Theory and Practice of Time-Management in Education

In this article we have examined main theoretical approaches to time-

management and practice of its development in education. Authors
have demonstrated the need to focusing on t heory and practice of
time-management in Russia considering quickly-changing processes in
the world and deficit of time. The various methodologies of time-
management including tools, technics and methods were analyzed.
Authors have showed stages of practical appliance of self-
management. We have presented results of research about the role of
student in time-management to improve the efficiency of educational
process. The data, fixing amount of time that students spend on
accomplishing different tasks, personal records, time of rest, analyzing
statistical data were collecting by using timing. Analysis let us to
define the structure of student`s life to expose priorities, the most
important, effortful and time-consuming tasks (using the tool of pair
comparison). Pair comparison made it possible to compare and follow
the way of changes in the structure of time management of students,
based on instructive conclusions from the analysis of the first week of
studies. Using polls we exposed the opinions of students about their
health, dynamics of changes, negatively impacting factors etc. During
research we have found the ways student waste their time, we have
designed methods to overcome procrastination, we have developed
ways to study using personal syllabus, video projects. Using the
results of the poll we have formulated basic principles of introduction
of time-management into student’s life which are goal-setting,
defining of priorities, timeliness, verification, balance. This article
discusses the findings related to a number of research projects
investigating students’ expectations and experiences of the first year
in higher education. In particular, findings with regard to first‐year
students’ expectations and challenges with issues of time
management are reported. It was found that many students were
realistic about having to plan their work independently, and having to
spend a good amount of their time during the week on self‐study.
However, many students found it difficult to regulate their self‐study
and keep up with the work. They were also not always sure how they
were to organise their self‐study time. It is argued that universities
could and should play a more active role in helping first‐year students
to make sense of time management.

Time management practices allow users to meet their needs and

pursue their goals within set deadlines. At university, time
management is an important factor in promoting academic
adaptation and good mental health. This article is based on a time
management workshop for higher education students conducted over

two years. A total of 17 students from public (n = 14) and private (n =

3) universities participated in the workshop, with a mean age of 28.4
years (SD = 15.3), of whom 14 were women. A Descending
Hierarchical Classification (CHD) was employed using the software
Iramuteq to analyze the participants’ conceptions about different
time management strategies (both previously adopted and newly
acquired), the difficulties involved in using them, and the lack of
opportunities to implement them. The results revealed difficulties in
relation to meeting deadlines for academic tasks, avoiding
distractions, procrastination and maintaining study-life balance. The
findings highlight the importance of providing students with spaces to
accommodate their time management needs during their time at
university.

This research was carried out under the auspices of the Human
Potential Management Laboratory of Ivane Javakhishvili Tbilisi State
University, within the framework of the elective course ("Leadership -
The Art of Management") of the undergraduate level of the Faculty of
Economics and Business of the same university. The paper presents 2
practical methods of teaching time management and its results: 1.
Assessment of students' time management habits through Haddon's
test and results; 2. A method of developing time budget management
habits by evaluating the actual day and week and determining the
desired time budget for the week. Teaching students of time
management skills are important, especially in countries where the
school and university infrastructure does not provide an opportunity
to be aware and totally introduce a healthy lifestyle among young
people. Making students aware of the importance of a variety of
activities in their time and showing them opportunities in this
direction will teach them the skills necessary to balance life. Teaching
time management helps the student to write down/plan his goals in
time and take concrete steps towards success.