Referencing as evidence of student scholarliness and academic readiness

Abstract

This exploratory study investigates the student experience of referencing a law essay in a first-year undergraduate business degree. Over two hundred students took part in the study which identifies qualitatively different ways of thinking about, and approaching, referencing in essay. Variations in the student experience of referencing are logically and positively related to academic achievement. The study provides a rich description of the variations which have implications for teachers who seek to improve how teachers teach, and how students understand, the importance of referencing as evidence of the scholarly nature of student learning.