This article aims to understand the unique phenomenon of the work-life-study interface by studying the lived-in experiences of executive education students qualitatively. It delivers a unique contribution by highlighting the third element of ‘study’ in Work-life balance (WLB), unlike most of the literature, which is skewed towards work-life balance and neglects the ‘study’ aspect. The study used phenomenology as the qualitative research method to explore the work-life-study balance of 25 executive education students working in middle-level positions, employing the purposive sampling technique for the year 2020. The findings reveal positive and negative experiences of work-life balance phenomena among executive education students. The results further provide a real-time sneak peek into an executive education scholar’s life and hence, may be used as a point of reference for mental mapping before opting for executive education courses. The study advocates interventions to support executives wishing to re-skill themselves in mid-careers and manage emotions, stress, and burnout.

本文旨在通过定性研究高管教育学生的生活经历，了解工作-生活-学习界面的独特现象。它通过突出工作与生活平衡 (WLB) 中“学习”的第三个要素来提供独特的贡献，这与大多数文献不同，后者偏向于工作与生活的平衡，而忽略了“学习”方面。该研究使用现象学作为定性研究方法，采用 2020 年的有目的抽样技术，探索了 25 名在中层职位工作的高管教育学生的工作-生活-学习平衡。研究结果揭示了工作的正面和负面经历——高管教育学生的生活平衡现象。结果进一步提供了对高管教育学者生活的实时窥视，因此，在选择高管教育课程之前，可将其用作心理映射的参考点。该研究提倡采取干预措施，支持希望在职业中期重新掌握技能并管理情绪、压力和倦怠的高管。