Methods Center

Dr. Judith Glaesser

Research Scientist at the Methods Center and at the Tübingen School of Education (TüSE)

Wilhelmstr. 31, Raum 302
72074 Tübingen
 07071 29 75525

Office hours
By appointment via E-Mail


Main research

  • Research methods and design
  • Educational Sociology

Curriculum Vitae

since 11/2016
Scientific Coordinator of the subproject "Kompetenzmodellierung"

at the Tübingen School of Education (TüSE)

2006 - 2016
Senior Research Associate, Research Fellow, Lecturer and then Senior Lecturer

at the School of Education, Durham University, Great Britain

2002 - 2006
Research scientist

at the Department of Sociology at the University of Konstanz

1995 - 2002
Psychologie studies

at the University of Konstanz

Publications (Selection)


  • Glaesser, J. (2015). Young people's educational careers in England and Germany. Integrating survey and interview analysis via Qualitative Comparative Analysis. Basingstoke: Palgrave Macmillan.
  • Cooper, B., Glaesser, J., Hammersley, M. & Gomm, R. (2012). Challenging the Qualitative-Quantitative Divide. Explorations in Case-focused Causal Analysis. London: Continuum.
  • Glaesser, J. (2008). Soziale und individuelle Einflüsse auf den Erwerb von Bildungsabschlüssen. Konstanz: UVK.

Book chapters

  • Cooper, B. & Glaesser, J. (2018): Beyond mixed methods: using QCA to integrate cross-case and within-case analyses. In: Cohen, L., Manion, L. & Morrison, K., Research Methods in Education. (8 th ed.). London, New York: Routledge.

Journal articles

  • Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1):
  • Cooper, B. & Glaesser, J. (2016). Analysing necessity and sufficiency with Qualitative Comparative Analysis: how do results vary as case weights change? Quality & Quantity 50(1): 327-346.
  • Cooper, B. & Glaesser, J. (2016). Exploring the robustness of set theoretic findings from a large n fsQCA: An illustration from the sociology of education. International Journal of Social Research Methodology 19(4): 445-459.
  • Cooper, B. & Glaesser, J. (2016). Qualitative Comparative Analysis, necessary conditions and limited diversity: some problematic consequences of Schneider and Wagemann’s Enhanced Standard Analysis. Field Methods 28(3): 300-315.
  • Glaesser, J. & Cooper, B. (2014). Exploring the consequences of a recalibration of causal conditions when assessing sufficiency with fuzzy set QCA. International Journal of Social Research Methodology17(4): 387-401.
  • Glaesser, J. & Cooper, B. (2014). Using Rational Action Theory and Bourdieu's Habitus theory together to account for Educational Decision-making in England and Germany. Sociology 48(3): 463-481.
  • Glaesser, J. & Cooper, B. (2012). Educational achievement in selective and comprehensive local education authorities: a configurational analysis. British Journal of Sociology of Education 33(2): 223-244.
  • Glaesser, J. & Cooper, B. (2012). Gender, parental education and ability: their interacting roles in predicting GCSE success. Cambridge Journal of Education 42(4): 463-480.
  • Cooper, B. & Glaesser, J. (2012). Qualitative Work and The Testing and Development of Theory: Lessons from a Study combining Cross-Case and Within-Case Analysis via Ragin's QCA. Forum: Qualitative Social Research 13 (2): 4.
  • Cooper, B. & Glaesser, J. (2011). Paradoxes and pitfalls in using fuzzy set QCA: illustrations from a critical review of a study of educational inequality. Sociological Research Online 16(3): 8.
  • Glaesser, J. & Cooper, B. (2011). Selectivity and Flexibility in the German Secondary School System: A Configurational Analysis of recent data from the German Socio-Economic Panel. European Sociological Review 27(5): 570-585.
  • Cooper, B. & Glaesser, J. (2011). Using case-based approaches to analyse large datasets: a comparison of Ragin's fsQCA and fuzzy cluster analysis. International Journal of Social Research Methodology14(1): 31-48.
  • Glaesser, J. (2008). Just how flexible is the German selective secondary school system? A configurational analysis. International Journal of Research & Method in Education 31(2): 193-209.

Speeches at Conferences

"Textverstehen: von fachwissenschaftlicher zu fachdidaktischer Kompetenz." held at the conference Flickenteppich Lehrerbildung? Professionalisierungsstrategien in Forschung und Praxis