DOCTORAL EDUCATION: EXPLORING EMPLOYER SUPPORT FOR WORKING PROFESSIONALS

As the demand for advanced education grows among working professionals seeking career advancement, the role of employer support in balancing academic responsibilities with professional duties becomes increasingly significant. This research study examined the extent and nature of employer support provided to working professionals pursuing doctoral degrees and investigated how varying levels and types of support influenced their academic success and professional growth. Grounded in the Theory of Perceived Organizational Support (POS), the study focused on six key forms of support: financial assistance, flexible work arrangements, reduced workloads, paid study leave, mentorship, and supervisory support.

Using a quantitative design, survey data were collected from 103 working doctoral students enrolled at a reputable university in the United States. Findings revealed that while financial and supervisory support were the most received forms of assistance, structural types of support, such as paid study leave and reduced workloads, were rare. A significant relationship was found between the level of employer support and both academic and professional outcomes, with supervisory support and flexible work hours emerging as the most impactful predictors. Open-ended responses highlighted time constraints, emotional strain, and a lack of recognition as recurring challenges. These findings underscore the need for employers to move beyond superficial offerings and adopt more equitable, structured, and supportive policies for employees pursuing advanced education. The study provides important insights for employers, academic institutions, and policymakers to improve support frameworks and promote the academic and career success of working doctoral students.