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Limited By:	Author = Byrne, Delma;

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The Determinants and Effects of Training at Work: Bringing the Workplace Back in (2012)

O'Connell, Philip J.; Byrne, Delma

The Determinants and Effects of Training at Work: Bringing the Workplace Back in (2012)

O'Connell, Philip J.; Byrne, Delma

Abstract:

This article brings together two research fields: work-related training and high-performance work practices (HPWP). We estimate models of both the determinants and the impact of training. Our models of the determinants of training confirm previous research: age, education, contract, tenure, and firm size all influence training. Several components of HPWP are associated with a higher probability of training, specifically general (non-firm-specific) training. Participation in general training is associated with higher earnings, as is involvement in highly participative and consultative working arrangements, and performance reward systems. These patterns of training and returns to training are broadly consistent with HPWP approaches and represent a challenge to human capital theory. We used propensity score matching techniques and Rosenbaum bounds to test for selection in our models of both training and wages.

http://mural.maynoothuniversity.ie/8967/

Marked Mark

The Determinants and Effects of Training at Work: Bringing the Workplace Back In. ESRI Working Paper No. 289 (2009)

O'Connell, Philip J.; Byrne, Delma

The Determinants and Effects of Training at Work: Bringing the Workplace Back In. ESRI Working Paper No. 289 (2009)

O'Connell, Philip J.; Byrne, Delma

Abstract:

This paper brings together two research fields: on work-related training and high performance work practices (HPWP), respectively. We estimate models of both the determinants and the impact of training using the NCPP/ESRI Changing Workplace Survey. Our models of the determinants of training confirm previous research: age, education, contract, tenure, and firm size all influence training. Several components of HPWP are associated with a higher probability of training, specifically, general (non-firm-specific) training. Participation in general training is associated with higher earnings, as is involvement in highly participative and consultative working arrangements, and performance reward systems. These patterns of training, and returns to training, are broadly consistent with HPWP approaches and represent a challenge to human capital theory.

http://mural.maynoothuniversity.ie/4347/

Marked Mark

The Influence of Childcare Arrangements on Child Well Being from Infancy to Middle Childhood (2015)

Byrne, Delma; O'Toole, Catriona

The Influence of Childcare Arrangements on Child Well Being from Infancy to Middle Childhood (2015)

Byrne, Delma; O'Toole, Catriona

Abstract:

In 2012, the Family Support Agency (now Túsla, the Child and Family Agency) in collaboration with the Irish Research Council commissioned this study to investigate the wellbeing of children from families in which the parents are in employment and the children are minded by others. The study set out to describe the uptake of non-parental care from infancy to middle childhood, and to determine how such uptake influences the wellbeing of children. This is the first national study of the well-being of children from infancy to midd le childhood in the Irish context. The key research objectives were: 1. To explore the relationship between childcare arrangements in early childhood and out-of- school care in middle childhood and children’s physical, cognitive and socio-emotional outcomes; and, 2. To identify the key risk factors associated with children’s well-being from infancy to middle childhood.

http://mural.maynoothuniversity.ie/7114/

Marked Mark

Too much of a good thing? Gender, 'Concerted cultivation' and unequal achievement in primary education. ESRI Working Paper No. 362 (2010)

McCoy, Selina; Byrne, Delma; Banks, Joanne

Too much of a good thing? Gender, 'Concerted cultivation' and unequal achievement in primary education. ESRI Working Paper No. 362 (2010)

McCoy, Selina; Byrne, Delma; Banks, Joanne

Abstract:

It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the extent to which out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the level and type of out-of-school activities in which children engage. Moreover, we examine how out-of-school activities, class and gender impact on children’s school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of conc...

http://mural.maynoothuniversity.ie/4346/

Marked Mark

Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education (2012)

McCoy, Selina; Byrne, Delma; Banks, Joanne

Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education (2012)

McCoy, Selina; Byrne, Delma; Banks, Joanne

Abstract:

It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the way out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the out-of-school activities of children. Moreover, we examine how out-of-school activities, class and gender impact on children’s school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differe...

http://mural.maynoothuniversity.ie/8968/

Marked Mark

Who Goes to College via Access Routes? A Comparative Study of Widening Participation Admission in Selective Universities in Ireland and England (2019)

O'Sullivan, Katriona; Byrne, Delma; Robson, James; Wonters, Niall

Who Goes to College via Access Routes? A Comparative Study of Widening Participation Admission in Selective Universities in Ireland and England (2019)

O'Sullivan, Katriona; Byrne, Delma; Robson, James; Wonters, Niall

Abstract:

This article explores changing national widening participation (WP) policy and responses from Higher Education institutions (HEIs) from a cross-national perspective. Specifically, the use of contextualised admissions and the provision of foundation year programmes in selective universities in Ireland and England are the key foci of interest. Using data gathered from WP students in two selective universities in Ireland and England, we explore how student characteristics differ according to the WP route undertaken. In an attempt to generate more knowledge of how HEIs enact WP policy, we draw on interviews conducted with staff involved in admission decision-making to explore how those with responsibility for admission within each institutional context perceive the WP pathways and their aims. The findings highlight how important it is for selective universities to adopt multiple WP pathways given that the use of contextualised admission and the provision of foundation years attract quit...

http://mural.maynoothuniversity.ie/10418/