معرفی
Laurence Lasselle is a Senior Lecturer in the School of Management at the University of St Andrews, Scotland, where she has been a faculty member since 1997. She holds a PhD in Economics from Aix-Marseille Université, France, and her academic work spans education policy, rural education, and macroeconomic theory. She is affiliated with the Centre for Higher Education Research and the Centre for Responsible Banking and Finance.
- MSc in Mathematical Economics and Econometrics, Aix-Marseille Université, France
- PhD in Economics, Aix-Marseille Université, France
Her research focuses on access to higher education, particularly for rural and remote communities, and she is active in the European Educational Research Association’s Network 14. She also investigates macroeconomic dynamics, imperfect competition, and heterogeneous beliefs. Her work contributes to UN Sustainable Development Goals related to quality education and reduced inequalities.
The 15 most recent publications reflect a strong trend toward rural education, social influences on educational aspirations, and policy interventions for fair access. Her interdisciplinary approach combines economics, sociology, and education policy, with a growing emphasis on international collaboration, especially with Australia.
- External Examiner - University of Glasgow (Nov 2010)
- External Examiner - University of Strathclyde (1 Oct 2009)
- SQA Design Reviewer (Aug 2010)
Laurence has led significant research projects funded by the Scottish Funding Council and The British Academy, focusing on rural access and youth employability. She has organized workshops on widening participation and advanced quantitative methods, and has supervised numerous research initiatives. Her advisory roles include serving on the Governance Group of the Scottish Framework for Fair Access.
She is a key figure in Network 14 of the European Educational Research Association, which explores school-community-family dynamics in education. She also contributes to the Centre for Higher Education Research, promoting evidence-based interventions for equitable access.
