Abstract
In the UK, there is currently considerableinterest in the nature and extent of full-timeundergraduates' term-time working. Thisinterest stems from at least two perspectives.First that as the system of student financingin the UK has changed, so has the extent towhich students need to boost their incomethrough employment. The second perspective isthat, in addition to financial benefits,students may be able to derive learningbenefits from term-time working: hence,institutions have developed processes by whichstudents might be helped to recognise in anexplicit way learning derived from experiencesof working.
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