Combining and managing work-family-study roles and perceptions of institutional support

ABSTRACT

Students registering for distance education degree-level study frequently cite flexibility as a factor influencing their choice for this mode of study, but little is known about how students manage simultaneous and/or potentially conflicting roles. This study used a self-report open-ended online survey, completed by 348 tertiary-level final-year undergraduate distance students in the United Kingdom. Respondents were asked how they managed to combine roles and their perceptions of university support. After a thematic analysis, three main themes were identified: building rituals and habits for learning, navigating online environments and contexts for learning, and responding to the pressures and problems that hindered their learning. Students expressed a desire for more proactive support from tutors. From the university, students wanted realistic and practical guidance and planning tools to prepare themselves and others (such as their employers and family) for the likely practical requirements of distance study when combining multiple roles.

KEYWORDS:

• work-family
• adult learning
• online education
• mental health
• student support

Acknowledgments

This research was funded by PRAXIS, the Open University’s Faculty of Wellbeing, Education and Language Studies Scholarship and Innovation Centre. The authors would like to thank the participating students and their colleagues in The Open University Faculty of Wellbeing, Education and Language Studies for their support in conducting this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The data that support this study are not made widely available due to issues of confidentiality and anonymity in line with General Data Protection Regulation and the Institution’s Human Research Ethics Committee who decided that students may be identifiable from transcripts and the transcripts should remain within research team oversight.

Additional information

Funding

This work was supported by the PRAXIS (i.e., internal funding provided by The Open University).

Notes on contributors

Rajvinder Samra

Rajvinder Samra is a senior lecturer in health at The Open University, United Kingdom. Her research interests include investigating and improving the mental wellbeing of individuals in educational and professional environments.

Philippa Waterhouse

Philippa Waterhouse is a lecturer in Health at The Open University, United Kingdom. Her research interests include exploring the interface between work and family roles and their consequences in relation to health.

Mathijs Lucassen

Mathijs Lucassen is a senior lecturer in mental health at The Open University, United Kingdom. His research interests include exploring child and youth mental health and supporting free and open learning via online platforms.