Optimizing Work and Learning Through Effective Time Management: A Phenomenological Study of Master of Business Administration Students at Northeastern College

Authors

  • Emmanuel Thaddeus Pascual Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i4.161

Keywords:

TIME MANAGEMENT, GRADUATE EDUCATION , WORK-LIFE BALANCE

Abstract

Balancing professional responsibilities and graduate education has become increasingly challenging for working professionals pursuing advanced academic qualifications. Master of Business Administration (MBA) students often face competing demands from work, academic requirements, family obligations, and personal commitments, making effective time management essential for academic success and personal well-being. This phenomenological study explored the lived experiences of Master of Business Administration students at Northeastern College in optimizing work and learning through effective time management. Guided by Macan's Time Management Theory and Self-Regulated Learning Theory, the study employed a descriptive phenomenological research design to understand how MBA students manage multiple roles while pursuing graduate studies. Fifteen MBA students who were employed while enrolled in the program were purposively selected to participate in in-depth semi-structured interviews. Data were analyzed using Colaizzi's Seven-Step Phenomenological Method. The analysis generated six essential themes: (1) Balancing Multiple Roles and Responsibilities; (2) Strategic Planning and Prioritization; (3) Developing Self-Discipline and Productivity; (4) Overcoming Time-Related Challenges; (5) Building Resilience Through Support Systems; and (6) Achieving Personal and Professional Growth. The findings revealed that effective time management enables MBA students to successfully balance work and academic responsibilities while enhancing productivity, resilience, and lifelong learning. The study highlights the importance of institutional support, flexible learning environments, and self-regulation strategies in promoting graduate student success. The findings provide valuable insights for higher education institutions in designing programs that support the academic and professional development of working graduate students.

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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