Jack Whybrow

Jack Whybrow

Dr

  • 1.06g Thomas Paine Study Centre

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Personal profile

Biography

Jack was reappointed as a Lecturer in Business Statistics in May 2019. He is also a Senior Deputy Adviser for the school and is a member of the Equality and Diversity Committee. Prior to his appointment as a lecturer, he was a Business Tutor between Sept’15 and April’19.


Jack completed a PhD in Applied Econometrics and Policy Analysis in 2018 and in 2019 a Post Graduate Certificate in Higher Education Practice. Jack became a Fellow of the Higher Education Academy in 2020.


This academic year (2021-22) Jack is the module organiser and delivers the bulk of the teaching for NBS-4104B Managing Data in a Digital World. This module is a large first-year undergraduate module for students registered on the business school’s BA programmes. This academic year he also was a member of the teaching team for NBS-4107A Introduction to Quantitative Methods for Business, NBS-5102A Quantitative Methods for Business and NBS-7046X Performance Management and Reporting. The Quantitative Methods modules are for business students, first- and second-year respectively, registered on the school's BSc programmes. Performance Management is part of the MSc programme. Jack will also deliver a few taster sessions for prospective applicants and will act as a supervisor for several MSc Dissertations.


In previous years, Jack was module organiser for NBS-4009Y Cases in Economics for business and taught a variety of modules relating to Economics, International Business, Quantitative Methods and Marketing. He has also guest lectured for the School of Economics and delivered seminars.

Key Research Interests

Jack completed his PhD in 2018. This was undertaken with the School of Economics and investigated the determinants of UK Higher Education participation using two birth cohorts and a longitudinal study. His external examiners were Prof. John Micklewright (UCL) and Dr. Jo Blanden (Surrey). 

 

This PhD research is interdisciplinary but broadly falls under the Economics of Education. Specifically, he assesses the changing cultural and social influences with respect to UK Higher Education participation. To do this he utilises 3 cohorts, namely the National Child Development Study (NCDS), British Cohort Study (BCS70) and Longitudinal Study of Young People in England (LSYPE). In his first chapter, he estimates a logistic model of HE participation for the NCDS and BCS70, controlling for a range of individual (including a measure of cognitive ability) and background characteristics. To this, he added some simple comparable measures (Principal Components Analysis) of Cultural and Social Capital. His second chapter estimates a more comprehensive model for the more recent LSYPE cohort. The main contribution of this chapter is to introduce additional measures of Habitus and contextual forms of Social Capital (at home and at school). His last empirical chapter, which also utilises the LSYPE, estimates a multilevel logistic model (given the data’s two-stage stratified sampling design), with the aim of assessing the role schools and their characteristics play in relation to these capitals and Higher Education more generally. To his knowledge this is the first UK focused study to explore the influences of these capitals on determining who goes on to study in Higher Education. 

 

Jack is actively looking to pursue a variety of related research projects in the future. Currently, he is working on a funding bid with Prof. Helena Gillespie (EDU) and Dr Spyros Themelis (EDU). This will assess the impact on the capitals of COVID-19.