This mixed-methods study investigates the role-boundary mechanisms and resource-bricolage strategies that shape academic-athletic conflict among elite college tennis players. Survey data from 247 student-athletes across 12 Chinese universities were complemented by in-depth interviews with 18 participants. Tennis players reported significantly greater role-boundary permeability (M=4.21/5.00) than team-sport athletes (M=3.47), and their role-transition frequency was 2.30 times higher. Most role-transition burdens (78.50%) were born individually, with only 21.50% shared by institutional support structures. Seven spontaneous bricolage strategies were identified, five of which remained largely invisible to and unrecognized. Role-boundary permeability was positively associated with academic burnout (r=0.53, p<0.01), whereas organizational support for resource bricolage positively predicted academic-athletic balance satisfaction (β=0.41, p<0.001). These findings suggest a threefold governance agenda: institutionalizing role boundaries, creating platform-based support for bricolage, and fostering an integrative identity narrative.
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Zhu, Q. (2026) Role Boundaries and Resource Bricolage in Academic-athletic Conflict Among Elite College Tennis Players: A Mixed-methods Study. Global Education Bulletin, 3(4), 7-15. https://doi.org/10.71052/grb2025/LRCB3402