Competing Role Demands and Postgraduate Study Intentions among Administrative Employees: a Conceptual Framework for Higher Education Institutions
Reuben Makgene Makgene ORCID ↗ · Sharol Sibongile Mkhomazi ORCID ↗
International Journal of Business Ecosystem & Strategy · 2026 · Vol. 8 / Issue 4 · 679-693
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Abstract
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
Keywords: {'name': 'Administrative Employees; Higher Education Institutions; Postgraduate Aspirations; Inter-Role Conflict; Role Interference'}
Authors & affiliations
Reuben Makgene Makgene
Tshwane University of Technology
Sharol Sibongile Mkhomazi
Tshwane University of Technology
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