In the current economic climate and with an increasing employer focus on generic ‘graduate attributes’ rather than traditional subject knowledge (Harvey et al., 1997), students need to maximise their learning to incorporate the skills, understanding, beliefs and dispositions available from the activities and experiences afforded by higher education. Higher education institutions are increasingly supporting students in undertaking and reflecting upon the value of such activities, not only to help their students to gain an edge in an increasingly competitive workplace, but also to address wider challenges of expanding the skills-base of UK employees (Coopers & Lybrand, 1998) and in sustaining a learning society (NCUHE, 1997). Our project set out to help Lancaster University students and the institution itself to better understand the ways in which students can increase their ‘employability’ whilst broadening and expanding their student experience.