Exploring the Impacts of Work-related Stress on Master’s Project and Completion Rates among Post Graduate Working Learners

The dual demands of professional and academic responsibilities often create stress that hinders progress on master’s projects, leading to delays, reduced motivation, and other challenges. This research examines the challenges faced by postgraduate working learners in managing work-related stress while completing their master’s project; and aims to identify effective strategies and institutional support mechanisms that enhance stress management and improve project completion success rates. A qualitative approach was employed, involving in-depth interviews with 16 postgraduate learners conducted via Google Forms to capture detailed insights into their experiences and coping mechanisms. Participants identified key stressors such as time management difficulties, professional responsibilities interfering with project tasks, and the mental and physical strain caused by overlapping commitments. These factors were found to disrupt project focus and hinder progress. Despite these challenges, respondents displayed resilience by implementing strategies such as task prioritisation, collaboration with colleagues and supervisors, and seeking support from their institutions. Many noted that institutional interventions, such as tailored workshops, flexible policies, and enhanced supervisor guidance, were instrumental in alleviating stress and sustaining their progress. The findings underscore the importance of creating structured and empathetic support systems for postgraduate working learners, highlighting the need for institutions to address their unique challenges. This research contributes valuable insights into the experiences of postgraduate working learners, offering practical recommendations for educators and policymakers. By addressing these factors, institutions can improve the learning environment, enhance the success rates of master’s project completion, and support the overall well-being of working postgraduate learners. This study also opens avenues for future research to explore interventions across diverse academic settings.