Jack Whybrow

Jack Whybrow


  • 1.06g Thomas Paine Study Centre

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Personal profile


Jack was reappointed as a Lecturer in Business Statistics in May 2019. Prior to this he was employed as a Business Tutor between Sept’15 and April’19. He also took on the role of Senior Deputy Adviser for the school in September 2019 and remains in post.

Jack completed a PhD in Applied Econometrics and Policy Analysis in 2018 and more recently a Post Graduate Certificate in Higher Education Practice. Jack is also a registered Fellow of the Higher Education Academy.

This academic year (2019-20) Jack is the module organiser and delivers all the teaching for NBS-4009Y Cases in Economics for Business. This module is for Business students who have an A-Level or equivalent in Economics. He will also be lecturing in the Spring semester for NBS-4004Y Introduction to Quantititative Methods and NBS-7064Y Business Research Methods. In the past he has also lecturered on NBS-5016Y International Business, co-lectured a module (buyer behaviour and interactive marketing) for the MBA programme, guest lectured for the School of Economics (in Labour Economics) and delivered seminars for a variety of modules (both for NBS and ECO).

Key Research Interests and Expertise

Jack completed his PhD in Sept'18. This was undertaken with the School of Economics and investigated the determinants of UK Higher Education participation across multiple cohorts. 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) 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.