Aller au menu Aller au contenu Aller à la recherche
  • Français
  • English

Fiche de JONGBLOED Janine

Fonction : Young Doctor, Associate Researcher, Engineer

Thesis

Thesis Directors : Jean-François GIRET and Jake MURDOCH

Thesis Title : Do educational systems generate well-beinginequalities? : an international comparative analysis

Abstract:

This study investigates the association between post-secondary education and well-being in international comparative perspective, conceptualizing well-being as a capability-informed measure of flourishing. Based on a combined human capital–capability approach, post-secondary education, operationalized as highest post-secondary educational credential, is hypothesized to relate positively with well-being net of individual-level and country-level controls at both the micro and macro levels of analysis. Prominent critiques of these approaches, suggesting indirect effects through occupational sorting at the individual level and economic factors at the country level, are also explored.

Beyond these overall associations, differences amongst countries are anticipated: Therefore, a modified educational welfare regimes framework informed by comparative educational research is proposed based on an analytical taxonomy mapping onto post-secondary educational stratification and decommodification. Levels of, and the association between, education and well-being are compared amongst individuals and countries, exploring the macro–micro interaction between institutional arrangements and life outcomes. Effects are tested parametrically in regression models using interaction effects and a ‘two-step’ approach to hierarchical data analysis, as well as mediation models comparing human agency-orientated perspectives and their social selection-based critiques.

These results are interpreted through a frame of inquiry focused on educational inequalities in well-being, finding that education and well-being are significantly associated at both the micro and macro levels even with the inclusion of relevant control variables. However, patterns in the strength of these associations amongst countries are complex, varying with the operationalization of well-being used and depending on both levels of educational stratification and decommodification. These findings offer some support for the notion that equalizing, or non-stratifying, educational systems, as well as decommodifying redistribution efforts, are instrumental in the effort to counter inequalities in well-being.

 

Keywords: Post-secondary education; well-being; capability approach; inequalities; welfare regimes; Europe

 

 

Publications



20 documents

Article dans une revue

  • Ashley Pullman, Janine Jongbloed. The relative relationship between education and workplace task discretion: an international comparative perspective. Journal of Education and Work, Taylor & Francis (Routledge), In press, 32 (1), pp.66-84. ⟨10.1080/13639080.2019.1594173⟩. ⟨hal-02088281⟩
  • Agathe Fanchini, Janine Jongbloed, Agathe Dirani. Examining the well-being and creativity of schoolchildren in France. Cambridge Journal of Education, Taylor & Francis (Routledge), 2019, pp.391-416. ⟨10.1080/0305764X.2018.1536197⟩. ⟨halshs-01976820⟩
  • Janine Jongbloed. Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans. European Educational Research Journal, Symposium Journals (with European Educational Research Association), 2018. ⟨halshs-01779581⟩
  • Janine Jongbloed, Ashley Pullman. Well-being in the Welfare State?: the redistributive capacity of education. European Journal of Education, Wiley, 2016, 51 (4), pp.564-586. ⟨10.1111/ejed.12196⟩. ⟨halshs-01413072⟩
  • Janine Jongbloed. Elucidating the constructs happiness and wellbeing: A mixed methods approach. International journal of wellbeing, 2015, 5 (3). ⟨halshs-01222513⟩

Communication dans un congrès

  • Janine Jongbloed, Jean-François Giret. The variable role of education in predicting youth NEET statuses: A 'gendered youth transition regimes' perspective. Problematic school-to-work transitions in Europe, Transitions in Youth (TIY), Oct 2019, Maastricht, Netherlands. ⟨halshs-02318445⟩
  • Janine Jongbloed, Magali Danner, Jean-François Giret, Christine Guégnard, Olivier Joseph. Patterns in NEET status during the school-to-work transition in France. Patterns in NEET status during the school-to-work transition in France, Oct 2019, Maastricht, Pays-Bas. ⟨halshs-02381477⟩
  • Janine Jongbloed, Lesley Andres. Measuring educational participation and attainment over the life course. Life Courses in Comparable Perspective: Similarities and Differences of Predictors and Outcomes between Countries, Times and Populations, SSLLS (Society for Longitudinal and Life Course Studies), Sep 2019, Postdam, Germany. ⟨halshs-02318437⟩
  • Janine Jongbloed, Jean-François Giret. L'éloignement des études et de l'emploi pour les situations jeunes en situation de NEET : une comparaison européenne. Actualité de la Recherche en Éducation et en Formation (AREF), AECSE (Association des Enseignants et des Chercheurs en Sciences de l'Éducation); SSRE (Société Suisse pour la Recherche en Éducation); ABC-Educ (Association belge des chercheurs en Education); Ceds; Lab-E3D; Laces; ESPE d'Aquitaine; Faculté des Sciences de l'Education de l'Université de Bordeaux, Jul 2019, Bordeaux, France. ⟨hal-02187275⟩
  • Jean-François Giret, Janine Jongbloed. Quality of Life of Neet Youth across Europe: The Perceived Welfare of the 'out-of-School Jobless'. Fathomless Futures. Algorithmic and Imagined, SASE (Society for the Advancement of Socio-Economics), Jun 2019, New-York, United States. ⟨halshs-02187658⟩
  • Janine Jongbloed, Ashley Pullman. Cross-country comparisons on the relative relationship between education and workplace task discretion. The International Conference on PIAAC and PIAAC-Longitudinal, GESIS (Leibniz Institut für Sozialwissenschaften), Apr 2017, Mannheim, Germany. ⟨halshs-01867570⟩
  • Janine Jongbloed, Agathe Fanchini, Agathe Dirani. Flourishing at school in France: Creativity and wellbeing in flux in preadolescence?. Education and the Life Course: Determinants and Consequences of Unequal Educational Opportunities, Society for Longitudinal and Life Course Studies, Oct 2016, Bamberg, Germany. ⟨halshs-01413152⟩
  • Janine Jongbloed, Lesley Andres, Ashley Pullman. The long arm of education? A 28-year perspective on the consequences of education for job quality and wellbeing over adulthood. Education and the Life Course: Determinants and Consequences of Unequal Educational Opportunities, Oct 2016, Bamberg, Germany. ⟨halshs-01867311⟩
  • Janine Jongbloed, Ashley Pullman. Discretion, capabilities and autonomy: The role of education from an international comparative perspective. Sixty Years of Comparative and International Education: Taking Stock and Looking Forward, Comparative and International Education Society, Mar 2016, Vancouver, Canada. ⟨halshs-01867417⟩
  • Janine Jongbloed. La diversité des parcours au sein du système éducatif améliore-t-elle les chances de réussite dans la vie ?. XXIIes journées d'étude sur les données longitudinales dans l'analyse du marché du travail, CEREQ; CLERSÉ, Dec 2015, Lille, France. pp.387-400. ⟨halshs-01264085⟩
  • Janine Jongbloed. Higher education for a better life: Canada in international context. Annual conference of CSSHE, CSSHE (Canadian Society for the Study of Higher Education), May 2015, Ottawa, Canada. ⟨halshs-01222523⟩
  • Janine Jongbloed. Higher learning for happiness? The non-economic benefits of higher education. Annual conference of CSSHE, CSSHE (Canadian Society for the Study of Higher Education), May 2015, Ottawa, Canada. ⟨halshs-01222533⟩
  • Janine Jongbloed, Maria Adamuti-Trache, Lesley Andres, Throy Campbell, Ashley Pullman, et al.. Higher Education from a Longitudinal and Life Course Perspective. Annual conference of CSSHE, CSSHE (Canadian Society for the Study of Higher Education), May 2015, Ottawa, Canada. ⟨halshs-01222543⟩

Autre publication

  • Janine Jongbloed. Book review "Mindful Teaching and Learning: Developing a Pedagogy of Well-Being" by K. Ragoonaden, Ed.. 2016, pp.179-181. ⟨halshs-01312921⟩

Thèse

  • Janine Jongbloed. Do educational systems generate well-being inequalities? : an international comparative analysis. Education. Université Bourgogne Franche-Comté, 2018. English. ⟨NNT : 2018UBFCH020⟩. ⟨tel-02083978⟩

 
 

photo_de_profil:
2572
identite:
JONGBLOED Janine
fonction:
Young Doctor, Associate Researcher, Engineer
adresse_postale:
telephone:
bureau:
fax:
courriel:
Janine.Jongbloed@u-bourgogne.fr
url_site_perso_ou_professionnel:
cv:
kc_data:
a:8:{i:0;s:0:"";s:4:"mode";s:0:"";s:3:"css";s:0:"";s:9:"max_width";s:0:"";s:7:"classes";s:0:"";s:9:"thumbnail";s:0:"";s:9:"collapsed";s:0:"";s:9:"optimized";s:0:"";}
kc_raw_content:

{tab=Thesis}

Thesis Directors : Jean-François GIRET and Jake MURDOCH

Thesis Title : Do educational systems generate well-beinginequalities? : an international comparative analysis

Abstract:

This study investigates the association between post-secondary education and well-being in international comparative perspective, conceptualizing well-being as a capability-informed measure of flourishing. Based on a combined human capital–capability approach, post-secondary education, operationalized as highest post-secondary educational credential, is hypothesized to relate positively with well-being net of individual-level and country-level controls at both the micro and macro levels of analysis. Prominent critiques of these approaches, suggesting indirect effects through occupational sorting at the individual level and economic factors at the country level, are also explored.

Beyond these overall associations, differences amongst countries are anticipated: Therefore, a modified educational welfare regimes framework informed by comparative educational research is proposed based on an analytical taxonomy mapping onto post-secondary educational stratification and decommodification. Levels of, and the association between, education and well-being are compared amongst individuals and countries, exploring the macro–micro interaction between institutional arrangements and life outcomes. Effects are tested parametrically in regression models using interaction effects and a ‘two-step’ approach to hierarchical data analysis, as well as mediation models comparing human agency-orientated perspectives and their social selection-based critiques.

These results are interpreted through a frame of inquiry focused on educational inequalities in well-being, finding that education and well-being are significantly associated at both the micro and macro levels even with the inclusion of relevant control variables. However, patterns in the strength of these associations amongst countries are complex, varying with the operationalization of well-being used and depending on both levels of educational stratification and decommodification. These findings offer some support for the notion that equalizing, or non-stratifying, educational systems, as well as decommodifying redistribution efforts, are instrumental in the effort to counter inequalities in well-being.

 

Keywords: Post-secondary education; well-being; capability approach; inequalities; welfare regimes; Europe

 

{tab=Publications}

[cv-hal id=janine-jongbloed type=authIdHal_s]

{/tabs}

Log In

Create an account