Elena Quintana-Murci

@uib.eu

Tenured contract senior lecturer, Department of Applied Pedagogy and Educational Psychology, Faculty of Education, University of the Balearic Islands
Tenured contract senior lecturer



              

https://researchid.co/elenaquintanamurci

RESEARCH, TEACHING, or OTHER INTERESTS

Education

12

Scopus Publications

184

Scholar Citations

7

Scholar h-index

6

Scholar i10-index

Scopus Publications

  • Typologies of student vulnerability in second-chance education programmes
    Inmaculada Sureda-Garcia, Rafael Jiménez-López, Francesca Salvá-Mut, and Elena Quintana-Murci
    Informa UK Limited

  • Running Collaborative Competence Groups - Exploring Experiences From Five Countries
    Vibeke Krane, Ewelina Zubala, Thomas H. Thorning, Elena Quintana Murci, and Eunice Macedo
    SAGE Publications
    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-creation through social inclusion in education (COSI.ed). The CCGs have been conducted in five countries over a three-year period: Denmark, Norway, Poland, Portugal and Spain. We have analyzed documents used in the CCG work and focus group discussions among the CCG facilitators. The findings show how it is essential to recruit adequate stakeholders and how the network can contribute as gatekeepers in this identification. Preparation for the CCG meetings is essential, and a close collaboration with the main project team is crucial. A feedback loop is created by requesting feedback from the main project team and bringing back feedback from the CCG discussions. The facilitators experienced that it could be challenging to involve all stakeholders in the discussions. We discuss how it is possible to foster solutions for sustainable CCGs. We also discuss the challenges and possibilities associated with the facilitator role. Moreover, challenges related to the power imbalance are discussed. We conclude that CCGs can be used as a tool for co-creation in collaborative research within a broad range of disciplines.

  • Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background
    Antoni Cerdà-Navarro, Elena Quintana-Murci, and Francesca Salvà-Mut
    Informa UK Limited
    ABSTRACT 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 monitoring period, dropped out without obtaining the corresponding qualification. The study was carried out in a Mediterranean region (Mallorca) with the highest levels of school dropout in Spain and an economy essentially centred on tourism. Results show that the most important reasons for dropping out are finding a job or wanting to find one, obtaining bad results and wanting to do other courses. The analysis highlights differences in reasons for dropping out by sex, ethnicity, age, the perception of financial difficulties and previous academic background. The findings suggest that educational interventions aimed at reducing dropout at this level of education should take into account the heterogeneity of student profiles as well as the limitations of the quantitative perspective in analysing students’ reasons for dropping out.

  • Early School Leaving and Transition to Adulthood: A Case Study of a Spanish Mediterranean Region
    Francesca Salvà-Mut, María Tugores-Ques, and Elena Quintana-Murci
    SAGE Publications
    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, and parenting processes. Secondly, seven models of transition were identified based on the combination of main markers of transition to adulthood. Results showed the strong impact of educational level and gender on youth transitions, and the great vulnerability of youth with a low educational level specifically in employment and being these difficulties greater for women.

  • Toward a Faculty Aligned with the Sustainable Development Goals: Sustainability, Equality and Equity Action Plan (University of the Balearic Islands)
    O. Álvarez-García, E. Quintana-Murci, D. Forteza-Forteza, and C. Touza
    Springer International Publishing

  • Emotional and behavioural engagement among spanish students in vocational education and training
    Inmaculada Sureda-García, Rafael Jiménez-López, Olaya Álvarez-García, and Elena Quintana-Murci
    MDPI AG
    The purpose of this study is to analyse the importance of student engagement in Vocational Education and Training (VET) in Spain. In accordance with this concept, we analyse how emotional engagement (relations with teachers, relations with peers, family support for learning, and perception of family commitment) influences the behavioural engagement (school effort and commitment, school indiscipline) in academic activities of students in basic and intermediate VET. The sample comprises 1180 students (65.4% male), 28.8% in basic VET and 71.2% in intermediate VET, ranging in age from 14 to 19 years. Data analysis bases on linear regression and regression trees enable the prediction of behavioural engagement according to the subdimensions of emotional engagement, sociodemographic characteristics of the subpopulations, and level of studies. Significant differences were found (t(1013.8) = 8.37, p < 0.001) for the variable of sex (a higher value in females), and variable of the level of studies (t(579.1) = 3.60, p < 0.001) in behavioural engagement. All correlations between the indicators for the behavioural and emotional dimensions were significant. The results provide favourable profiles of behavioural engagement related to having good relationships with the teaching staff, being female, and being enrolled in intermediate VET. These findings imply the reorientation of educational intervention.


  • Making Spanish young women’s transition to adulthood visible: a biographical analysis in times of crisis
    Elena Quintana-Murci, Francesca Salvà-Mut, and María Tugores-Ques
    Informa UK Limited
    ABSTRACT 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 interaction and intersection of four analytical variables: the centrality of work (paid or domestic and care work), attitudes (more or less dependence), the prevalence of traditional gender roles and the centrality of education/training. These models are framed in a macroeconomic context of strong economic and social crisis characterised by precariousness, a shortage of jobs and labour instability. The results of this study allowed us to make visible the situation of young women in Spain while offering possible solutions to their clear disadvantages and social vulnerability.

  • Poor educational attainment, training opportunities and transitions to adulthood: The case of young Spanish women


  • NEETs in Spain: an analysis in a context of economic crisis
    Francesca Salvà-Mut, María Tugores-Ques, and Elena Quintana-Murci
    Informa UK Limited
    Abstract 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 differences between the diverse subgroups were analysed. A mixed methodology was used: a quantitative perspective, which enabled a statistical and regression analysis using data that were obtained through questionnaires, and a qualitative perspective based on a biographical interview, which made it possible to focus on perceptions and processes. The results enable us to identify the common characteristics of the NEET population as well as the perceptions and determining factors of the three typologies.

  • School-to-work transitions in times of crisis: the case of Spanish youth without qualifications
    Francesca Salvà-Mut, Caterina Thomás-Vanrell, and Elena Quintana-Murci
    Informa UK Limited
    ABSTRACT 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 instrument was the biographical interview and a second phase with a quantitative focus in which data were collected using a questionnaire. The results show the effect of dropping out of education without qualifications on the pathways of the youths as well as their greater vulnerability in the current period of economic crisis, which results in a high percentage of the population that has no employment, education or training. This effect is even greater among women. This study highlights the difficulties associated to returning to education, the reproduction of educational exclusion in the population that did not obtain the diploma corresponding to compulsory secondary education, and a lack of public policies to support this specific population.

  • Inclusion and exclusion factors in adult education of youth with a low educational level in Spain
    Danielle Desmarais, Elena Quintana-Murci, and Salva-Mut Salva-Mut
    Linkoping University Electronic Press
    In this paper we analyse, from a biographical perspective, youth participation in education and training, aged between 26 and 28 years, who have no qualifications or at most have a qualification corresponding to the Lower Secondary Education Certificate (LSEC) (ISCED 0-2), during the 10 years elapsed between the end of compulsory education (2000) and the time of the interview (2010). As regards their personal life stories, we cover a broad period which includes different stages in the transition into adulthood, stages which take place in a historical context in which we have moved from a time characterised by ease of access to employment among youth with a low educational level to another time in which youth unemployment levels affects over half of the workforce aged 16 to 24 and in which public policies supporting training and social and professional insertion of young people with a low educational level have been reduced.

RECENT SCHOLAR PUBLICATIONS

  • Typologies of student vulnerability in second-chance education programmes
    E Sureda-Garcia, I., Jimnez-Lpez, R., Salv-Mut, F., & Quintana-Murci
    Education Inquiry, 1-24 2025

  • Running Collaborative Competence Groups-Exploring Experiences From Five Countries
    V Krane, E Zubala, TH Thorning, E Quintana Murci, E Macedo
    International Journal of Qualitative Methods 24, 16094069241306082 2025

  • Polticas para la igualdad de gnero en la educacin y en la formacin profesional en Espaa
    E Salv-Mut, F. , & Quintana-Murci
    . Millenaar, D. Garino, E. Roberti y C. Jacinto (comp.). Interpelaciones a 2024

  • Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background
    F Cerd-Navarro, A., Quintana-Murci, E., Salv-Mut
    Journal of Vocational Education & Training 76 (3), 619-643 2024

  • La educacin para la igualdad de gnero: una propuesta formativa para educadoras y educadores sociales
    FS Mut, EQ Murci
    Ediciones Octaedro 2023

  • THE MOTIVATION OF VOCATIONAL TRAINING STUDENTS: A KEY ELEMENT IN THE PREVENTION OF DROPOUT
    C Pinya-Medina, C Vecina-Merchante, MRF Puertas, F Salv-Mut, ...
    EDULEARN23 Proceedings, 3029-3033 2023

  • Toward a faculty aligned with the sustainable development goals: Sustainability, equality and equity action plan (University of the Balearic Islands)
    O lvarez-Garca, E Quintana-Murci, D Forteza-Forteza, C Touza
    Handbook of Best Practices in Sustainable Development at University Level, 45-64 2022

  • Propuesta de innovacin educativa para la promocin de la calidad en Educacin Ambiental en los estudios de Grado
    O lvarez, EQ Murci, MM Lpez
    Educacin y sociedad: pensamiento e innovacin para la transformacin social 2022

  • La cocreacin como metodologa de intervencin socioeducativa en centros de formacin ocupacional
    EQ Murci, CT Vanrell, CV Merchante
    Educacin y sociedad: pensamiento e innovacin para la transformacin social 2022

  • Early School Leaving and Transition to Adulthood: A Case Study of a Spanish Mediterranean Region
    E Salv-Mut, F., Tugores-Ques, M., & Quintana-Murci
    Emerging Adulthood 11 (1), 207-220 2022

  • Student engagement in vocational education and training: Differential analysis in the province of Valencia
    AA Navas Saurin, M Abietar Lopez, JCB Garcia, AI Cordoba Inesta, ...
    REVISTA DE EDUCACION, 189-213 2021

  • Poor Educational Attainment, Training Opportunities and Transitions to Adulthood
    E Quintana-Murci, M Tugores-Ques, F Salv-Mut
    Living Like a Girl: Agency, Social Vulnerability and Welfare Measures in 2021

  • Implicacin del estudiantado en Formacin Profesional: anlisis diferencial en la provincia de Valencia
    AAN Saurin, MA Lpez, JCB i Garca, AIC Iesta, EG Urraco, EM Crespo, ...
    Revista de Educacin, 189-204 2021

  • Emotional and Behavioural Engagement among Spanish Students in Vocational Education and Training
    I Sureda-Garcia, R Jimnez-Lopez, ...
    Sustainability 13 (7) 2021

  • Making Spanish young women’s transition to adulthood visible: A biographical analysis in times of crisis
    E Quintana-Murci, F Salv-Mut, M Tugores-Ques
    International Journal of Adolescence and Youth 25 (1), 329-342 2020

  • Gender segregation in vocational education
    EQ Murci
    Revista de Sociologa de la Educacin-RASE 13 (3), 473-474 2020

  • Coeducacin y desarrollo comunitario: un anlisis de las percepciones y expectativas de sus protagonistas
    CV Merchante, CP Medina, EQ Murci
    Claves para la innovacin pedaggica ante los nuevos retos: respuestas en la 2020

  • Students’ profile engaged in vet programmes in the catalan context
    P Olmos-Rueda, Mas-Torell, E Quintana-Murci
    Fernando Marhuenda and Mara Jos Chisvert-Tarazona (Editors), 28 2019

  • NEETs in Spain: an analysis in a context of economic crisis
    F Salv-Mut, M Tugores-Ques, E Quintana-Murci
    International Journal of Lifelong Education 37 (2), 168-183 2018

  • School-to-work transitions in times of crisis: the case of Spanish youth without qualifications
    F Salv-Mut, C Thoms-Vanrell, E Quintana-Murci
    Journal of Youth Studies 19 (5), 593-611 2016

MOST CITED SCHOLAR PUBLICATIONS

  • NEETs in Spain: an analysis in a context of economic crisis
    F Salv-Mut, M Tugores-Ques, E Quintana-Murci
    International Journal of Lifelong Education 37 (2), 168-183 2018
    Citations: 60

  • School-to-work transitions in times of crisis: the case of Spanish youth without qualifications
    F Salv-Mut, C Thoms-Vanrell, E Quintana-Murci
    Journal of Youth Studies 19 (5), 593-611 2016
    Citations: 44

  • Inclusion and exclusion factors in adult education of youth with a low educational level in Spain
    F Salva-Mut, E Quintana-Murci, D Desmarais
    European journal for Research on the Education and Learning of Adults 6 (1 2015
    Citations: 19

  • Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background
    F Cerd-Navarro, A., Quintana-Murci, E., Salv-Mut
    Journal of Vocational Education & Training 76 (3), 619-643 2024
    Citations: 17

  • Emotional and Behavioural Engagement among Spanish Students in Vocational Education and Training
    I Sureda-Garcia, R Jimnez-Lopez, ...
    Sustainability 13 (7) 2021
    Citations: 15

  • Making Spanish young women’s transition to adulthood visible: A biographical analysis in times of crisis
    E Quintana-Murci, F Salv-Mut, M Tugores-Ques
    International Journal of Adolescence and Youth 25 (1), 329-342 2020
    Citations: 10

  • Implicacin del estudiantado en Formacin Profesional: anlisis diferencial en la provincia de Valencia
    AAN Saurin, MA Lpez, JCB i Garca, AIC Iesta, EG Urraco, EM Crespo, ...
    Revista de Educacin, 189-204 2021
    Citations: 9

  • Early School Leaving and Transition to Adulthood: A Case Study of a Spanish Mediterranean Region
    E Salv-Mut, F., Tugores-Ques, M., & Quintana-Murci
    Emerging Adulthood 11 (1), 207-220 2022
    Citations: 2

  • Students’ profile engaged in vet programmes in the catalan context
    P Olmos-Rueda, Mas-Torell, E Quintana-Murci
    Fernando Marhuenda and Mara Jos Chisvert-Tarazona (Editors), 28 2019
    Citations: 2

  • INCLUSION AND EXCLUSION IN CONTINUING EDUCATION FOR ADULTS: THE CASE OF YOUNG PEOPLE WITH A LOW LEVEL OF EDUCATION IN SPAIN1
    F Salv-Mut, E Quintana-Murci, D Desmarais
    Changing Configurations of Adult Education in Transitional Times, 183 2014
    Citations: 2

  • La educacin para la igualdad de gnero: una propuesta formativa para educadoras y educadores sociales
    FS Mut, EQ Murci
    Ediciones Octaedro 2023
    Citations: 1

  • Toward a faculty aligned with the sustainable development goals: Sustainability, equality and equity action plan (University of the Balearic Islands)
    O lvarez-Garca, E Quintana-Murci, D Forteza-Forteza, C Touza
    Handbook of Best Practices in Sustainable Development at University Level, 45-64 2022
    Citations: 1

  • Student engagement in vocational education and training: Differential analysis in the province of Valencia
    AA Navas Saurin, M Abietar Lopez, JCB Garcia, AI Cordoba Inesta, ...
    REVISTA DE EDUCACION, 189-213 2021
    Citations: 1

  • Las transiciones a la vida adulta de las mujeres jvenes: un anlisis biogrfico
    E Quintana Murci
    Universitat de les Illes Balears 2016
    Citations: 1