Degree in Educational Sciences and European PhD in Inclusive Education from the University of the Balearic Islands. Her research is based on youth transitions to adulthood, early school from education and training, gender and lifelong learning. In addition to university teaching and research, she has worked for Palma City Council as coordinator of the Municipal Observatory for Equality and as an immigration technician in programmes for the promotion of coexistence.

Research projects

• Trayectorias de la educación secundaria al empleo: una perspectiva biográfica (EDU2009-13312). Ministerio de Ciencia e Innovación.
• Itinerarios de éxito y abandono en la formación profesional del sistema educativo de nivel 1 y 2 (EDU2013-42854). Ministerio de Ciencia e Innovación.
• Abandono temprano de la formación profesional (ATEFP): prevenir el ATEFP desarrollando la vinculación del alumnado con el profesorado (PID2019-108342RB-I00). Ministerio de Ciencia e Innovación.
• Social inclusion and common values: the contribution in the field of education and training.Co-created Education through Social Inclusion (COSI.ed). EACEA/34/2019

Publications

Salvà-Mut, F.; Thomás-Vanrell, C. & Quintana-Murci, E. (2016). School to work transitions in times of crisis: The case of Spanish youth without qualifications. Journal of Youth Studies, 19(5), 593-611.

Salvà Mut, F.; Tugores Ques, M. & Quintana Murci, E. (2018). NEETs in Spain: an analysis in a context of economic crisis. International Journal of Lifelong Education, 37(2), 168-183. http://dx.doi.org/10.1080/13676261.2015.1098768

Quintana Murci, E., Salvà Mut, F. & Tugores Ques, M. (2019). Making Spanish young women's transition to adulthood visible: a biographical analysis in times of crisis. International Journal of Adolescence and Youth, 25(1), 329-342.

Quintana Murci, E., Tugores Ques, M. & Salvà Mut, F. (2020). Poor educational attainment, training opportunities, and transitions to adulthood: the case of young Spanish women In N. Vogel & L. Arnell, (Eds.), Living like a girl. Agency, social vulnerability and welfare measures in a European context (pp. 101-122).Berghahn Books.

Sureda-García, I., Jiménez-López, R., Álvarez-García, O., & Quintana-Murci, E. (2021). Emotional and Behavioural Engagement among Spanish Students in Vocational Education and Training. Sustainability, 13(7), 3882.

Navas Saurin, A.A., Abiétar López, M., Bernad i García, J.C., Córdoba Iñesta, A.I., Giménez Urraco, E., Crespo, E.M., Quintana-Murci, E. (2021). Student engagement in Vocational Education and Training: differential analysis in the province of Valencia. Revista de Educación, 394, 189-204.

Cerdà-Navarro, A., Quintana-Murci, E. & Salvà-Mut, F. (2022) Reasons for dropping out of intermediate vocational education and training in Spain: the influence of sociodemographic characteristics and academic background. Journal of Vocational Education & Training. Published online. DOI: 10.1080/13636820.2022.2049625

Salvà-Mut, F., Tugores-Ques, M., & Quintana-Murci, E. (2022). Early School Leaving and Transition to Adulthood: A Case Study of a Spanish Mediterranean Region. Emerging Adulthood. Published online. https://doi.org/10.1177/21676968221091360