The model projects educational participation and attainment of the Hungarian population over a period of 30 years (2001-2030) by age, gender, region in 6 qualification categories using a 50percentnt sample of the Hungarian Census of 2001 as the initial model population.
Because some LMAs are quite small, we settled on a version based on 10-year age groups and three qualification categories (grouping degree with post-school).
Furthermore, we added two items to the section 'Background Questions' (gender and hospital levels) and refreshed the qualification categories to adapt to the Chinese context (see online supplementary table).
Socio-demographic data were collected prior to the interview, and included gender, religious affiliation, training and qualifications, category of provider and years of experience as a provider.
The following available variables were included: age; sex; ethnicity (white, non-white); household size; household composition; highest educational qualification (eight categories); household income (thirteen categories); employment status; occupational social class (National Statistics Socio-Economic Classification, eight categories (NS-SEC8)); self-assessed general health.
The percentage of missing responses was less than 5% for the following variables: gender, educational qualification, occupational category, local healthcare unit (LHU), vaccination against seasonal influenza in 2007 and 2008, and the declared willingness to get vaccinated in 2010.
Respondents' highest level of education was assessed with two separate questions (highest general education and highest vocational education qualification in the categories of the German education system), which were then mapped to the levels 0 6 of the International Standard Classification of Education (ISCED) 1997 based on the PIAAC variable PIAAC: B_Q01a.2.
With no further qualification such a category is considered an abstract category.
A questionnaire consisted of background and professional qualification related questions, response categories were exhaustive and mutually exclusive, whereas questions regarding the barriers for underrepresentation of women at academic excellence and a position of power where asked on a five-point Likert scale ranging from strongly disagree, disagree, neutral, agree, to strongly agree.
We analysed country of primary medical qualification by using the categories United Kingdom; elsewhere in the European Union or European Economic Area (EU); and outside the United Kingdom, European Union, or European Economic Area (non-EU).
Both approaches included individual director disclosure of qualifications, with one category also presenting gender and race/ethnicity for each individual director and the other category presenting gender and race/ethnicity on an aggregate basis for the board.
