Academic procrastination by design: an exploration of challenges and coping strategies for educators and design students

Abstract The nature of designing and the professional characteristics of many student designers leave them vulnerable to the delay of tasks and decisions, known as procrastination, which is not addressed in literature. Procrastination is defined as the voluntary delay or inability to complete a task or make a decision that will knowingly lead to a detrimental outcome. A questionnaire about the frequency, form of procrastination, and influences on behaviour when trying to undertake stages of a design process was completed by 146 students and 9 staff within a UK design and creative arts school. Over 45% of students indicated they would ‘walk away’ from tasks, chronic procrastination, due to lack of confidence or too many tasks to complete at the same time, with over 75% being distracted from a design task every week. The 80% total of the student group who indicated they procrastinated matched with similar student-based surveys, but the level of chronic procrastination was higher in this survey. Student respondents highlighted the lack of discussion about procrastination nor advice on coping strategies. Activities to reduce the effects of procrastination were: 1) prioritise tasks; and 2) reduce complexity of each task. Additional support included: development of professional self-confidence; ensuring students understand a given task, how to address and complete it; realistic goal planning; minimising external distraction; working in study groups; developing virtuous routines at optimal times during the day for themselves; and use of technology to optimise self-regulation. Online resources were produced to support students and educators address these challenges.