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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue IX September 2025
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A Qualitative Exploration of Work-Life Balance Among Private
Universities Lecturers in Klang Valley
Nadzirah Nasir
1
, Nur Shuhailah Nor Shahrudin
2
, Siti Rohaidah Shamsudin
3
1
Faculty of Business, UNITAR University College Kuala Lumpur, Malaysia.
2
School of Business Accountancy (SOBA), SEGi College, Kuala Lumpur, Malaysia
3
Faculty of Business, Economics and Finance, Perdana University, Kuala Lumpur, Malaysia
DOI: https://doi.org/10.51244/IJRSI.2025.120800289
Received: 25 July 2025; Accepted: 31 July 2025; Published: 06 October 2025
ABSTRACT
This study examines the work-life balance (WLB) challenges and coping strategies among private university
lecturers in Klang Valley, Malaysia. Using a qualitative phenomenological approach, it explores the interplay
between professional demands, institutional expectations, and personal responsibilities. Data were collected
through semi-structured interviews with seven lecturers of diverse demographics and roles. The findings reveal
key challenges, including role complexity, emotional exhaustion, and workplace conflicts exacerbated by rigid
institutional policies and excessive workloads. Effective coping mechanisms, such as flexible working
arrangements, time management, and institutional support systems, emerged as pivotal in mitigating these
challenges. This research underscores the importance of organizational policies that foster a balanced academic
environment, emphasizing the need for enhanced institutional support and the adoption of sustainable practices
to improve lecturers' well-being and job satisfaction. The insights contribute to the broader discourse on
achieving work-life balance in higher education and its implications for academic productivity and institutional
success.
Keywords: Work-life balance, private university lecturers, qualitative research, institutional support, role
complexity, academic well-being, Klang Valley, higher education.
INTRODUCTION
The Ministry of Higher Education aspires to position Malaysia as a leading hub of educational excellence on
the global stage through its Malaysian Education initiatives (Putra, 2022). This ambitious vision places
substantial responsibilities on the education sector, requiring institutions to enhance their academic standards,
foster innovation, and deliver quality education that meets international benchmarks. To achieve this vision,
higher education institutions must not only focus on academic excellence but also prioritize the holistic
development of students to produce globally competent graduates. This includes investing in state-of-the-art
infrastructure, adopting advanced teaching methodologies, and fostering research and development that
addresses global challenges. Additionally, the sector must strengthen partnerships with international
universities and industries to promote knowledge exchange and enhance global visibility.
Since the 1990s, Private Higher Education Institutions (PHEIs) in Malaysia have become essential players in
advancing the nation’s educational objectives. These institutions contribute significantly to research,
education, and innovation, producing skilled professionals, government leaders, entrepreneurs, and educators
who drive national progress (Osman, 2023). Achieving these outcomes depends largely on the efforts of
lecturers, whose expertise and dedication are crucial to the success of these institutions. Chin et al. (2024)
highlight that lecturers in PHEIs are responsible for teaching innovations, conducting research, securing
funding, managing administrative tasks, and providing community service. This broad range of responsibilities
places considerable pressure on lecturers, particularly in the fast-paced, technology-driven academic
environment. The rising expectations to innovate in teaching, meet research targets, and engage in community
service often blur the lines between professional and personal life (Stephen et al., 2024). Without adequate
support, these pressures can lead to stress, emotional exhaustion, reduced job satisfaction, and long-term health
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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issues, which ultimately affect both personal well-being and institutional success.
In recent years, employers across all sectors have increasingly recognized the importance of ensuring WLB for
their employees and in the education sector, WLB has emerged as a prominent research focus in disciplines
such
as psychology, sociology, and human resource management (Husin, 2018). While the concept of WLB varies
across individuals and organizational cultures, it fundamentally emphasizes balancing professional obligations
with personal well-being. For lecturers, particularly those in PHEIs maintaining WLB is essential for
productivity, healthier academic environment, and overall well-being (Oderinde et al., 2024).
Kamarudin et al. (2020) identifies teaching as one of the most stressful and high-risk professions, with
educators frequently encountering challenges such as curriculum changes, technological advancements,
student behavioral issues, heavy workloads, time constraints, and internal organizational politics. These
stressors significantly impact lecturers' mental and physical health, often leading to burnout and strain, which
in turn affects their overall well-being. Similarly, Hamami et al. (2022) emphasize that lecturers require
adequate preparation time and stable mental, physical, and emotional well-being to deliver quality teaching.
Excessive workloads can compromise these vital aspects, increasing the risk of stress-related illnesses and
fatigue.
Given these challenges, WLB has become a critical topic of interest among researchers. For lecturers, this
imbalance not only undermines their health but also impacts on their ability to provide quality education and
maintain their commitment to institutional goals. As lecturers are pivotal in producing a skilled and competent
workforce, their well-being directly influences the nation’s education system and societal progress.
Therefore, this study aims to explore WLB within the academic profession, specifically focusing on private
university lecturers in Klang Valley, by examining the challenges they face in achieving WLB and identifying
the coping strategies that help them maintain a balance between their professional responsibilities and personal
lives.
PROBLEM STATEMENT
In an ideal situation, lecturers in Private Higher Education Institutions (PHEIs) in Malaysia should be able to
effectively balance their professional responsibilities, such as teaching, research, and administrative duties,
while also maintaining their personal lives. This balance, often referred to as WLB, is crucial for their well-
being, since it enables them to maintain physical, mental, and emotional health, which in turn fosters job
satisfaction, productivity, and engagement. Achieving a healthy WLB would not only benefit lecturers but also
enhance the overall quality of education (Fauzi et al, 2024), reduce turnover (Munyeka & Ngobeni, 2022), and
foster organizational resilience (Susyana et al, 2021). Furthermore, supportive institutional policies and a
conducive work environment should exist to help lecturers manage the pressures of their roles, thus promoting
a holistic approach to both personal and professional development.
However, the current reality for lecturers in PHEIs in Malaysia falls far short of this ideal. Lecturers are often
overwhelmed by increasing demands in their professional roles, such as teaching innovations, research targets,
securing funding, and administrative tasks, which are further added to personal life pressures (Chin et al.,
2024). Consequently, the pressure to perform in all these areas frequently leads to stress and burnout. This
issue is reflective of a broader national trend. Malaysia’s ranking among the lowest globally in WLB, with an
average of 40.8 working hours per week (Morhan, 2024), highlights the broader challenges faced by
employees, including lecturers. The president of the Malaysian Academic Association Congress noted that an
alarming 98.75% of lecturers experience significant stress, primarily due to excessive workloads and
insufficient time to manage their responsibilities effectively (Morhan, 2024). Quek et al. (2022) further
revealed that 42.9% of medical academicians in Malaysia experienced moderate to high stress levels during the
pandemic, underscoring the ongoing strain across disciplines. As a result, many lecturers are unable to achieve
the WLB that is crucial for their well-being, leading to negative consequences such as reduced job satisfaction,
poor mental health, and high turnover rates. The severity of this issue is evident in the high turnover rates of
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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academic staff in private universities, which exceed 26%, more than double the 11% observed in public
universities (GuiXia & Rashid, 2019). Such turnover rates indicate dissatisfaction rooted in work-life
imbalance, further exacerbated by excessive workloads (Shen & Slater, 2021) and extended working hours
(John & Sims, 2021).
To move closer to the ideal situation of achieving WLB, it is essential to explore the specific challenges faced
by private university lecturers in Klang Valley in managing their professional and personal responsibilities.
Understanding these challenges provides valuable insights into the factors contributing to stress, burnout, and
difficulties in maintaining balance. Furthermore, it is equally important to identify the coping strategies that
lecturers adopt to navigate these challenges and sustain a balance between their work and personal lives.
By addressing these objectives, this research can inform the development of tailored interventions, such as
better workload management, flexible working arrangements, and improved institutional support systems.
These measures can enhance lecturers’ well-being, reduce stress, and foster a healthier work environment.
Ultimately, this will not only benefit lecturers by promoting job satisfaction and mental well-being but also
strengthen the sustainability of high-quality education in Malaysia's private higher education sector.
LITERATURE REVIEW
Work-Life Balance
Work-life balance (WLB) is widely recognized as essential for employee well-being and organizational
productivity. Lekchiri and Eversole (2020) defined WLB as the ability to manage both family and work
responsibilities without experiencing overwhelming stress or anxiety. Expanding on this perspective, Hill et al.
(2021) highlighted that WLB involves harmonizing emotional, behavioral, and time-related demands across
professional and personal roles. From an organizational standpoint, creating opportunities that accommodate
employees’ family obligations is critical to supporting WLB, as suggested by Galea et al. (2014).
Complementing this view, Greenhaus and Allen (2011) emphasized that employees perceive WLB when they
experience a sense of equilibrium between work and family roles, which contributes to overall life satisfaction.
Challenges in Maintaining Work-Life Balance
Despite its importance, achieving WLB remains challenging, particularly for lecturers in academic settings
where job demands frequently clash with family obligations. Russo et al. (2016) argued that the tension
between professional duties and family commitments, combined with insufficient workplace support systems,
significantly undermines WLB. This issue becomes even more pronounced among working mothers, as Kadale
et al. (2018) found, noting that child-rearing responsibilities intensify stress and lower job satisfaction.
Adding to these challenges, Ismail et al. (2022) observed that women in the public sector often struggle to
achieve WLB, citing work intrusions into family time, unsupportive organizational cultures, and entrenched
social expectations as key contributing factors. Further compounding the issue, academic professionals
frequently contend with heavy workloads and extended working hours. Hakri and Wan (2024) identified
excessive workloads as a major barrier to balancing personal and professional responsibilities. Similarly,
Wong et al. (2019) demonstrated that prolonged work hours reduce time for personal pursuits, leading to
burnout and increased stress.
In addition to long hours and workload, the multifaceted roles of lecturers create further strain. Diego and
Salazar (2021) noted that balancing teaching, research, and administrative duties often results in role conflict
and time pressure. For instance, the need to prepare lesson plans, meet research deadlines, and attend
departmental meetings within short timeframes can leave little room for personal life. This imbalance
contributes to heightened stress, decreased job satisfaction, and poorer well-being, ultimately affecting
productivity and the quality of education delivered.
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Coping Strategies in Maintaining Work-Life Balance
To address these challenges, lecturers adopt various coping strategies aimed at improving WLB. One widely
adopted approach is flexible working arrangements, which allow employees to adjust their work schedules.
Indradewa and Prasetio (2023) emphasized that such flexibility enhances productivity and well-being. This
sentiment is echoed by Shagvaliyeva and Yazdanifard (2014), who found that working during optimal hours
not only reduces stress but also improves satisfaction by accommodating personal responsibilities.
Complementing flexible schedules, effective time management is another critical strategy. By prioritizing tasks
and setting realistic timelines, lecturers can better navigate the demands of teaching, research, and
administrative
responsibilities. Ganapathi and Aithal (2024) noted that organized scheduling minimizes overload and helps
lecturers maintain control, contributing to a more sustainable balance between work and life.
Recognition and rewards also serve as important motivators. According to Tirta and Enrika (2020), non-
monetary acknowledgments, such as praise and recognition, are often more effective than financial incentives
in promoting employee morale and satisfaction. Additionally, performance-based rewards—such as
development opportunities or additional leave—offer tangible appreciation, reinforcing lecturers’ motivation to
sustain WLB.
Finally, family support plays a vital role in easing the burden of work-related stress. Oludayo and Omonijo
(2021) found that emotional support and practical assistance with domestic responsibilities significantly
enhance lecturers’ ability to manage competing demands. This kind of support network provides stability at
home, which is crucial for achieving and maintaining WLB in high-demand professional environments.
RESEARCH METHODOLOGY
Research Design
This study employed a qualitative phenomenological approach to gain a deep understanding of the challenges
faced by private university lecturers in the Klang Valley concerning work-life balance (WLB). An inductive
approach supported the identification of effective coping strategies used to manage professional and personal
responsibilities. A qualitative design allowed the exploration of lived experiences in rich detail (Creswell,
2002), and the study was guided by the interpretivist paradigm, which emphasizes subjective meaning-making
and contextual understanding of human experiences.
Sampling Strategy
The study used purposive sampling, a non-probability sampling technique, to select participants who had
relevant knowledge or lived experiences concerning WLB in academia. Inclusion criteria required participants
to (i) be full-time lecturers or academic staff members, (ii) be employed at a private university located in the
Klang Valley, and (iii) have a minimum of two years of academic teaching experience. Exclusion criteria
included part-time or adjunct lecturers and those working in public universities.
Participants were drawn from four private universities in the Klang Valley. A total of seven lecturers
participated in the study, ensuring diversity in terms of gender, marital status, academic rank, and years of
service. The sample included both senior and junior lecturers, as well as those in leadership roles such as heads
of programmes and deans, to ensure broad perspectives were represented.
Initial contact was made via WhatsApp, where potential participants were provided with an overview of the
study’s purpose and objectives. They were given an opportunity to ask questions and were required to provide
written informed consent before participating. Interview times were then scheduled based on participant
availability. Detailed profiles of each participant are presented in Table 1.
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Table 1: Participants Profile
Participants
Age
Gender
Current
Position
Years of
Service
Marital
Status
Ways of
Intervie
w
1
48
Female
Senior
Lecturer
24
Maried
Online
2
42
Male
Lecturer
18
Single
F2F
3
33
Female
Lecturer/
Counsellor
8
Single
F2F
4
42
Female
Lecturer
14
Single
F2F
5
41
Male
Senior
Lecturer
2
Single
Online
6
45
Female
Head of
Programme
20
Maried
Online
7
57
Male
Dean
57
Maried
Online
Source: Authors
Research Instrument Development
The interview guide was developed based on a review of relevant literature on academic work-life balance, job
stress, and coping mechanisms. The guide consisted of open-ended questions organized into three thematic
sections: (1) challenges to achieving WLB, (2) strategies used to manage WLB, and (3) recommendations for
institutional improvement. The guide was reviewed by two qualitative research experts to assess its clarity,
content validity, and alignment with the study objectives. A pilot interview was conducted with one academic
not included in the final sample, resulting in minor adjustments to phrasing and question order.
Data Collection
Data collection took place over a period of six weeks, from March to April 2025. A total of seven semi-
structured interviews were conducted, five online (via Zoom and Microsoft Teams) and two face-to-face. Each
interview lasted between 15 and 20 minutes and was conducted in English. All interviews were audio-recorded
with the participants' consent.
Participants were again briefed at the start of each interview about the study objectives, their right to withdraw
at any time, and assurances of confidentiality. Data was transcribed using Turbo Scribe, followed by manual
review to ensure transcription accuracy. Translations were also performed where necessary to maintain the
original meaning of participant responses.
Data Analysis and Validation
Thematic analysis was employed following the six-step approach outlined by Braun and Clarke (2006):
familiarization with data, generation of initial codes, searching for themes, reviewing themes, defining and
naming themes, and producing the report. Coding was conducted manually by two researchers independently
to ensure credibility. Any discrepancies were discussed and resolved through consensus.
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Ethical Considerations
All participants were informed about the purpose of the study, and their consent was obtained before the
interviews. They were assured of confidentiality and anonymity, and their participation was voluntary.
Participants were also given the option to withdraw from the study at any point without any consequences.
RESULT AND DISCUSSION
This study used the Constant Comparative Method (CCM) is a systematic approach to qualitative data analysis
that involves comparing pieces of data (e.g., incidents, events, statements) continuously to identify patterns,
themes, and relationships. Developed as part of grounded theory by Glaser and Strauss in 1967, the method
involves four iterative stages: comparing incidents applicable to each category, integrating categories and their
properties, delimiting the theory, and writing the theory. This process allows researchers to generate
conceptual understandings grounded in the data itself, ensuring rigor and depth in qualitative research
(Charmaz, 2006).
Open Coding
In the open coding process, the opinions and insights of the participants were collected, and their views were
recorded as explanations. All the descriptions provided by the participants were reviewed, and those with the
most frequent repetitions during the interview sessions were identified and documented.
Table 2: Open Code
Open Coding
Dual Role
High teaching load
Limited Administrative or
Institutional Support
Student Engagement
Task Delegation
Emotional Fatigue, and Strained
Relationships
Mentoring
Time Management Tech- niques
Self-Care Practices
Teaching preparation
Monetary Rewards and Non-
Monetary Rewards
Boundary Setting
Meeting KPI
Flexible Work Policies
Unrealistic Career Goals
Research
Promotions and Titles
Service Reliability
Counselling
Recognition Through Pub- lic
Platforms and Institu- tional Events
Community Service Expecta-
tions
Volatile Time
Rigid Work Policies
Work-First Mentality
Budget constraints
Unrealistic Career Goals
Rigid Work Policies
Source: Authors
Axial Coding
Axial coding is the process of reassembling data that were fractured during open coding to establish
connections between categories and subcategories (Strauss & Corbin, 1990). It focuses on identifying
relationships between the categories and refining them to create a coherent understanding of the phenomenon
being studied.
In this research, axial coding was used to explore the interconnections between the identified themes and sub-
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themes from the seven interviews, providing a deeper understanding of the challenges and coping strategies
related to work-life balance.
Selective Coding
Selective coding involves refining and integrating categories to identify core themes and their relationships,
leading to the development of a cohesive narrative or theory (Glaser & Strauss, 1967). At this stage,
researchers focus on the key categories that provide the most explanatory power for the phenomenon being
studied.
Table 3Proposed Themes and Corresponding Selective Codes
Axial Codes
Selective Codes
Multiple Task
Professional Demands and Institutional Expectations
Interpersonal Roles
Struggle with time for Family
Role Complexity
Institutional and Cultural Expectations Conflict
Work-Life Conflict
Stress and workload
Role Conflict and Anxiety
Emotional Exhaustion and Burnout
Work-Life Imbalance
Technology Overload
Mental and Health Issues
Time and Task Management
Time Management
Role Segmentation
Support Systems
Self-Care and Stress Reduction
Support System and Self-Care
Flexible Work Practices
Material Rewards
Professional Recognition
Career Development Opportunities
Workplace Flexibility
Social and Institutional Visibility
Reward and Recognition
Source (s): Authors
The researchers reviewed the categories developed during open coding to identify core themes that represented
the essence of the challenges and strategies discussed by participants. Below are the explanations:
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Theme 1: Role complexity
Lecturers described juggling multiple responsibilities teaching, research, mentorship, program coordination,
and administrative duties often simultaneously. These overlapping tasks created cognitive strain and diluted
their capacity for focused engagement.
“I'm not just teaching. I'm also coordinating MPU and Foundation programs... it feels like I’m working several
jobs at once.” — Participant 2
This theme highlights how the breadth of academic roles in private universities, driven by institutional
demands, increases workload without proportional structural support. The expectation to perform across
domains reflects systemic role inflation, a key contributor to burnout and dissatisfaction (Smallwood et al.,
2021).
Theme 2: Workplace Conflict
Participants frequently noted a misalignment between institutional expectations and their personal well-being.
Policies that emphasize profit or rankings often overlook lecturers' mental and emotional capacities.
“Top management prioritizes student enrollment and financial outcomes over staff welfare.” Participant 3
Such conflict exacerbated emotional strain and reduced morale, confirming Saleem et al.'s (2021) assertion that
value misalignment in workplaces contributes to internal stress and disengagement.
Theme 3: Mental and Health Issues
The psychological toll of academic pressures was evident. Lecturers reported fatigue, anxiety, and in some
cases, clinical interventions.
“Every six months I see a psychiatrist for depression and anxiety. It’s part of staying afloat.” Participant 2
These accounts underscore that WLB challenges are not merely logistical but deeply affect lecturers’
emotional health echoing WHO (2004) definitions of mental well-being as fundamental to sustainable
productivity and life satisfaction.
Theme 4: Time Management
Although many adopted strategic time management techniques using planners, setting daily priorities, and
segmenting tasks lecturers acknowledged that these were often reactive measures rather than solutions to
structural overload.
“I start with my email and list out the day’s tasks, but sometimes unexpected work just overrides everything.”
Participant 7
Time management alone, while helpful, cannot compensate for institutional inflexibility or excessive
workload. Ghafar (2024) notes that successful time planning must be supported by organizational policies to
be effective.
Theme 5: Support Systems and Self-Care
Strong peer and family support networks served as buffers against stress. Participants emphasized the
importance of institutional initiatives such as counseling, workload distribution, and wellness programs.
“Sessions with work counselors and hiring more lecturers would really make a difference.” Participant 5
These findings reinforce the need for multi-layered support emotional, professional, and systemic as key
components in preserving WLB (NHS England, 2020).
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Theme 6: Reward and Recognition
Recognition whether through promotion, praise, or performance-based leave—was seen as vital to sustaining
motivation and morale.
“Being acknowledged as ‘Best Lecturer’ made me feel like my extra hours were worth it.” Participant 6
This aligns with Hussain et al. (2019), who argue that non-monetary rewards play a pivotal role in reducing
turnover and enhancing commitment among academic staff.
Figure 1:Proposed Conceptual Framework
Source (s): Authors
Collectively, the findings reveal that WLB for lecturers is shaped by a dynamic interplay between institutional
expectations and personal coping strategies. While individual practices such as time management and self-care
are vital, they are insufficient in isolation. Sustainable balance requires organizational transformation,
particularly in policy flexibility, role clarity, and meaningful recognition.
The themes further indicate that WLB is not just about hours worked, but about how those hours are
structured, valued, and supported. Interventions must therefore address both structural reforms and individual
empowerment, offering a holistic approach to improving lecturer well-being and institutional effectiveness.
CONCLUSION
This study provides critical insight into the multifaceted challenges of work-life balance (WLB) faced by
private university lecturers in Klang Valley, Malaysia. By adopting a qualitative phenomenological lens, it
captures the lived experiences of academics navigating institutional expectations, role complexity, mental
health strain, and limited organizational support. The findings extend existing literature by illustrating how
structural pressures specific to private higher education such as high teaching loads, performance-driven
policies, and limited recognition create compounding barriers to achieving sustainable WLB.
A key contribution of this study lies in its context-specific focus, revealing how national educational
imperatives and profit-oriented institutional cultures shape lecturers’ experiences in ways often overlooked in
broader WLB discourse. Additionally, the research emphasizes that while personal coping strategies such as
time management and self-care are essential, they must be complemented by institutional reforms that
prioritize employee well-being.
The implications are twofold: First, higher education leaders should urgently consider implementing flexible
workload arrangements, expanding access to mental health resources, and embedding recognition systems that
value both academic output and well-being. Second, policymakers should recognize the broader impact of
lecturer well-being on educational quality, student outcomes, and institutional sustainability.
Future research should explore these themes across a broader sample and consider longitudinal designs to
examine how WLB evolves over time. Comparative studies between public and private institutions, or across
regions, would also yield valuable insights into the role of organizational culture in shaping WLB outcomes.
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Ultimately, addressing work-life balance is not only a matter of individual adaptation but a strategic imperative
for the long-term health of the higher education sector.
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