The encouragement of the development of a set of graduate attributes to enhance employability in universities is not new. Mostly, however, it takes place within the formal curriculum. This article presents a case study of the outcomes of an institutional award for student development through extra-curricular activity. There are three categories of extra-curricular activity which qualify for the award: non-accredited learning and training; professional development; and community/voluntary work. The professional development category includes part-time work. This article focuses on just one component of the institutional award: part-time work. It looks at the range of paid and voluntary work undertaken by students during their studies, what they gain from it in terms of graduate attributes and the impact of institutional recognition of it. It seems that part-time work is a useful avenue for the development of graduate attributes and other desirable personal qualities, and enhances students' employability. Additionally, students appear to benefit from institutional recognition of extra-curricular achievement while at university. Because of the small sample size, the results of this study may not be generalizable but the underlying notion of recognizing and rewarding student development through part-time work is transferable. (Contains 1 table.)