Interview Guide For This Assignment You Will Develop A 24-Pa

Interview Guidefor This Assignment You Will Develop A 24 Pageinterv

Construct a 2–4-page interview guide for a research study focusing on work–life balance for online learners in a business or technology program. The questions must be conceptually valid, logically flow from the concepts and theories underpinning the research, and generate the data sought.

Develop a research purpose statement based on selected articles about work–life balance and online learners, informed by an abbreviated theoretical framework. Use Creswell’s (2009) template to describe the purpose, including the methodology and core phenomenon. Define the phenomenon as supported by credible definitions. Formulate research questions and sub-questions aligned with the purpose, ensuring clear linkage to the constructs and theoretical framework. The main question should rephrase the purpose as a question, with sub-questions probing deeper into relevant sub-issues.

Create 8–10 open-ended interview questions aligned with the research questions, structured to promote logical interview flow, rapport, and data collection, appropriate for online learners. Develop a chart illustrating how each question relates to the research purpose, question, and key concepts or theories, ensuring clarity and scholarly tone.

Paper For Above instruction

Introduction

The intersection of work and higher education has become increasingly complex, especially for online learners pursuing degrees in business and technology fields. As online education expands, understanding the nuances of work–life balance for these students becomes essential. Their unique experiences can reveal insights into how they manage professional, personal, and academic responsibilities, informing institutional support and policy development.

This research aims to explore the work–life balance among online learners in business and technology programs, guided by the theoretical framework of role conflict theory, which posits that competing expectations across roles can generate stress and influence well-being. The purpose of this qualitative inquiry is to understand the lived experiences of these students, especially how they navigate the challenges of balancing multiple roles.

Research Purpose Statement

The purpose of this exploratory qualitative research is to understand the experience of work–life balance for online learners in a business or technology doctoral program informed by role conflict theory. Currently, the phenomenon being studied can be generally defined as the ways in which online learners manage and reconcile conflicting demands from their professional, personal, and academic roles, which impact their overall balance and well-being (Khan & Fazili, 2016; Romero, 2011). This understanding will help identify factors that facilitate or hinder effective balance, informing strategies for educational institutions to support these students.

Research Questions

Main Research Question:

  • How do online learners in business and technology doctoral programs perceive and manage work–life balance?

Sub-Questions:

  • What challenges do these learners experience in balancing work, family, and academic responsibilities?
  • What strategies do they employ to maintain balance among their roles?
  • How does role conflict influence their academic achievement and personal well-being?
  • What institutional or external support mechanisms impact their ability to achieve work–life balance?

Interview Questions

  1. Can you describe a typical day managing your work, family, and online coursework?
  2. What are some of the biggest challenges you face in balancing your professional duties with your academic responsibilities?
  3. How do you prioritize your tasks when managing multiple roles?
  4. What strategies have you found effective in maintaining a healthy balance between work, family, and studies?
  5. Can you share an experience where role conflicts affected your academic performance or personal life?
  6. How does your current work environment support or hinder your ability to study online?
  7. What kind of support from your family or community helps you succeed in balancing your roles?
  8. In what ways do institutional resources or policies assist you in managing your workload?
  9. What emotional or psychological impacts have you experienced related to balancing these roles?
  10. Looking back, what advice would you give to new online learners about managing work–life balance?

Alignment Chart

Question Research Purpose & Question Key Concepts/Theories
1. Typical day managing roles Understand lived experiences; main question Role conflict, role management
2. Biggest challenges Identify barriers; sub-question Work–life conflict, stress
3. Prioritization strategies Explore coping mechanisms; sub-question Role strain, adaptive strategies
4. Effective strategies Gather data on success factors; sub-question Time management, resilience
5. Role conflicts impact Assess influence on academic/personal life; sub-question Stress, role spillover
6. Work environment support Assess external factors; sub-question Organizational support, environmental factors
7. Family/community support Understand social support roles; sub-question Social capital, emotional support
8. Institutional resources Evaluate resource effectiveness; sub-question Student services, policy impact
9. Emotional/psychological impact Identify mental health outcomes; sub-question Emotional well-being, stress management
10. Advice for new learners Gather practical insights; sub-question Self-efficacy, experiential knowledge

References

  • Goodall, H., & Keyworth, A. (2016). The balancing act: Combining higher level study with work and family life.
  • Khan, O. F., & Fazili, A. I. (2016). Work life balance: A conceptual review. Journal of Strategic Human Resource Management, 5(2), 20–25.
  • Romero, M. (2011). Distance learners’ work life learning balance. International Journal of Instructional Technology and Distance Learning, 8(5), 43–48.
  • Ross, J. P., Intindola, M. L., & Boje, D. M. (2017). It was the best of times; it was the worst of times: The expiration of work–life balance. Journal of Management Inquiry, 26(2), 202–215.
  • Symeonides, R., & Childs, C. (2015). The personal experience of online learning: An interpretative phenomenological analysis. Computers in Human Behavior, 51, 539–545.
  • Zembylas, M. (2008). Adult learners' emotions in online learning. Distance Education, 29(1), 71–87.

In conclusion, this comprehensive approach—from constructing a clear purpose statement and aligned research questions to developing targeted interview questions and a supportive conceptual chart—is essential in conducting rigorous qualitative research on work–life balance among online learners. This methodology ensures meaningful data collection that can inform policy and practice to better support online students in achieving their academic and personal goals.

References

  • Goodall, H., & Keyworth, A. (2016). The balancing act: Combining higher level study with work and family life.
  • Khan, O. F., & Fazili, A. I. (2016). Work life balance: A conceptual review. Journal of Strategic Human Resource Management, 5(2), 20–25.
  • Romero, M. (2011). Distance learners’ work life learning balance. International Journal of Instructional Technology and Distance Learning, 8(5), 43–48.
  • Ross, J. P., Intindola, M. L., & Boje, D. M. (2017). It was the best of times; it was the worst of times: The expiration of work–life balance. Journal of Management Inquiry, 26(2), 202–215.
  • Symeonides, R., & Childs, C. (2015). The personal experience of online learning: An interpretative phenomenological analysis. Computers in Human Behavior, 51, 539–545.
  • Zembylas, M. (2008). Adult learners' emotions in online learning. Distance Education, 29(1), 71–87.

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