Political institutions and human capital formation: a political economy analysis

Tesis doctoral inédita. Universidad Autónoma de Madrid, Facultad de Derecho, Departamento de Ciencia Política y Relaciones Internacionales, 200

Family background, use of time and information technologies

Ese trabajo examina el efecto del origen familiar sobre el tiempo y el tipo de uso de las tecnologías de la información y comunicación (TIC) por parte de los estudiantes españoles. A través de un análisis de la frecuencia y el tipo de uso de las TIC con datos obtenidos directamente de los estudiantes, nuestro estudio ofrece evidencia novedosa del impacto de la educación de los padres sobre el tiempo y el tipo de uso de las TIC para una muestra de estudiantes españoles. Ponemos de manifiesto que un mayor nivel educativo de los padres reduce el tiempo de uso de las TIC por parte del estudiante y, a la vez, aumenta su propensión a utilizarlas con fines educativos. Otro hallazgo empírico de la investigación es que el grado de homogamia educativa en la pareja ejerce un efecto adicional en la variable dependiente.This work examines the effect of family background on the amount of time students devote to the use of new information and communications technology (ICT) and on its type of use. Through an analysis of the frequency and type of use of ICT with data obtained directly from students, our study offers new evidence on the impact of parental education on the time and type of use of ICT for a sample of Spanish students. We show that the educational level of parents reduces the amount of time students devote to the use of Internet and, in turn, increases their propensity to use it for educational purposes. Another empirical finding of our research is that the degree of educational homogamy in the couple exerts an additional effect on the dependent variable.Fac. de EducaciónTRUEpu

Análisis de las diferencias en la competencia digital de los alumnos españoles

Este artículo examina los determinantes de la competencia digital entre los alumnos españoles. La literatura sobre este tema se ha centrado principalmente en el análisis del impacto de las características individuales y familiares de los estudiantes sobre sus propias habilidades tecnológicas. En este artículo se considera, sin embargo, que los análisis existentes desatienden la importancia de la relación entre el nivel socioeconómico de los jóvenes y su acceso a las TIC y subestiman el papel que desempeña el entorno escolar en dicha competencia. Por una parte, se constata cómo el acceso a los recursos tecnológicos fuera del centro educativo, en parte consecuencia del nivel socioeconómico de las familias, está relacionado positivamente con la competencia digital de los estudiantes. Por otra parte, se argumenta que, más que la infraestructura tecnológica de los centros, los compañeros y profesores tienen un papel relevante como «intermediarios» entre las nuevas tecnologías y la adquisición de habilidades tecnológicas por parte de los jóvenes. Mediante el uso de técnicas de regresión multinivel con datos procedentes de la encuesta Survey of Schools: ICT in Education (conocida como ESSIE), realizada en el año 2011 por la Comisión Europea, se ofrece evidencia empírica consistente mediante las predicciones teóricas: la influencia del nivel socioeconómico de las familias deja de tener significatividad estadística al incorporar una variable de acceso a recursos tecnológicos fuera del centro educativo, y el efecto de los compañeros y de los profesores en la competencia digital de los alumnos es significativo.This article analyzes the factors that affect digital competence of Spanish students. The literature in this field has been centered mainly around the impact of individual and family variables on students' ICT skills. This paper, nevertheless, presumes that the studies on this field neglect the relationship between socioeconomic background and access to ICT, and underestimate school-level variables that are relevant for advancing students' digital skills. On one hand, the article shows that access to new technologies outside the school, in part as a consequence of families' socioeconomic level, is positively related to digital competence of students. On the other hand, more than the technology infrastructure of schools, peer group and teachers at school play a relevant role as «intermediary» agents between ICT and the acquisition of proper skills to take advantage of it. By employing multilevel regression techniques and data from the Survey of Schools: ICT in Education (ESSIE), administered by the European Commission in 2011, the article presents empirical evidence consistent with the theoretical predictions: the influence of families' socioeconomic background looses statistical significance when access to ICT outside school is considered, and peers and teachers at school exert a significant effect on the digital confidence of students.Aquest article examina els determinants de la competència digital entre els alumnes espanyols. La literatura sobre aquest tema s'ha centrat principalment en l'anàlisi de l'impacte de les característiques individuals i familiars dels estudiants sobre les seves pròpies habilitats tecnològiques. En aquest article es considera, no obstant això, que les anàlisis existents desatenen la importància de la relació entre el nivell socioeconòmic dels joves i el seu accés a les TIC i subestimen el paper que exerceix l'entorn escolar en aquesta competència. D'una banda, es constata com l'accés als recursos tecnològics fora del centre educatiu, en part conseqüència del nivell socioeconòmic de les famílies, està relacionat positivament amb la competència digital dels estudiants. D'altra banda, s'argumenta que, més que la infraestructura tecnològica dels centres, els companys i professors tenen un paper rellevant com a «intermediaris» entre les noves tecnologies i l'adquisició d'habilitats tecnològiques per part dels joves. Mitjançant l'ús de tècniques de regressió multinivell amb dades procedents de l'enquesta Survey of Schools: ICT in Education (coneguda com ESSIE), realitzada l'any 2011 per la Comissió Europea, s'ofereix evidència empírica consistent mitjançant les prediccions teòriques: la influència del nivell socioeconòmic de les famílies deixa de tenir significativitat estadística en incorporar una variable d'accés a recursos tecnològics fora del centre educatiu, i l'efecte dels companys i dels professors en la competència digital dels alumnes és significatiu

Análisis de las diferencias en la competencia digital de los alumnos españoles

Este artículo examina los determinantes de la competencia digital entre los alumnos españoles. La literatura sobre este tema se ha centrado principalmente en el análisis del impacto de las características individuales y familiares de los estudiantes sobre sus propias habilidades tecnológicas. En este artículo se considera, sin embargo, que los análisis existentes desatienden la importancia de la relación entre el nivel socioeconómico de los jóvenes y su acceso a las TIC y subestiman el papel que desempeña el entorno escolar en dicha competencia. Por una parte, se constata cómo el acceso a los recursos tecnológicos fuera del centro educativo, en parte consecuencia del nivel socioeconómico de las familias, está relacionado positivamente con la competencia digital de los estudiantes. Por otra parte, se argumenta que, más que la infraestructura tecnológica de los centros, los compañeros y profesores tienen un papel relevante como «intermediarios» entre las nuevas tecnologías y la adquisición de habilidades tecnológicas por parte de los jóvenes. Mediante el uso de técnicas de regresión multinivel con datos procedentes de la encuesta Survey of Schools: ICT in Education (conocida como ESSIE), realizada en el año 2011 por la Comisión Europea, se ofrece evidencia empírica consistente mediante las predicciones teóricas: la influencia del nivel socioeconómico de las familias deja de tener significatividad estadística al incorporar una variable de acceso a recursos tecnológicos fuera del centro educativo, y el efecto de los compañeros y de los profesores en la competencia digital de los alumnos es significativo.This article analyzes the factors that affect digital competence of Spanish students. The literature in this field has been centered mainly around the impact of individual and family variables on students' ICT skills. This paper, nevertheless, presumes that the studies on this field neglect the relationship between socioeconomic background and access to ICT, and underestimate school-level variables that are relevant for advancing students' digital skills. On one hand, the article shows that access to new technologies outside the school, in part as a consequence of families' socioeconomic level, is positively related to digital competence of students. On the other hand, more than the technology infrastructure of schools, peer group and teachers at school play a relevant role as «intermediary» agents between ICT and the acquisition of proper skills to take advantage of it. By employing multilevel regression techniques and data from the Survey of Schools: ICT in Education (ESSIE), administered by the European Commission in 2011, the article presents empirical evidence consistent with the theoretical predictions: the influence of families' socioeconomic background looses statistical significance when access to ICT outside school is considered, and peers and teachers at school exert a significant effect on the digital confidence of students.Aquest article examina els determinants de la competència digital entre els alumnes espanyols. La literatura sobre aquest tema s'ha centrat principalment en l'anàlisi de l'impacte de les característiques individuals i familiars dels estudiants sobre les seves pròpies habilitats tecnològiques. En aquest article es considera, no obstant això, que les anàlisis existents desatenen la importància de la relació entre el nivell socioeconòmic dels joves i el seu accés a les TIC i subestimen el paper que exerceix l'entorn escolar en aquesta competència. D'una banda, es constata com l'accés als recursos tecnològics fora del centre educatiu, en part conseqüència del nivell socioeconòmic de les famílies, està relacionat positivament amb la competència digital dels estudiants. D'altra banda, s'argumenta que, més que la infraestructura tecnològica dels centres, els companys i professors tenen un paper rellevant com a «intermediaris» entre les noves tecnologies i l'adquisició d'habilitats tecnològiques per part dels joves. Mitjançant l'ús de tècniques de regressió multinivell amb dades procedents de l'enquesta Survey of Schools: ICT in Education (coneguda com ESSIE), realitzada l'any 2011 per la Comissió Europea, s'ofereix evidència empírica consistent mitjançant les prediccions teòriques: la influència del nivell socioeconòmic de les famílies deixa de tenir significativitat estadística en incorporar una variable d'accés a recursos tecnològics fora del centre educatiu, i l'efecte dels companys i dels professors en la competència digital dels alumnes és significatiu

Intensity of educational expansion: a key factor in explaining educational inequality across regions and cohorts in Spain.

Referencias bibliográficas: • Ballarino, (2016), Educational Systems and Inequalities, pp. 135 • Barone, (2018), European Societies, 20, pp. 1, 10.1080/14616696.2017.1290265 • Barro, (2013), Journal of Development Economics, 104, pp. 184, 10.1016/j.jdeveco.2012.10.001 • Bernardi, (2014), European Societies, 16, pp. 422, 10.1080/14616696.2012.750729 • Bernardi, (2021), Research in Social Stratification and Mobility, 75, pp. 100624, 10.1016/j.rssm.2021.100624 • Blossfeld, (2015), European Sociological Review, 31, pp. 144, 10.1093/esr/jcv017 • Blossfeld, (2017), Bildungsgerechtigkeit, pp. 77, 10.1007/978-3-658-15003-7_6 • Bourdieu, (1973), Knowledge, Education and Cultural Change, pp. 71 • Breen, (2009), American Journal of Sociology, 114, pp. 1475, 10.1086/595951 • Breen, (1997), Rationality and Society, 9, pp. 275, 10.1177/104346397009003002 • Brint, (1989), The Diverted Dream: Community Colleges and the Promise of Educational Opportunity in America, 1900–1985, 10.1093/oso/9780195048155.001.0001 • Bukodi, (2018), European Societies, 20, pp. 26, 10.1080/14616696.2017.1329934 • Bukodi, (2022), Rationality and Society, 34, pp. 271, 10.1177/10434631221093791 • Burger, (2016), Research in Social Stratification and Mobility, 44, pp. 54, 10.1016/j.rssm.2016.02.002 • Collins, (1979), The Credential Society: An Historical Sociology of Education and Stratification • De la Fuente, (2015), Economics of Educational Review, 48, pp. 56, 10.1016/j.econedurev.2015.05.004 • Díez-Minguela, (2018), Regional Inequality in Spain, 1860–2015, 10.1007/978-3-319-96110-1 • Gerber, (1995), American Journal of Sociology, 101, pp. 611, 10.1086/230755 • Goldthorpe, (1996), British Journal of Sociology, 47, pp. 481, 10.2307/591365 • Heisig, (2019), European Sociological Review, 35, pp. 258, 10.1093/esr/jcy053 • Hox, (2018), Multilevel Analysis: Techniques and Applications • Iannelli, (2011), Oxford Review of Education, 37, pp. 717, 10.1080/03054985.2011.636227 • Ishida, (2011) • Kopycka, (2021), Higher Education, 81, pp. 643, 10.1007/s10734-020-00562-x • Lucas, (2001), American Journal of Sociology, 106, pp. 1642, 10.1086/321300 • Manzano, (2017), Bringing Down the Educational Wall: Political Regimes, Ideology, and the Expansion of Education, 10.1017/9781139170031 • Mare, (1980), Journal of the American Statistical Association, 75, pp. 295, 10.1080/01621459.1980.10477466 • Marqués Perales, (2015), Revista Española de Investigaciones Sociológicas, 150, pp. 89 • Mood, (2010), European Sociological Review, 26, pp. 67, 10.1093/esr/jcp006 • Ortiz, (2016), European Sociological Review, 32, pp. 216, 10.1093/esr/jcv085 • Pöyliö, (2018), The British Journal of Sociology, 69, pp. 601, 10.1111/1468-4446.12293 • Prados de la Escosura, (2017), Spanish Economic Growth, 1850–2015, 10.1007/978-3-319-58042-5 • Raftery, (1993), Sociology of Education, 66, pp. 41, 10.2307/2112784 • Shavit, (1993), Persistent Inequality: Changing Educational Attainment in Thirteen Countries • Treiman, (1970), Sociological Inquiry, 40, pp. 207, 10.1111/j.1475-682X.1970.tb01009.x • Triventi, (2016), Research in Social Stratification and Mobility, 43, pp. 39, 10.1016/j.rssm.2015.04.002 • Van der Ploeg, (1994), European Sociological Review, 10, pp. 63, 10.1093/oxfordjournals.esr.a036316 • Van de Werfhorst, (2009), Research in Social Stratification and Mobility, 27, pp. 269, 10.1016/j.rssm.2009.10.001Resumen: Previous sociological research has indirectly examined the association between educational expansion and inequality by analysing changes in inequality over cohorts during the expansion process. This study tests the impact of educational expansion in Spain by using the proportion of people with a specific level of education in a particular region cohort as a direct measure of expansion. More importantly, this study focuses on the intensity of the expansionary process (of one level of education) as a crucial dimension that influences inequality (in the attainment of the next level). We argue that an intense expansion may strengthen the motivation of advantaged families to increase their investments in their children’s education but limit their capacity to undertake effective educational responses, particularly during the initial stages of the expansionary process. We use the socio-demographic survey conducted in Spain in 1991, which provides representative samples for different cohorts and regions in the country, and employ multilevel modelling to analyse the effect of the phase and intensity of the expansion on inequality. Our findings show a strong positive relationship between the intensity of expansion and the level of inequality that, nonetheless, is less strong at the initial stage of the expansionary process.Spanish Economic MinistryState Program of Research, Development and Innovation Oriented to the Challenges Society [CSO2017-87597-R]Depto. de Sociología AplicadaFac. de EducaciónTRUEpu

Technological risk and policy preferences

Supplemental material file: online appendixDespite recent attention to the economic and political consequences of automation and technological change for workers, we lack data about concerns and policy preferences about this structural change. We present hypotheses about the relationships among automation risk, subjective concerns about technology, and policy preferences. We distinguish between preferences for compensatory policies versus “protectionist” policies to prevent such technological change. Using original survey data from Spain that captures multiple measures of automation risk, we find that most workers believe that the impact of new technologies in the workplace is positive, but there is a concerned minority. Technological concern varies with objective vulnerability, as workers at higher risk of technological displacement are more likely to negatively view technology. Both correlational and experimental analyses indicate little evidence that workers at risk or technologically concerned are more likely to demand compensation. Instead, workers concerned about technological displacement prefer policies to slow down technological change.The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was made possible by funding from the Spanish Economic Ministry, State Program of Research, Development and Innovation Oriented to the Challenges Society, grants numbers CSO2013-48451-R and CSO2017-87597-R

Management of incidental durotomies in an integrated Orthopaedic and Neurosurgical Spinal Unit

Introduction: Incidental durotomy (ID) is an intraoperative event associated to prolonged bed rest and hospital stay, antibiotic use, higher patient dissatisfaction, and leg pain among other complications of its postoperative course. Several repair techniques and postsurgical care have been proposed for its management. This study was designed to develop an agreed protocol in cases of ID among Orthopaedic Surgeons (OS) and Neurosurgeons (NS) integrated into a Spinal Surgery Unit. Research question: Incidental durotomies management protocol. Materials and methods: From 997 eligible cases operated in Hospital del Mar (Barcelona, Spain) from April 2018 to March 2022, demographic, clinical, surgical and postoperative data was collected for statistical analysis from the morbidity and mortality database, with 79 identified IDs. Redo procedures were significantly associated to OS, and cervical and anterior/lateral approaches to NS, both groups were not comparable. Results: ID occurred in 7.9% of cases, more frequently after the lockdown (p=0.03), in females (p=0.04), during posterior approaches (p=0.003), and less frequently in the cervical spine (p=0.009). IDs were linked to postoperative infections (p< 0.001) and nerve root damage (p< 0.001). Patients without ID evolved more satisfactorily during the postoperative period (p=0.002), and those with CSF leak (20/79) spent on bed rest more than twice the time as those without (p<0.001). Multivariable logistic regression showed strong association between posterior approaches and ID, between complicated postoperative courses and ID. Discussion and conclusions: ID is linked to an adverse postoperative recovery, and it should be primarily repaired under microscope, with early mobilization of patients after surgery