Pallavi Amitava Banerjee is a Senior Lecturer in the Graduate School of Education at the University of Exeter, UK. She researches social inequalities of access to higher status universities, and on patterns and processes of progression across the student life cycle and social mobility across multiple generations.  Debra Myhill is Professor of Education at the University of Exeter, UK, and is the Director of the Centre for Research in Writing. Her research focuses on social disadvantage and how literacy can empower and enable both social and academic success.

• Chapter 1. Introduction; Dan Herbert  Chapter 2. Vocational qualifications, university access and widening participation: setting the context; Debra Myhill and Sharon Morgan  Chapter 3. Statistical analysis of national datasets: Exploring demographics, access and progression of students in higher education from vocational entry routes; Pallavi Amitava Banerjee Chapter 4. Ways of learning: Student voices on learning experiences across the transition; Debra Myhill and Sara Venner Chapter 5. Assessment practices: Student voices on their experiences of assessment across the transition; Debra Myhill and Rebecca Morris Chapter 6. Students' voiced experiences of social transitions: Facilitating a sense of belonging; Helen Mackenzie and Rebecca Morris Chapter 7. Lecturer perspectives on entry qualifications and how they affect student progress; Helen Lawson Chapter 8. Recommendations for policy and practice; Helen Lawson Chapter 9. Conclusions; Mital Kinderkhedia

Pallavi Amitava Banerjee is a Senior Lecturer in the Graduate School of Education at the University of Exeter, UK. She researches social inequalities of access to higher status universities, and on patterns and processes of progression across the student life cycle and social mobility across multiple generations.  Debra Myhill is Professor of Education at the University of Exeter, UK, and is the Director of the Centre for Research in Writing. Her research focuses on social disadvantage and how literacy can empower and enable both social and academic success.

• Chapter 1. Introduction; Dan Herbert  Chapter 2. Vocational qualifications, university access and widening participation: setting the context; Debra Myhill and Sharon Morgan  Chapter 3. Statistical analysis of national datasets: Exploring demographics, access and progression of students in higher education from vocational entry routes; Pallavi Amitava Banerjee Chapter 4. Ways of learning: Student voices on learning experiences across the transition; Debra Myhill and Sara Venner Chapter 5. Assessment practices: Student voices on their experiences of assessment across the transition; Debra Myhill and Rebecca Morris Chapter 6. Students' voiced experiences of social transitions: Facilitating a sense of belonging; Helen Mackenzie and Rebecca Morris Chapter 7. Lecturer perspectives on entry qualifications and how they affect student progress; Helen Lawson Chapter 8. Recommendations for policy and practice; Helen Lawson Chapter 9. Conclusions; Mital Kinderkhedia

Pallavi Amitava Banerjee is a Senior Lecturer in the Graduate School of Education at the University of Exeter, UK. She researches social inequalities of access to higher status universities, and on patterns and processes of progression across the student life cycle and social mobility across multiple generations.  Debra Myhill is Professor of Education at the University of Exeter, UK, and is the Director of the Centre for Research in Writing. Her research focuses on social disadvantage and how literacy can empower and enable both social and academic success.

• Chapter 1. Introduction; Dan Herbert  Chapter 2. Vocational qualifications, university access and widening participation: setting the context; Debra Myhill and Sharon Morgan  Chapter 3. Statistical analysis of national datasets: Exploring demographics, access and progression of students in higher education from vocational entry routes; Pallavi Amitava Banerjee Chapter 4. Ways of learning: Student voices on learning experiences across the transition; Debra Myhill and Sara Venner Chapter 5. Assessment practices: Student voices on their experiences of assessment across the transition; Debra Myhill and Rebecca Morris Chapter 6. Students' voiced experiences of social transitions: Facilitating a sense of belonging; Helen Mackenzie and Rebecca Morris Chapter 7. Lecturer perspectives on entry qualifications and how they affect student progress; Helen Lawson Chapter 8. Recommendations for policy and practice; Helen Lawson Chapter 9. Conclusions; Mital Kinderkhedia