fernandez - competitiveness of the university offer - an empirical cluster analisis of the galician...

8/4/2019 Fernandez - Competitiveness of the University Offer - An Empirical Cluster Analisis of the Galician Uni System

1/17

COMPETITIVENESS OF THE UNIVERSITY OFFER: AN EMPIRICAL

CLUSTER ANALYSIS OF THE GALICIAN UNIVERSITY SYSTEM*

Sara Fernndez1, David Rodeiro, Emilio Ruzo

University of Santiago de Compostela

SPAIN

ABSTRACT:

Environment of higher education has notably changed in the last decades. The high

enrollment, which characterized of Spanish university system during the eighties and

nineties, has been currently reversed because of drastic reductions of students. This fact

is at the root of the increasing in competition between different Universities. So, this

paper aims to analyse the current competitive advantage to Galician universities of

offering several attractive degrees.

KEYWORDS: Offer demand university competitiveness analysis cluster.

* This paper has been accepted for presentation on the Econometrics and Empirical Economics (EEE)Programme of the 59th European Meeting of the Econometric Society (ESEM) 2004, Madrid, August 20-24.1 Corresponding Author: Sara Fernndez Lpez, Departamento de Economa Financiera y Contabilidad, Facultad de CienciasEconmicas y Empresariales, Universidad de Santiago de Compostela, Avda. Xon XXIII s/n, E-15782, SANTIAGO DECOMPOSTELA (SPAIN), tel. 981-563100 ext. 11606; e-mail: [email protected].
mailto:[email protected]:[email protected]


2/17

1. INTRODUCTION.

Human capital has always been considered as a major source of growth by

economic theory. Governments have also interpreted education as one of the most

important elements in order to design a strategy for economic growth and development.

They consider that the investment in human capital positively contributes to economic

growth, by improving work productivity or by making technical progress easier (Solow,

1957; Schultz, 1963; Da Rocha and De La Fuente, 1994, Cuadrado and Garca, 1995;

Prez, Guerlich and Mas, 1996; Escardibul, 1997). This economic growth, in turn,

results in improvements in people's welfare (Faure, 1972,; Delors, 1996), which is the

most important aim of economy (Selva, 2000).

So, education is considered as a key element to keep and increase the competitive

ability of a country or a region, both under a productivist and a human approach.

Therefore, it is so important to analyse the educational offer of a country or a region,

particularly its university offer, because it determines partly the long- term

sustainability of its economic growth and development.

During the last twenty years, the Spanish University has experimented an

expansion without precedents to serve the growing enrollment of students. This process

often answered to political or social pressures instead of to a process of planning.Neither politicians nor planners in general do reflect so much about the geographical

distances or the real needs. As such, both actors create a University centre in almost all

towns with more than 40000 inhabitants (Grao, 2002, p.131).

Transfering of higher education powers to the Autonomous Communities has also

contributed to aggravate this problem of lack of planning. According to the Act of

Universities (2001), the regional governements can create, modify and abolish the

university centres as well as their official degrees (art. 8.2).Galicia is one of Spains 17 Autonomous Communities, which have a certain

degree of self-government. It comprises of four provinces and has a population of over

3 million people, widely dispersed throughout the region. It received the higher

education powers in 1987, when it had only a University (the University of Santiago de

Compostela which has 2 campuses). In 1989, the law 11/1989established two new

universties: the University of A Corua (which has 2 campuses) and the University of

Vigo (which has 3 campuses).


3/17

So, Galicia has not been unaware to this expansion process(Vaquero, 2001;

Rodeiro, 2002). After a period of expansion in the 1990s, the number of students has

started to decrease in the 2000s. So, the three Galician Universities must compete

against each other for their survival. The objective of this work is analysing their

competitive position, taking as starting point the official degrees offered by them.

This paper proceeds as follows: Section 2 provides a brief overview of the

university offer in Galicia. Section 3 carries out a cluster analisys for classifying the

official degrees according to their offer and demand. This process allows us to asses

their competitive potential Section 4. Finally, the conclusions provide a summary of the

competitive position of Galician universities.

2. THE UNIVERSITY OFFER IN GALICIA.

During the academic years 2001 - 2002 and 2002 2003, the University System of

Galicia (USG) offered eighty-nine official University degrees. They represented

approximately 65% of all the official degrees available in Spain (Table 1).

Table 1: Official University Degrees imparted by THE SUG. Academic Years 01/03.

General

Degrees

Honour

Degrees

Total

Degrees SUG

Total

Degrees

Spain

Coverage

Ratio

Careers

Guidance

SUG (% of

total numberof de rees

Humanities 0 16 16 25 64% 17,98%

Law & SocialSciences 14 11 25 29 86% 28,09%

Experimental Sciences 0 6 6 14 43% 6,74%

Technical Sciences 18 14 32 58 55% 35,96%

Health Sciences 6 4 10 10 100% 11,24%

38 51 89 136 65% 100,00% Source: Xunta de Galicia http://www.xunta.es/conselle/ceoug/dxu/sug/default.asp (February, 2003)

Looking at the Careers Guidance column in table 1, it seems that Galician

universities have a Technical orientation. The Technical degrees represent 36% of the

total offered degrees. However, in Galicia there is only the 55% of the Technical

degrees offered by the Spanish University System (see 'Coverage ratio').

On the other hand, Table 2 shows the total degrees of the USG, that is, it includes

those that can be studied in more than one campus. We can see the wide presence of the

degrees in Law & Social Sciences. Both the number of degrees (39% of the total

degrees) and the avalaible places in the first year (half of the total avalaible places)

confirm the wide presence of this kind of degrees.
http://www.xunta.es/conselle/ceoug/dxu/sug/default.asphttp://www.xunta.es/conselle/ceoug/dxu/sug/default.asp


4/17

Table 2: Total official degrees imparted by the SUG. Academic Years 01/03.

General

Degrees%

Honour

Degrees% Total

% of

the

Total

Avalaible

places (1 year)

% of the total

avalaible

places

Humanities 0 0% 26 33% 26 17% 2.415 13%

Law & SocialSciences 39 51% 23 29% 62 39% 9.443 50%

Experimental Sciences 0 0% 13 16% 13 8% 1.730 9%

Technical Sciences 25 32% 14 18% 39 25% 3.805 20%

Health Sciences 13 17% 4 5% 17 11% 1.419 8%

77 100% 80 100% 157 100% 18.812 100%

Source: Xunta de Galicia http://www.xunta.es/conselle/ceoug/dxu/sug/default.asp (February, 2003)

The first conclusions that can logically be drawn about University offer in Galicia

is that careers guidance has a Legal and Social character and it really exists an important

deficit in technical and experimental degrees. In addition, there exists the possibility of

overcrowding in the centres that teach Law and Social Sciences, because the percentage

of avalaible places is bigger than that of the number of centres (a 50% facing a 39%).

What are the reasons for the proliferation of Law and Social degrees? As these have

an important way out to the labour market (Ivie, 2002), the students apply them. On the

other hand, their establishment is relatively cheap. These arguments lead us to conclude

that the regional government has not always used criteria of economic development to

design the university offer (Fernndez et al, 2002; Grao, 2002)During the last years there have been several meetings between the government and

the three Galician universities to solve these problems. As a result of these meetings, in

the academic year 2003 - 2004, eleven new degrees has been offered, solving partly the

lack of Technical degrees (with seven new Technical degrees).

3. THE UNIVERSITY OFFER IN GALICIA: CLUSTER

ANALYSIS.In this third section, we are going to classify all the official universty degrees in

Galicia using a cluster analysis. This segments the degrees into groups based in their

offer and demand. This process will help us to assess the competitive ability of each

degree and consequently of the universities that offer it. For instance, suppose a degree

exclusively offered by one of the three universities in Galicia. This exclusiveness can

mean a competitive advantage. But, what happens if that degree is hardly required?

Then, it will turn into an important economic burden, because there are fixed costs thatshould be supported.
http://www.xunta.es/conselle/ceoug/dxu/sug/default.asphttp://www.xunta.es/conselle/ceoug/dxu/sug/default.asp


5/17

Of course, in our opinion, economy is not the only reason for offering a degree, but

it should be taken into account to develop a competitive University system.

3.1. THE DATA SAMPLE AND METHODOLOGY

Data were obtained from the sources shown in Table 3. They refer to the academic

year 2001 02, because these are the most recent data available for all the considered

variables.

Table 3: Variables used in the cluser analysis.NOUN DESCRIPTION SOURCE

Cent_galNumber of centres in which each degree isoffered

Lpez Pereira et al,2001

OFFER GPA

Grade point average. As information about the

avalaible places in first year is not available,we took GPA as proxy. Note that in SpanishUniversity System the GPA ranges from 0 to10.

(http:/www.xunta.es)

EnrollmentNumber of enrolled students in the first year ofeach degree.

This information wasasked to the three

universities.

Unemployment:

Percentage of unemployed people in relation toactive population. This variable shows theunemployment rate for those graduates whofinished their studies four years ago, in 1997.

DEMAND

Income

This variable reflects the average income ofthose graduates working full time who finished

their studies four years ago (in 1997). Only theincome received according to the contract havebeen taken into account.

(Ivie, 2002)These data reflect the

results from 7250surveys made all

around Spain by the

Instituto Valenciano deInvestigaciones

Econmicas

The original data set for official degrees consisted of 157 degrees. Two types of

degrees, however, were eliminated from the final data set. First, those degrees that

desappeared. Second, any degrees without statistically reliable data (unemployment and

income variables) were removed. This decreased the sample from 157 to 111 degrees.

3.2. RESULTS OF THE CLUSTER ANALYSIS

In this section, we report the results obtained by the application of a cluster analysis

to group the official degrees of the USG, according to the variables of offer and demand

described previously. We followed a two-step procedure, which employs different

methods of cluster analysis. First, we could verify that the suitable solution consists on

nine clusters, using hierarchical cluster analysis (average linkage, single linkage,

complete linkage, centroid clustering and Ward's method), available in SPSS 11.5

statistical software.


6/17

Second, final results were determined using a non-hierarchical cluster analysis,

specifically, K-Means Cluster Analysis, available in SPSS 11.5 statistical software

(Visauta, 1998; Gmez, 1999; Hair et al. 1999; Luque, 2000). This results are show in

the Table 6 (see Annex 1)Then, in order to validate the cluster solution, ANOVA and discriminant analysis

are usually employed (Gmez, 1999), as we show below. First, we perform a

discriminant analysis, taking the membership of each observation to respect the created

clusters as the dependent variable, and the same variables used by the cluster analysis as

independent variables (Penelas, 1999; Santesmases, 2001). This e discriminant analysis

provided a 96,4% of original grouped cases correctly classified, which indicates a more

than acceptable kindness of the analysis.

Following, it was performed an ANOVA with the solution of the analysis cluster,

using de F-Snedecor statistic to test the signification of the differences between the

centres of the clusters (Hair et al., 1999; Santesmases, 2001). Again we employed the

new variable of membership to the clusters. As we can see in the following table, all the

variables show statistically significant differences (p=0,000) in the mean between the

different clusters (Table 4).

Table 4. SUG: ANOVA of differerences between cluster (k-means non hierarchical cluster

analysis).

GROUPS F-Snedecor

VARIABLE 1 2 3 4 5 6 7 8 9 Total F Sig.

CENT_GAL 3,9 1,4 1,8 1,0 1,0 7,0 6,0 2,2 3,5 3,0 73,977 0,00

GPA 5,6 5,9 7,5 5,0 5,9 6,2 5,5 5,6 5,1 5,6 27,444 0,00

ENROLLMENT 313,2 158,6 111,0 12,4 101,5 76,7 79,9 103,5 81,3 119,3 22,154 0,00

UNEMPLOYMENT 0,09 0,03 0,08 0,08 0,10 0,13 0,17 0,19 0,08 0,11 57,683 0,00

INCOME 15010 19493 12802 13244 13335 14010 12030 11981 14267 14388 21,762 0,00

The composition of each cluster is shown in the Table 6 (Annex 1), which also

displays for every degree the correspondent value for the five variables. We found 9

groups or cluster:

GROUP 1 (11 degrees): Motive Degrees. All degrees in this group belong to

Law & Social Sciences. They are characterised by a high demand reflected (they have

the highest enrollment). This fact is probably motivated by both a moderate

unemployment rate and a high income (15000 Euros, being the second best paid group).


7/17

The attractive of the Motive Degrees is favoured by their wide offer (see Cent_Gal

column in the Table 4). This group was called Motive Degree because it seems to be

essential to develop the official offer of any university.

GROUP 2 (19 degrees): Star Degrees. This group is basically formed by

Engineering and Architecture degrees. They are present in one or two campuses and

have the best perspectives on labour and income. Consequently, they are very applied

and show a relatively high GPA. These features give them an important competitive

advantage.

GROUP 3 (5 degrees): Emblem Degrees. This cluster is very similar in

perspectives on labour and income as the Motive Degrees group (not identical, their

average income is usually lower). Therefore, their narrow offer explains their high

GPA. In fact, if the offer of these degrees increased, their GPA would be likely to

decrease, and so, they could be placed near theMotive Degrees.

Next, we are going to describe the degrees which are hardly offered (only by

one higher education centre) in Galicia. This exclusiveness does not always mean a

competitive advantage for the university. In fact, two groups could be distinguished:

a) On one hand the Exclusive Philologies (GROUP 4: 7 degrees) which also

includes Philosophy. Although a minimun GPA is not required to be

accepted in these degrees, the average enrollment in the first year is lower

than thirteen students as result of their worse job prospects. At this moment,

the kowledge of the other languages (the Galician, the Spanish and the

English language) has better job prospects. In fact, these languages belong to

another group (Group 9), as we will see below.

b) On the other hand, theExclusive Technical Degrees (GROUP 5: 8 degrees)

which also includes Business and Pedagogy. Unlike Exclusive Philologies,

the enrollment of students is higher (more than one hundred students in thefirst year) as a result of their lower unemployment rate.

On the opposite side, we find the degrees which are widely offered

(practically in every Galician campus). Likewise, they could be divided in two groups:

Nursing Degrees (GROUP 6: 7 degrees) and Teacher in Nursery and Primary Schools

(GROUP 7: 12 degrees). The main difference between both groups is that formerhas

better perspectives on labour and income than later.

GROUP 8 (19 degrees):Attractive Degrees. The average enrollment in the firstyear of this group is more than one hundred. However, this high enrollment can not be


8/17

easily explained from an economic point of view, because these degrees have the worst

unemployment rate (nearly the 20%) and the lowest income. So, we think that their

success depends on both their relatively narrow offer and the attractiveness of their

contents.

GROUP 9 (23 degrees):Basic Degrees. The degrees included in this group, with

the exception of Mathematics, are offered in every Galician university. That is the

reason why we have socalled Basic. But, apparently they are not as attractive as the

Motive Degrees for students, despite their job prospects are very similar.

The situation and future prospects of these groups can be seen in following matrix

(Picture 1). The X - axis reflects the average number of higher education centres that

offer these degrees (range goes from 1 centre, exclusive degrees, to 7, degrees offered in

every Galician campus). On the other hand, the Y - axis reflects the average enrollment

in the first year. In this case, we have distinguished between three groups: 1) shortly

demanded degrees (their enrollment drops below 50 students), 2) average demanded

degrees (their enrollment ranges from 50 119 students, that is, the average enrollment

of the total analysed degrees) and 3) highly demanded degrees (their enrollment rises

above 119 students).


9/17

Picture 1: Matrix of the group of official degrres in Galicia(Academic year 2001 2002)

19

11

1923

7

8

7

12

0

20

40

60

80

100

120

140

160

180

200

220

240

260

280

300

320

340

0 1 2 3 4 5 6 7 8

Exclusive degreesDegrees offered in

every Galician campus

Shortly demanded

Average demanded

Highly demanded

I

III

V

II

IV

VI

G 1: MOTIVE(313-3,91)

G 2: STAR(158-1,42)

19

G 4: EXCLUSIVE

PHILOLOGIES(12-1)

G 5: EXCLUSIVETECHNICAL

(12-1)

G 9: BASIC(81-3,52)

G 7: TEACHER IN NURSERYAND PRIMARY SCHOOL

(79-6)

G 6: NURSING(76-7)

G 3: EMBLEM

(111-1,8)

5

G 8:ATTRACTIVE

(103-2,16)

Competitive

advantageNarrow

offer, highenrollmen

Problematic

Wide offer, low

enrollment

19

11

1923

7

8

7

12

0

20

40

60

80

100

120

140

160

180

200

220

240

260

280

300

320

340

0 1 2 3 4 5 6 7 8

Exclusive degreesDegrees offered in

every Galician campus

Shortly demanded

Average demanded

Highly demanded

I

III

V

II

IV

VI

G 1: MOTIVE(313-3,91)

G 2: STAR(158-1,42)

1919

G 4: EXCLUSIVE

PHILOLOGIES(12-1)

G 5: EXCLUSIVETECHNICAL

(12-1)

G 9: BASIC(81-3,52)

G 7: TEACHER IN NURSERYAND PRIMARY SCHOOL

(79-6)

G 6: NURSING(76-7)

G 3: EMBLEM

(111-1,8)

5

G 8:ATTRACTIVE

(103-2,16)

Competitive

advantageNarrow

offer, highenrollmen

Problematic

Wide offer, low

enrollment

Note (how to read): G number of group: name of group

(average enrollment average number of centres)

The matrix has been divided in six sections. In a short and medium term, the

degrees in the sections I and II run a lower risk of losing demand. These are Motive and

Star Degrees. Particularly, these sections group the degrees with a higher competitive

advantage as a result of of their narrow offer and large erollment. On the contrary, those

degrees grouped inExclusive Philologies (GROUP 4) are in a very difficult situation.

Between both ends, most of the degrees are placed around the middle of the matrix.

So they have an average enrollment for the moment. But, these degrees could be

considered as problematic degrees in a short time, and, in particular, those placed in

section IV, (GROUPS 6, 7 and 9), because the existence of a bigger number of centres

generates much more competence.

It should be noted that some degrees in Section IV are likely to go down to Section

VI in a short term, becoming more problematic. In this case, if there appears to be no


10/17

satisfactory alternative to continuing a particular low enrollment degree, the need to

retain it should be evaluated in light of their exclusive offer, as well as others the

universities/ governement can wish to add. In other words, if a low enrollment degrees

is offered by every Galician university, the fixed expenses will provoke social

inefficiency.

The GROUPS 2 and 3, Starand Emblem Degrees respectively, are the ones have

the bests prospects for success, because they are highly attractive and, besides, they are

not widely extended. So, they add value to their institutions. The GROUP 1, Motive

Degrees, has also kept a high number of enrollments. But, its enrollment could drop in

the following years, placing some of these degrees in Section IV.

In most occasions, the expansion of universtiy degrees has not been planned.

Indeed, this happened in a short period of time and in a context of growing enrollment.

Both the government and the universities have responsability in his matter. So, the

critics would range from Government to the attitude of Universities. If they saw a new

degree they liked then they had to have it. So they applied for a new degree offered by

the neighbour universities, forgetting about criteria such as effectiveness and efficiency.

This behaviour aggravated the problem of lack of planning. As matrix shows, rising the

offer of certain degrees could turn them into problematic degrees. Thus, it is

necessary more consistency in order to establish the universtiy maps, taking into

account the university offer of the nearest regions too.

Finally, two warnings should be made to interpret the matrix. First of all, it is not a

static instrument, because the degrees in each group are subject to continuous changes,

according to social needs and to university offer. Secondly, the analysis should expand

in a geographical way to incorporate to the nearer regional universitary systems.

4. CONCLUSION.During the last two decades, the University offer in Galicia improved in a

quantitative and in a qualitative way. Since the segregation of the USG, in 1989, the

number of degrees increased considerable. It ranged from 46 official degrees in 1989 to

168 in the academic year 2003 - 2004. However, there still exists an important deficit in

Technical and Experimental degrees.

The cluster analysis allowed us to differentiate among nine different groups of

official degrees. As a result, each Galician University has a different competitive


11/17

potential regards their official degrees (Table 5). The two recently created universities,

especially UDC, are the ones that are in a more favourable position.

Table 5: Types of degrees offered by Galician universties.

Motive Star EmblemExclusive

PhilologiesExclusiveTechnical

Nursing

Teacher inNursery

andPrimarySchools

Atractive Basic

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9

U. of Santiago 4 36% 2 11% 2 40% 7 100% 7 88% 2 29% 4 33% 8 42% 9 39%

U. of Vigo 3 27% 7 37% 2 40% 0 0% 1 13% 3 43% 6 50% 7 37% 8 35%

U. of A Corua 4 36% 10 53% 1 20% 0 0% 0 0% 2 29% 2 17% 4 21% 6 26%

UGS 11 100% 19 100% 5 100% 7 100% 8 100% 7 100% 12 100% 19 100% 23 100%

Several conclusions could be drawn from these results. At this moment, the

University of Santiago de Compostela has a lower competitive potential. There are three

reasons that lead us to make that statement:

- Due to its tradition, the University of Santiago de Compostela teaches

all the Exclusive Philologies. This exclusiveness could be considered

as a ballast, because their enrollment levels do not cover their fixedexpenses.

- The University of Santiago de Compostela hardly has Star Degrees

(2), that grouped highly demanded Technical degrees. On the contrary,

Technical degrees of the USC have a specific character, and they are

classified in GROUP 5.

- Finally, most of the degrees offered by the University of Santiago de

Compostela belongs toBasic Degree, that is, thoses that are present in

at least another Galician university. This feature turn them into

potential problematic degrees in a medium term (see the matrix in

the Picture 1)

The University of A Corua has the biggest potential to compete, because 15 of its

degrees belong to Motive, Star and Emblem Degrees. Besides, it has the lowest

proportion of degrees that are widely offered, GROUPS 6 and 7, (the Uiversitu of A

Corua has four degrees facing the Universtiy of Vigo and de University of Santiago de

Compostela with nine and six respectively).


12/17

Finally, the University of Vigo has an intermediate competitive advantage. It has 12

degrees that belong to GROUPS 1, 2 and 3, that is, the best positional degrees to

compete. But the Uiversity of Vigo also shows a high proportion of widely offered

degrees.

Finally, the matrix of degrees illustrates the danger that, in a medium term, would

affect the survival of some of the degrees as a consequence of a fall in the number of

University students. In the same way, it gives a clear picture of the application of certain

policies. Thus, expanding certain degrees could not only lead uiverstities to

cannibalism but also provoke the waste of financial resources. The resources must be

spent more effectively, whether offering other degrees with a higher number of

enrollment or giving grants to the students. In this last case, they could travel a longer

distance to the centre where the chosen studies are taught.

The limitations of this study, and thus also of the results above, lie in the lack of

data. Consequently, our analysis has taken into account only the official degrees (and

even not all official). Other factors, that also contributes to create competitive

advantages (quality, human capital or research), have not been included. In any case, the

anlisis give a picture (see the matrix) of the problems that affect Galician University

System, as well as others regional University Systems in Spain.

BIBLIOGRAPHICAL REFERENCES

ALBA-RAMIREZ, A. 1993. Mistmatch in the spanish labor market. Overeducation?,Journal of Human Resources, 28, 2, 258-278.

BARRO, R. 1991. Economic growth a cross section of countries, The QuaterlyJournal of Economics, 407-443.

BARRUTIA GENAGA, J. 2001. Algunas condiciones necesarias para la gestin yorganizacin en la universidad, Cuadernos de gestin, 1, 1, February, 13-30.

BECKER, GARY S. 1983.El capital humano, Alianza Universal, Madrid.CHAVES GARCA, J. R. 1995. La necesaria reorganizacin universitaria.Racionalizar la gestin y el gasto, Auditora Pblica: La Universidad, 3, October, 6-11.

COCHRANE, S. H.; O HARA, D.; LESLIE, L. 1980. The Effects of Education onHealth, Washintong D. C., The World Bank.

CONSEJO DE UNIVERSIDADES. 2000. Oferta, demanda, admisin y matriculacin.Ingreso en el sistema universitario pblico. Datos generales. Curso 1999-2000.

CONSELLERA DE EDUCACIN E ORDENACIN UNIVERSITARIA, DIRECCIN

XERAL DE UNIVERSIDADES. 2001. Base de datos sobre o sistema universitario deGalicia, Santiago de Compostela.


13/17

CUADRADO ROURA, J. 1998. Disparidades regionales, factores de crecimiento ycompetitividad territorial, en VV.AA, La poltica econmica en el horizonte del siglo

XXI, Universidad de Malaga/Debates. Malaga, 163-180.

CUADRADO, J. R.; GARCA, B. 1995. Las diferencias interregionales en Espaa.Evolucin y perspectivas, en Urbano, P. M. La economa espaola en un escenarioabierto, Fundacin Argentaria, Madrid, 151-196.

DA ROCHA, X. M.; DE LA FUENTE, A. 1994. Capital humano, productividad ycrecimiento, in J.M. Esteban y X. Vives (eds) Crecimiento y convergencia regional en

Europa y Espaa. I.A.E., Barcelona.

DELORS, J. 1996. Learning the Treasure Within. International Commission onEducation for the Twenty-first Century, UNESCO, Paris.

ESCARDBUL, J. O. 1997. Educacin, nivel de renta y convergencia educativa. Unanlisis de las Comunidades Autnomas espaolas in IV Encuentro de EconomaPblica. Inversin Pblica y Hacienda Pblica, Universidad Pblica de Navarra,

Pamplona, 1-12.FAURE, E. 1972. Learning to be. International Commission on the Development ofEducation, UNESCO, Paris.

FERNNDEZ LPEZ, S.; RODEIRO PAZOS, D.; RUZO SANMARTN, E. 2002.Anlisis de la expansin universitaria gallega, Actas XVI Congreso de AEDEM,Alicante.

GAMERO BURN, C.; NAVARRO GMEZ, M. 2000. Anlisis de causalidad entreeducacin y desarrollo econmico en Espaa, IX Jornadas de la Asociacin de

Economa de la Educacin, Universidad de Jaen, 313-339.

GARCA, M.; SAN SEGUNDO, M. J. 2001. El rendimiento acadmico en el primercurso universitario,Actas del IX Congreso de Economa de la Educacin, Servicio dePublicaciones de la Universidad de Murcia, 435-445.

GMEZ, M. 1999. El anlisis cluster en investigacin de marketing: metodologa ycrtica, in HAIR J. R., J. F.; ANDERSON, R. E.; TATHAM, R. L.; BLACK, W. C. (eds.)

Anlisis multivariante, 5 edicin, Editorial Prentice Hall Iberia, 538-545.

GRAO, J. 1988. Planificacin de la Educacin y Mercado de Trabajo, NarceaEdiciones, Madrid.

GRAO, J. 2002. La oferta universitaria: enseanzas, recursos humanos y materiales inHERNNDEZ ARMENTEROS, J. (coord.): Informacin acadmica, productiva y

financiera de las Universidades Espaolas. Indicadores Universitarios (Curso

acadmico 2000-2001), CRUE, avaliable inhttp://www.crue.org/cdOBSERVATORIO/index.html.

HAIR JR., J. F.; ANDERSON, R. E.; TATHAM, R. L.; BLACK, W. C. 1999. Anlisismultivariante, 5 edition, Prentice Hall Iberia.

IVIE. 2002. La situacin laboral de los graduados espaoles, Cuadernos de CapitalHumano, 21, July, Fundacin Bancaza, avaliable in http://www.bancaja.es/obrasocial.

LPEZ PEREIRA, J. E.; RIVAS ROMERO, U.; CIMADEVILLA CEA, C.; VILLAIGLESIAS, X. L. 2001. Gua do Sistema Universitario de Galicia. Lpez Pereira, J. E.

(Dir.,) Xunta de Galicia, Direccin Xeral de Universidades, Santiago de Compostela.
http://www.crue.org/cdOBSERVATORIO/index.htmlhttp://www.bancaja.es/obrasocialhttp://www.bancaja.es/obrasocialhttp://www.crue.org/cdOBSERVATORIO/index.html


14/17

LUQUE, T. 2000. Tcnicas de anlisis de datos en investigacin de mercados, EditorialPirmide, Madrid.

MANKIW, G. N.; ROMER, D.; WEIL, D. N. 1992. A contribution of the empirics ofeconomic growth, The Quaterly Journal of Economics, 407-437.

MINCER, J. 1974. Schooling, Experience and Earnings,Proquest Info & Learning.MORA, J. G. 1990. La demanda de educacin superior, Consejo de Universidades,Madrid.

MORENO BECERRA, J. L. 1998. Economa de la Educacin, Ediciones Pirmide,Madrid.

NEIRA, I.; GUISAN, M. C. 1999. Modelos economtricos de capital humano ycrecimiento econmico, Euro-American Association of Economic Development,

Economic Development, Working Paper 62.

OCDE. 2002.Education at a glance. 1 edition, OCDE, Paris.

PENELAS, A. 1999. Aplicacin del anlisis cluster, in HAIR J. R., J. F.;ANDERSON, R. E.; TATHAM, R. L.; BLACK, W. C. (eds.) Anlisis multivariante, 5edition, Prentice Hall Iberia, 533-536.

PREZ, F.; GOERLICH, F. J.; MS, M. 1996. Capitalizacin y crecimiento en Espaay sus regiones 1955-1995, Fundacin BBV, Bilbao.

PREZ-DAZ, V.; RODRGUEZ, J. C. 2001. Educacin Superior y Futuro de Espaa,Ed. Santillana, Madrid.

RODEIRO PAZOS, D. 2002. Anlisis de la oferta universitaria para la economagallega, XII Jornadas Luso-Espaolas de Gestin Cientfica; Nuevos desafos en la

gestin: Innovacin o renovacin?, Covilha, Portugal,422-429.SAN SEGUNDO, M. J. 1997. Decentralisation and Diversification in Spain, HigherEducation Management, 9, 3, 89-99.

SAN SEGUNDO, M. J. 2001.Economa de la educacin, Ed. Sntesis, Madrid.

SANTESMASES, M. 2001.Dyane. Diseo y anlisis de encuestas en investigacin socialy de mercados. Versin 2, Editorial Pirmide, Madrid.

SAUNDERS, J. 1980. Cluster analysis for market segmentation,European Journal ofMarketing, 14, 422-435.

SCHULTZ, T. 1963. The economic value of education, Columbia University Press,

New York.SELVA SEVILLA, C. 2000. Capital humano y crecimiento econmico en Castilla-LaMancha: Un anlisis por sectores productivos, IX Jornadas de la Asociacin de

Economa de la Educacin, Ed. Universidad de Jaen, 359-377.

SOLOW, R. M. 1957. A Contribution to the Theory of Economic Grothw, TheQuaterly Journal of Economics, 65-94.

VAQUERO GARCA, A. 2001. "El sistema universitario en Galicia: diez aos debalance", en: VV.AA., Actas de las X Jornadas de la Asociacin de Economa de la

Educacin, Servicio de Publicaciones de la Universidad de Murcia, Murcia, 187-199.

VISAUTA, B. 1998.Anlisis estadstico con SPSS para Windows. Volumen II: Estadsticamultivariante, Editorial McGraw Hill, Madrid.


15/17

XUNTA DE GALICIA 1996. Sistema Universitario de Galicia. Fundamentos eDesenvolvemento Legal, 1 edition, Santiago de Compostela.

XUNTA DE GALICIA 2001. Unha dcada do Sistema Universitario Galego. Consellerade Educacin e Ordenacin Universitaria, Santiago de Compostela.

REFERENCES WEB

Consejo de Coordinacin Universitaria. Catlogo de titulaciones (http:www.mec.es/consejou/oferta/index.html)

Consejo de Coordinacin Universitaria. Estadstica universitaria (http:www.mec.es/consejou/estadis/index.html)

Consellera de educacin e ordenacin universitaria: Direccin Xeral de Universidades(http: www.xunta.es/conselle/ceoug/dxu/index.htm)

Universidade de A Corua (http: www.udc.es)

Universidade de Santiago de Compostela (http: www.usc.es)

Universidade de Vigo (http: www.uvi.es)
http://www.mec.es/consejou/oferta/index.htmlhttp://www.mec.es/consejou/estadis/index.htmlhttp://www.xunta.es/conselle/ceoug/dxu/index.htmhttp://www.udc.es/http://www.usc.es/http://www.uvi.es/http://www.uvi.es/http://www.usc.es/http://www.udc.es/http://www.xunta.es/conselle/ceoug/dxu/index.htmhttp://www.mec.es/consejou/estadis/index.htmlhttp://www.mec.es/consejou/oferta/index.html


16/17

ANNEX 1

Table 6: USG; composition of the groups (cluster analysis non- hierarchical of K means).

GROUP NUM. DEGREES CENT_GAL GPA ENROLLMENTUNEMPLOYMENT

INCOME

1 Business administration (co) 5 5,84 247 ,0770 17780,002 Business admon. and business studies (ou) 5 5,86 311 ,0770 17780,003 Business admon. and business studies (sa) 5 5,41 412 ,0770 17780,004 Business admon. and business studies (vi) 5 5,00 242 ,0770 17780,005 Business studies (co) 2 5,48 291 ,1230 12730,006 Business studies (vi) 2 5,88 408 ,1230 12730,007 Law (co) 4 5,05 339 ,0980 14030,008 Law (sa) 4 5,03 351 ,0980 14030,009 Labour relations (co) 5 5,74 256 ,0670 13660,0010 Labour relations (sa) 5 6,25 283 ,0670 13660,00

11 Psichology (sa) 1 5,74 305 ,1580 13150,00

1

N 11 11 11 11 11 11

1 Technical architecture (co) 1 5,80 213 ,0130 20760,002 Architecture (co) 1 6,22 217 ,0000 26190,003 Agriculturist (co) 1 5,00 155 ,0000 17500,004 Civil engineer (co) 1 5,63 122 ,0370 29680,005 Computer engineer (co) 1 7,04 149 ,0260 19090,006 Industrial engineer (fe) 2 5,35 96 ,0000 22860,007 Industrial engineer (vi) 2 5,62 420 ,0000 22860,008 Industrial desing engineer (fe) 1 6,03 71 ,0510 18120,009 Systems computer engineer (co) 1 6,80 128 ,0200 16950,0010 Engineer (industrial electricity) (fe) 2 5,59 113 ,0510 18120,0011 Engineer (industrial electricity) (vi) 2 5,84 203 ,0510 18120,0012 Engineer (electricity) (fe) 2 5,47 117 ,0510 18120,0013 Engineer (electricity) (vi) 2 5,65 123 ,0510 18120,0014 Engineer (mechanics) (vi) 1 5,07 185 ,0510 18120,0015 Engineer (industrial chemistry) (vi) 1 6,37 107 ,0510 18120,0016 Industrial engineer (3 years) 1 5,62 27 ,0510 18120,0017 Gestion computer engineer (co) 2 6,57 128 ,0200 16950,0018 Gestion computer engineer (ou) 2 6,21 219 ,0200 16950,0019 Pharmacy (sa) 1 5,61 220 ,0310 15610,00

2

N 19 19 19 19 19 19

1 Phisiotherapy (co) 2 7,66 62 ,0170 11090,002 Phisiotherapy (po) 2 7,39 54 ,0170 11090,003 Medicine 1 7,47 273 ,1120 15020,004 Teacher in physical education (po) 3 7,44 49 ,1680 12030,005 Journalism (sa) 1 7,78 117 ,0780 14780,00

3

N 5 5 5 5 5 5

1 German philology (sa) 1 5,00 14 ,0790 12690,002 Classical philology (sa) 1 5,00 9 ,0790 12690,00

3 French philology (sa) 1 5,00 8 ,0790 12690,004 Italian philology (sa) 1 5,00 2 ,0790 12690,005 Portuguese (sa) 1 5,00 5 ,0790 12690,006 Romanesque (sa) 1 5,00 4 ,0790 12690,007 Philosophy 1 5,00 45 ,0890 16570,00

4

N 7 7 7 7 7 7

1 Agriculturist (3 years) (ou) 1 5,70 135 ,1020 13690,00

2Agriculturist (3 years) (esp. Agricultural andlivestock exploitation)

1 6,31 59 ,1020 13690,00

3Agriculturist (3 years) (esp. Horticulture andgardening)

1 6,31 28 ,1020 13690,00

4Agriculturist (3 years) (esp. Agricultural andfood industries)

1 5,65 84 ,1020 13690,00

5Agriculturist (3 years) (esp. Agriculturalmechanisation and rural buildings)

1 6,00 39 ,1020 13690,00

6 Business studies (lu) 1 5,63 232 ,1230 12730,00

7 Pedagogy (sa) 1 5,36 86 ,1130 12430,008 Veterinary science (lu) 1 6,14 149 ,0820 13070,00

5

N 8 8 8 8 8 8


17/17

GROUP NUM. DEGREES CENT_GAL GPA ENROLLMENTUNEMPLOYMENT

INCOME

1 Nursing (co) 7 6,63 53 ,1310 14010,002 Nursing (fe) 7 6,06 60 ,1310 14010,003 Nursing (lu) 7 6,14 77 ,1310 14010,004 Nursing (ou) 7 6,09 62 ,1310 14010,00

5 Nursing (po) 7 6,07 52 ,1310 14010,006 Nursing (sa) 7 6,31 176 ,1310 14010,007 Nursing (vi) 7 6,14 57 ,1310 14010,00

6

N 7 7 7 7 7 7

1 Teacher in nursery education (co) 6 5,05 83 ,1680 12030,002 Teacher in nursery education (lu) 6 5,93 65 ,1680 12030,003 Teacher in nursery education (ou) 6 5,63 110 ,1680 12030,004 Teacher in nursery education (sa) 6 5,85 90 ,1680 12030,005 Teacher in nursery education (vi) 6 5,00 51 ,1680 12030,006 Teacher in nursery education (po) 6 5,90 93 ,1680 12030,007 Teacher in primary education (co) 6 5,58 81 ,1680 12030,008 Teacher in primary education (lu) 6 5,65 80 ,1680 12030,009 Teacher in primary education (ou) 6 5,68 92 ,1680 12030,0010 Teacher in primary education (sa) 6 5,21 93 ,1680 12030,0011 Teacher in primary education (vi) 6 5,00 61 ,1680 12030,00

12 Teacher in primary education (po) 6 5,73 60 ,1680 12030,00

7

N 12 12 12 12 12 12

1 Fine art (po) 1 5,34 136 ,1500 13470,002 Biology (co) 3 5,15 138 ,2520 11900,003 Biology (sa) 3 6,42 221 ,2520 11900,004 Biology (vi) 3 5,06 182 ,2520 11900,005 History (ou) 2 5,64 24 ,2430 12620,006 History (sa) 2 5,50 138 ,2430 12620,007 History of arts (sa) 1 6,50 170 ,2430 12620,008 Teacher in audition and language (co) 1 5,03 80 ,1680 12030,009 Teacher in audition (special education) (ou) 1 5,86 89 ,1680 12030,0010 Teacher in primary education (co) 3 5,19 84 ,1680 12030,0011 Teacher in primary education (lu) 3 5,60 55 ,1680 12030,0012 Teacher in musical education (po) 2 5,51 52 ,1680 12030,0013 Teacher in musical education (sa) 2 5,65 94 ,1680 12030,0014 Teacher in foreing languages (lu) 3 5,90 39 ,1680 12030,0015 Teacher in foreing languages (ou) 3 5,89 39 ,1680 12030,0016 Teacher in foreing languages (sa) 3 5,60 93 ,1680 12030,0017 Sociology (co) 1 5,06 127 ,1480 13340,0018 Social work (ou) 2 5,62 89 ,1620 9500,0019 Social work (sa) 2 5,46 116 ,1620 9500,00

8

N 19 19 19 19 19 19

1 Business admon. (lu) 5 5,00 160 ,0770 17780,002 Law (ou) 4 5,15 114 ,0980 14030,003 Law (esp. in business economy) (vi) 4 5,05 178 ,0980 14030,004 Economy (co) 3 5,12 110 ,0600 17230,005 Economy (sa) 3 5,00 118 ,0600 17230,006 Economy (vi) 3 5,11 75 ,0600 17230,007 Galician philology (co) 3 5,37 23 ,0790 12690,008 Galician philology (sa) 3 5,00 23 ,0790 12690,009 Galician philology (vi) 3 5,00 19 ,0790 12690,0010 Spanish philology (co) 4 5,00 39 ,0790 12690,0011 Spanish philology (lu) 4 5,00 18 ,0790 12690,0012 Spanish philology (sa) 4 5,00 51 ,0790 12690,0013 Spanish philology (vi) 4 5,00 30 ,0790 12690,0014 English philology (co) 3 5,12 57 ,0790 12690,0015 English philology (sa) 3 5,00 91 ,0790 12690,0016 English philology (vi) 3 5,00 63 ,0790 12690,0017 Mathematics (sa) 1 5,00 46 ,1130 19320,0018 Chemistry (co) 3 5,00 77 ,1150 14470,0019 Chemistry (sa) 3 5,02 135 ,1150 14470,0020 Chemistry (vi) 3 5,03 88 ,1150 14470,0021 Labour relations (fe) 5 5,70 106 ,0670 13660,0022 Labour relations (lu) 5 5,89 129 ,0670 13660,0023 Labour relations (vi) 5 5,66 120 ,0670 13660,00

9

N 23 23 23 23 23 23

N 111 111 111 111 111 111

fernandez - competitiveness of the university offer - an empirical cluster analisis of the galician...

Documents