School, Work, Life: The Challenges and Strategies of Graduate Working Students

Geraldene P. Agbayani and James L. Paglinawan
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Geraldene P. Agbayani: Graduate Student, Central Mindanao University
James L. Paglinawan: Faculty, Central Mindanao University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 1006-1012

Abstract: This qualitative study examines the challenges and coping strategies of working professionals pursuing graduate studies in the Philippines, employing a transcendental phenomenological research design. Through thematic analysis of narratives from 16 working graduate students, the study identifies three key findings: (1) participants were primarily motivated by career advancement and personal growth, (2) they encountered significant challenges in balancing academic, professional, and personal responsibilities—particularly in time management, financial strain, and emotional exhaustion—and (3) successful students relied on a combination of personal organizational strategies and external support systems to manage these demands. The study reveals that Filipino working graduate students experience unique cultural and socioeconomic pressures that exacerbate typical graduate school stressors. While the findings align with global research on non-traditional learners, they also highlight distinct contextual factors in the Philippine setting. Participants emphasized the importance of institutional flexibility, employer accommodations, and mental health support in facilitating their academic success. This research contributes to the growing literature on adult education in Southeast Asia by providing empirical evidence on the lived experiences of Filipino working graduate students. The results suggest that academic institutions and employers should implement targeted support mechanisms, including flexible scheduling, financial assistance programs, and wellness initiatives, to better serve this student population. Furthermore, the study underscores the need for systemic adjustments in graduate education structures to accommodate working professionals, particularly in post-pandemic hybrid learning environments.

Date: 2025
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