Understanding Student Perceptions of Stress in Creativity–Based Higher Education Programs: A Case Study in Interior Architecture

Stress—as an aspect in the contemporary university context—reflects the personal and professional demands felt across many parts of society. The research team sought to understand how stress is spoken about as well as experienced in professional creative courses. Terms such as stress, stressful, or being stressed represent both the negative and positive aspects associated with learning. As interior architecture (IA) educators, could the positive aspects be facilitated in the future, while the negative aspects are reduced, by building on the knowledge gained through this study? A number of issues were revealed through which tension was demonstrated as grounds for stress to develop. The issues arising include conflicting expectations between the university, staff, and students; lack of student understanding of the core discipline activities and culture; student levels of maturity; individual variation in response to learning situations, such as design studios, group work, or industry placements; and the university context and culture. In turn, these issues were often linked to miscommunication—that is, although concepts and issues were being addressed through interactions in the university context, what was being said or demonstrated was not what was being heard or understood and applied by the students. Miscommunication can be an instigator of stressful situations for students, and if this manifests in a negative way, students can experience physical, cognitive, and emotional issues that can alter their learning potential and enjoyment. For lecturers in contemporary universities, miscommunication is relevant, and a need to improve clarity and to foster shared meaning seems evident. Initially, a summary of background literature sets the scene for the study. Then, our action–based methodology is outlined before discussing the issues identified and the implications they hold for learning and teaching as well as for future research. The findings are presented to also inform staff and curriculum designers involved in other creative professional courses such as design, architecture, performance, film, and interior design.