The aim of this study was to identify how students perceive the roles of referencing in academic ... more The aim of this study was to identify how students perceive the roles of referencing in academic writing; to identify the main referencing problems for students; and to consider the implications of the findings for higher education institutions. A total of 278 mainly UK Home students across 14 UK institutions of higher education were involved and the study identified that many find referencing a time-consuming and difficult experience. The main practical issues for students were related to understanding when they should reference, and the referencing detail required. However, the practical difficulties were compounded by the range of referencing styles they encountered; inconsistent advice and feedback from tutors; and a lack of clarity as to understanding when and how they could integrate their own experiences into assignments. For many students in the survey, a fear of being accused of plagiarism was at the core of their difficulties and resulted in referencing being regarded as a form of defence against such accusations. This, for a number of students, resulted in writing they felt was akin to editing, rather than authorship. One of the challenges for institutions is how they can encourage students to select and manage evidence and to use referencing as a tool to develop their own identities in assignments; another is to consider the wide range of referencing styles that students encounter across UK higher education: do we really need fourteen? Might a smaller number of adopted referencing styles encourage more consistent advice from tutors and learner support practitioners?
The aim of this study was to identify the perceptions and experiences of international students o... more The aim of this study was to identify the perceptions and experiences of international students on referencing in their UK assignments. The experiences and perceptions of 354 both home and international students currently studying at 17 UK institutions of higher education were gathered. Of this total number, 255 (72%) were international students.
A quarter (25%) of the international students contacted had not encountered any major difficulties in referencing in UK assignments, and this was due in large part to the similarity in educational experiences, between what was expected of them in their home countries and in the UK. The majority of students, however, had not been expected to reference sources in their home countries in the same way as in Britain, and their knowledge of what constituted plagiarism, as defined in UK terms, was also based on different learning experiences.
The main difficulties faced by students was in relation to unfamiliar forms of academic writing, understanding the complexity of the referencing styles they had encountered, integrating their own views into assignments, and avoiding plagiarism. The referencing difficulties of all students, home and international, cannot easily be separated from other writing difficulties experienced, including paraphrasing, summarising, and developing a sense of ownership or authorship of their work.
The survey also considers what institutions can do to prepare international students for the often radical educational transitions they make, and concludes that more could be done in the students home countries in the forms of foundation or introduction to higher education programmes.
In recent years, plagiarism has been a dominant concern for higher education practitioners. Howe... more In recent years, plagiarism has been a dominant concern for higher education practitioners. However, there can be a fine line between plagiarism and poor referencing practice, and higher education institutions report that students often struggle to understand, not just the 'how', but the 'when' and 'why' aspects of referencing. This paper will, however, assert that student difficulties can stem from the inconsistencies of institutional advice, proliferation of referencing styles, and an over-emphasis by institutions on the technical presentation of sources, rather than on the principles underpinning referencing. The author will argue that academic writers, particularly students, should be encouraged by institutions to perceive referencing primarily as a tool for the development of an authentic authorial voice, rather than just as a defensive shield against accusations of plagiarism.
The aim of this study was to identify how students perceive the roles of referencing in academic ... more The aim of this study was to identify how students perceive the roles of referencing in academic writing; to identify the main referencing problems for students; and to consider the implications of the findings for higher education institutions. A total of 278 mainly UK Home students across 14 UK institutions of higher education were involved and the study identified that many find referencing a time-consuming and difficult experience. The main practical issues for students were related to understanding when they should reference, and the referencing detail required. However, the practical difficulties were compounded by the range of referencing styles they encountered; inconsistent advice and feedback from tutors; and a lack of clarity as to understanding when and how they could integrate their own experiences into assignments. For many students in the survey, a fear of being accused of plagiarism was at the core of their difficulties and resulted in referencing being regarded as a form of defence against such accusations. This, for a number of students, resulted in writing they felt was akin to editing, rather than authorship. One of the challenges for institutions is how they can encourage students to select and manage evidence and to use referencing as a tool to develop their own identities in assignments; another is to consider the wide range of referencing styles that students encounter across UK higher education: do we really need fourteen? Might a smaller number of adopted referencing styles encourage more consistent advice from tutors and learner support practitioners?
The aim of this study was to identify the perceptions and experiences of international students o... more The aim of this study was to identify the perceptions and experiences of international students on referencing in their UK assignments. The experiences and perceptions of 354 both home and international students currently studying at 17 UK institutions of higher education were gathered. Of this total number, 255 (72%) were international students.
A quarter (25%) of the international students contacted had not encountered any major difficulties in referencing in UK assignments, and this was due in large part to the similarity in educational experiences, between what was expected of them in their home countries and in the UK. The majority of students, however, had not been expected to reference sources in their home countries in the same way as in Britain, and their knowledge of what constituted plagiarism, as defined in UK terms, was also based on different learning experiences.
The main difficulties faced by students was in relation to unfamiliar forms of academic writing, understanding the complexity of the referencing styles they had encountered, integrating their own views into assignments, and avoiding plagiarism. The referencing difficulties of all students, home and international, cannot easily be separated from other writing difficulties experienced, including paraphrasing, summarising, and developing a sense of ownership or authorship of their work.
The survey also considers what institutions can do to prepare international students for the often radical educational transitions they make, and concludes that more could be done in the students home countries in the forms of foundation or introduction to higher education programmes.
In recent years, plagiarism has been a dominant concern for higher education practitioners. Howe... more In recent years, plagiarism has been a dominant concern for higher education practitioners. However, there can be a fine line between plagiarism and poor referencing practice, and higher education institutions report that students often struggle to understand, not just the 'how', but the 'when' and 'why' aspects of referencing. This paper will, however, assert that student difficulties can stem from the inconsistencies of institutional advice, proliferation of referencing styles, and an over-emphasis by institutions on the technical presentation of sources, rather than on the principles underpinning referencing. The author will argue that academic writers, particularly students, should be encouraged by institutions to perceive referencing primarily as a tool for the development of an authentic authorial voice, rather than just as a defensive shield against accusations of plagiarism.
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The main practical issues for students were related to understanding when they should reference, and the referencing detail required. However, the practical difficulties were compounded by the range of referencing styles they encountered; inconsistent advice and feedback from tutors; and a lack of clarity as to understanding when and how they could integrate their own experiences into assignments.
For many students in the survey, a fear of being accused of plagiarism was at the core of their difficulties and resulted in referencing being regarded as a form of defence against such accusations. This, for a number of students, resulted in writing they felt was akin to editing, rather than authorship.
One of the challenges for institutions is how they can encourage students to select and manage evidence and to use referencing as a tool to develop their own identities in assignments; another is to consider the wide range of referencing styles that students encounter across UK higher education: do we really need fourteen? Might a smaller number of adopted referencing styles encourage more consistent advice from tutors and learner support practitioners?
A quarter (25%) of the international students contacted had not encountered any major difficulties in referencing in UK assignments, and this was due in large part to the similarity in educational experiences, between what was expected of them in their home countries and in the UK. The majority of students, however, had not been expected to reference sources in their home countries in the same way as in Britain, and their knowledge of what constituted plagiarism, as defined in UK terms, was also based on different learning experiences.
The main difficulties faced by students was in relation to unfamiliar forms of academic writing, understanding the complexity of the referencing styles they had encountered, integrating their own views into assignments, and avoiding plagiarism. The referencing difficulties of all students, home and international, cannot easily be separated from other writing difficulties experienced, including paraphrasing, summarising, and developing a sense of ownership or authorship of their work.
The survey also considers what institutions can do to prepare international students for the often radical educational transitions they make, and concludes that more could be done in the students home countries in the forms of foundation or introduction to higher education programmes.
The author will argue that academic writers, particularly students, should be encouraged by institutions to perceive referencing primarily as a tool for the development of an authentic authorial voice, rather than just as a defensive shield against accusations of plagiarism.
The main practical issues for students were related to understanding when they should reference, and the referencing detail required. However, the practical difficulties were compounded by the range of referencing styles they encountered; inconsistent advice and feedback from tutors; and a lack of clarity as to understanding when and how they could integrate their own experiences into assignments.
For many students in the survey, a fear of being accused of plagiarism was at the core of their difficulties and resulted in referencing being regarded as a form of defence against such accusations. This, for a number of students, resulted in writing they felt was akin to editing, rather than authorship.
One of the challenges for institutions is how they can encourage students to select and manage evidence and to use referencing as a tool to develop their own identities in assignments; another is to consider the wide range of referencing styles that students encounter across UK higher education: do we really need fourteen? Might a smaller number of adopted referencing styles encourage more consistent advice from tutors and learner support practitioners?
A quarter (25%) of the international students contacted had not encountered any major difficulties in referencing in UK assignments, and this was due in large part to the similarity in educational experiences, between what was expected of them in their home countries and in the UK. The majority of students, however, had not been expected to reference sources in their home countries in the same way as in Britain, and their knowledge of what constituted plagiarism, as defined in UK terms, was also based on different learning experiences.
The main difficulties faced by students was in relation to unfamiliar forms of academic writing, understanding the complexity of the referencing styles they had encountered, integrating their own views into assignments, and avoiding plagiarism. The referencing difficulties of all students, home and international, cannot easily be separated from other writing difficulties experienced, including paraphrasing, summarising, and developing a sense of ownership or authorship of their work.
The survey also considers what institutions can do to prepare international students for the often radical educational transitions they make, and concludes that more could be done in the students home countries in the forms of foundation or introduction to higher education programmes.
The author will argue that academic writers, particularly students, should be encouraged by institutions to perceive referencing primarily as a tool for the development of an authentic authorial voice, rather than just as a defensive shield against accusations of plagiarism.