Liv Anne Støren
Biographic Data
| ID | 3941307 |
|---|---|
| NAME | Liv Anne Støren |
| GIVEN NAMES | Liv Anne |
| FAMILY NAME | Støren |
| SIGNATURE | STOREN L A |
| AFFILIATIONS | NIFU - Nordic Institute for Studies in Innovation, Research and Education, Oslo, Norway |
| ORCID | 0000-0002-4539-7502 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
International student mobility and the transition from higher education to work in Norway
The purpose of this paper is to investigate whether international student mobility (ISM) has an impact on the transition from higher education to work. Two measures of labour market outcomes are investigated: unemployment and skills mismatch. To go beyond existing research, we analyse whether the effect of ISM on these outcomes vary by fields of study, intake grades, sociodemographic variables and more. Our analyses are based on data from the Nor…
Country differences in numeracy skills: How do they vary by job characteristics and education levels
To what extent do favourable job characteristics contribute to the variation in numeracy skills between countries? Based on theory of maintenance and further development of pre-existing skills, this is explored by applying data on numeracy skills among employed persons in seven European countries participating in the Survey of Adult Skills (PIAAC). Regression analyses are used to examine the extent to which numeracy skills vary with job character…
Work-related training and workplace learning: Nordic perspectives and European comparisons
Work-related training and non-formal and informal workplace learning are increasingly being recognised as a key to lifelong learning and to realising the potential for skills development. Globalisation, technology change with further digitalisation, together with demographic change and climate changes are transforming the world of work. This special issue is born out of collaboration between two large research projects, Barriers and drivers regar…
Immigrants’ participation in non-formal job-related training
Participation in job-related training among immigrants is becoming more important in Europe in view of large immigration inflows. This paper considers differences in training participation rates by immigrant background including by whether they are from Western or non-Western origins. Also considered is whether differences by immigrant background depend on whether the training was supported by employers. The analyses are based on individual-level…
Training of various durations: Do we find the same social predictors as for training participation rates
Most studies on participation in training focus on participation versus non-participation. The individual’s participation varies, however, very much in terms of the duration of training, from until a few days to intensive participation. This study examines participation in non-formal training by the total amount of training during a year. In the analysis, we use PIAAC data for eight European countries, of which half represents a group of countrie…
Who attends work-related training five years after graduation? A comparison across European countries
What are the driving forces behind the unequal distribution of training after graduation among higher education graduates? Participation in lifelong learning is restricted here to work-related training. The paper aims at examining the mechanisms that cause variation in training rates, by taking into account fields of study, personal competency profiles, preferences, motivation and effort, as well as job and workplace-related characteristics and s…
Key Factors behind Labour Market Marginalization of Young Immigrants: Limited Access to Apprenticeships, ‘State Dependence’ or Low Qualifications
This article studies the transition from school to work among youth with low or medium-low competence level. Youth who have proceeded to higher education are excluded from the analyses. The youth have all participated in Norwegian upper secondary education, but many have not completed their schooling. The situation of youth of non-Western origin and ethnic Norwegian youth is compared. The effects of apprenticeship experience, qualifications and s…
Sosial reproduksjon i yrkesfagene – Hvordan påvirker bakgrunnsfaktorer hvilken type kompetanse yrkesfagelever oppnår
Artikkelen undersøker betydningen av sosial bakgrunn, kjønn og innvandrerbakgrunn for hva slags kompetanse yrkesfagelevene oppnår. Analysene tyder på at elever i betydelig grad følger i sine foreldres fotspor også gjennom yrkesfaglig videregående opplæring. Yrkeskompetanse i lærefag oppnås oftest av barn av yrkesutdannete foreldre, mens yrkesfagelever med foreldre med høyere utdanning eller med en allmennfaglig videregående utdanning, oftere oppn…
Ethnicity Differences in the Completion Rates of Upper Secondary Education: How Do the Effects of Gender and Social Background Variables Interplay
This article compares completion rates in Norwegian upper secondary education among ethnic minority groups and the ethnic majority. We examine differences by nationality background among the immigrant groups, and between first- and second-generation immigrants, and how the effects of social origin vary between ethnic majority and minority, and between boys and girls. The findings indicate that parents’ education level is of less significance for …
Women's and men's choice of higher education-what explains the persistent sex segregation in Norway
This article examines sex segregation in higher education in Norway. The extent to which parent's education and occupation and students' grades have an impact on the choice of male and female dominated subjects is analysed. The analysis uses a framework which integrates socialisation and rational choice perspectives. The data used are from a retrospective survey referring to the autumn of 2000. It was found that grades in mathematics affected the…
Ethnicity Differences in the Completion Rates of Upper Secondary Education: How Do the Effects of Gender and Social Background Variables Interplay
This article compares completion rates in Norwegian upper secondary education among ethnic minority groups and the ethnic majority. We examine differences by nationality background among the immigrant groups, and between first- and second-generation immigrants, and how the effects of social origin vary between ethnic majority and minority, and between boys and girls. The findings indicate that parents’ education level is of less significance for …
Women's and men's choice of higher education-what explains the persistent sex segregation in Norway
This article examines sex segregation in higher education in Norway. The extent to which parent's education and occupation and students' grades have an impact on the choice of male and female dominated subjects is analysed. The analysis uses a framework which integrates socialisation and rational choice perspectives. The data used are from a retrospective survey referring to the autumn of 2000. It was found that grades in mathematics affected the…
Key Factors behind Labour Market Marginalization of Young Immigrants: Limited Access to Apprenticeships, ‘State Dependence’ or Low Qualifications
This article studies the transition from school to work among youth with low or medium-low competence level. Youth who have proceeded to higher education are excluded from the analyses. The youth have all participated in Norwegian upper secondary education, but many have not completed their schooling. The situation of youth of non-Western origin and ethnic Norwegian youth is compared. The effects of apprenticeship experience, qualifications and s…
Immigrants’ participation in non-formal job-related training
Participation in job-related training among immigrants is becoming more important in Europe in view of large immigration inflows. This paper considers differences in training participation rates by immigrant background including by whether they are from Western or non-Western origins. Also considered is whether differences by immigrant background depend on whether the training was supported by employers. The analyses are based on individual-level…
Work-related training and workplace learning: Nordic perspectives and European comparisons
Work-related training and non-formal and informal workplace learning are increasingly being recognised as a key to lifelong learning and to realising the potential for skills development. Globalisation, technology change with further digitalisation, together with demographic change and climate changes are transforming the world of work. This special issue is born out of collaboration between two large research projects, Barriers and drivers regar…
Training of various durations: Do we find the same social predictors as for training participation rates
Most studies on participation in training focus on participation versus non-participation. The individual’s participation varies, however, very much in terms of the duration of training, from until a few days to intensive participation. This study examines participation in non-formal training by the total amount of training during a year. In the analysis, we use PIAAC data for eight European countries, of which half represents a group of countrie…
Who attends work-related training five years after graduation? A comparison across European countries
What are the driving forces behind the unequal distribution of training after graduation among higher education graduates? Participation in lifelong learning is restricted here to work-related training. The paper aims at examining the mechanisms that cause variation in training rates, by taking into account fields of study, personal competency profiles, preferences, motivation and effort, as well as job and workplace-related characteristics and s…
Sosial reproduksjon i yrkesfagene – Hvordan påvirker bakgrunnsfaktorer hvilken type kompetanse yrkesfagelever oppnår
Artikkelen undersøker betydningen av sosial bakgrunn, kjønn og innvandrerbakgrunn for hva slags kompetanse yrkesfagelevene oppnår. Analysene tyder på at elever i betydelig grad følger i sine foreldres fotspor også gjennom yrkesfaglig videregående opplæring. Yrkeskompetanse i lærefag oppnås oftest av barn av yrkesutdannete foreldre, mens yrkesfagelever med foreldre med høyere utdanning eller med en allmennfaglig videregående utdanning, oftere oppn…
Country differences in numeracy skills: How do they vary by job characteristics and education levels
To what extent do favourable job characteristics contribute to the variation in numeracy skills between countries? Based on theory of maintenance and further development of pre-existing skills, this is explored by applying data on numeracy skills among employed persons in seven European countries participating in the Survey of Adult Skills (PIAAC). Regression analyses are used to examine the extent to which numeracy skills vary with job character…
Women's and men's choice of higher education-what explains the persistent sex segregation in Norway
This article examines sex segregation in higher education in Norway. The extent to which parent's education and occupation and students' grades have an impact on the choice of male and female dominated subjects is analysed. The analysis uses a framework which integrates socialisation and rational choice perspectives. The data used are from a retrospective survey referring to the autumn of 2000. It was found that grades in mathematics affected the…
Ethnicity Differences in the Completion Rates of Upper Secondary Education: How Do the Effects of Gender and Social Background Variables Interplay
This article compares completion rates in Norwegian upper secondary education among ethnic minority groups and the ethnic majority. We examine differences by nationality background among the immigrant groups, and between first- and second-generation immigrants, and how the effects of social origin vary between ethnic majority and minority, and between boys and girls. The findings indicate that parents’ education level is of less significance for …
Key Factors behind Labour Market Marginalization of Young Immigrants: Limited Access to Apprenticeships, ‘State Dependence’ or Low Qualifications
This article studies the transition from school to work among youth with low or medium-low competence level. Youth who have proceeded to higher education are excluded from the analyses. The youth have all participated in Norwegian upper secondary education, but many have not completed their schooling. The situation of youth of non-Western origin and ethnic Norwegian youth is compared. The effects of apprenticeship experience, qualifications and s…
Sosial reproduksjon i yrkesfagene – Hvordan påvirker bakgrunnsfaktorer hvilken type kompetanse yrkesfagelever oppnår
Artikkelen undersøker betydningen av sosial bakgrunn, kjønn og innvandrerbakgrunn for hva slags kompetanse yrkesfagelevene oppnår. Analysene tyder på at elever i betydelig grad følger i sine foreldres fotspor også gjennom yrkesfaglig videregående opplæring. Yrkeskompetanse i lærefag oppnås oftest av barn av yrkesutdannete foreldre, mens yrkesfagelever med foreldre med høyere utdanning eller med en allmennfaglig videregående utdanning, oftere oppn…
Who attends work-related training five years after graduation? A comparison across European countries
What are the driving forces behind the unequal distribution of training after graduation among higher education graduates? Participation in lifelong learning is restricted here to work-related training. The paper aims at examining the mechanisms that cause variation in training rates, by taking into account fields of study, personal competency profiles, preferences, motivation and effort, as well as job and workplace-related characteristics and s…
Country differences in numeracy skills: How do they vary by job characteristics and education levels
To what extent do favourable job characteristics contribute to the variation in numeracy skills between countries? Based on theory of maintenance and further development of pre-existing skills, this is explored by applying data on numeracy skills among employed persons in seven European countries participating in the Survey of Adult Skills (PIAAC). Regression analyses are used to examine the extent to which numeracy skills vary with job character…
Work-related training and workplace learning: Nordic perspectives and European comparisons
Work-related training and non-formal and informal workplace learning are increasingly being recognised as a key to lifelong learning and to realising the potential for skills development. Globalisation, technology change with further digitalisation, together with demographic change and climate changes are transforming the world of work. This special issue is born out of collaboration between two large research projects, Barriers and drivers regar…
Immigrants’ participation in non-formal job-related training
Participation in job-related training among immigrants is becoming more important in Europe in view of large immigration inflows. This paper considers differences in training participation rates by immigrant background including by whether they are from Western or non-Western origins. Also considered is whether differences by immigrant background depend on whether the training was supported by employers. The analyses are based on individual-level…
Training of various durations: Do we find the same social predictors as for training participation rates
Most studies on participation in training focus on participation versus non-participation. The individual’s participation varies, however, very much in terms of the duration of training, from until a few days to intensive participation. This study examines participation in non-formal training by the total amount of training during a year. In the analysis, we use PIAAC data for eight European countries, of which half represents a group of countrie…
International student mobility and the transition from higher education to work in Norway
The purpose of this paper is to investigate whether international student mobility (ISM) has an impact on the transition from higher education to work. Two measures of labour market outcomes are investigated: unemployment and skills mismatch. To go beyond existing research, we analyse whether the effect of ISM on these outcomes vary by fields of study, intake grades, sociodemographic variables and more. Our analyses are based on data from the Nor…
Psychology (7 works) · Pedagogy (5 works) · Political science (5 works) · Sociology (5 works) · Adult education (4 works) · Demographic economics (4 works) · Economic growth (4 works) · Economics (4 works) · Geography (4 works) · Intergenerational and Educational Inequality Studies (4 works)