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

Elena Quintana-Murci


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https://researchid.co/elenaquintanamurci

RESEARCH, TEACHING, or OTHER INTERESTS

Education
13

Scopus Publications

244

Scholar Citations

7

Scholar h-index

6

Scholar i10-index

Scopus Publications

  • Bridging gaps: innovative strategies to improve initial and Continuing VET student engagement and future aspirations
    Elena Quintana-Murci, Carlos Vecina-Merchante, Júlia Vilasís-Pamos
    Journal of Vocational Education and Training, 2026
    High rates of school dropout impact on young people’s educational and employment opportunities highlight the importance of second-chance education programmes. These initiatives aim to raise educational attainment, rebuild motivation to learn and improve employability. However, studies examining the profiles of the young people who attend these programmes are still limited, and reliable assessment tools to measure their progress and inform continuous improvement are insufficient. This research is conducted in two second-chance education centres. The study analysed student profiles, examined teaching practices and developed improvement proposals to enhance motivation, strengthen student – teacher relationships and support learning. Quantitative and qualitative assessment methods were incorporated to guide ongoing improvements. Using a mixed-methods design, data were collected from 23 young people through surveys and in-depth interviews. Findings show that an immigrant background and school experiences strongly affect engagement and increase dropout risk. Key factors include teacher – student relationships, cultural barriers and the psychological effects of migration. Co-creation and collaborative work between students and teachers were found to improve engagement by fostering positive interactions and more inclusive learning environments. Results suggest that students’ perceptions of the education system and their professional aspirations improved after the intervention, alongside notable increases in self-esteem and motivation.
  • Typologies of student vulnerability in second-chance education programmes
    Inmaculada Sureda-Garcia, Rafael Jiménez-López, Francesca Salvá-Mut, Elena Quintana-Murci
    Education Inquiry, 2025
    Students engaged in second-chance education programmes (SCEPs) typically share a common educational trajectory characterised by difficulties and barriers, which hinder their pursuit of other educational pathways. This shared trajectory is associated with various dimensions of vulnerability which shape a heterogeneous group. In this study, we examine 493 young people (ages 19–25) enrolled in three SCEPs in Spain. A cluster analysis with quality indicators of the solution was performed to determine personal, educational, and social vulnerability typologies and compare differentiated response patterns between participants. Moreover, these typologies were compared with other study variables, such as self-perceived physical health, tobacco, alcohol, and other substance use, and mobile phone and Internet addiction. Five vulnerability typologies were defined in this study: Unperceived, Emotionally Fragile, Economically Disadvantaged, Low Achievers, and Highly Unprotected. The study outlines differentiated response patterns and proposes tailored psychosocial educational interventions for each vulnerability profile, offering insights to address the diverse needs of students in SCEPs.
  • Running Collaborative Competence Groups - Exploring Experiences From Five Countries
    Vibeke Krane, Ewelina Zubala, Thomas H. Thorning, Elena Quintana Murci, Eunice Macedo
    International Journal of Qualitative Methods, 2025
    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, Francesca Salvà-Mut
    Journal of Vocational Education and Training, 2024
    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, Elena Quintana-Murci
    Emerging Adulthood, 2023
    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, C. Touza
    World Sustainability Series, 2022
  • Emotional and behavioural engagement among spanish students in vocational education and training
    Inmaculada Sureda-García, Rafael Jiménez-López, Olaya Álvarez-García, Elena Quintana-Murci
    Sustainability Switzerland, 2021
    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.
  • Student engagement in Vocational Education and Training: Differential analysis in the province of Valencia1
    Navas Saurin, Almudena A., Abiétar López, Míriam, Bernad i Garcia, Joan Carles, Córdoba Iñesta, Ana Isabel, Giménez Urraco, Elena, et al.
    Revista De Educacion, 2021
    Estudio sobre la vinculación de los estudiantes de formación profesional en FPB y FPGM
  • Making Spanish young women’s transition to adulthood visible: a biographical analysis in times of crisis
    Elena Quintana-Murci, Francesca Salvà-Mut, María Tugores-Ques
    International Journal of Adolescence and Youth, 2020
    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
    Living Like A Girl Agency Social Vulnerability and Welfare Measures in Europe and Beyond, 2020
  • NEETs in Spain: an analysis in a context of economic crisis
    Francesca Salvà-Mut, María Tugores-Ques, Elena Quintana-Murci
    International Journal of Lifelong Education, 2018
  • School-to-work transitions in times of crisis: the case of Spanish youth without qualifications
    Francesca Salvà-Mut, Caterina Thomás-Vanrell, Elena Quintana-Murci
    Journal of Youth Studies, 2016
  • Inclusion and exclusion factors in adult education of youth with a low educational level in Spain
    Danielle Desmarais, Elena Quintana-Murci, Salva-Mut Salva-Mut
    European Journal for Research on the Education and Learning of Adults, 2015

RECENT SCHOLAR PUBLICATIONS

  • Bridging gaps: innovative strategies to improve initial and Continuing VET student engagement and future aspirations
    E Quintana-Murci, C Vecina-Merchante, J Vilasís-Pamos
    Journal of Vocational Education & Training, 1-22 , 2026
    2026
  • The influence of socio-professional characteristics on the self-efficacy of vocational education teachers
    E García de Olalla Gutiérrez, A., Tugores Ques, M., Pinya-Medina, C ...
    In L.Moreno Herrera, P. Gougoulakis, M. Teräs, & J. Kontio (Eds … , 2025
    2025
  • The Influence of Socio-Occupational Characteristics in VET Teachers’ Self-efficacy
    AG de Olalla Gutierrez, MT Ques, C Pinya-Medina, E Quintana-Murci
    Career Development, Digitalization and Inclusive Learning: Empowering the … , 2025
    2025
  • Typologies of student vulnerability in second-chance education programmes
    E Sureda-Garcia, I., Jiménez-López, R., Salvá-Mut, F., & Quintana-Murci
    Education Inquiry, 1-24 , 2025
    2025
    Citations: 3
  • 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
    2025
    Citations: 5
  • The Challenge of Student Dropout in Vocational Education and Training in Spain: Current situation, Causes and Solutions58F
    E Quintana-Murci, F Salvà-Mut, M Moso-Díez, A Mondaca Soto, ...
    Apprenticeships in England–Initial or Continuing VET, 472 , 2025
    2025
    Citations: 1
  • Prácticas pedagógicas: un análisis de los estilos de enseñanza en elprofesorado de FP en las Islas Baleares
    AG de Olalla, CP Medina, FS Mut, EQ Murci, OA García, MT Ques, ...
    Investigación educativa en red frente a los desafíos de la educación, 101-113 , 2025
    2025
  • Políticas para la igualdad de género en la educación y en la formación profesional en España
    E Salvà-Mut, F. , & Quintana-Murci
    Millenaar, D. Garino, E. Roberti y C. Jacinto (comp.). Interpelaciones a la … , 2024
    2024
  • El abandono de los estudios en la Formación Profesional en España: diagnóstico y propuestas de mejora
    F Salvà Mut, M Moso Díez, E Quintana Murci
    CaixaBank dualiza , 2024
    2024
    Citations: 7
  • Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background
    F Cerdà-Navarro, A., Quintana-Murci, E., Salvà-Mut
    Journal of Vocational Education & Training 76 (3), 619-643 , 2024
    2024
    Citations: 33
  • La educación para la igualdad de género: una propuesta formativa para educadoras y educadores sociales
    FS Mut, EQ Murci
    Ediciones Octaedro , 2023
    2023
    Citations: 1
  • THE MOTIVATION OF VOCATIONAL TRAINING STUDENTS: A KEY ELEMENT IN THE PREVENTION OF DROPOUT
    C Pinya-Medina, C Vecina-Merchante, MRF Puertas, F Salvà-Mut, ...
    EDULEARN23 Proceedings, 3029-3033 , 2023
    2023
  • 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, C Touza
    Handbook of Best Practices in Sustainable Development at University Level, 45-64 , 2022
    2022
    Citations: 2
  • Propuesta de innovación educativa para la promoción de la calidad en Educación Ambiental en los estudios de Grado
    O Álvarez, EQ Murci, MM López
    Educación y sociedad: pensamiento e innovación para la transformación social … , 2022
    2022
  • La cocreación como metodología de intervención socioeducativa en centros de formación ocupacional
    EQ Murci, CT Vanrell, CV Merchante
    Educación y sociedad: pensamiento e innovación para la transformación social … , 2022
    2022
  • Early School Leaving and Transition to Adulthood: A Case Study of a Spanish Mediterranean Region
    E Salvà-Mut, F., Tugores-Ques, M., & Quintana-Murci
    Emerging Adulthood 11 (1), 207-220 , 2022
    2022
    Citations: 3
  • 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
    2021
    Citations: 1
  • Poor Educational Attainment, Training Opportunities and Transitions to Adulthood
    E Quintana-Murci, M Tugores-Ques, F Salvà-Mut
    Living Like a Girl: Agency, Social Vulnerability and Welfare Measures in … , 2021
    2021
  • Implicación del estudiantado en Formación Profesional: análisis diferencial en la provincia de Valencia
    AAN Saurin, MA López, JCB i García, AIC Iñesta, EG Urraco, EM Crespo, ...
    Revista de Educación, 189-204 , 2021
    2021
    Citations: 10
  • Emotional and Behavioural Engagement among Spanish Students in Vocational Education and Training
    I Sureda-Garcia, R Jiménez-Lopez, ...
    Sustainability 13 (7) , 2021
    2021
    Citations: 21

MOST CITED SCHOLAR PUBLICATIONS

  • NEETs in Spain: an analysis in a context of economic crisis
    F Salvà-Mut, M Tugores-Ques, E Quintana-Murci
    International Journal of Lifelong Education 37 (2), 168-183 , 2018
    2018
    Citations: 67
  • School-to-work transitions in times of crisis: the case of Spanish youth without qualifications
    F Salvà-Mut, C Thomás-Vanrell, E Quintana-Murci
    Journal of Youth Studies 19 (5), 593-611 , 2016
    2016
    Citations: 51
  • Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background
    F Cerdà-Navarro, A., Quintana-Murci, E., Salvà-Mut
    Journal of Vocational Education & Training 76 (3), 619-643 , 2024
    2024
    Citations: 33
  • Inclusion and exclusion factors in adult education of youth with a low educational level in Spain
    D Desmarais, E Quintana-Murci, SM Salva-Mut
    European journal for Research on the Education and Learning of Adults 6 (1 … , 2015
    2015
    Citations: 23
  • Emotional and Behavioural Engagement among Spanish Students in Vocational Education and Training
    I Sureda-Garcia, R Jiménez-Lopez, ...
    Sustainability 13 (7) , 2021
    2021
    Citations: 21
  • Implicación del estudiantado en Formación Profesional: análisis diferencial en la provincia de Valencia
    AAN Saurin, MA López, JCB i García, AIC Iñesta, EG Urraco, EM Crespo, ...
    Revista de Educación, 189-204 , 2021
    2021
    Citations: 10
  • Making Spanish young women’s transition to adulthood visible: A biographical analysis in times of crisis
    E Quintana-Murci, F Salvà-Mut, M Tugores-Ques
    International Journal of Adolescence and Youth 25 (1), 329-342 , 2020
    2020
    Citations: 9
  • El abandono de los estudios en la Formación Profesional en España: diagnóstico y propuestas de mejora
    F Salvà Mut, M Moso Díez, E Quintana Murci
    CaixaBank dualiza , 2024
    2024
    Citations: 7
  • 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
    2025
    Citations: 5
  • Typologies of student vulnerability in second-chance education programmes
    E Sureda-Garcia, I., Jiménez-López, R., Salvá-Mut, F., & Quintana-Murci
    Education Inquiry, 1-24 , 2025
    2025
    Citations: 3
  • Early School Leaving and Transition to Adulthood: A Case Study of a Spanish Mediterranean Region
    E Salvà-Mut, F., Tugores-Ques, M., & Quintana-Murci
    Emerging Adulthood 11 (1), 207-220 , 2022
    2022
    Citations: 3
  • Students’ profile engaged in vet programmes in the catalan context
    P Olmos-Rueda, Ò Mas-Torelló, E Quintana-Murci
    Fernando Marhuenda and María José Chisvert-Tarazona (Editors), 28 , 2019
    2019
    Citations: 3
  • INCLUSION AND EXCLUSION IN CONTINUING EDUCATION FOR ADULTS: THE CASE OF YOUNG PEOPLE WITH A LOW LEVEL OF EDUCATION IN SPAIN1
    F Salvà-Mut, E Quintana-Murci, D Desmarais
    Changing Configurations of Adult Education in Transitional Times, 183 , 2014
    2014
    Citations: 3
  • 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, C Touza
    Handbook of Best Practices in Sustainable Development at University Level, 45-64 , 2022
    2022
    Citations: 2
  • The Challenge of Student Dropout in Vocational Education and Training in Spain: Current situation, Causes and Solutions58F
    E Quintana-Murci, F Salvà-Mut, M Moso-Díez, A Mondaca Soto, ...
    Apprenticeships in England–Initial or Continuing VET, 472 , 2025
    2025
    Citations: 1
  • La educación para la igualdad de género: una propuesta formativa para educadoras y educadores sociales
    FS Mut, EQ Murci
    Ediciones Octaedro , 2023
    2023
    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
    2021
    Citations: 1
  • Las transiciones a la vida adulta de las mujeres jóvenes: un análisis biográfico
    E Quintana Murci
    Universitat de les Illes Balears , 2016
    2016
    Citations: 1
  • Bridging gaps: innovative strategies to improve initial and Continuing VET student engagement and future aspirations
    E Quintana-Murci, C Vecina-Merchante, J Vilasís-Pamos
    Journal of Vocational Education & Training, 1-22 , 2026
    2026
  • The influence of socio-professional characteristics on the self-efficacy of vocational education teachers
    E García de Olalla Gutiérrez, A., Tugores Ques, M., Pinya-Medina, C ...
    In L.Moreno Herrera, P. Gougoulakis, M. Teräs, & J. Kontio (Eds … , 2025
    2025