Isabella Sulis

Biography

Professional experiences Since 2009 she has been working as an Assistant Professor in Statistics (SECS-S/01) at the University of Cagliari, where she is member of the Department of Social Sciences and Institutions. From June 2007 to December 2008 she occupied a postdoctoral position in Social Statistics (SECSS/05), in the Department of Social and Economic Research at the University of Cagliari. Education In 2007 she obtained a PhD in Applied Statistics at the University of Palermo, supervised by Prof. Vincenza Capursi. From September 2004 to June 2005 she spent one academic year as a visiting research student at the Department of Statistics at the University of Warwick (UK) under the supervision of Prof. David Firth. In 2003 she obtained a MSc degree in Economics, Quantitative Methods pathway, at the University of Tor Vergata, Roma. In 2002 she achieved her first degree in Political Sciences, in the field of Economics, at the University of Cagliari. Teaching Activities She teaches Statistics for the first level degree program in Political Sciences at the Faculty of Economics, Law and Political Sciences [from a.y. 2009/10] In the past she taught Social Statistics (SECS-S/05) for the first level degree program at the Faculty of Education and `Models and Methods for the Evaluation of Services (SECS-S/05)[Modulo B]' and `Models and methods for evaluation and programming (SECS-S/05) [modulo A]' for the second level degree programs at the Faculty of Political Sciences. Academic Qualifications She achieved the Italian national Scientific Qualification as Assistant Professor in Demography and Social Statistics (13/D3). Call 2013.

Research Interest

The research activity mainly focuses on methods and models for the measurement of latent variables with main interests toward the evaluation of the university system, the validation of measurement instruments and the construction of adjusted composite indicators suitable to make comparative evaluations across institutions. The main fields of application concern: the assessment of university course quality; the construction of indicators of the efficiency of educational institutions; the monitoring of students' careers at the university; the monitoring of students' achievement in primary schools; the measurement of complex constructs such as students’ cultural capital, students’ achievement, university reputability in students' perception, well-being, the attractiveness of the university, university teaching quality). A further area of interest concerns methods and models to impute missing data for categorical variables.