John

hmmm

let's see ...

There is "huge variation in practice" in 'rules of the road' applicable 
in different countries. "They are historically derived and, to some 
extent, arbitrary - and arbitrarily promoted and 'enforced'." (Hilsdon, 
2006). Whether it be a version of the UK convention (drive on left) or 
Continental European (drive on the right) is really not so important 
... is it? 

OK, OK, driving's different - but there are 'real life' consequences of 
academics not following conventions for academic writing - you 
don't get published. If we treat students' writing of academic texts 
(as contrasted with other texts they might be required to produce) 
as engagement in practices appropriate to their desired future 
identity (as graduates), then we require them to adopt the 
appropriate conventions. 

And just as there are different 'flavours' of Harvard and Vancouver, 
required by different publishers (and publications), then we should 
indicate to the students before each relevant assignment what is 
required. We might, for example, say (in my area), that they must 
follow the guidelines set for the journal Management Learning. At 
final level, we might even say 'go and find out what those guidelines 
are', just as any member of academic staff would have to do.

But, but, but ...
it is NOT the role of universities, nor of any agency or body 
purportedly speaking on behalf of universities, to prescribe one, 
two, three or any number of conventions / styles that are deemed 
to be "the most effective" (ibid.). If the students are not encouraged 
and enabled to develop their understanding of, and engagement 
with, the practice arena, we are not providing them with 'higher 
education'.

Len




On 20 Jan 2006, at 13:37, John Hilsdon wrote:

> Dear All
> 
> I've been reading the responses to my original mail on this topic with
> great interest, and I am now more convinced than ever that there is
> rich scope for research, and for development work in this area. There
> are many interesting questions for investigation! Colleagues in our
> area (with PhDs and useful publications in mind, or as part of CETL or
> other projects), could really get their teeth into this, and produce
> work that might have a significant impact on practice; on the debate,
> the politics of referencing; and eventually, on the experience of
> learning for students in the future. Are any of you already doing this
> - or aware of others who are or have done so?
> 
> The LearnHigher CETL could certainly make good use of the preliminary
> material posted here so far - and could perhaps help developments, and
> moves towards improvements in practice ... will suggest this to Colin
> Neville at Bradford ([log in to unmask]), who is Learning Area
> Coordinator for these topics.
> 
> The huge variation in practice among and within institutions and
> disciplines; in methods of 'support' for students in this area; in
> ways of communicating the conventions to students; in views about the
> merits of the author-date or numeric systems; the 'value' placed on
> students following the conventions in terms of academic credit, marks
> and grades; the link with the 'plagiarism' debate; the political and
> inter/intra-disciplinary struggles represented by the promotion of
> particular systems ... all these are fascinating! I wish I had time to
> get involved in researching the area myself.
> 
> One point I'd like to throw into the discussion, to see what other
> folks think, is my own strongly held belief that the conventions for
> referencing and bibliographic listing in academic work are pretty much
> of equal value.  They are historically derived and, to some extent,
> arbitrary - and arbitrarily promoted and 'enforced'. In other words,
> although I am sure we'd all agree on the necessity of accurately and
> honestly acknowledging, referring to and listing sources used (for all
> the well-known reasons - informing readers, demonstrating background
> work done, transparency, avoiding plagiarism etc), nonetheless the
> system used or the conventions followed really does not matter very
> much - provided whichever set of conventions are used, they are used
> consistently and according to some agreed set of guidelines.  Whether
> it be a version of 'Harvard' or 'MLA' (author-date) or 'Vancouver' or
> 'British Standard' (numeric) is really not so important ... is it?
> 
> From a student perspective, however (which I see it as my own
> professional business to promote), it would be much better if the
> institutional, disciplinary and other powers and communities in HE
> could a) come to a greater level of agreement about the most effective
> conventions to use; b) be more consistent in ways that these
> conventions are communicated to students; and c) open up the debate
> about the 'value' of these practices in relation to their implications
> for assessment, grading etc at various 'levels' of HE study. 
> 
> Ok ... well that's Friday my lunch break over...  
> 
> 
> All the best for a good weekend!
> 
> 
> John
> 
> John Hilsdon
> 
>
Dr Leonard Holmes
Principal Lecturer in Human Resource Management
Luton Business School, Putteridge Bury Campus,
Hitchin Road, Luton LU2 8LE
tel. 01582 743111 ext 5014
email [log in to unmask]
websites: http://www.re-skill.org.uk
          http://www.odysseygroup.org.uk

email: [log in to unmask]

websites: www.re-skill.org.uk
          www.odysseygroup.org.uk