Title

JUGGLING DEMANDS: EXPLORATION OFTIME
MANAGEMENT AMONG CRIMINOLOGY INTERNS

Author(s)

MAÑEGO , PRINCESS SHEENA T.

LIGUID, HANNAH ZEN G.

DAPAT, CHALCE DONY E.

PINO, HELVIC JAN C.

Affiliation

MISAMIS UNIVERSITY

Degree Program

Bachelor of Science In Criminology

Contributor

ALVARICO, ANGELITA B . - ADVISER

CULANAG JR. , TEOPISTO Y. - PANEL MEMBER

CANAPE, BERNAFLOR B. - PANEL MEMBER

CUEVAS, JOSE JR. F. - CHAIRMAN

ORONG, MARKDY Y. - INSTRUCTOR

Year

2026

Abstract

In the demanding environment of field exposure, criminology interns rely on targeted timemanagement strategies to balance academic demands and professional
responsibilities. This study reveals how task prioritization, schedule adherence, checklists, and peer cooperation not only boost efficiency but also build resilience against pressure, offering actionable insights for educational interventions. This research aimed to explore the various time-management strategies utilized by criminology interns in field exposure. Data showed that interns utilized task prioritization, schedule adherence, and checklist use most frequently to stay on track and get things done efficiently. Through task prioritization, they could pinpoint their most critical and pressing activities so they could meet essential responsibilities on time. Schedule adherence enabled interns to organize their day effectively, prevent procrastination from happening frequently, and leave time for both academic and internship activities. Checklist use, although auxiliary, doubled their ability to monitor progress and stay accountable. Surprisingly, peer cooperation was also identified as a helpful support system in that it instilled discipline through cooperation among colleagues, provided constant reminders through coordination, and shared coping mechanisms through teamwork. The findings highlight the benefits for equipping criminology interns with effective time-management tools and skills. Through habits of prioritisization and keeping to schedule, together with shared practices, teaching institutions can enhance interns' resistance to pressure and capability to fulfill commitments. Additionally, these findings provide a basis upon which tailored interventions, such as time-management workshops, mentor schemes, and institutional rules facilitating balance, efficiency, and well-being among students can be constructed. The study also indicates that such practices can be improved to raise the confidence of interns in performing challenging tasks in unpredictable field conditions. Indeed, institutional support in the form of clear guidelines, available resources, and timely feedback can be reinforced to enhance their ability to juggle multiple responsibilities. By providing interns with a guided yet autonomous environment, schools can equip them with more effective problem-solving skills, increased adaptability to pressure, and a healthier balance between academic expectations and on-site responsibilities. Over time, these improvements will not only be beneficial to individual interns but also to the development of a more competent, reliable, and resilient future workforce in criminology.

Keywords

management, emotional stress, internship, transportation, self-discipline