Time management
Students often say that managing their workload is one of the most difficult
things they experience when they first start at uni. It is difficult, but you can
develop good time management skills that will help you succeed.
So, what can you do to help plan your studies and work steadily? How can you
meet all those deadlines and avoid mind-blanking panic?
To help get you started, we’ll ask you to assess your time management skills.
You can also hear from another student.
1
Used with kind permission of Edinburgh Napier University, 2009
Does this sound familiar?
Colin’s getting worried...
“I’ve got an essay and a report due next Friday but I haven’t started them
yet...”
“I can’t find the list of reading references for the essay. I think it’s in the
handouts but they’re in a bit of a mess...”
“I’m not sure what I’ve done with the information for the report. I thought it
was in my bag, but it doesn’t seem to be there....”
“There’s such a lot to do. Where do I start?”
Even if he finds the information he needs, how is he going to get it all done?
Time’s running out and Colin’s beginning to panic. His mind’s going blank!
How good are your time management skills?
Do you get frustrated because you can’t lay your hands on the paper
or information you need?
never
sometimes
often
Do you keep meaning to get down to work, but something always
distracts you?
never
sometimes
often
Do you leave things to the last minute and end up rushing to complete
work?
never
sometimes
often
Does it often seem like your social time is spoilt because you feel you
should be studying?
never
sometimes
often
2
Used with kind permission of Edinburgh Napier University, 2009
How did you do?
Each time you said never, score 2
Each time you said sometimes, score 1
Each time you said often, score 0
My score ……
0-2 Poor
3-5 Could be better
6-8 Very good
Our feedback
Time management is very important in becoming an independent learner. You
need these skills to be successful at university because you have much more
control over your time, and over how you study.
What can you do to help develop those crucial independent learning skills?
What would you suggest?
We’ll look next at some key strategies that might help:

time planning

managing information

managing large tasks

meeting deadlines
3
Used with kind permission of Edinburgh Napier University, 2009
Time management strategies
Time planning
What might help you work steadily, so you don’t leave things until the
last minute?
Our feedback
Many people find it difficult to work steadily. It’s all too easy to leave things to
the last minute, but it’s much better to work at a steady rate – you’re less
stressed, you learn more effectively, and you’ll get better marks. It helps to use
your diary or calendar to write up a weekly timetable. Include your uni and your
personal activities, and set aside regular study times each week. You could also
keep a ‘To do’ list. Remember it’s not enough to set a regular schedule, you
need to stick to it!
Managing information
What can you do to make sure you don’t lose important information?
Our feedback
It’s important to think about how best to organise your information. Gather
papers and handouts into folders, using dividers to separate topics or
assessments. Digital information should also be organised into folders and files
clearly named so they’re easy to retrieve. It should also be backed up! Try to
file information as soon as you get it. Don’t wait until you have a big pile of
books and papers - it’s easy to forget what that scribbled note means, or where
that quote came from.
4
Used with kind permission of Edinburgh Napier University, 2009
Managing large tasks
How can you manage tasks that seem too big?
Our feedback
Assignments can seem overwhelming at first, because there’s so much to do.
It helps to use task analysis to break down projects into smaller, manageable
chunks. First, work out what needs to be done to complete your project, then
write it down in a series of steps. Decide what order they need to be done in.
It’s useful to set a deadline for each step, to tick off as you complete it. Once
you see the project as a series of manageable steps it doesn’t seem so
overwhelming. It's easier to get started, and it’s easier to finish.
Meeting deadlines
How can you help make sure you meet all those deadlines?
Our feedback
Note all your deadlines in your diary and work out how much time you need to
complete each assignment. To help plan, work back from the deadline. Block
out time in your diary for each assignment. Make sure you allow time for
preparation such as research and editing. Then build in extra time so you don’t
need to rush if something else comes up. In general, try to deal with the
largest tasks first, then move on to the smaller ones.
5
Used with kind permission of Edinburgh Napier University, 2009
Time management tips

Organise your coursework and handouts as you go along. Don’t let big
piles of paperwork accumulate.

Set aside regular study sessions every week so you can work steadily
throughout the semester.

Develop good diary habits.

Write down deadlines as soon as you get them.

Look at your diary on a daily basis.

Use task analysis to help you break down large tasks into smaller,
manageable steps

Use action planning to help you complete work. Attach deadlines to each
step, and tick each one off as you complete it.

Make sure you know how much an assessment is worth in terms of %, so
that you can put in the corresponding amount of effort.

Set yourself goals that are realistic and achievable.

If you’re finding it hard to get going, try hard to focus, set yourself one
manageable task, and DO IT. Don’t get hung up on things being perfect.
Time management strategies
So, how good is your time management? Have you found any strategies that
might work for you? You might find it useful to note these here.
………………………………………………………………………..…………………..
………………………………………………………………………………………..…..
Scott says
“There’s lots of literature and guidance on time management, but what I find,
personally, is that it’s an individual thing and time management should be what
works for you.”
6
Used with kind permission of Edinburgh Napier University, 2009