EXPLORING THE IMPORTANCE OF REFERENCING IN HIGHER EDUCATION IN UZBEKISTAN: A COMPREHENSIVE ANALYSIS OF ACADEMIC EXCELLENCE
Keywords:
Academic excellence, higher education, referencing, citation, plagiarism, academic integrity, referencing styles, APA, MLA, Harvard, consistency.Abstract
The article takes a deep dive into the significance of referencing within the context of higher education in Uzbekistan. It thoroughly examines the various referencing styles employed by higher education institutions in Uzbekistan and provides valuable insights into why referencing holds a crucial position in achieving academic excellence. By upholding academic integrity and elevating research quality, referencing offers a multitude of advantages that greatly influence a student’s educational path. Moreover, the article serves as a guide for students and scholars on the proper citation of sources, offering practical tips and recommending citation management tools to ensure accuracy and adherence to referencing styles. It highlights the fundamental skill of proper citation, not only as a means to prevent plagiarism but also as a way to enhance the credibility and professionalism of academic papers.
References
Dollahite, N. E., & Haun, J. (2012). Sourcework : academic writing from sources. Heinle/Cengage Learning.
Gitanjali Singh, U., Sid Nair, C., & Watson, R. (2023). Academic quality and integrity in the new higher education digital environment. Elsevier.
Sutherland-Smith, W. (2018). Plagiarism, the Internet, and student learning : improving academic integrity. Routledge.
Turk, J. (2008). Universities at risk : how politics, special interests and corporatization threaten academic integrity. J. Lorimer & Co.
Waytowich, V. L., Onwuegbuzie, A. J., & Jiao, Q. G. (2006). Characteristics of doctoral students who commit citation errors. Library Review, 55(3), 195–208. https://doi.org/10.1108/00242530610655993
Weerakoon, S. (2012). APA, Meet Google: Graduate students’ approaches to learning citation style. Journal of the Scholarship of Teaching and Learning, 12(2), 27–38.
