Racing Against Time: Lived Experiences of Graduate Students in Managing Academic Demands at Northeastern College

Authors

  • Judy anne Immangdul Northeastern College, Santiago City Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i4.154

Keywords:

academic demands, graduate education, graduate students, lived experiences, phenomenology, self-regulated learning, time management, work–study–life balance

Abstract

 

graduate education provides opportunities for advanced professional development, intellectual growth, and career progression; however, pursuing an advanced degree frequently requires students to negotiate academic responsibilities alongside employment, family obligations, and personal commitments. This study explores the lived experiences of graduate students at Northeastern College in managing the temporal and academic demands associated with graduate education. Anchored in a qualitative phenomenological approach, the inquiry focuses on how graduate students experience competing responsibilities, establish priorities, respond to overlapping deadlines, develop time-management strategies, seek support, and sustain their academic engagement. Participants will be purposively selected from graduate students who have direct experience balancing substantial academic requirements with professional and personal responsibilities. Data will be generated primarily through semi-structured, in-depth interviews and analyzed thematically to identify recurring patterns and meanings embedded in participants’ narratives. The inquiry is informed by the perspective that time management is closely associated with self-regulated learning and involves not merely scheduling activities but regulating effort, establishing priorities, monitoring progress, adjusting strategies, and protecting limited resources. Particular attention will therefore be given to experiences involving academic workload, role conflict, procrastination, prioritization, adaptive scheduling, sacrifice, support systems, and persistence. Trustworthiness will be strengthened through member checking, reflexive documentation, systematic coding, an audit trail, and attention to both convergent and divergent experiences. The study is expected to provide context-sensitive insights that may inform graduate-school advising, academic workload planning, student-support mechanisms, and institutional practices intended to promote sustainable graduate education.

References

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Published

2026-11-06

Issue

Vol. 2 No. 4 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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