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The research investigates the impact of conflicting role obligations on the aspirations for postgraduate education among administrative staff in higher education institutions (HEIs). It subsequently presents a conceptual framework aimed at enhancing comprehension of the obstacles and incentives linked to inter-role conflicts in regard to postgraduate ambitions inside higher education institutions. Utilising illustrative case data and employing a qualitative systematic literature review approach, the research investigates the impact of conflicting role demands on individuals' motivation and ability to attain advanced academic levels. Anchored on Role Conflict Theory, Boundary Theory, and the Conservation of Resources Theory, which together address role interference, domain permeability, and resource depletion, the research investigates how perceived conflicts within study domains influence aspirations for postgraduate pursuits. Research indicates that occupational stress combined with personal and familial obligations presents considerable obstacles to academic progress, while simultaneously driving individuals to seek postgraduate education as a means of career enhancement and professional development. The research emphasises the dual function of conflict as both a motivator and a limitation in influencing postgraduate educational ambitions. Despite the constraints posed by the lack of literature specifically addressing postgraduate ambitions among administrative staff in higher education institutions, the research provides significant exploratory perspectives on the lived experiences of this underexplored demographic and underscores the necessity for institutional measures that facilitate a balance between work and study. The study offers a cohesive conceptual framework that connects conflicting inter-role tensions to intentions for postgraduate studies, thereby making a significant contribution to career development research and laying the groundwork for future empirical studies within the administrative sector of higher education

The COVID-19 pandemic accelerated hybrid work adoption, essentially altering line managers' roles as they navigate supervising geographically dispersed teams. Despite widespread implementation, limited qualitative research examines how managers adapt their leadership practices within this evolving work model. This study explored the perceived challenges, opportunities, and leadership adaptations amongst line managers in hybrid settings, aiming to reveal factors that enhance leadership capability, team performance, and strategic HR practices. Inadequate understanding of managerial perceptions hinders evidence-based leadership development tailored for hybrid contexts. Line managers experience increased stress managing distributed teams whilst balancing flexibility with accountability, yet empirical research focusing on their experiences remains scarce. Adopting an interpretivist paradigm, this generic qualitative study conducted semi-structured interviews with 12 line managers from diverse sectors possessing at least two years of managerial experience supervising hybrid teams. Manual thematic analysis following Braun and Clarke's (2006) framework identified recurring patterns. Four themes emerged: challenges characterised by a trust-visibility paradox requiring structured communication and output-based monitoring; leadership opportunities demanding trust-based, emotionally intelligent, digitally fluent approaches; transformed practices shifting from presence-based to performance-based supervision; and critical organisational support needs including emotional intelligence training and clear hybrid policies.  Organisations must implement targeted interventions including hybrid-specific leadership development programmes, formalised communication protocols, output-based performance systems, and systematic wellbeing support.