Students would appear to be aware of the growing importance assigned to employability as well as academic skills in the workplace and

the need to have work experience by the time they graduate (Riley, 2005; Raybould & Wilkins, 2005; Ladkin, 2000; Baker, et al 1995).

In fact, studies seeking to imply cause and effect relationships between working and academic performance can be complex to compare due to their specific sample demographics, use of non-objective self-reported predictors, and a lack of linkage to past academic performance. In order to provide a more comprehensive study in this research stream, the objective of this paper is to utilize a larger student sample in a university domain without major restrictions, establish a more reliable measure construct for student perceptions on the effect of working, and incorporate predictors of past academic performance and working experiences.

The benefits of working are not accepted by universities, with some universities openly banning the taking on paid employment during term-time. Yet the many benefits provide a useful addition to the educational experience. Watts and Pickerings (2000) interviews with working students found many requests for timetables to fit with working and for personal development studies (to) help students manage their time better (p.132). The benefits of students work to employers and to the wider economy need to be acknowledged. Currently students form a silent army of workers and their contribution to the provision of high quality services in the UK is largely ignored. They face considerable difficulties and stress in juggling work and study, with little understanding or assistance from their employers or university lecturers.

The wish to earn money was the most widely cited reason (Bentley & ONeil, 1984; Coventry et al, 1984; Hobbs & Grant, 1991; Latty, 1989; Munro, 1989; Nolan & Hagen, 1989) A third reason for working that was endorsed by students was the longer-term one of acquiring experience that would help them in the future, particularly in getting a job (Nolan & Hagen, 1989). Such experience only rarely involved specific technical skills pertaining to the job, but more commonly it was used as a broad term which encompassed many aspects of working - things that in themselves were of benefit to the student, regardless of their efficacy in leading to future employment.

That is, students believed that a parttime job provided them with the opportunity to develop a range of social and personal

skills, such as communication skills and self-confidence through working and dealing with other people, and a sense of competence and responsibility that came from turning up to work on time and carrying out designated tasks (Coventry et al, 1984; Munro, 1989; Wilson et al, 1987).

Hobbs and Grant (1991) considered a number of indicators, and concluded that while there was no evidence for a strong relationship between involvement in paid work and students perceptions of school or their progress in school

Some studies indicate reduced academic performance by students who work (Greenberger & Steinberg, 1986; Marsh, 1991), while others find no negative effect (DAmico, 1984; Hotchkiss, 1986). Many, however, found that the effects varied, depending on hours worked - that modest involvement in employment did not interfere with academic performance, and was sometimes associated with a positive impact on grades, but intense involvement had negative effects (Barton, 1989; Lillydahl, 1990; Schill et al, 1985; Steinberg & Dornbusch, 1991; Steinberg et al, 1993). This explorative study has revealed that, similar to other work on undergraduates (see: TUC, 2006; Finch et al., 2006), around 62 per cent of the respondents held a paid parttime job during their enrolment period, and the majority found these experiences to be positive in terms of their perceived contribution to future employability.

While students took work in the sector to develop practical skills related to their course, it was in the area of personal qualities (Yorke and Knight, 2004) that they perceived skill development to take place during employment. The technical skills they thought they would develop are of far less importance to employers (Raybold and Wilkins, 2005) than the interpersonal and self-management skills they gained. Highlighting the skills developed through part-time employment for this group of students is important and contributes to future employability as these are more often considered the skills that matter (Grugulis et al., 2004; Nickson et al., 2005).