In this country-comparative study, we ask to what extent differentiation in secondary education accounts for the association between social origins and social destinations in adult age. We go beyond the widely applied formal definitions of educational tracking and particularly pay attention to country-specific approaches to educational differentiation. Our main expectation is that once we factor in these particularities, the degree to which educa…
Lives on track? Long-term earnings returns to selective school placement in England and Denmark
We explore the influence of between-school ability placement at lower secondary education on earnings across the life course in England and Denmark. We go beyond the mid-career snapshot provided by previous studies by exploiting the availability of four decades worth of earnings data for individuals born in the mid-1950s. Members of this cohort who were judged to be among the most academically able attended grammar schools in England (19%) and ad…
Does ability grouping affect UK primary school pupils’ enjoyment of Maths and English
Lifelong learning policies for vulnerable young adults in post-recession Scotland
This article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. T…
Private-led policy transfer: The adoption of sector skills councils in Chile
This study investigates the adoption process of a TVET policy, usually driven by the state, by private actors. Considering a Cultural Political Economy analytical approach, we use the adoption of Sector Skills Councils in three Chilean sectors (mining, wine, maintenance) to examine the different factors that explain the process. We draw on interviews with key informants at the sectoral and national levels, sectoral documents, and press articles. …
Do secondary education systems influence the overeducation risk of university graduates? A cross-national analysis by field of study and social background
To what extent do features of education systems in the secondary school influence university graduates being overeducated? Previous research shows that the social origin and the field of study of university graduates are relevant predictors of overeducation. However, the strength of the influence of their social origin varies across fields of study. Having a privileged social origin prevents university graduates from being overeducated in fields …
Unravelling the data puzzle: A total survey error perspective on adult learning and education participation in the UK
This paper investigates the methodological discrepancies underlying the measurement of adult learning and education (ALE) participation in the UK by focusing on four major surveys – APiL, PIAAC, AES, and LFS. Grounded in the Total Survey Error (TSE) framework, we systematically examined the surveys’ documentation and compared their definitions, reference periods, and operationalisation of ALE. Our review identified significant inconsistencies, in…
Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions
This article adopts the skill ecosystem approach to the comparative analysis of skill mismatch across European regions within different skill formation regimes. Institutional arrangements of skill formation regimes are designed at national level. However, they are enacted in regions with very different Labor market and socioeconomic conditions, which mediate the relationship between the institutional setting and its effects on the mismatch betwee…
Overeducation: Concept, theories, and empirical evidence
The educational expansion experienced in most advanced economies in the past few decades has triggered a thriving debate on overeducation. Research on overeducation has traditionally been addressed from an economic perspective, mainly focusing on wage returns to extra years of education. More recently, the sociological literature has contributed to overeducation research by identifying individual characteristics that help us to differentiate over…
Overeducation, skills and social background: The influence of parental education on overeducation in Spain
This article focuses on the influence of social background on overeducation in Spain, understanding family socialisation as a source of knowledge and skills gain. The dramatic education expansion experienced in Spain in combination with a high percentage of low-skilled jobs has promoted overeducation occurrence to a larger extent than in other Organisation for Economic Cooperation and Development (OECD) countries. Using the Survey of Adult Skills…
Measuring Overeducation: Incidence, Correlation and Overlaps Across Indicators and Countries
The methodological debate on how to measure overeducation has been present since the introduction of the topic in the academic debate. Nevertheless, there is still no consensus on a preferred indicator. This article aims at contributing to the existing methodological debate providing systematic and cross-country evidence on the variation across overeducation measurements. Using REFLEX/HEGESCO and EULFS datasets, I provide evidence on within and a…
Educationalisation of youth unemployment through lifelong learning policies in Europe
In the aftermath of the 2008 Global Financial Crisis, European authorities reinforced the economic objectives of European lifelong learning policy, promoting employability solutions to address youth unemployment, and increasing their political influence on the implementation of national lifelong learning reforms. This article investigates to what extent these supranational policy orientations have been translated into concrete national lifelong l…
Lifelong learning policies for vulnerable young adults in post-recession Scotland
This article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. T…
Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions
This article adopts the skill ecosystem approach to the comparative analysis of skill mismatch across European regions within different skill formation regimes. Institutional arrangements of skill formation regimes are designed at national level. However, they are enacted in regions with very different Labor market and socioeconomic conditions, which mediate the relationship between the institutional setting and its effects on the mismatch betwee…
Does ability grouping affect UK primary school pupils’ enjoyment of Maths and English
Lives on track? Long-term earnings returns to selective school placement in England and Denmark
We explore the influence of between-school ability placement at lower secondary education on earnings across the life course in England and Denmark. We go beyond the mid-career snapshot provided by previous studies by exploiting the availability of four decades worth of earnings data for individuals born in the mid-1950s. Members of this cohort who were judged to be among the most academically able attended grammar schools in England (19%) and ad…
Private-led policy transfer: The adoption of sector skills councils in Chile
This study investigates the adoption process of a TVET policy, usually driven by the state, by private actors. Considering a Cultural Political Economy analytical approach, we use the adoption of Sector Skills Councils in three Chilean sectors (mining, wine, maintenance) to examine the different factors that explain the process. We draw on interviews with key informants at the sectoral and national levels, sectoral documents, and press articles. …
Does grammar school attendance increase the likelihood of attending a prestigious UK university
In 2018 the UK government launched a £50 million scheme to fund the expansion of existing grammar schools provided that they increase efforts to attract more pupils from socioeconomically disadvantaged backgrounds. This initiative assumed that grammar school attendance boosts the educational attainment and the higher education progression rates of pupils judged to be of high ability. It is already well established that grammar school pupils' high…
Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison
In this country-comparative study, we ask to what extent differentiation in secondary education accounts for the association between social origins and social destinations in adult age. We go beyond the widely applied formal definitions of educational tracking and particularly pay attention to country-specific approaches to educational differentiation. Our main expectation is that once we factor in these particularities, the degree to which educa…
Do secondary education systems influence the overeducation risk of university graduates? A cross-national analysis by field of study and social background
To what extent do features of education systems in the secondary school influence university graduates being overeducated? Previous research shows that the social origin and the field of study of university graduates are relevant predictors of overeducation. However, the strength of the influence of their social origin varies across fields of study. Having a privileged social origin prevents university graduates from being overeducated in fields …
Unravelling the data puzzle: A total survey error perspective on adult learning and education participation in the UK
This paper investigates the methodological discrepancies underlying the measurement of adult learning and education (ALE) participation in the UK by focusing on four major surveys – APiL, PIAAC, AES, and LFS. Grounded in the Total Survey Error (TSE) framework, we systematically examined the surveys’ documentation and compared their definitions, reference periods, and operationalisation of ALE. Our review identified significant inconsistencies, in…
Economics (11 works) · Sociology (8 works) · Intergenerational and Educational Inequality Studies (7 works) · Psychology (7 works) · Economic growth (6 works) · Education Systems and Policy (6 works) · Youth Education and Societal Dynamics (6 works) · Demographic economics (5 works) · Labour economics (5 works) · Political science (5 works)