Prelims

Half Title Page

TRANSITIONS FROM VOCATIONAL QUALIFICATIONS TO HIGHER EDUCATION

Title Page

TRANSITIONS FROM VOCATIONAL QUALIFICATIONS TO HIGHER EDUCATION

Examining Inequalities

EDITED BY

PALLAVI AMITAVA BANERJEE

University of Exeter, UK

DEBRA MYHILL

University of Exeter, UK

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2019

Copyright © 2019 Editorial Matter and Selection © Pallavi Amitava Banerjee and Debra Myhill, published under exclusive license. Individual chapters © the respective Authors

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ISBN: 978-1-78756-996-6 (Print)

ISBN: 978-1-78756-995-9 (Online)

ISBN: 978-1-78756-997-3 (Epub)

List of Figures

List of Tables

About the Contributors

Pallavi Amitava Banerjee is a Senior Lecturer in the Graduate School of Education at the University of Exeter. 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. She is an accredited Researcher of the Office for National Statistics and a Fellow of the Higher Education Academy, the Royal Society of Biology and the Royal Society of Statistics.

Dan Herbert is Professor of Management Education and Director of Education at Birmingham University’s Business School with responsibility for developing high-quality education programmes for the School’s undergraduate and postgraduate students. Originally trained as an accountant at the National Audit Office, he has taught in further education as well as at the University of Worcester, Oxford Brookes University and the University of Birmingham.

Mital Kinderkhedia worked as a research associate at Queen Mary University of London (QMUL), joining the last phase of the Transitions Project. Her role involved running focus groups and interview research on the use of Online Modules across the partner institutions. She has an undergraduate in Computer Systems (Thomson Rivers University), Masters in Machine Learning (University College London (UCL)), Masters in Financial Engineering, Birkbeck, MRes in Financial Computing, UCL and is wrapping her PhD in Computational Statistics. She currently works at the Department of Computer Science, University of Oxford.

Helen Lawson is Project Manager and Research Fellow for the Transforming Transitions project. She has over 20 years’ experience of conducting research and evaluations, both in this country and overseas, for a variety of organisations including universities, charities, NGOs and community groups. She has also spent a number of years living and working in Latin America and is a fluent Spanish speaker.

Helen Mackenzie is a Research Associate in the Mathematics Education Centre at Loughborough University. She has a MA in Research Methods in Education and her PhD focused upon students’ personal experiences of transition within higher education. She is particularly interested in research that examines how different students’ transitions might be best supported and enhanced.

Sharon Morgan is an Associate Tutor in Education, and was a Research Fellow on the Transforming Transitions project. Her background is as a secondary English teacher, and she completed her doctorate in 2018, researching metalinguistic understanding in writing.

Rebecca Morris is an Assistant Professor in the Centre for Education Studies at the University of Warwick. Her research predominantly focuses on issues relating to current education policy and practice. At present she is working on projects including examining teacher shortage in England, evaluating a new approach to feedback in secondary schools and a review of the evidence on formative assessment in higher education.

Debra Myhill is Professor of Education at the University of Exeter and is the Director of the Centre for Research in Writing. Her research interests focus principally on writing, the teaching of writing, being a writer, and the relationship between writing and talk. She has a particular interest in social disadvantage and how literacy can empower and enable both social and academic success.

Sara Venner is an Associate Research Fellow in the Graduate School of Education. A former Primary Teacher and English Lead, her research interests are predominantly around the teaching of grammar and writing in the Primary National Curriculum, and how creative and explicit pedagogies can enable children to make progress in their writing. She is currently studying for an MA in Language and Literacy.

Acknowledgements

We are grateful for the support of the teachers and leaders of the eight institutions who contributed to the project underpinning this book: University of Exeter, University of Birmingham, Loughborough University, Queen Mary University of London, Exeter College, City and Islington College, Leicester College, and Hereford Sixth Form College. Particular thanks go to Professor Tim Quine, Deputy Vice-Chancellor of Education at the University of Exeter for chairing the Steering Group for the project, and for his committed engagement with the project and its outcomes.

We are also very grateful to Pearson, particularly Grace Grima and Hayley Dalton, who were involved in the project from its inception, and provided both venues for meetings, and advice and information on vocational qualifications throughout the project.