Abstract
ABSTRACT The abrupt transition to remote learning during the first year of the COVID-19 pandemic created considerable work-life boundary challenges for college students. Grounded in boundary management theory, this study utilizes an explanatory sequential mixed-methods approach, incorporating both a survey and subsequent focus groups, to explore the dynamics of boundary permeability, communication, work-life conflict, and exhaustion. Both traditional and underrepresented students were included, highlighting the experiences of these distinct populations. Our findings underscore that underrepresented students are particularly susceptible to work-life conflicts and exhaustion, a realization that points towards the critical need for supportive interventions tailored to their specific needs. Furthermore, this research addresses the paucity of studies focusing on students in the boundary management literature and offers valuable insights into diversity, equity, inclusion, and justice (DEIJ) research. By emphasizing the necessity of differentiating support strategies for diverse student populations, the study aids in formulating effective practices for institutions to enhance student well-being in the context of remote work and learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
