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

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