- Using systems theory, identify the nature of the time, cost, and quality problems experienced in the Singapore Sports Hub project lifecycle. How are these problems associated with the management functions of planning, organising, leading, and/or evaluating?
- How could Sport Singapore have planned, organised, led, and evaluated differently so as to have eradicated, or at least minimised, the losses of time, cost, and quality?
Purposive sampling and semi-structured interviews were used as well as Interpretative phenomenological analysis being utilised to analyse the transcripts and quality checks were implemented to increase the validity of the analysis. Three superordinate themes were identified with each superordinate theme had two sub-themes each. Such qualitative research is rare in the university related stress literature for psychology students. Suggestions for further research regarding students coping with university stress. Introduction: There are now more students aiming to enter an increasingly competitive job market, which exacerbates the pressure to achieve a respectable degree (Robotham & Julian, 2006). In addition to financial and employment pressures, as well as completing exams and assignments is a period of significant change in a student’s life, with heightened levels of stress (Fisher & Hood, 1987). In a study conducted by Hirsch and Ellis (1996) the came to the conclusion that university students put extreme pressure on themselves to get a good grade, earn a degree, and get a job as soon as they finish their studies. Although, this is possible to achieve, the negative effects that come with sort of pressure could cause a student to do poorly in one assignment or exam due to the stress they have subjected themselves too and create even more stress for themselves by punishing themselves for not achieving as good of grade as they could have. Moyle and Parkes (1999) believed that given the high levels of stress and change students are faced throughout university and the pressure placed on their coping resources, support from friends and family is invaluable during this period. McEwan (2000) also claimed that brain regions respond to acute and chronic stress and show changes in morphology and chemistry. Using the previous relevant research as a guideline its expected that the participants will describe their experiences of university stress by revealing the sources of their stress and how they deal with their stress.>