Relevant bibliographies by topics / Students-Time management

Academic literature on the topic 'Students-Time management'

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Published: 26 July 2024

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Journal articles on the topic "Students-Time management"

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Pagana, Kathleen Deska. "Teaching Students Time Management Strategies." Journal of Nursing Education 33, no. 8 (October 1994): 381–83. http://dx.doi.org/10.3928/0148-4834-19941001-14.

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Din, Mohi Ud, Tanzila Ishfaq, Bushra Ameer Saeed Awan, Laraib Khan, Ayesha Munassr, and Maria Ijaz. "Medical Students' Time Management Capabilities." Pakistan Journal of Medical and Health Sciences 16, no. 12 (December 31, 2022): 50–52. http://dx.doi.org/10.53350/pjmhs2022161250.

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Background: Time management skills increase satisfaction and balance between work and life. Additionally, managing time effectively reduces anxiety while also making achieving goals easier. Aim: The objectives of the study were to figure out the time management skills of medical students and their relationship with socio-demographic characteristics. Methodology: This cross-sectional study was conducted in a medical college of Faisalabad.Study duration was 4 months (October 2021 to January 2022). A total of 250 students were enrolled in a study. The inclusion criteria included medical undergraduate students.A total of 50 students were enrolled from each class of MBBS through non-probability convenient sampling technique.A questionnaire titled “Time Management Assessment Questionnaire” containing 25 items developed by Wayne State University was used. A participant who had a score <29 was deemed to have poor time management abilities. A participant had average time management abilities if their overall score ranged from 30 to 44, and they had exceptional time management skills if their overall score ranged from 45 to 50. The IBM SPSS Statistics Version 25 was used for data analysis. Results: Most of the students were found to have inadequate time management skills. Class 2nd and 1st year MBBS students were found to have more inadequate time management skills followed by 4th, 3rd and final year students. Fairly well time management skills were shown by 1/3rd of participants and excellent time management skills were shown by less than 10% of participants. Conclusion: Over half percentage of medical students have poor time management abilities. Based on their socio-demographic characteristics, there are no differences in time management abilities among participants. Reading books and other publications on the subject, as well as attending related workshops and seminars, can help students improve their time management abilities. Keywords: Capabilities, medical, management, students, time, community
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Kneale, Pauline E. "Maximising play time: Time management for geography students." Journal of Geography in Higher Education 21, no. 2 (July 1997): 293–301. http://dx.doi.org/10.1080/03098269708725436.

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Akyürek, Muhammet İbrahim. "Time Management Skills of University Students." Yuksekogretim Dergisi 11, no. 1 (April 29, 2021): 139–47. http://dx.doi.org/10.2399/yod.19.644818.

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The purpose of this study is to determine university students' perceptions of their time management skills. The research sample is composed of 384 undergraduate students studying in state universities located in various Turkish cities during the 2016-2017 academic year. The Time Management Questionnaire (TMQ) was used in the collection of the data, which was developed by Britton and Tesser (1991) and adapted to Turkish by Alay and Koçak (2002). It was found that students rated their time management skills as being at the "medium-level". In addition, it was concluded that there was no significant gender-related difference in their perceptions of their skill level in time management. While their perceptions of "time-attitudes" and "time-wasters" differed by gender, no such difference was found regarding their perceptions of "time planning". The study included only state university students as the research group. Similar studies regarding time management skills can be conducted with students or educators in different types of educational settings and levels of education. Furthermore, this study analyzed student perceptions of their own time management skills only by the gender variable. However, their perception of these skills can also be analyzed by other demographic variables such as socio-economic status, age, and department of study.
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Bast, Felix. "Crux of time management for students." Resonance 21, no. 1 (January 2016): 71–88. http://dx.doi.org/10.1007/s12045-016-0296-6.

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Schecter, Gabriella. "Time Management for Students With ASD." ASHA Leader 22, no. 4 (April 2017): 36–37. http://dx.doi.org/10.1044/leader.scm.22042017.36.

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Podlesny, Sergey. "TECHNOLOGY TIME MANAGEMENT FOR UNIVERSITY STUDENTS." Sworld-Us Conference proceedings, usc17-01 (March 30, 2020): 94–99. http://dx.doi.org/10.30888/2709-2267.2023-17-01-019.

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Students of a higher education institution are faced with the task of assimilating a large amount of information in a short time. The solution of this problem is facilitated by the use of time management. The theoretical and methodological foundations of
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Wilson, Robert, Keith Joiner, and Alireza Abbasi. "Improving students’ performance with time management skills." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 230–50. http://dx.doi.org/10.53761/1.18.4.16.

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Research at the University of New South Wales with Defence Force Academy students found timemanagement skills significantly improve the academic results of male students but not female students when controlling for the usual effect of prior academic ability. While much previous research has revealed a positive link between time management and academic results within civilian environments, there is a lack of research on this link in dual-military or employment and academic settings. Our research also extends on many national and international studies’ by researching the efficacy of a direct training intervention in time-management skills. The study is unique in evaluating the size of the likely effect on academic results. This study used a mixed-methods evaluation design and a standardised questionnaire to compare two groups of 70 first-year undergraduate students. The experimental group were taught time-management skills in a workshop setting, while a control group did not attend time-management workshops. While the time-management workshop interventions did not improve the academic performance of female students, female students did benefit comparably to males in fewer subject failings and improved attitudes towards time-management attributes. The findings confirm an effect between time-management skills and academic success that offers substantial savings from fewer lost students. Recommendations are made to improve time-management skills and academic performance for all transitioning university students and examine if this significant effect translates to other initial training employment.
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McFadden, Kathleen, and Jack Dart. "Time Management Skills of Undergraduate Business Students." Journal of Education for Business 68, no. 2 (December 1992): 84–88. http://dx.doi.org/10.1080/08832323.1992.10117592.

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Xu, Jianzhong, Ruiping Yuan, Brian Xu, and Melinda Xu. "Modeling students' time management in math homework." Learning and Individual Differences 34 (August 2014): 33–42. http://dx.doi.org/10.1016/j.lindif.2014.05.011.

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Dissertations / Theses on the topic "Students-Time management"

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Scott, Jessica Mae. "Time Management Practices of Brigham Young University Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2483.

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The use of, and attitudes towards, time management among undergraduates at Brigham Young University (BYU) was examined. Data were collected using two online surveys and an electronic time log tool. The data from the surveys were analyzed using canonical correlations, multiple regressions, multivariate analysis of variance (MANOVA), factor analysis, and multivariate graphical methods. Pilot survey results showed freshmen who were concerned with time management and organization had lower GPAs than those who asserted they were spontaneous and successful without time management. The main survey produced contradictory evidence, showing positive correlations for both freshmen and sophomores between GPA and students who agreed with self-descriptors that showed strong resolve for planning and structure. Time log data showed students on academic probation do not spend as much time on academic based activities as students in the control group. These findings suggest a need for further research into both BYU students' attitudes towards time management and the time use differences between high academically achieving students and students on academic probation.
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De, Winter Hebron Christopher Charles. "Part-time management students' learning environments, attitudes and needs." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019597/.

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Dincay, Hulya. "The Relationship Between Physical Activity Levels And Time Management Skills Among Selected University Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12612086/index.pdf.

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The purpose of this study was to explore the relationship between the physical activity levels and the time management practices of selected university students, and to identify the differences between physical activity levels and time management practices in terms of gender. The subjects of this study were 128 male (55,9%) and 101 female (44,1%) university students from six universities in istanbul, Turkey which were selected on a volunteer basis. The Physical Activity Assessment Questionnaire (PAAQ) and the Time Management Questionnaire (TMQ) were used to gather data. The data were analyzed by employing a Statistical Package for Social Statistics. Both descriptive and inferential statistics were used to analyze the data. The level .05 of significance was selected. There was significant correlation between total hours spend in a week and time planning, and negative correlation between time wasters. There was significant correlation between total MET spend in an hour and time attitudes, between total MET intensities and time attitudes. According to Chi-squared analysis gender difference is dependent of the PA levels in terms of &ldquo
sport MET&rdquo
and &ldquo
total MET&rdquo
intensities. Multivariate analysis of variance (MANOVA) indicated a significant main effect. Subsequent unvaried analysis indicated differences in Time Management in terms of gender.
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Brady, Anna C. Brady. "Integrating Time Estimation into a Model of Self-regulated Learning." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524131553833987.

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Scott, Jessica Mae. "A Comparison of Attitudes Towards Time Management, Usage of Time, and Self-Expression by High-Performing and Low-Perfoming Students at Brigham Young University." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3365.

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Time log data (time-spent and adjective evaluations), a six question survey about time management attitudes, and the Adult Self Expression Scale (behavioral and situational subscales), were examined regarding how well each predict GPA. This paper contains two studies. The first study uses canonical correlations to examine the natural relationships between GPA and the five sets of predictor variables. The second study is hypothesis testing with regard to four groups: males and females on academic probation, and males and females with high GPAs. The effects of academic probation and gender on the same four sets of variables are examined: time spent on selected activities, adjective evaluations of activities, a six question survey, and the behavioral and situational dimensions of the ASES. The six question survey shows the strongest connection with GPA. The time log data, while not very compelling, shows promise for future research. Of all of the variable sets, the ASES is the weakest predictor of GPA.
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Abrahamse, Carike. "The time that design students spend on in- and out-of-class learning activities at a higher education institution in Cape Town." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2405.

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Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.
Student workload is measured by the time it takes to complete the learning activities. This study determines the workload of Design students by determining the time spent on in- and out-of-class learning activities of a Design course at a higher education institution in Cape Town. The Design learning process typically engages students in several of the following learning activities: problem solving; research and development of ideas; and the mastering of various skills relating to visual communication. These afore-mentioned activities span the duration of a design project crossing the boundaries between subjects. The teaching of Design occurs in various locations such as the design studio and site visits. It therefore becomes difficult to unpack the time spent on in- and out-of-class learning activities for the purposes of workload calculations as prescribed and defined by higher education institutions and educational policies worldwide. Workload is a significant variable in the curriculum and is of importance in the quality of the teaching and learning process in higher education. An analysis of the literature determined that student workload could be viewed as objective workload (notional hours), the perceived/estimated hours worked (as highlighted in student course experience surveys) or the actual hours reported over a period of time. The resulting discussions focused on the comparability of students‟ workload to the expected notional hours and grades. Thus far none of the previous studies considered time allocation or the workload of the Design student or Design education. Can it be assumed that notional hours apply to all subject fields and therefore, the time allocated to in- and out-of-class learning activities should be equal as well? A timesheet diary was used to determine the time spent on learning activities. The population consisted of Interior Design students. Participants indicated what they were doing in the class as well as the amount of time spent on learning activities outside of timetabled hours. This study determined that the time reported for text-based subjects aligned with the notional hours and timetabled hours. On the other hand, a drawing-related subject – because of project-based learning and individual crits – is allocated more timetable hours, which does not align with the notional hours. The contact time thus appears to be high in comparison to the notional hours and results in an overloaded timetable (28hrs). However, it was found that the individual average for in-class time (14hrs 54min) reported by the participants aligns with the notional hours. Further analysis of the reported time revealed that class duration should be considered in the light of the teaching methods. In addition the average workload in this study of 53hrs 7 min per week exceeds the notional 40 hours per week. The average workload was compared to the participant‟s term results, the notional 40-hours, and the 50% required for passing a subject. This revealed that participants whose workload exceeded 40 hours were likely to pass. This supports the notion that provision should be made in the curriculum to afford students the time to meet the learning outcomes. However, due to the small sample available the impact of workload on student retention and student success could not be determined.
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Stagman, Debra. "A comparison of traditional and nontraditional college students' stress and its relationship to their time management and overall psychological adjustment." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/523.

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The academic demands of college can be strenuous. Nontraditional students in particular may be at risk for role conflict and overload. This study examines levels of academic stressors and reactions to stressors between traditional and nontraditional undergraduate college students in order to investigate the relationships between academic stress, time management behaviors and overall psychological adjustment between the two groups. Participants completed Gadzella's (1991) Student-Life Stress Inventory, Time Management Behaviors Scale (Macan, Shahani, Dipboye, & Phillips, 1990) and the Symptom Checklist-90 Revised (Derogatis, 1994). Results reveal significant differences between traditional and nontraditional students on a subscale of the Time Management Behavior Scale measuring the ability to set goals and prioritize. Additionally, a marginally significant difference between traditional and nontraditional students was found on another subscale of the Time Management Behavior Scale measuring the mechanics of time management. These results indicate students who maintain multiple life-roles and responsibilities in addition to their role of college student are better at identifying and setting goals that need to be accomplished and prioritizing the tasks required to meet these goals. Furthermore, these students may be more adept at the mechanics involved with time management such as making list and scheduling activities in advance.
B.S.
Bachelors
Sciences
Psychology
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Bucyana, Allan. "The influence of specialised HIV/AIDS sites on first time clients' initiative to seek VCT services : a case of Nkumba University students, Uganda." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6869.

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Thesis (MPhil (Industrial Psychology. Africa Centre for HIV/AIDS Management))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Although VCT has been recognized for its importance in HIV prevention and control, there are several matters of concern surrounding it that potentially limit its uptake. Clients' selective behavior in tandem with service provider and operating environment factors determine uptake of VCT service. This study sought to contribute knowledge on the influence that specialized HIV/AIDS sites have on first time clients' initiative to seek VCT services in comparison with the general health care sites. The study also analyzed factors that determine clients' preference of VCT access point. The study was done within a student population of Nkumba University in Entebbe municipality, Uganda. A sample of students to fill the study questionnaire was selected using a simple random sampling method from a population frame established from a class identified haphazardly. Four focus group discussions were done: two of the groups participants were stratified as students' male and female groups and were selected using convenient sampling from the sampling frame. The other FGDs were done with two groups of nurse counselors – one from a general health care site while the other was from a specialized VCT site, selected purposively. Specialized VCT sites had a higher frequency of first student clients than general health care sites. Results however indicated that though the perception of service providers' attitude and availability of trained councilors affected their choice, there was no significant difference between specialized and general VCT sites in terms of first time clients' preference. Reasons for preference of site differed. Specialized sites were preferred because they are perceived to offer better quality service owing to their concentration on VCT services, but shunned by others for lack disguise. Conversely, respondents revealed that there is disguise at general health j sites which enhances confidentiality and anonymity thereby curbing clients fears of being identified making it easier for first time clients to go to these sites for VCT.
AFRIKAANSE OPSOMMING: Alhoewel vrywillige raadgewing en toetsing (VRT) erken is vir sy belangrikheid met betrekking tot MIV voorkoming en beheer, is daar verskeie kwessies daaraan verbonde wat die gebruik daarvan kan beperk. Kliënte se selektiewe gedrag saam met diensverskaffers en omgewingsfaktore bepaal die gebruik van VRT dienste. Hierdie studie het gepoog om kennis by te dra oor die invloed wat gespesialiseerde MIV/Vigs toetsingsterreine het op eerstelinge se inisiatief om VRT dienste te soek in vergelyking met algemene gesondheidssorgterreine. Die studie het ook faktore geanaliseer wat kliënte se voorkeur van VRT terreine bepaal. Die studie is binne 'n studente populasie van Nkumba Universiteit in Entebbe Munisipaliteit, Uganda, uitgevoer. 'n Steekproef van studente om die vraelyste in te vul is geselekteer deur die eenvoudige toevalmonster metode te gebruik van 'n populasie raam geskep van 'n klas was lukraak geidentifiseer is. Vier fokusgroepe het plaasgevind: twee waar deelnemers as manlike en vroulike studentegroepe gestratifiseerd was en geselekteer deur gerieflike steekproeneming van die steekproefraam. Die ander fokusgroepe was twee groepe van verpleegster beraders – een van 'n algemene gesondheidssorgterrein en die ander van 'n gespesialiseerde VRT terrein, doelbewus geselekteer. Gespesialiseerde VRT terreine het 'n hoër frekwensie van eersteling student-kliente as algemene gesondheidssorgterreine. Uitslae het aangedui dat hoewel die persepsie van diensverskaffers se houdings en beskikbaarheid van opgeleide beraders hul keuse geaffekteer het, dat daar geen betekenisvolle verskil was tussen gespesialiseerde en algemene VRT terreine in terme van eerstelinge se voorkeur. Redes vir voorkeur van terrein het verskil. Gepesialiseerde terreine is verkies weens die persepise dat hulle 'n beter kwaliteit diens lewer weens hul konsentrasie op VRT dienste, maar deur ander vermy was weens gebrek aan vermomming. Omgekeerd het respondente aan die lig gebring dat daar wel vemomming by algemene gesondheidssorg terreine is wat vertroulikheid en anonimiteit verhoog en kliënte se vrese verminder wat dit makliker maak vir eerstelinge om na hierdie terreine vir VRT te gaan.
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Lambert, P. B. "Factors contributing to the delay of MBA research reports at the University of Stellenbosch Business School : an exploratory study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95597.

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Thesis (MBA)--Stellenbosch University, 2012.
The MBA programme at the USB comprises two main parts, namely coursework and a research report. Students need to successfully complete both in order to graduate; however, a percentage of students are unsuccessful in that they either a) fail to complete the coursework as well as the research report, or b) successfully complete the coursework but fail to complete the research report. Those in the first category manage to cut their losses by preventing further expenditure of resources; however, those in the second category risk failure after full investment of time and money. The USB has seen an increase in the number of students from the second category; it is an undesirable outcome which needs to be addressed at the institutional and individual level. This research report aims to assist the USB in gaining more insight into this problem, and in addressing it effectively. Since the students themselves are pivotal in the MBA research phase, the research for this report took the form of live, in-depth interviews with MBA students at the USB who have successfully completed their coursework, but have not submitted their research report. The semi-structured interviews were based on themes highlighted in the literature on academic non-completion and delay. The most prominent contributing factors identified, were: a) inadequate preparation for research, which impacted on self-efficacy, i.e. the student’s belief in his/her own research competence; b) student motivation levels, which are influenced by the lack of intrinsic motivation to study, and by perceiving the research report to be irrelevant to their goals; c) timing of topic choice, which some felt came too early and did not allow an informed choice, and which others felt came too late and reduced the research time; and d) the lack of structure and deadlines during the research phase, which was problematic given the students’ expressed need for external pressure to prioritise the research report. In the light of the above factors, suitable recommendations are made on how the USB could address the problem.
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Lowe, Janet. "Integrating learning with life : a study of higher education students in a further education college : 2000-2003." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/66.

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In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.
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Books on the topic "Students-Time management"

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Cadet, Melissa. Time management for minority students. Sacramento, Calif: Health Professions Career Opportunity Program, 1985.

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Scharf-Hunt, Diana. Studying smart: Time management for college students. New York, N.Y: HarperPerennial, 1990.

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Scharf-Hunt, Diana. Studying smart: Time management for college students. New York, N.Y: HarperPerennial, 1990.

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Scharf, Diana. Studying smart: Time management for college students. New York: Barnes and Noble, 1985.

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Scharf-Hunt, Diana. Studying smart: Time management for college students. New York: Barnes & Noble Books, 1985.

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Williams, Kate. Time management. New York, NY: Palgrave Macmillan, 2011.

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(Firm), Bedford/St Martin's. Insider's guide to time management. 2nd ed. Boston: Bedford/St. Martin's, 2013.

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Izdebska, Jadwiga. Czynniki różnicujące strukturę budżetu czasu uczniów klas IV-VIII. Białystok: Uniwersytet Warszawski, Filia w Białymstoku, 1990.

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Jadwiga, Izdebska, ed. Struktura budżetu czasu uczniów szkół podstawowych. Białystok: Uniwersytet Warszawski, Filia w Białymstoku, 1990.

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Fleet, Joan. Power over time: Student success with time management. Toronto: Harcourt Brace Canada, 1994.

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Book chapters on the topic "Students-Time management"

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Chen, Shuai, Gang Chen, Lu Chen, and Quanzhong Zhao. "Research on University Students’ Subhealth and Time Management Disposition." In Proceedings of the 2012 International Conference on Cybernetics and Informatics, 1801–6. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_230.

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Alias, Asmidar, Nur Asmaliza Mohd Noor, Norshariza Mohamad Bhkari, and Kamisah Ariffin. "Student Learning Time: A Needs Analysis for University Students’ Time Management Skills." In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), 125–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0203-9_12.

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Ismail, Noraini, Jamalia Aurani, Sharipah Isa, Zainab Mohd Zain, and Mohd Asri Abdullah. "Learning Time Management Practices Among Students in UiTM Perlis Branch." In Proceedings of the Second International Conference on the Future of ASEAN (ICoFA) 2017 - Volume 1, 189–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-8730-1_19.

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Brambilla, Flávio Régio. "The Value Concept Over Time And In The Perception Of Brazilian Management Students." In Marketing Dynamism & Sustainability: Things Change, Things Stay the Same…, 277. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10912-1_92.

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Einolander, Jarno, and Hannu Vanharanta. "Development of Students’ Commitment over Time—Case Study from a Finnish University of Technology." In Advances in Human Factors, Business Management, Training and Education, 69–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_7.

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Agrawal, Diyva, Abhishek Parikh, and Krishnan Chalil. "Technology Adoption and Students' Satisfaction in Online Learning: A Study of INDIAN Experience During the Time of COVID-19." In Interdisciplinary Research in Technology and Management, 438–43. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003202240-69.

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Haines, Catherine. "Time management." In Assessing Students’ Written Work, 85–96. 2nd ed. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Key guides for effective teaching in higher education: Routledge, 2021. http://dx.doi.org/10.4324/9780429329593-7.

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"Dis miss ing Students at Bus Time." In Classroom Management Simplified, 157–60. Routledge, 2014. http://dx.doi.org/10.4324/9781315855233-40.

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"Helping Your Students Manage Their Time." In Real Talk About Time Management: 35 Best Practices for Educators, 125–29. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2020. http://dx.doi.org/10.4135/9781544376899.n25.

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Kiser, Michelle. "The Time Management Needs of College and University." In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, 276–97. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7267-2.ch014.

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College students need time management techniques in order to be successful. Likewise, evidence suggests high school does not fully prepare students for success in college. The present chapter will investigate time management and the techniques students should obtain. Time management strategies, time wasters, and specific time management tools will be described at length. Tools students can use to create and implement a daily time management plan will be provided. The chapter's conclusion describes time management techniques for undergraduate and graduate students and best practices to assist in completing coursework.
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Conference papers on the topic "Students-Time management"

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Mikova, D. D. "Time - management technologies for university students." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-04-2018-13.

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Xu, Chunming, Can Wang, and Nan Yang. "Study on College Students’ Spare Time Management." In 5th International Conference on Financial Innovation and Economic Development (ICFIED 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200306.005.

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Naturil-Alfonso, Carmen, David Sánchez Peñaranda, Jose Salvador Vicente, and Francisco Marco-Jiménez. "Procrastination: the poor time management among university students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8167.

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Academic procrastination is a fact related to the delay or postpone of academic work until last minute. This phenomenon is evident in a vast majority of university students, and its occurrence is increasing. In order to analyse possible causes and/or solutions, we studied if longer time for accomplishing an assignment incentives or avoids procrastination among university students. Results showed that both short and long time-frame groups tended to procrastinate in the same way. Additionally, academic grades did not revealed differences between groups, as the procrastination was the same between groups. Thus, this study shows that even with longer period of time to accomplish a task, university students tend to procrastinate, and thus seem to have a negative effect on their assignment grades. Therefore, it seems a current problem and measures should be developed in order to solve it.
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Gorgemans, Sophie, María-Jesús Alonso-Nuez, and Jorge Rosell-Martínez. "Motivating Engineering students to Improve Teamwork and Time Management." In TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3284179.3284196.

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Trentepohl, Sebastian. "Time Management: How Consistent Are Freshmen Students' Studying Routines?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884041.

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Kmecová, Iveta. "ANALYSIS OF UNIVERSITY STUDENTS' ABILITIES IN RELATION TO TIME MANAGEMENT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1560.

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Porras, Santiago, Athénaïs Sauvée, Julio César Puche, Silvia Casado, Paula Antón, and Joaquín Antonio Pacheco. "Time management and absenteeism: studying the students through machine learning." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17343.

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Absenteeism in higher education is a problem that may involve institutional, economic, social, and individual consequences. The present work aims to analyse whether the way students manage their personal time could be an explanation for absenteeism rates. Authors used machine learning based methodology, combined with explainable artificial intelligence methods. This allowed them to design a two-levels analysis, it is to say from a global, and an individual perspective. Factors such as repeating a course have the most negative impact over class attendance. On the contrary, being able to submit an assignment before the deadline has the most positive impact over class attendance. The kind of academic career, the place of living or the hobbies has also influence over the absenteeism.
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Indreica, Elenasimona. "E-LEARNING PLATFORM: ADVANTAGES AND DISADVANTAGES ON TIME MANAGEMENT." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-177.

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More than half of the university students start learning or actually learn with less than one week before exams period. Overwhelmed by the volume of learning material and the short period available, they fail in reaching the standards. E-Learning demands learners to have the ability of operating their own time, processing information, as well as planning time resources. E-learning platforms include instruments which can improve time management behaviors, through the process of setting goals, monitoring the time management practices, and receiving feedback. The study design is correlational, aiming to identify aspects of e-learning which can improve time management for university students enrolled in online courses. We also discuss the disadvantages of e-learning on time management. We started from the main hypothesis that the use of Moodle e-learning platform has efficient effects on time management strategies. The participants were students at the University Transilvania of Brasov, from several faculties. Two questionnaires were administered: - The Use of E-Learning Platform Questionnaire (aiming to identify dimensions such as: frequency of use, facilities, number of hours per week, type of applications, number of online curses attended, etc). - Time Management Questionnaire - assessing time management behaviors, such as setting goals and priorities, scheduling and planning behaviors, perception of control of time. The time management Questionnaire was also administered to a sample of students not-enrolled in online curses, in order to assess the differences between the enrolled and not-enrolled students regarding the strategies of time management. The results showed that students enrolled in online learning have a more efficient time management than those not enrolled. The associations were higher when frequency of use of e-learning was included in the analysis. The results showed that e-learning platform has advantages on time management for those students who are advanced users, but it is time consuming for those who are beginners. The results highlight the fact that not all students are familiar with the use of platform and that they are using limited applications which does not improve significantly their time management strategies. The data from the time management scale was also correlated with academic achievement measures, showing that academic achievement is positively associated with efficient time management, especially for the students enrolled in online courses.
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Akinkuolie, Babatunde. "A Mobile App to Support Time Management Skills for College Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687852.

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Kelly, Alison. "Using Instructor-Implemented Interventions to Improve College Students' Time Management Behavior." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884756.

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Reports on the topic "Students-Time management"

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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Maksymov, Oleksandr S., Julia O. Maksymova, and Oleksandr O. Maksymov. Integrated Control of Students Competencies in Educational Programs. Innovative Modeling Using an Ontology Approach. Publishing House - Vilnius Business College, June 2023. http://dx.doi.org/10.57005/ab.2023.1.4.

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For comprehensive testing of students’ knowledge, it is necessary to have two areas of consideration - this is an ontological model of the subject area and formulated, formalized, and described concept of knowledge. A formalized description of concepts from the subject area of knowledge is quite specific and time-consuming. At the same time, already at this stage in the development of research and the use of relevant ontology results, they make a significant contribution to the problems of managing and controlling the knowledge of students of higher educational institutions. This article is an attempt by the authors to solve creatively the problem of comprehensive control of students’ knowledge using ontologies. The relationship between explicit and implicit knowledge and skills that are used to build the knowledge management system of a higher educational institution was shown. Also, in the process of work, an experimental testing of the ontology construction methodology for the subject field Economics was carried out, which is used for testing knowledge of the level of bachelor specialty Economics. In addition, the following was developed: the functional structure of the knowledge management system of the Higher Education Institution, a universal repository of ontologies of concepts of various specialties, and a model for comprehensive testing of students based on the repository of many ontologies.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004619.

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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Malhoa, Sara, Hugo Sarmento, João Lameiras, and António Rosado. Dual Careers – reconciling sporting and academic success: systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2023. http://dx.doi.org/10.37766/inplasy2023.5.0032.

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Review question / Objective: A systematic review carried out intends to carefully analyze the literature on the relationship between demographic and psychosocial determinants and the conciliation of studies with sports life. It aims to analyse, synthesize and update existing research on career management and development, namely, the dual careers of high-performance sports athletes who, at the same time, attend secondary education, starting from the research question - What is the profile of European students-athletes who simultaneously practice high performance sport and study in secondary education?. Condition being studied: The educational experience facilitates sports development and the skills trained in a sports context are transferable to the world of education and work. Being an elite athlete becomes more and more demanding as the number of training hours increases (20-30h/week) and the frequency of competitions, which has immediate implications for lifestyle and time management, requiring greater effort and commitment to fulfill your role as a student and athlete. Succeeding in both careers is highly demanding and challenging.
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Marsden, Nick, and Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.

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This exploratory study set out to evaluate how well a particular course in automotive engineering is set up to enable students to develop skills necessary to enter the workplace. The research set out to identify trends in student expectations and in the needs of employers at a time when this field of work is characterised by disruptive technological developments such as computerisation and automation. The intended outcome of the research is that the findings will assist the critical thinking of course designers as they reflect on modifications that might be necessary for Unitec Bachelor of Applied Technology (BAT) graduate attributes to fully meet future workplace demands. It is also an aim that this exploratory evaluation of a small cohort of students can, despite its limitations, identify trends for future pedagogical research in the ITP (Institutes of Technology and Polytechnics) sector. Although not a full course evaluation, this study invited feedback from students and recent graduates in relevant employment regarding the alignment of the Unitec Bachelor of Applied Technology (BAT) course design with their perceptions of skills necessary in the workplace. Another intention was to highlight any misalignments between the realities of the automotive engineering sector and student expectations of the course: To what degree are work capability expectations in agreement between the student stakeholders and the institution? Are the course goals realistic and in line with actual industry needs? How is the definition of work readiness changing? The paper also samples current speculative thinking about skills that are becoming progressively more important in the workplace, namely the so-called ‘soft skills’ in communication, problem solving, management and collaboration, and in dialogic and creative attributes relevant to increasingly automated and globalised workplaces.
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Raupp, Magda, Michelle Fryer, Juliana Arbeláez, Grace Noboa-Hidalgo, Patricia Sadeghi, Monika Huppi, Alejandro Cruz Fano, Leslie F. Stone, Miguel Székely, and Ursula Quijano. Review of IDB Support to Secondary Education: Improving Access Quality and Institutions, 1995-2012. Inter-American Development Bank, October 2013. http://dx.doi.org/10.18235/0010573.

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This evaluation seeks to determine the extent to which the Bank supported equitable access to secondary education, improvements in secondary education quality, and reforms of education institutions to improve management capacity. In addition, it describes the approaches taken and examines the results obtained. The evaluation found that as the Bank's overall education financing for the Region increases, so does its role in supporting education policy reforms that will affect access, efficiency, and learning outcomes. The Bank has the potential to make significant contributions to improving secondary education outcomes for all students. However, educational disadvantage is deeper and more complex than the disparity in the numbers of schools with libraries, the conditions of the school building, or the availability of computers. More attention needs to be given to what work that is, what strategies have been shown to improve student retention, completion, and achievement. Political dynamics need to be understood and taken into account in loan design, while at the same time recognizing that those dynamics also determine in part the role of the Bank (as discussed in detail in Chapter VI) and the extent to which inputs are used productively. In many LAC countries it is imperative to continue enhancing the management of the educational system at all levels, especially in the areas of results-based management, assessment, and monitoring and evaluation.
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, January 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in student enrollment. Some problems with student dropout rates, over-estimating the transformational and disruptive nature of MOOCs and uncertain business models remain, but less “massive” MOOCs with more engaged students are overcoming these problems. There are many existing distance learning courses and programmes in the water sector designed to train and/ or educate professionals, operators, graduate and undergraduate students and, to a lesser extent, members of communities dealing with water issues. There are few existing true MOOCs in the water sector. MOOCs could supply significant numbers of qualified practitioners for the water sector. A suite of programmes on water-related topics would allow anyone to try the courses and determine whether they were appropriate and useful. If they were, the students could officially enroll in the course or programme to gain a meaningful qualification or simply to upgrade their qualifications. To make MOOCs more relevant to education and training in the water sector an analysis of the requirements in the sector and the potential demand for such courses is required. Cooperation between institutions preparing MOOCs would be desirable given the substantial time and funding required to produce excellent quality courses. One attractive model for cooperation would be to produce modules on all aspects of water and sanitation dealing with technical, scientific, social, legal and management topics. These should be produced by recognized experts in each field and should be “stand-alone” or complete in themselves. If all modules were made freely available, users or mentors could assemble different MOOCs by linking relevant modules. Then extracts, simplified or less technical versions of the modules could then be used to produce presentations to encourage public participation and for other training purposes. Adaptive learning, where course materials are more tailored to individual students based on their test results and reactions to the material, can be an integral part of MOOCs. MOOCs efficiently provide access to quality courses at low or no cost to students around the world, they enable students to try courses at their convenience, they can be tailored to both professional and technical aspects, and they are very suitable to provide adaptive learning courses. Cooperation between institutions would provide many course modules for the water sector that collectively could provide excellent programmes to address the challenges of capacity development for SDG 6 and other issues within the water sector.
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Tran, Tut, Alexandra Bonham, Justin Tweet, and Vincent Santucci. Bryce Canyon National Park: Paleontological resource inventory. National Park Service, 2024. http://dx.doi.org/10.36967/2302804.

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Originally designated as a national monument in 1923, Bryce Canyon National Park (BRCA) is recognized for its exceptional pink-orange hoodoo landscapes. Its iconic hoodoos, consisting of the Paleocene?Eocene Claron Formation, are only part of the geology of BRCA, which includes a nearly uninterrupted sequence of Late Cretaceous Western Interior Seaway evolution and diverse depositional environments from approximately 100 to 77 million years ago. This sequence consists of the coastal Naturita Formation, the marine Tropic Shale, the transitional Straight Cliffs Formation, and the terrestrial Wahweap Formation. These strata, and the Claron Formation, preserve diverse paleontological resources. Fossils at BRCA have received little visibility for most of the park?s history, despite relatively rapid advances in the study of Late Cretaceous and Paleogene paleontology in neighboring public lands, especially Grand Staircase-Escalante National Monument (GSENM) to the east. The best documentation of paleontological resources at BRCA was produced through concerted field inventory of the park conducted by Dr. Jeff Eaton and several cohorts of interns and students from 1988 to 2015. In that time, Eaton?s team documented nearly 200 paleontological localities within the park that yielded clams, snails, fish, frogs, turtles, lizards, snakes, crocodilians, dinosaurs, and mammals from the Straight Cliffs and Wahweap Formations and invertebrates, plants, and trace fossils in the Claron Formation. Eaton?s survey resulted in several publications, including the description of new microvertebrate species from the Straight Cliffs and Wahweap Formations. Despite this body of work, the park did not develop an internal paleontological resources management program. A new paleontological resources program at BRCA was advanced in response to construction activities that impacted several fossil localities in the Wahweap Formation. Newly hired paleontological staff conducted two seasons of field inventory (2022?2023), relocating as many of Eaton?s sites as possible and recording new fossil occurrences along the way. In this timeframe, BRCA paleontologists encountered more than 150 localities. They also conducted detailed literature review, examined the park?s paleontological collections data, and cultivated partnerships with outside researchers to better comprehend the current state and future potential of the park?s paleontological resources. This document synthesizes the total current body of knowledge on paleontological resources at BRCA to create a comprehensive paleontological inventory report. It combines historical data from the scientific literature, previous work conducted in the park, and recent fieldwork to cover BRCA?s geologic history and fossil diversity and the history of paleontological study, education, and resources management in the park.
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