Methods Center

Dr. Judith Glaesser

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

Haußerstr. 11, room 203
72076 Tübingen
 07071 29 75525

Office hours
By appointment via E-Mail


Research interests

  • Research methods and research design
  • Sociology of education

Curriculum Vitae

2018 - current
Research Fellow

Methods Center

2016 -2018
Research coordinator for the project "Kompetenzmodellierung"

Tübingen School of Education (TüSE)

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

School of Education, Durham University, United Kingdom

2002 - 2006
Research assistant

Department of Sociology, University of Konstanz

1995 - 2002
Degree (Diplom) in psychology

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

  • Glaesser, J. (2023). Curriculum and competences. In Tierney, Robert J, Rizvi, Fazal & Erkican, Kadriye (eds), International Encyclopedia of Education, Vol 7 (Approaches to Curriculum and its Politics) (4th ed.). Oxford: Elsevier, pp. 281-287.

  • Glaesser, J., Kilian, P. & Kelava, A. (2021). Mögliche Vorläufer von Studienabbruch in der Mathematik: stabile Persönlichkeitsmerkmale und veränderliche affektive Zustände. In Neugebauer, M., Daniel, Hans-Dieter & Wolter, A. (Eds.), Studienerfolg und Studienabbruch. Wiesbaden: Springer. Link to the whole book
  • 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

  • Heusel L., Glaesser J., Kilian P., Merk S. and Kelava A. (2023). Comparing dropout intentions of math students on trainee teacher courses versus bachelor of science courses using intensive longitudinal data. Front. Educ. 8:1205949. doi: 10.3389/feduc.2023.1205949
  • Glaesser, J. (2023). Explaining Regularities or Individual Outcomes: Chance and the Limits of Social Science. Sociological Research OnlineDOI: 10.1177/13607804231158504
  • Glaesser, J. (2023). Analysing causal asymmetry: a comparison of logistic regression and Qualitative Comparative Analysis (QCA). International Journal of Social  Research Methodology,
  • Glaesser, J. (2022). Limited diversity and QCA solution types: assumptions and their consequences. Quality & Quantity,

  • Glaesser, J. (2022). Relative educational poverty: conceptual and empirical issues. Quality & Quantity, 56 (4), 2803-2820.

  • Kelava, A., Kilian, P., Glaesser, J., Merk, S., & Brandt, H. (2022). Forecasting intra-individual changes of affective states taking into account interindividual differences using intensive longitudinal data from a university student drop out study in math. Psychometrika. Link

  • Bauer, M., Glaesser, J., Kelava, A., Kirchhoff, L. & Zirker, A. (2022). ‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language. Language and Literature. Link zum Artikel

  • Glaesser, J. (2021). Book Review: Michelle Jackson, Manifesto for a Dream: Inequality, Constraint, and Radical Reform. Sociological Research Online

  • Glaesser, J. (2021). Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA). Methological Innovations,
  • Kilian, P., Glaesser, J., Loose, F., & Kelava, A. (2021). Structure of pedagogical content knowledge in maths teacher education. Psychological Test and Assessment Modeling63, 337–360. Link zum Artikel
  • 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.

Conference presentations

Glaesser, J. (2021): Integration qualitativer und quantitativer Forschungsansätze in den Sozialwissenschaften. Paper presented at the  workshop Qualität und Quantität. Zugänge zu Mensch und Natur im interdisziplinären Dialog“ /  "Quality and Quantity. Approaches to humans and nature in an interdisciplinary dialogue“, Graduiertenkolleg 1876 „Frühe Konzepte von Mensch und Natur“. Mainz/online, Oktober 2021

Glaesser, J. (2021): How stable is the relationship between education and class in Germany? Empirical distributions, counterfactual worlds, and a configurational analysis of NEPS data. Paper presented at the 6th International NEPS Conference. Bamberg/online, Juni 2021.

Glaesser, J. & Kelava, A. (2018): Textverstehen: von fachwissenschaftlicher zu fachdidaktischer Kompetenz. Paper presented at the conference  Flickenteppich Lehrerbildung? Professionalisierungsstrategien in Forschung und Praxis