Abstract
Orientation: In recent years, work–life balance has become one of the most important issues of interest to researchers and policymakers. Although women have been identified to be more at risk of work–life imbalance, little is known about the work–life balance pursuits of women who study in addition to their work in non-Western contexts.Research purpose: Drawing from the ecological system theory and the conservation of resources theory, this study explored the lived experiences of women who study in addition to their work to understand how they achieve work–life balance.Motivation for the study: The views of working mothers on how they strive to balance their work, studies and motherhood can influence the development and implementation of HR policies that empower women to climb the upper echelon of organisations.Research approach/design and method: Six respondents knowledgeable on the subject were recruited with snowball sampling and further interviewed.Main findings: Thematic analysis of the interview transcripts revealed work flexibility, co-worker support, supportive supervisor, supportive family and programmed work–life as the main themes, which explained how working mothers maintained a sense of well-being. Cardinal amongst the themes was the synergistic role of extended family members.Practical/managerial implications: Organisations are encouraged to develop and implement family-friendly policies that can promote healthy well-being of its workforce whilst facilitating the training and development of women.Contribution/value-add: This study contributes to work–family literature by providing empirical evidence from a non-Western context as previous research was predominantly conducted in Western contexts.
Highlights
OrientationThe issue of work–life balance has received considerable attention across the globe over the last few decades (Barber, Conlin, & Santuzzi, 2019; De Cieri, Holmes, Abbott, & Pettit, 2005; Maxwell & McDougall, 2004)
Of paramount interest in this study is to explore their lived experiences and bring to the fore some of the social support systems they harness in their bid to maintain healthy well-being
In the third or final step, the researchers consolidated the conceptual categories into themes as a way of generating explanations for how mothers who are studying in addition to their work strive to achieve work–life balance
Summary
OrientationThe issue of work–life balance has received considerable attention across the globe over the last few decades (Barber, Conlin, & Santuzzi, 2019; De Cieri, Holmes, Abbott, & Pettit, 2005; Maxwell & McDougall, 2004). Work–life balance has been identified as a vital feature of a healthy working environment as espoused in the ecological systems theory (Grzywacz & Marks, 2000). For individuals to experience work–life balance, the ecological systems theory posits that work and non-work microsystems must function together to create a permeable work–life boundary, which is mutually supportive (Haddon, Hede, & Whiteoak, 2009). For an individual’s work and non-work environments to mutually support each other, the conservation of resources theory (COR) maintains that individuals tend to seek, maintain and protect resources that have salient value to them (Hobfoll, 2001). Individuals must rely on resources that abound in their environment to facilitate the achievement of their set goals, whilst reducing stress and stimulating the maintenance of a healthy well-being (Haddon et al, 2009; Hobfoll, 2002)
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