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This paper seeks to advance our understanding of the credit transfer phenomenon in the UK. Drawing on interviews with twenty-six part-time mature learners this paper examines the progressive and retrospective orientations to study that surfaced in students' accounts of credit transfer and their life-long learning journeys. A common theme of "unfinished business" appeared to dominate these accounts and a narrative-oriented analysis of the findings revealed the role of credit transfer in enablingdoi:10.1080/0158037x.2012.736382 fatcat:fnldykkqnzdblad625wlyyfmnu