Dr Judith Glaesser
Judith Glaesser joined the School of Education in 2006, having gained a PhD in sociology from the University of Constance, Germany. In 2008, the Universitätsverlag Konstanz (uvk) published her PhD thesis entitled "Soziale und individuelle Einflussfaktoren auf den Erwerb von Bildungsabschlüssen" (Social and individual influences on the acquisition of educational qualifications).
Her research interests lie in the field of sociology of education, especially social inequality in education and how various factors such as social background and type of school attended combine to shape educational pathways. She is also working on methodological issues, using various large-scale datasets to explore the use of Qualitative Comparative Analysis, an analytic approach based on set theory and Boolean algebra which was developed by Charles Ragin.
In 2008, she was awarded a three year ESRC research fellowship to continue her work on these innovative methodological approaches, within the substantive fields of sociology of education and comparative education. For more information on the work undertaken as part of the fellowship, see http://www.researchcatalogue.esrc.ac.uk/grants/RES-063-27-0240/read
Together with Prof. Barry Cooper (Co-Investigator), she has been working, as Principal Investigator, on a further ESRC grant: “Qualitative Comparative Analysis: Addressing Methodological Challenges, with particular reference to survey data” since January 2013. Steph Thomson, Cooper’s ex-PhD student, also worked as an assistant on the first year of this project. A flavour of the sort of thing they are exploring can be found here:
A summary of the project's aims is here: http://www.esrc.ac.uk/my-esrc/grants/ES.K002570.1/read
Judith was appointed as a lecturer in the School of Education in October 2011 and promoted to Senior Lecturer in October 2014. She would welcome enquiries from prospective research students who are interested in the substantive areas of sociology of education and comparative education. She would also be happy to supervise anyone interested in exploring and/or applying Qualitative Comparative Analysis.
- Exploring and evaluating the use of configurational methods in large n contexts: transitions in the English and German educational systems
- Qualitative Comparative Analysis: Addressing Methodological Challenges, with particular reference to survey data
- Comparative Education
- Inequality in Education
- Social science research methodology
- Sociology of Education
- Glaesser, J. (2015). Young people's educational careers in England and Germany. Integrating survey and interview analysis via Qualitative Comparative Analysis. Basingstoke: Palgrave Macmillan.
- Cooper, B., Glaesser, J., Hammersley, M. & Gomm, R. (2012). Challenging the Qualitative-Quantitative Divide Explorations in Case-focused Causal Analysis. Continuum.
- Glaesser, J. (2008). Soziale und individuelle Einflusse auf den Erwerb von Bildungsabschlussen. Konstanz, Germany: UVK.
Chapter in book
- Glaesser, J. (2009). Arbeitslosigkeit als Risiko auf dem Berufsweg - Psychosoziale Bedingungsfaktoren. In Lebensverlaufe, Lebensbewaltigung, Lebensgluck: Ergebnisse der LifE-Studie. Fend, H., Berger, F. & Grob, U. 123-139.
- Cooper, B. & Glaesser, J. (2009). Educational Expansion and Meritocracy in Britain: a Boolean Analysis. In Expected and unexpected consequences of educational expansion in Europe and the US. Theoretical approaches and empirical findings in comparative perspective. Becker, R. & Hadjar, A. Bern: Haupt. 167-177.
- Cooper, B. & Glaesser, J. (2008), Exploring configurational causation in large datasets with QCA: possibilities and problems, ESRC Research Methods Festival. Oxford, Oxford.
- Cooper, B. & Glaesser, J. (2016). Analysing necessity and sufficiency with Qualitative Comparative Analysis: how do results vary as case weights change?. Quality & Quantity 50(1): 327-346.
- Cooper, B. & Glaesser, J. (2016). Exploring the robustness of set theoretic findings from a large n fsQCA: An illustration from the sociology of education. International Journal of Social Research Methodology 19(4): 445-459.
- Cooper, B. & Glaesser, J. (2016). Qualitative Comparative Analysis, necessary conditions and limited diversity: some problematic consequences of Schneider and Wagemann’s Enhanced Standard Analysis. Field Methods 28(3): 300-315.
- Glaesser, J. & Cooper, B. (2014). Exploring the consequences of a recalibration of causal conditions when assessing sufficiency with fuzzy set QCA. International Journal of Social Research Methodology 17(4): 387-401.
- Glaesser, J. & Cooper, B. (2014). Using Rational Action Theory and Bourdieu's Habitus theory together to account for Educational Decision-making in England and Germany. Sociology 48(3): 463-481.
- Glaesser, J. & Cooper, B. (2012). Educational achievement in selective and comprehensive local education authorities: a configurational analysis. British Journal of Sociology of Education 33(2): 223-244.
- Glaesser, J. & Cooper, B. (2012). Gender, parental education and ability: their interacting roles in predicting GCSE success. Cambridge Journal of Education 42(4): 463-480.
- Cooper, B. & Glaesser, J. (2012). Qualitative Work and The Testing and Development of Theory: Lessons from a Study combining Cross-Case and Within-Case Analysis via Ragin's QCA. Forum: Qualitative Social Research 13(2): 4.
- Cooper, B. & Glaesser, J. (2011). Introduction to the Special Issue: Case-Based Approaches to the Analysis of Quantitative Data. Methodological Innovations Online 6(2 (Special Issue): 1-5.
- Cooper, B. & Glaesser, J. (2011). Paradoxes and pitfalls in using fuzzy set QCA: illustrations from a critical review of a study of educational inequality. Sociological Research Online 16(3): 8.
- Glaesser, J. & Cooper, B. (2011). Selecting cases for in-depth study from a survey dataset: an application of Ragin's configurational methods. Methodological Innovations Online 6(2): 52-70.
- Glaesser, J. & Cooper, B. (2011). Selectivity and Flexibility in the German Secondary School System: A Configurational Analysis of recent data from the German Socio-Economic Panel. European Sociological Review 27(5): 570-585.
- Cooper, B. & Glaesser, J. (2011). Using case-based approaches to analyse large datasets: a comparison of Ragin's fsQCA and fuzzy cluster analysis. International Journal of Social Research Methodology 14(1): 31-48.
- Cooper, B. & Glaesser, J. (2010). Contrasting variable-analytic and case-based approaches to the analysis of survey datasets: exploring how achievement varies by ability across configurations of social class and sex. Methodological Innovations Online 5(1): 4-23.
- Roberts, R., Gott, R. & Glaesser, J. (2010). Students' approaches to open-ended science investigation: the importance of substantive and procedural understanding. Research Papers in Education 25(4): 377-407.
- Glaesser, J., Gott, R., Roberts, R. & Cooper, B. (2009). The roles of substantive and procedural understanding in open-ended science investigations: using fuzzy set qualitative comparative analysis to compare two different tasks. Research in Science Education 39(4): 595-624.
- Glaesser, J., Gott, R., Roberts, R. & Cooper, B. (2009). Underlying success in open-ended investigations in science: using Qualitative Comparative Analysis to identify necessary and sufficient conditions. Research in Science & Technological Education 27(1): 5-30.
- Cooper, B. & Glaesser, J. (2008). How has Educational Expansion changed the Necessary and Sufficient Conditions for Achieving Professional, Managerial and Technical Class Positions in Britain? A Configurational Analysis. Sociological Research Online 13(3): 1-22.
- Glaesser, J. (2008). Just how flexible is the German selective secondary school system? A configurational analysis. International Journal of Research & Method in Education 31(2): 193-209.
- Cooper, B., Glaesser, J. & Thomson, S. (2014). Schneider and Wagemann's proposed Enhanced Standard Analysis for Ragin's Qualitative Comparative Analysis: Some unresolved problems and some suggestions for addressing them. COMPASSS Working Paper 2014-77. COMPASSS (COMPArative Methods for Systematic cross-caSe analySis) 22.
- 2013: Qualitative Comparative Analysis: Addressing Methodological Challenges, with particular reference to survey data (£351526.85 from ESRC)
- 2009: EXPLORING AND EVALUATING (£221882.24 from ESRC)
- 2008: ESRC Fellowship