Name
Institutional Affiliation
 
 
Abstract
The aim of the study was to inform the various stakeholders in education such as students, parents, and government agencies on the consequences of work-life balance which has increasingly become difficult to achieve in today’s world. A total of 102 participants both male and female, undergraduate and undergraduates of Cedar Crest College were involved in the study. Of the 102 respondents in this survey, 94 were female while only four were male. More so, out of 101 of the respondents, 71 were undergraduate while 30 were graduate students. 41 of the students indicated that they were currently employed on a full-time basis, 44 of them were part-timers, and 16 were not working. The study was centered around four sets of questions including:

  1. Do students feel that their efforts to manage a work-life-school balance

are appropriate and adequate?

  1. Have students implemented effective changes to manage work, school, and life?
  2. Are employers supportive of students enrolled in higher education?
  3. Are policies established by the college working to alleviate the pressures of work-school-life?

Keywords: work-life balance, research question 1, research question 2, research question 3, research question 4, participants.
 
 
 
Work Life Balance
Chapter 4: Results
Introduction
Work-life balance is a highly debated issue since multiple factors which impact our day-to-day activities cause it. They include labor market changes, technological advancements, the enlargement of the women labor force, career endeavors as well as dual-working parents, among others. The need to successfully balance work, life, and school can be difficult given that each role can be demanding and hence preventing one from engaging in the other roles (Burke, Jones & Westman, 2013). The work-life-school balance wonder is a multi faceted subject, and there are numerous elements that add to this philosophy, some in negative ways. Every one of these components influence the work-life-school equalization, and finding a reasonable way to deal with conquer the difficulties have been subtle to some as choices in some cases lead to negative outcomes and repercussions. Work-life-school balance is influenced in different ways relying upon the season since requests change by sorts consistently, and taking a gander at “time” as a free factor in work-life-balance has uncovered differences therefore.
In this chapter, the results to the research questions which were based on work-life balance will be provided. Basically, it describes the information both statistical and descriptive which was collected from the participants through interviews. This chapter also includes real comments obtained through the open-ended questions. The responses are structured as per the research questions. The ideal information was based on the day by day exercises, components, and systems of work-school-life balance. Questions equipped to infer this data were planned in the rating scale position. Portions of the poll gave openings for extra required editorial. The endorsed survey was mass messaged to the populace in the objective school, with help and authorization from the exploration counselor and other doled out warning staff. Since the objective populace was assorted in zones, for example, control, employments, and family status, the gathered information was assembled by age, sex, discipline, family status, and other criteria to determine any example (Burke, Jones & Westman, 2013). Numerical rates and count techniques were used to dissect information to land at appropriate data with respect to the exploration questions.
Purpose Statement
This study’s purpose was to inform the various stakeholders in education including the students, educators, government agencies, and parents on the effects of balancing between work, school, and life in this modern world where all the three aspects have become more involving and are widely becoming harder to manage.
Respondents
This study comprised of 102 participants both male and female, undergraduate and undergraduates of Cedar Crest College. All of them had signed informed content to be part of the survey. The aim of using this sample number was to successfully attain at least one hundred completed surveys. A sample of such caliber was believed to have the potential to offer more information regarding the factors attributed to work, school, and life balance concept which impacts the undergraduate and the graduate students in their day-to-day decision-making processes.
Characteristics
Of the 102 respondents in this survey, 94 were female while only four were male. One of the subjects refused to disclose the age but out of the 101 feedbacks obtained about age, it was clear that the responders were aged between 26 years and 41 years. As such, the average age of the participants was 34 years. More so, out of 101 of the respondents, 71 were undergraduate while 30 were graduate students. 41 of the students indicated that they were currently employed on a full-time basis, 44 of them were part-timers, and 16 were not working. Additionally, based on the participant’s marital status, 63 revealed to be single while 39 of them were married or cohabiting with a partner. Family-oriented questions, on the other hand, showed that 38 respondents were currently living with children below 18 years at home while 38 did not. For those who had children under 18 years in their homes, the survey revealed that only 6 percent of those children were having special needs while 42 percent did not.
Research Questions
The study was based on the questions below:

  1. Agreement to Participate: I have read and understood the Informed Consent to Participate in Research and agree to answer the survey.
  2. How important do you feel each of the following sub-elements is to your own sense of work-life balance? 3. How successful do you feel you personally have been with each of the following sub-elements of work-life balance?
  3. How important do you feel each of the following strategies is for developing and maintaining balance in your personal and professional life?
  4. If applicable, what factors related to Work-Life-School may have negatively impacted your academic pursuit at Cedar Crest College?
  5. In your perception, what does your employer/institution do to support work-life-school balance?
  6. In your perception, what should your organization do to support work-life-school balance in your life?
  7. What is your gender?
  8. What is your age?
  9. Are you single, married or living with a significant other?
  10. Do you have any children under the age of 18 living at home with you?
  11. (a) If you answered yes to # 11, what are their ages?
  12. If you answered yes to # 11, does the child have any special needs?
  13. Are you the primary caregiver to an ailing spouse, domestic partner, or parent? If so, indicate the relationship and illness.
  14. What is your student status?
  15. Are you currently working?

Research Question 1
Do students feel that their efforts to manage work-life-school balance are appropriate and adequate?
Basically, this research question sought to understand the students’ or rather, the participants’ feelings regarding their various efforts towards having a balanced work-life-school status. One of the questions in the survey questionnaire that addressed this section was question number 2. It contained a list of 10 elements of work-life balance and required the participants to indicate how important each of the factors was in the perspective of their work-life equilibrium. The sub-elements included:

  1. Knowing your purpose and staying focused
  2. Maintaining good health and exercising
  3. Having hobbies
  4. Managing good and bad habits
  5. Maintaining relationships with family
  6. Maintaining relationships with friends
  7. Maintaining relationships with coworkers
  8. Not taking yourself so seriously and not taking things personally
  9. Organization and time management, and finally,
  10. Knowing your values, keeping your word/being committed

Different colors were chosen to help the respondents in determining how these factors were significant to them in relation to their work-life balance. There were different shades for ‘very important,’ ‘Somewhat important,’ ‘Not very important,’ ‘Not at all important,’ and ‘No opinion.’
Based on the responses of survey question number 2 the following were the most valued elements on work-life balance for most of the participants:

  • Organization and managing time
  • Knowing one’s values, keeping your word, and being committed
  • Knowing your purpose and remaining focused
  • Maintaining relationships with family
  • Maintaining good and bad habits, and
  • Maintaining relationships with friends

On the other hand, the study revealed that maintaining relationships with coworkers and having hobbies were of little importance to the work-life balance of a large number of participants. Single respondents evaluated keeping up great wellbeing, having interests, overseeing great and unfortunate propensities, keeping up associations with collaborators, not taking things by and by, mindfulness, confidence, and keeping your pledge/being submitted with a higher dimension of significance than learners who were hitched or living with a partner. Married individuals and those living their partners have dissimilar preferences in comparison to single people. All together for these submitted connections to prosper, one needs to contribute time and vitality into the relationship itself. As such, a wedded primary or one living with a spouse might not want to concentrate on the eight recognized components that an unmarried participant may have. Table 1 shows the frequency and percentage of the marital status of the respondents.
Respondents without youngsters were more probable than those with kids to see four explicit components as being critical: working out, overseeing great and negative behavior patterns, keeping up associations with companions, and keeping up associations with colleagues. Those without kids have fewer family duties than the individuals who have children living in the home. Exercise and overseeing great and negative behavior patterns require time and responsibility, and, with the end goal for one to discover the time, one must trust it is imperative to his/her wellbeing and prosperity (Burke, Jones & Westman, 2013). Notwithstanding having additional time for exercise and overseeing propensities, students without kids likewise have more opportunity to allow to building and keeping up associations with companions and colleagues.
Question 3 of the survey questionnaire also addressed the research question number one. It had the same elements as survey question number 2 but it evaluated the participants’ feeling of success with those factors. Maintaining relationships with family alongside knowing one’s values and keeping one’s word has the highest level of success among a large number of the participants. Also, a significant number of the respondents felt that knowing one’s purpose and staying focused, managing good and bad habits, as well as organization and time management has a ‘somewhat’ success on helping them achieve a work-life balance.
Research Question 2
Have students implemented effective changes to manage work, school, and life?
This question was addressed by different parts of the survey questionnaire. Female students were almost certain than their male partners to rate hierarchical traps, music as well as move, appointing at whatever point conceivable, and inquiring questions that assemble the most data as critical. Every one of these procedures underpins an alternate component of equalization. Hierarchical traps are methods one may use to remain concentrated and remain deliberately. These traps may incorporate recognizing objectives on a logbook, what’s more, making a plan for the day. The mood that goes with music and additionally moves causes one clear one’s brain, unwinds, and additionally contemplates. The capacity to designate at whatever point conceivable backings the component of prioritization. Making inquiries that accumulate the most data is an aptitude in which one inquires inquiries to accumulate knowledge as opposed to simply data and furnishes one with open doors for development. Single participants rated 17 of the 36 recognized procedures with a larger amount of significance than subjects who were married or living with their partners. These techniques are grouped underneath as they compare to each distinguished component of equalization.
Knowing yourself, saying “no,” utilizing time shrewdly, and utilizing hierarchical traps are four of the five methodologies prescribed to accomplish and keep up balance as identified with reason. These methodologies bolster mindfulness of one’s objectives, as well as empowering one to remain concentrated on one’s motivation. On the off chance that one knows where he/she is currently what’s more, where he or she is going, at that point the way to one’s objective will be clear and arriving will be more straightforward. Keeping it basic, getting away or a holiday, and picking up the point of view are three of the seven methodologies recognized those assistance people to help up. To keep it straight, it is prescribed to organize what is extremely vital, getting away or holiday both lead to the required rest an individual needs to look after equalization, and increasing viewpoint proposes one necessity to put some separation between him/herself and a circumstance.
To organize is a vital component of equalization, and single learners appraised each technique related to prioritization-assessing needs frequently, arranging time carefully, assigning at whatever point conceivable as more critical than their wedded partners. The capacity to organize causes one did what is most vital and adds to work-life balance through compelling time the board. This current investigation’s motivation was to illuminate the different partners in instruction including the understudies, instructors, government offices, and guardians on the impacts of adjusting between work, school, and life in this advanced reality where all the three viewpoints have turned out to be all the more including and are broadly getting to be more earnestly to oversee.
This investigation involved 102 members both male and female, undergraduate and students of Cedar Crest College. Every one of them had marked an educated substance to be a piece of the overview. The point of utilizing this example number was to effectively accomplish somewhere around one hundred finished studies. An example of such gauge was accepted to can possibly offer more data in regards to the elements ascribed to work, school, and life balance idea which impacts the undergrad and the alumni understudies in their everyday basic leadership forms. Of the 102 respondents in this study, 94 were female while just four were male. One of the subjects would not unveil the age yet out of the 101 inputs got about age, unmistakably the responders were matured between 26 years and 41 years. Thusly, the normal age of the members was 34 years. All the more along these lines, out of 101 of the respondents, 71 were undergrad while 30 were alumni understudies. 41 of the understudies showed that they were as of now utilized on a full-time premise, 44 of them were part-clocks, and 16 were not working. Moreover, in view of the member’s conjugal status, 63 uncovered to be single while 39 of them were hitched or co-habiting with an accomplice. Family-situated inquiries then again demonstrated that 38 respondents were as of now living with kids underneath 18 years at home while 63 did not. Table 2 shows the current family status of the participants; whether they are living with children below 18 years. For the individuals who had kids under 18 years in their homes, the overview uncovered that just 6 percent of those kids were having unique needs while 42 percent did not.
Research Question 3
Are employers supportive of students enrolled in higher education?
The study managed to obtain 89 responses out of the 102 participants which were reflected on what their institution, and in this case, Cedar Crest College does to support their work-life balance. The respondents indicated authoritative techniques or traps such as the following:
Keeping records, calendaring things
Work more intelligent, not harder
Good judgment
Assignment (two recommended this system)
When the scientist recognized this misconception, she clarified the inquiry as identifying with frameworks and procedures of an association, and the last meeting reactions were:

  • Provision of accommodation
  • Esteeming worker’s time
  • Being a little region considers more contact and recognition
  • Keeping up a cover framework that permits partners to access to data and
  • Correspondence enhancements because of innovation
  • Empowering correspondence between site executives and a coach
  • Program for new students
  • Capacity to think ahead foresee for following stages

Table 3 shows the strategies which most of the participants said were being employed by their employers to help them balance work-life.
Students see that associations can bolster balance in the work environment by
Initiating procedures or frameworks that help collegial connections, time the board, what’s more, being proactive. One main proposed coaching program for new students. Specialists recommend guides can help pioneers through predicament and construct solid authority abilities.
Research Question 4
Are policies established by the college working to alleviate the pressures of work-school-life?
The study revealed that most of the participants said that the collage’s policies were not effective enough to improve their work-school life. More so, a large number of them indicated that being able to manage between school work and the other aspects of life was up to them. Table 4 is the response given by the participants on how they view the effectiveness of the policies established by the college to curb the pressures of work-school-life.
One of the inquiries in the survey was intended to figure out what forms as well as frameworks inside the school or school locale that understudies accepted upheld balance, not how one can compose oneself to help balance. Some key reactions may demonstrate a misconception of the inquiry (Burke, Jones & Westman, 2013). A few students portrayed hierarchical procedures or traps, for example, the accompanying:
Connections: As a site, we have a month to month TGIF’s, we celebrate birthday events, have potlucks, and plan outside exercises like hitting the fairway.
Workforce occasions: Recognition, Food, and Fun.
Having associations with one another outside of school. We bolster each other inwardly. It gives me an advocate, which serves to oversee pressure.
Nothing: Nothing. Our association does not do much at all to help us with work-life balance. They anticipate that we should do what it takes until our activity is finished.
Intentionally: Organization is the way to progress for a school head.
Association keeps occasions and exercises occurring in an opportune issue. It is the main thrust of finishing errands on schedule and being set up with quality data and work for our customers. Wellbeing, hobbies, & propensities: We as often as possible offer different exercises to meet up in an alternate setting and stress the significance of parity. Also, plan exercises like hitting the fairway.
Male students were more probable than their female partners to state they have been effective at not paying attention to themselves so. Amusingness and giggling in the working environment will add to the work-life balance. Single students revealed having leisure activities, keeping up associations with colleagues, and knowing your qualities with a more elevated amount of progress than learners who were hitched or living with a huge other. Having side interests or exercises separate from work adds to adjust in one’s close to home and expert lives.
Keeping up associations with collaborators is essential to work-life balance and requires consideration and sustaining, similarly as an association with family and dear companions would. To know your qualities, one should obviously recognize what is most imperative in one’s life. Students without youngsters were more probable than those with kids to state they were effective at accomplishing mindfulness. With regards to this examination, mindfulness is a sub-element of otherworldliness, and reflection and thoughtfulness are imperative perspectives to self-awareness. To become mindful one needs to venture back and really look at one’s self. Working out, having leisure activities, and quiet are appraised as imperative to principals, yet principals are not as effective at achieving them as they are with different techniques. Practicing is even seen as could easily compare to isolating job from self, confidence, and contemplation, reflection, or supplication; notwithstanding, principals are less fruitful at practicing than they are with the last techniques.
Making inquiries that accumulate the most data, purposely, Keeping up a decent disposition, and being proactive are the majority of the procedures recognized for keeping up great reasoning. One needs to set aside think time so as to accomplish a superior mentality and to stay proactive. Remaining consistent with your limits and remaining concentrated on decisions, not conditions are a couple of the procedures supporting qualities and duty that solitary principals distinguished as more essential than their wedded partners. The capacity to define objectives and limits that exist in one’s esteem framework and the capacity to concentrate on the decisions that keep one lined up with one’s qualities will prompt an increasingly adjusted individual and expert life. Single principals have diverse relationship duties, and their needs contrast from those principals who are hitched or living with a huge other. This may result in progressively close to home time to spend tending to a significant number of the methodologies they have recognized as essential to work-life balance. Students without youngsters were almost certain that those with kids to see four explicit components as being vital: building objectives on qualities, not shortcomings; being liberal; keeping it basic, and music as well as move. Every one of these procedures bolsters an alternate component of parity. Building objectives on qualities, not shortcomings recommend that so as to decrease pressure and keep up the work-life balance, it is increasingly effective to concentrate on one’s qualities.
Table 1
Reported Marital Status

Marital Status                                                              n                                                f
Single                                                                          63                                              62
Married or living with a significant other                  39                                               38
Total                                                                           102                                             100

Note. n= number of individuals in the specific marital status, f=the percentage of n
Table 2
Reported Individuals living With Children below 18 Years At Home

Status                                                                        n
Yes                                                                            38
No                                                                              63
Total                                                                           101

Note. N-number of respondents as per the specific status.
 
Table 3
Reported Support Techniques by Employers to Students

Techniques                                                                                       n
Provision of accommodation                                                           22
Assignment                                                                                      30
Delegation                                                                                       10
Empowerment                                                                                 17
Total                                                                                                79

Note. n= the number of respondents who indicated the particular techniques
Table 4
Report on the Effectiveness of Policies Set By the College to Alleviate Work-School-Life Pressures

Effectiveness                                                     n
Yes                                                                    12
No                                                                     55
Somehow                                                          10
Total                                                                  77

Note: n=number or respondents as per the various types of effectiveness
 
 
References
Burke, R. J., Jones, F., & Westman, M. (2013). Work-life balance: A psychological perspective. Psychology Press.