1. Time Management

2. Challenge of Independent Work The challenge for students is managing the time away from scheduled lectures and tutorials, particularly managing the time for independent research and reading The first stage could be to work out how much time you have for independent work

3. Use of Students’ Time (Payne & Whittaker 2000)

4. Allocating time Activity Calculation Each total Hours of sleep each night X 7= Hours per day grooming (washing; dressing) X 7= Hours eating / preparing food X 7= Total travel time (weekdays) X 5= Total travel time (weekends) X 2= Hours of work (paid or vol) per week Hours of lectures and tutorials per week Av. hours per week on leisure, family, social Hours on other domestic responsibilities Total= Plus 7 extra leeway hours: + 7 = Grand Total=

5. 168 Hours There are 168 hours in any week. Deduct the total committed hours from 168 to give you an approximate idea how much free time you have left for independent study and course work. Total hours = _______ Deduct from 168 = _______ free time

6. How Much Time Is Enough? One survey suggested that 2 extra hours for every hour spent in scheduled lectures per week was necessary to achieve the best results (Univ. York 2002) Norton (1990) and Mahalaski (1992) found that students who spent at least 7 hours in total writing an assignment of 2-3,000 words) did significantly better than those who spent less time.

7. So, how much time should you be spending with your studies? Each single module = 100 hours worth of work (lectures, assessment, tutorials, reading, group working, etc.) Semester = 6 modules = 600 hours Semester = 14 weeks = 43 hours a week This is about 25% of your time

8. 2. Task Timelines (fee software can be downloaded from the internet)

9. 1. Prioritisation Worksheet PRIORITY Important Pending

10. Task MondayTuesdayWednesdayThursdayFridaySaturdaySunday 3. Weekly Task Scheduler (downloaded from Microsoft Office OnLine)

11. Weekly & Daily Schedule Importance of allocating available time to priority & Important tasks; need for a weekly schedule or overview of study tasks Importance of having clear and reasonable study targets for each day

12. Looks straightforward … … so what’s the problem ?

13. Causal Dimensions of Time Management Problems for Students Intrinsic/EmotiveExtrinsic/External Feel overwhelmed & ‘frozen’ by all the tasks Anxiety about what is expected of them Anxiety about writing: worried about the quality of their work Wanting to live up to other people’s standards Wanting to live up to their own image of themselves Bored – motivation is low Workload is heavy & appears overwhelming Lack of clarity about what is expected Student not experienced in managing time independently Cultural dimensions: come from a society that is relaxed about time Course is not interesting

14. Time Management Issues for Students

15. Procrastination A study by O’Brien (2002) suggested that over a third of students feel that procrastination is a problem for them. Burka and Yuen (1983), suggested that procrastination often emerges as a means of distancing oneself from stressful activities, and that the most difficult tasks are often put to one side mentally until the last possible minute.

16. Motivational problems Steele (2007) Procrastination – the thief of time

17. Procrastination – ‘the thief of time’ Procrastination factors related to academic study:  Aversion to the task In proportion to the importance of the task to overall success and failure on a course. Where this is not vital, incentives and rewards are weak.

18. Procrastination – ‘the thief of time’  Depression or mood-related “Just not in the mood now, but will be later …” -OK, even healthy, in moderation, providing it’s not a regular response, concealing other negative life factors … -… recurrent difficulties require significant self- awareness and resourcefulness, or external support.

19. Procrastination – ‘the thief of time’  Time management issues -Difficult to gauge time needed for academic tasks -Can underestimate and defer tasks -Second language issues can compound this

20. Procrastination – ‘the thief of time’  Impulsiveness and distractions -Occupied with desires of the moment -Immediate gratification -Stronger the attraction, greater the distraction -Blatt and Quinn (1967)

21. Procrastination – ‘the thief of time’  Environmental Factors -studying in a library … … difficulties locating information … overwhelmed by volume of information … searches become a delaying tactic -hall of residence / accommodation … … other distractions Onwuegbuzie and Jiao (2000)

22. Procrastination – so what can you do about it ?  Environmental factors  Impulsiveness, moods and distractions  Time management issues  Aversion to the task

23. Procrastination – so what can you do about it ?  Aversion to the task -Develop motivation Find a personal engagement with subject … … how can I use this idea ? … what’s significant in this for me ? Why have I found this difficult in the past ? … … how is this different now ? If I had to explain this to others simply, how would I best summarise it for them ?

24. Procrastination – so what can you do about it ?  Impulsiveness / distractions -Long term vision -‘Unpleasant’ tasks first -Short tasks / short term rewards -Involve others in pay-offs -Mix active / passive work e.g. reading -Study groups sharing research teaching learning

25. Procrastination – so what can you do about it ?  Time management issues: -Allow more time for assignments … -… draft, leave, edit, redraft -Simple, realistic, daily goal-setting -Link short-term priorities to long-term goals -Lower your expectations ?

26. Procrastination – so what can you do about it ?  Environmental Factors -Ask library staff for guidance -Find your favourite space -Keep it clear, focussed on one activity -Symbolise it ?

27. Procrastination – so what can you do about it ? Material adapted from Effective Learning Service Booklets – Bradford University School of Management

28. Reasons for distraction Other students around you are doing or saying things that appear to be more interesting You are struggling to make sense of a subject you find either difficult or irrelevant You feel the subject is presented (in text books or lectures) in an uninteresting way You are not sure what is expected of you You do not like to be still or seated for too long You are not making notes as you read

29. Tips for avoiding distraction Start with the unpleasant tasks first Set yourself a time limit for reading. Use active reading techniques. Distraction problems can occur when the subject being studied appears totally removed from the real world. If you find a particular recommended or set book hard to follow, try another that offers you a simpler or clearer explanation. If other students are distracting you, go somewhere else. Where others are working quietly, you are likely to do the same.

30. Four Tips for Managing Time 1.Start with the unpleasant tasks first – get them out of the way early. 2.Set yourself a short time limit for reading: 40 – 45 minutes tends to be the maximum time most people can read before their concentration slips. At the end of the set time, stop and take a break. 3.Don’t struggle with books you find hard to read. If you find a particular set book hard to follow, try another that offers you a simpler or clearer explanation of the same subject. 4.Keep your working area clear of clutter: the Wall Street Journal reported that typical US Executive wastes 5 hours a week looking for misfiled/mislaid items. (Lindley 2006).

31. References Burka, J. B. and L.M. Yuen (1983). Procrastination: Why You Do It and What to Do About It. Reading (USA), Massachussetts: Addison- Wesley. Lindley, D. (2006) Managing Household Paper Flow. From Online Organising.Com. Available at http://www.onlineorganizing.com/NewslettersArticle.asp?newsletter= go&article=489 [Accessed 12 Oct. 2006]. Mahalaski, P.A. (1992). Essay writing: do study manuals give relevant relevant advice? Higher Education, 24: 113-32. Norton, L.S. (1990). Essay writing: what really counts? Higher Education, 20: 411-42. O'Brien, W.K. (2002). Applying the transtheoretical model to academic procrastination. Dissertation Abstracts International. Section B: The Sciences and Engineering. 62(11-B): 5359. Payne, E. and L. Whittaker (2000). Developing Essential Study Skills. Harlow: Prentice Hall. University of York (Counselling Service) (2002). Time Management. York: as author.

32. Importance HighLow Urgency Crises Planning Unscheduled Interruptions Escapes & Routines 13 2 4 High Low