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Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university

Evans, Carl; Richardson, Mark


Carl Evans
Senior Lecturer in Strategy and Operations Management

Mark Richardson


© 2018, © The Author(s) 2018. Models of accrediting work-based learning are now commonplace in universities. The purpose of this viewpoint article is to highlight an opportunity for universities not only to accredit students’ part-time work against the degree award but also to extend the process into schools by accrediting the part-time work undertaken by year 12 and 13 students against their future degree studies. The operations and benefit of adopting such an approach from the perspective of all stakeholders are discussed. Accrediting year 12 and 13 students, and giving appropriate unit credit against the subsequent degree studies, provides universities with enhanced relationships and potential student buy-in and thereby may increase recruitment. It also brings the employability agenda to the forefront and aids students’ transition to university. The approach described here offers universities an opportunity to develop relationships with schools and colleges and to encourage buy-in for students to progress to degree programmes. While students’ part-time work activities have received much academic scrutiny, the suggestion to accredit pre-university students’ work experience to gain accreditation for future degree studies offers a distinct proposition for universities. There are also a number of challenges to be addressed if it is to work effectively, and these too are outlined.


Evans, C., & Richardson, M. (2018). Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university. Industry and Higher Education, 32(1), 3-8.

Journal Article Type Article
Acceptance Date Nov 30, 2017
Publication Date Feb 1, 2018
Journal Industry and Higher Education
Print ISSN 0950-4222
Electronic ISSN 2043-6858
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 32
Issue 1
Pages 3-8
Public URL
Publisher URL


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