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.

中文翻译：

---

了解学生对基于创造力的高等教育课程压力的看法：室内建筑案例研究

压力——作为当代大学环境中的一个方面——反映了社会许多方面所感受到的个人和专业需求。研究团队试图了解在专业创意课程中如何谈论压力以及如何体验压力。压力、压力或受到压力等术语代表与学习相关的消极和积极方面。作为室内建筑 (IA) 教育工作者，通过建立在本研究中获得的知识，未来是否可以促进积极方面，同时减少消极方面？揭示了许多问题，通过这些问题，紧张局势被证明是压力发展的原因。出现的问题包括大学、教职员工和学生之间的期望冲突；学生对核心学科活动和文化缺乏了解；学生的成熟程度；因学习情况而产生的个体差异，例如设计工作室、小组工作或行业实习；以及大学环境和文化。反过来，这些问题通常与沟通不畅有关——也就是说，虽然概念和问题是通过大学环境中的互动来解决的，但所说或展示的内容并不是学生听到或理解和应用的。沟通不畅可能会引发学生的压力情况，如果这以消极的方式表现出来，学生可能会遇到身体、认知和情感问题，从而改变他们的学习潜力和乐趣。对于当代大学的讲师来说，沟通不畅是相关的，显然需要提高清晰度并促进共同的意义。最初，背景文献摘要为研究奠定了基础。然后，在讨论确定的问题及其对学习和教学以及未来研究的影响之前，概述了我们基于行动的方法。研究结果还将告知参与其他创意专业课程（如设计、建筑、表演、电影和室内设计）的工作人员和课程设计人员。