Proficiency in Citation and Referencing by Postgraduate Students and its Effects on Academic Reputation in Selected Public Universities in Kenya

Abstract

Rationale of the Study – The study examines the citation and referencing skills of postgraduate students at selected public universities.

Methodology – The study adopted a descriptive research design. The population consisted of 200 postgraduate students, 60 lecturers, and three software administrators, all selected from Kenyatta University, Karatina University and Dedan Kimathi University of Technology. The study employed a stratified sampling technique for postgraduate students, while purposive sampling was used to select lecturers and software administrators. Self-administered questionnaires were distributed to postgraduate students and lecturers. Quantitative data were analysed using SPSS Version 25, while qualitative data were analysed using content analysis. The results are presented in tables and frequencies.

Findings – The findings show that, while the majority of respondents were familiar with citation and referencing tasks, only a few had received formal training in these areas, and others had no formal training, indicating a considerable gap in structured skill development. They also did not understand the importance of referencing and citation in preventing plagiarism.

Implications –The study recommends that, to improve students’ capacity to generate original academic work, programmes should focus on practical experience with citation practices, referencing skills, and the appropriate use of digital resources, through regularly offering training on a range of topics, including how to strengthen academic writing skills, citation and reference abilities.

Originality – While other studies have focused on forms of plagiarism and its consequences, this research has focused solely on citation and referencing skills among postgraduate students.