COMPETITIVENESS OF THE UNIVERSITY OFFER: AN EMPIRICAL CLUSTER ANALYSIS OF THE GALICIAN UNIVERSITY SYSTEM*

Sara Fernndez1, David Rodeiro, Emilio Ruzo University of Santiago de Compostela SPAIN

ABSTRACT: Environment of higher education has notably changed in the last decades. The high enrollment, which characterized of Spanish university system during the eighties and nineties, has been currently reversed because of drastic reductions of students. This fact is at the root of the increasing in competition between different Universities. So, this paper aims to analyse the current competitive advantage to Galician universities of offering several attractive degrees.

KEYWORDS: Offer demand university competitiveness analysis cluster.

This paper has been accepted for presentation on the Econometrics and Empirical Economics (EEE) Programme of the 59th European Meeting of the Econometric Society (ESEM) 2004, Madrid, August 2024.

Corresponding Author: Sara Fernndez Lpez, Departamento de Economa Financiera y Contabilidad, Facultad de Ciencias Econmicas y Empresariales, Universidad de Santiago de Compostela, Avda. Xon XXIII s/n, E-15782, SANTIAGO DE COMPOSTELA (SPAIN), tel. 981-563100 ext. 11606; e-mail: efsfl@usc.es.

1. INTRODUCTION.
Human capital has always been considered as a major source of growth by economic theory. Governments have also interpreted education as one of the most important elements in order to design a strategy for economic growth and development. They consider that the investment in human capital positively contributes to economic growth, by improving work productivity or by making technical progress easier (Solow, 1957; Schultz, 1963; Da Rocha and De La Fuente, 1994, Cuadrado and Garca, 1995; Prez, Guerlich and Mas, 1996; Escardibul, 1997). This economic growth, in turn, results in improvements in people's welfare (Faure, 1972,; Delors, 1996), which is the most important aim of economy (Selva, 2000). So, education is considered as a key element to keep and increase the competitive ability of a country or a region, both under a productivist and a human approach. Therefore, it is so important to analyse the educational offer of a country or a region, particularly its university offer, because it determines partly the long- term sustainability of its economic growth and development. During the last twenty years, the Spanish University has experimented an expansion without precedents to serve the growing enrollment of students. This process often answered to political or social pressures instead of to a process of planning. Neither politicians nor planners in general do reflect so much about the geographical distances or the real needs. As such, both actors create a University centre in almost all towns with more than 40000 inhabitants (Grao, 2002, p.131). Transfering of higher education powers to the Autonomous Communities has also contributed to aggravate this problem of lack of planning. According to the Act of Universities (2001), the regional governements can create, modify and abolish the university centres as well as their official degrees (art. 8.2). Galicia is one of Spains 17 Autonomous Communities, which have a certain degree of self-government. It comprises of four provinces and has a population of over 3 million people, widely dispersed throughout the region. It received the higher education powers in 1987, when it had only a University (the University of Santiago de Compostela which has 2 campuses). In 1989, the law 11/1989established two new universties: the University of A Corua (which has 2 campuses) and the University of Vigo (which has 3 campuses).

So, Galicia has not been unaware to this expansion process(Vaquero, 2001; Rodeiro, 2002). After a period of expansion in the 1990s, the number of students has started to decrease in the 2000s. So, the three Galician Universities must compete against each other for their survival. The objective of this work is analysing their competitive position, taking as starting point the official degrees offered by them. This paper proceeds as follows: Section 2 provides a brief overview of the university offer in Galicia. Section 3 carries out a cluster analisys for classifying the official degrees according to their offer and demand. This process allows us to asses their competitive potential Section 4. Finally, the conclusions provide a summary of the competitive position of Galician universities.

2. THE UNIVERSITY OFFER IN GALICIA.

During the academic years 2001 - 2002 and 2002 2003, the University System of Galicia (USG) offered eighty-nine official University degrees. They represented approximately 65% of all the official degrees available in Spain (Table 1).
Table 1: Official University Degrees imparted by THE SUG. Academic Years 01/03.
Total Degrees Spain 25 29 14 58 10 136 Careers Guidance SUG (% of total number of degrees) 17,98% 28,09% 6,74% 35,96% 11,24% 100,00%

General Degrees Humanities Law & SocialSciences Experimental Sciences Technical Sciences Health Sciences 0 14 0 18 6 38

Honour Total Degrees Degrees SUG 16 11 6 14 4 51 16 25 6 32 10 89

Coverage Ratio 64% 86% 43% 55% 100% 65%

Source: Xunta de Galicia http://www.xunta.es/conselle/ceoug/dxu/sug/default.asp (February, 2003)

Looking at the Careers Guidance column in table 1, it seems that Galician universities have a Technical orientation. The Technical degrees represent 36% of the total offered degrees. However, in Galicia there is only the 55% of the Technical degrees offered by the Spanish University System (see 'Coverage ratio'). On the other hand, Table 2 shows the total degrees of the USG, that is, it includes those that can be studied in more than one campus. We can see the wide presence of the degrees in Law & Social Sciences. Both the number of degrees (39% of the total degrees) and the avalaible places in the first year (half of the total avalaible places) confirm the wide presence of this kind of degrees.

Table 2: Total official degrees imparted by the SUG. Academic Years 01/03.
% of % of the total Avalaible the avalaible places (1 year) Total places 17% 39% 8% 25% 11% 100% 2.415 9.443 1.730 3.805 1.419 18.812 13% 50% 9% 20% 8% 100%

General Degrees Humanities Law & SocialSciences Experimental Sciences Technical Sciences Health Sciences 0 39 0 25 13 77

% 0% 51% 0% 32% 17% 100%

Honour Degrees 26 23 13 14 4 80

% 33% 29% 16% 18% 5% 100%

Total 26 62 13 39 17 157

Source: Xunta de Galicia http://www.xunta.es/conselle/ceoug/dxu/sug/default.asp (February, 2003)

The first conclusions that can logically be drawn about University offer in Galicia is that careers guidance has a Legal and Social character and it really exists an important deficit in technical and experimental degrees. In addition, there exists the possibility of overcrowding in the centres that teach Law and Social Sciences, because the percentage of avalaible places is bigger than that of the number of centres (a 50% facing a 39%). What are the reasons for the proliferation of Law and Social degrees? As these have an important way out to the labour market (Ivie, 2002), the students apply them. On the other hand, their establishment is relatively cheap. These arguments lead us to conclude that the regional government has not always used criteria of economic development to design the university offer (Fernndez et al, 2002; Grao, 2002) During the last years there have been several meetings between the government and the three Galician universities to solve these problems. As a result of these meetings, in the academic year 2003 - 2004, eleven new degrees has been offered, solving partly the lack of Technical degrees (with seven new Technical degrees).

3. THE UNIVERSITY OFFER IN GALICIA: CLUSTER ANALYSIS.

In this third section, we are going to classify all the official universty degrees in Galicia using a cluster analysis. This segments the degrees into groups based in their offer and demand. This process will help us to assess the competitive ability of each degree and consequently of the universities that offer it. For instance, suppose a degree exclusively offered by one of the three universities in Galicia. This exclusiveness can mean a competitive advantage. But, what happens if that degree is hardly required? Then, it will turn into an important economic burden, because there are fixed costs that should be supported.

Of course, in our opinion, economy is not the only reason for offering a degree, but it should be taken into account to develop a competitive University system. 3.1. THE DATA SAMPLE AND METHODOLOGY Data were obtained from the sources shown in Table 3. They refer to the academic year 2001 02, because these are the most recent data available for all the considered variables.
Table 3: Variables used in the cluser analysis. NOUN Cent_gal OFFER GPA DESCRIPTION Number of centres in which each degree is offered Grade point average. As information about the avalaible places in first year is not available, we took GPA as proxy. Note that in Spanish University System the GPA ranges from 0 to 10. Number of enrolled students in the first year of each degree. SOURCE Lpez Pereira et al, 2001

(http:/www.xunta.es)

Enrollment

This information was asked to the three universities.

Percentage of unemployed people in relation to (Ivie, 2002) active population. This variable shows the These data reflect the Unemployment: unemployment rate for those graduates who DEMAND results from 7250 finished their studies four years ago, in 1997. surveys made all This variable reflects the average income of around Spain by the those graduates working full time who finished Instituto Valenciano de their studies four years ago (in 1997). Only the Income Investigaciones income received according to the contract have Econmicas been taken into account.

The original data set for official degrees consisted of 157 degrees. Two types of degrees, however, were eliminated from the final data set. First, those degrees that desappeared. Second, any degrees without statistically reliable data (unemployment and income variables) were removed. This decreased the sample from 157 to 111 degrees. 3.2. RESULTS OF THE CLUSTER ANALYSIS In this section, we report the results obtained by the application of a cluster analysis to group the official degrees of the USG, according to the variables of offer and demand described previously. We followed a two-step procedure, which employs different methods of cluster analysis. First, we could verify that the suitable solution consists on nine clusters, using hierarchical cluster analysis (average linkage, single linkage, complete linkage, centroid clustering and Ward's method), available in SPSS 11.5 statistical software.

Second, final results were determined using a non-hierarchical cluster analysis, specifically, K-Means Cluster Analysis, available in SPSS 11.5 statistical software (Visauta, 1998; Gmez, 1999; Hair et al. 1999; Luque, 2000). This results are show in the Table 6 (see Annex 1) Then, in order to validate the cluster solution, ANOVA and discriminant analysis are usually employed (Gmez, 1999), as we show below. First, we perform a discriminant analysis, taking the membership of each observation to respect the created clusters as the dependent variable, and the same variables used by the cluster analysis as independent variables (Penelas, 1999; Santesmases, 2001). This e discriminant analysis provided a 96,4% of original grouped cases correctly classified, which indicates a more than acceptable kindness of the analysis. Following, it was performed an ANOVA with the solution of the analysis cluster, using de F-Snedecor statistic to test the signification of the differences between the centres of the clusters (Hair et al., 1999; Santesmases, 2001). Again we employed the new variable of membership to the clusters. As we can see in the following table, all the variables show statistically significant differences (p=0,000) in the mean between the different clusters (Table 4).
Table 4. SUG: ANOVA of differerences between cluster (k-means non hierarchical cluster analysis). GROUPS VARIABLE CENT_GAL GPA ENROLLMENT UNEMPLOYMENT INCOME 1 3,9 5,6 2 1,4 5,9 3 1,8 7,5 4 1,0 5,0 12,4 0,08 5 1,0 5,9 101,5 0,10 6 7,0 6,2 76,7 0,13 7 6,0 5,5 79,9 0,17 8 2,2 5,6 103,5 0,19 9 3,5 5,1 81,3 0,08 Total 3,0 5,6 F-Snedecor F Sig.

73,977 0,00 27,444 0,00

313,2 158,6 111,0 0,09 0,03 0,08

119,3 22,154 0,00 0,11 57,683 0,00

15010 19493 12802 13244 13335 14010 12030 11981 14267 14388 21,762 0,00

The composition of each cluster is shown in the Table 6 (Annex 1), which also displays for every degree the correspondent value for the five variables. We found 9 groups or cluster: GROUP 1 (11 degrees): Motive Degrees. All degrees in this group belong to Law & Social Sciences. They are characterised by a high demand reflected (they have the highest enrollment). This fact is probably motivated by both a moderate unemployment rate and a high income (15000 Euros, being the second best paid group).

The attractive of the Motive Degrees is favoured by their wide offer (see Cent_Gal column in the Table 4). This group was called Motive Degree because it seems to be essential to develop the official offer of any university. GROUP 2 (19 degrees): Star Degrees. This group is basically formed by Engineering and Architecture degrees. They are present in one or two campuses and have the best perspectives on labour and income. Consequently, they are very applied and show a relatively high GPA. These features give them an important competitive advantage. GROUP 3 (5 degrees): Emblem Degrees. This cluster is very similar in perspectives on labour and income as the Motive Degrees group (not identical, their average income is usually lower). Therefore, their narrow offer explains their high GPA. In fact, if the offer of these degrees increased, their GPA would be likely to decrease, and so, they could be placed near the Motive Degrees. Next, we are going to describe the degrees which are hardly offered (only by one higher education centre) in Galicia. This exclusiveness does not always mean a competitive advantage for the university. In fact, two groups could be distinguished: a) On one hand the Exclusive Philologies (GROUP 4: 7 degrees) which also includes Philosophy. Although a minimun GPA is not required to be accepted in these degrees, the average enrollment in the first year is lower than thirteen students as result of their worse job prospects. At this moment, the kowledge of the other languages (the Galician, the Spanish and the English language) has better job prospects. In fact, these languages belong to another group (Group 9), as we will see below. b) On the other hand, the Exclusive Technical Degrees (GROUP 5: 8 degrees) which also includes Business and Pedagogy. Unlike Exclusive Philologies, the enrollment of students is higher (more than one hundred students in the first year) as a result of their lower unemployment rate. On the opposite side, we find the degrees which are widely offered (practically in every Galician campus). Likewise, they could be divided in two groups: Nursing Degrees (GROUP 6: 7 degrees) and Teacher in Nursery and Primary Schools (GROUP 7: 12 degrees). The main difference between both groups is that former has better perspectives on labour and income than later. GROUP 8 (19 degrees): Attractive Degrees. The average enrollment in the first year of this group is more than one hundred. However, this high enrollment can not be

easily explained from an economic point of view, because these degrees have the worst unemployment rate (nearly the 20%) and the lowest income. So, we think that their success depends on both their relatively narrow offer and the attractiveness of their contents. GROUP 9 (23 degrees): Basic Degrees. The degrees included in this group, with the exception of Mathematics, are offered in every Galician university. That is the reason why we have socalled Basic. But, apparently they are not as attractive as the Motive Degrees for students, despite their job prospects are very similar. The situation and future prospects of these groups can be seen in following matrix (Picture 1). The X - axis reflects the average number of higher education centres that offer these degrees (range goes from 1 centre, exclusive degrees, to 7, degrees offered in every Galician campus). On the other hand, the Y - axis reflects the average enrollment in the first year. In this case, we have distinguished between three groups: 1) shortly demanded degrees (their enrollment drops below 50 students), 2) average demanded degrees (their enrollment ranges from 50 119 students, that is, the average enrollment of the total analysed degrees) and 3) highly demanded degrees (their enrollment rises above 119 students).

Picture 1: Matrix of the group of official degrres in Galicia(Academic year 2001 2002)
340 320 300 280 260

Competitive advantage Narrow offer, high enrollmen

11

G 1: MOTIVE (313-3,91)

II

Highly demanded
240 220 200 180 160 140 120 100

G 2: STAR (158-1,42)

19
G 3: EMBLEM (111-1,8)

8
G 5: EXCLUSIVE TECHNICAL (12-1)

III
19 23
G 9: BASIC (81-3,52)

Average demanded
80 60 40

G 7: TEACHER IN NURSERY AND PRIMARY SCHOOL (79-6)

IV

G 8: ATTRACTIVE (103-2,16)

12

G 6: NURSING (76-7)

Shortly demanded
20 0 0

G 4: EXCLUSIVE PHILOLOGIES (12-1) 7

1 2

Problematic Wide offer, low enrollment

3 4 5 6 7

VI

Exclusive degrees

Degrees offered in every Galician campus

Note (how to read):

G number of group: name of group (average enrollment average number of centres)

The matrix has been divided in six sections. In a short and medium term, the degrees in the sections I and II run a lower risk of losing demand. These are Motive and Star Degrees. Particularly, these sections group the degrees with a higher competitive advantage as a result of of their narrow offer and large erollment. On the contrary, those degrees grouped in Exclusive Philologies (GROUP 4) are in a very difficult situation. Between both ends, most of the degrees are placed around the middle of the matrix. So they have an average enrollment for the moment. But, these degrees could be considered as problematic degrees in a short time, and, in particular, those placed in section IV, (GROUPS 6, 7 and 9), because the existence of a bigger number of centres generates much more competence. It should be noted that some degrees in Section IV are likely to go down to Section VI in a short term, becoming more problematic. In this case, if there appears to be no

satisfactory alternative to continuing a particular low enrollment degree, the need to retain it should be evaluated in light of their exclusive offer, as well as others the universities/ governement can wish to add. In other words, if a low enrollment degrees is offered by every Galician university, the fixed expenses will provoke social inefficiency. The GROUPS 2 and 3, Star and Emblem Degrees respectively, are the ones have the bests prospects for success, because they are highly attractive and, besides, they are not widely extended. So, they add value to their institutions. The GROUP 1, Motive Degrees, has also kept a high number of enrollments. But, its enrollment could drop in the following years, placing some of these degrees in Section IV. In most occasions, the expansion of universtiy degrees has not been planned. Indeed, this happened in a short period of time and in a context of growing enrollment. Both the government and the universities have responsability in his matter. So, the critics would range from Government to the attitude of Universities. If they saw a new degree they liked then they had to have it. So they applied for a new degree offered by the neighbour universities, forgetting about criteria such as effectiveness and efficiency. This behaviour aggravated the problem of lack of planning. As matrix shows, rising the offer of certain degrees could turn them into problematic degrees. Thus, it is necessary more consistency in order to establish the universtiy maps, taking into account the university offer of the nearest regions too. Finally, two warnings should be made to interpret the matrix. First of all, it is not a static instrument, because the degrees in each group are subject to continuous changes, according to social needs and to university offer. Secondly, the analysis should expand in a geographical way to incorporate to the nearer regional universitary systems.

4. CONCLUSION.
During the last two decades, the University offer in Galicia improved in a quantitative and in a qualitative way. Since the segregation of the USG, in 1989, the number of degrees increased considerable. It ranged from 46 official degrees in 1989 to 168 in the academic year 2003 - 2004. However, there still exists an important deficit in Technical and Experimental degrees. The cluster analysis allowed us to differentiate among nine different groups of official degrees. As a result, each Galician University has a different competitive

potential regards their official degrees (Table 5). The two recently created universities, especially UDC, are the ones that are in a more favourable position.

Table 5: Types of degrees offered by Galician universties. Teacher in Nursery Exclusive Exclusive Motive Star Emblem Nursing Atractive Basic and Philologies Technical Primary Schools Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 U. of Santiago 4 36% 2 11% 2 40% 7 U. of Vigo 3 27% 7 37% 2 40% 0 100% 7 88% 0% 0% 1 13% 0 0% 2 29% 4 3 43% 6 2 29% 2 33% 50% 17% 8 42% 9 39% 7 37% 8 35% 4 21% 6 26% 19 100% 23 100%

U. of A Corua 4 36% 10 53% 1 20% 0 UGS 11 100% 19 100% 5 100% 7

100% 8 100% 7 100% 12 100%

Several conclusions could be drawn from these results. At this moment, the University of Santiago de Compostela has a lower competitive potential. There are three reasons that lead us to make that statement: Due to its tradition, the University of Santiago de Compostela teaches all the Exclusive Philologies. This exclusiveness could be considered as a ballast, because their enrollment levels do not cover their fixed expenses. The University of Santiago de Compostela hardly has Star Degrees (2), that grouped highly demanded Technical degrees. On the contrary, Technical degrees of the USC have a specific character, and they are classified in GROUP 5. Finally, most of the degrees offered by the University of Santiago de Compostela belongs to Basic Degree, that is, thoses that are present in at least another Galician university. This feature turn them into potential problematic degrees in a medium term (see the matrix in the Picture 1) The University of A Corua has the biggest potential to compete, because 15 of its degrees belong to Motive, Star and Emblem Degrees. Besides, it has the lowest proportion of degrees that are widely offered, GROUPS 6 and 7, (the Uiversitu of A Corua has four degrees facing the Universtiy of Vigo and de University of Santiago de Compostela with nine and six respectively).

Finally, the University of Vigo has an intermediate competitive advantage. It has 12 degrees that belong to GROUPS 1, 2 and 3, that is, the best positional degrees to compete. But the Uiversity of Vigo also shows a high proportion of widely offered degrees. Finally, the matrix of degrees illustrates the danger that, in a medium term, would affect the survival of some of the degrees as a consequence of a fall in the number of University students. In the same way, it gives a clear picture of the application of certain policies. Thus, expanding certain degrees could not only lead uiverstities to cannibalism but also provoke the waste of financial resources. The resources must be spent more effectively, whether offering other degrees with a higher number of enrollment or giving grants to the students. In this last case, they could travel a longer distance to the centre where the chosen studies are taught. The limitations of this study, and thus also of the results above, lie in the lack of data. Consequently, our analysis has taken into account only the official degrees (and even not all official). Other factors, that also contributes to create competitive advantages (quality, human capital or research), have not been included. In any case, the anlisis give a picture (see the matrix) of the problems that affect Galician University System, as well as others regional University Systems in Spain.

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REFERENCES WEB
Consejo de Coordinacin Universitaria. www.mec.es/consejou/oferta/index.html) Consejo de Coordinacin Universitaria. www.mec.es/consejou/estadis/index.html) Catlogo de titulaciones universitaria (http: (http:

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ANNEX 1

Table 6: USG; composition of the groups (cluster analysis non- hierarchical of K means).
UNEM ENROLLMENT PLOY MENT 247 ,0770 311 ,0770 412 ,0770 242 ,0770 291 ,1230 408 ,1230 339 ,0980 351 ,0980 256 ,0670 283 ,0670 305 ,1580 11 11 213 ,0130 217 ,0000 155 ,0000 122 ,0370 149 ,0260 96 ,0000 420 ,0000 71 ,0510 128 ,0200 113 ,0510 203 ,0510 117 ,0510 123 ,0510 185 ,0510 107 ,0510 27 ,0510 128 ,0200 219 ,0200 220 ,0310 19 19 62 ,0170 54 ,0170 273 ,1120 49 ,1680 117 ,0780 5 5 14 ,0790 9 ,0790 8 ,0790 2 ,0790 5 ,0790 4 ,0790 45 ,0890 7 7 135 ,1020 59 28 84 39 232 86 149 8 ,1020 ,1020 ,1020 ,1020 ,1230 ,1130 ,0820 8

GROUP NUM. 1 2 3 4 5 6 7 8 9 10 11 N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 N 1 2 3 4 5 N 1 2 3 4 5 6 7 N 1 2 3 5 4 5 6 7 8 N

DEGREES Business administration (co) Business admon. and business studies (ou) Business admon. and business studies (sa) Business admon. and business studies (vi) Business studies (co) Business studies (vi) Law (co) Law (sa) Labour relations (co) Labour relations (sa) Psichology (sa) 11 Technical architecture (co) Architecture (co) Agriculturist (co) Civil engineer (co) Computer engineer (co) Industrial engineer (fe) Industrial engineer (vi) Industrial desing engineer (fe) Systems computer engineer (co) Engineer (industrial electricity) (fe) Engineer (industrial electricity) (vi) Engineer (electricity) (fe) Engineer (electricity) (vi) Engineer (mechanics) (vi) Engineer (industrial chemistry) (vi) Industrial engineer (3 years) Gestion computer engineer (co) Gestion computer engineer (ou) Pharmacy (sa) 19 Phisiotherapy (co) Phisiotherapy (po) Medicine Teacher in physical education (po) Journalism (sa) 5 German philology (sa) Classical philology (sa) French philology (sa) Italian philology (sa) Portuguese (sa) Romanesque (sa) Philosophy 7 Agriculturist (3 years) (ou) Agriculturist (3 years) (esp. Agricultural and livestock exploitation) Agriculturist (3 years) (esp. Horticulture and gardening) Agriculturist (3 years) (esp. Agricultural and food industries) Agriculturist (3 years) (esp. Agricultural mechanisation and rural buildings) Business studies (lu) Pedagogy (sa) Veterinary science (lu) 8

CENT_GAL 5 5 5 5 2 2 4 4 5 5 1 11 1 1 1 1 1 2 2 1 1 2 2 2 2 1 1 1 2 2 1 19 2 2 1 3 1 5 1 1 1 1 1 1 1 7 1 1 1 1 1 1 1 1 8

GPA 5,84 5,86 5,41 5,00 5,48 5,88 5,05 5,03 5,74 6,25 5,74 11 5,80 6,22 5,00 5,63 7,04 5,35 5,62 6,03 6,80 5,59 5,84 5,47 5,65 5,07 6,37 5,62 6,57 6,21 5,61 19 7,66 7,39 7,47 7,44 7,78 5 5,00 5,00 5,00 5,00 5,00 5,00 5,00 7 5,70 6,31 6,31 5,65 6,00 5,63 5,36 6,14 8

INCOME 17780,00 17780,00 17780,00 17780,00 12730,00 12730,00 14030,00 14030,00 13660,00 13660,00 13150,00 11 20760,00 26190,00 17500,00 29680,00 19090,00 22860,00 22860,00 18120,00 16950,00 18120,00 18120,00 18120,00 18120,00 18120,00 18120,00 18120,00 16950,00 16950,00 15610,00 19 11090,00 11090,00 15020,00 12030,00 14780,00 5 12690,00 12690,00 12690,00 12690,00 12690,00 12690,00 16570,00 7 13690,00 13690,00 13690,00 13690,00 13690,00 12730,00 12430,00 13070,00 8

GROUP NUM. 1 2 3 4 5 6 7 N 1 2 3 4 5 6 7 8 9 10 11 12 N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 N

DEGREES Nursing (co) Nursing (fe) Nursing (lu) Nursing (ou) Nursing (po) Nursing (sa) Nursing (vi) 7 Teacher in nursery education (co) Teacher in nursery education (lu) Teacher in nursery education (ou) Teacher in nursery education (sa) Teacher in nursery education (vi) Teacher in nursery education (po) Teacher in primary education (co) Teacher in primary education (lu) Teacher in primary education (ou) Teacher in primary education (sa) Teacher in primary education (vi) Teacher in primary education (po) 12 Fine art (po) Biology (co) Biology (sa) Biology (vi) History (ou) History (sa) History of arts (sa) Teacher in audition and language (co) Teacher in audition (special education) (ou) Teacher in primary education (co) Teacher in primary education (lu) Teacher in musical education (po) Teacher in musical education (sa) Teacher in foreing languages (lu) Teacher in foreing languages (ou) Teacher in foreing languages (sa) Sociology (co) Social work (ou) Social work (sa) 19 Business admon. (lu) Law (ou) Law (esp. in business economy) (vi) Economy (co) Economy (sa) Economy (vi) Galician philology (co) Galician philology (sa) Galician philology (vi) Spanish philology (co) Spanish philology (lu) Spanish philology (sa) Spanish philology (vi) English philology (co) English philology (sa) English philology (vi) Mathematics (sa) Chemistry (co) Chemistry (sa) Chemistry (vi) Labour relations (fe) Labour relations (lu) Labour relations (vi) 23 111

CENT_GAL 7 7 7 7 7 7 7 7 6 6 6 6 6 6 6 6 6 6 6 6 12 1 3 3 3 2 2 1 1 1 3 3 2 2 3 3 3 1 2 2 19 5 4 4 3 3 3 3 3 3 4 4 4 4 3 3 3 1 3 3 3 5 5 5 23 111

GPA 6,63 6,06 6,14 6,09 6,07 6,31 6,14 7 5,05 5,93 5,63 5,85 5,00 5,90 5,58 5,65 5,68 5,21 5,00 5,73 12 5,34 5,15 6,42 5,06 5,64 5,50 6,50 5,03 5,86 5,19 5,60 5,51 5,65 5,90 5,89 5,60 5,06 5,62 5,46 19 5,00 5,15 5,05 5,12 5,00 5,11 5,37 5,00 5,00 5,00 5,00 5,00 5,00 5,12 5,00 5,00 5,00 5,00 5,02 5,03 5,70 5,89 5,66 23 111

UNEM ENROLLMENT PLOY MENT 53 ,1310 60 ,1310 77 ,1310 62 ,1310 52 ,1310 176 ,1310 57 ,1310 7 7 83 ,1680 65 ,1680 110 ,1680 90 ,1680 51 ,1680 93 ,1680 81 ,1680 80 ,1680 92 ,1680 93 ,1680 61 ,1680 60 ,1680 12 12 136 ,1500 138 ,2520 221 ,2520 182 ,2520 24 ,2430 138 ,2430 170 ,2430 80 ,1680 89 ,1680 84 ,1680 55 ,1680 52 ,1680 94 ,1680 39 ,1680 39 ,1680 93 ,1680 127 ,1480 89 ,1620 116 ,1620 19 19 160 ,0770 114 ,0980 178 ,0980 110 ,0600 118 ,0600 75 ,0600 23 ,0790 23 ,0790 19 ,0790 39 ,0790 18 ,0790 51 ,0790 30 ,0790 57 ,0790 91 ,0790 63 ,0790 46 ,1130 77 ,1150 135 ,1150 88 ,1150 106 ,0670 129 ,0670 120 ,0670 23 23 111 111

INCOME 14010,00 14010,00 14010,00 14010,00 14010,00 14010,00 14010,00 7 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12 13470,00 11900,00 11900,00 11900,00 12620,00 12620,00 12620,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 12030,00 13340,00 9500,00 9500,00 19 17780,00 14030,00 14030,00 17230,00 17230,00 17230,00 12690,00 12690,00 12690,00 12690,00 12690,00 12690,00 12690,00 12690,00 12690,00 12690,00 19320,00 14470,00 14470,00 14470,00 13660,00 13660,00 13660,00 23 111