This document provides an overview of Harvard referencing style, including the basics of in-text citations and reference lists. It discusses why we reference sources, how to format citations and references, and common mistakes to avoid such as incorrect order of information or missing references. Examples are given of both in-text citations and reference list entries for a variety of source types, along with tips for managing references.

1. Referencingandciting
U2B ADTs
u2b.adt@gcu.ac.uk
Glasgow Caledonian University

2. Overview
• The basics: Harvard-style
• In-text referencing
– Common mistakes
– Examples
• Building your reference list
– Common mistakes
– Examples

3. The basics
WHY DO WE REFERENCE?
• to have evidence to support the points you make in your essay.
• to prove the origin of a source and acknowledge its author
• to show your tutor that you have read and understood the research you have
done for your essay.
• to demonstrate where/how the source can be found
• to enable other researchers to consult the source
• Good academic practice
• Your readers will assume that the words or ideas are your own if you do not give
in-text references.

4. The basics
Harvard-style
What does referencing look like?
There are two parts to any reference:
(1) The in-text citation within the actual essay. This usually takes the form
of the author's surname and date of publication in brackets -
e.g. (Cooper, 2009).
(2) The full reference in a reference list at the end of the essay, on a new
page -
e.g. COOPER, N. 2009. Interdisciplinary project management.
London: Routledge

5. Develop your in-text referencing style
You can vary the way you incorporate references in your writing, as
show in the examples below:
Non-integral reference: Reflective writing encourages students and
practitioners to examine their critical decision-making (Ryan, 2011).
Integral reference: Ryan (2011) suggests that reflective writing
encourages students and practitioners to examine their critical decision-
making.
Direct quote: According to Ryan (2011, p.28) reflective practice is “a
lifelong learning system that ensures continuous improvement".
The basics

6. Common mistakes
• (Smith, 2009) argues that…
• 80% of respondents agree. (Brown 2015)
• According to official sources… (National Organisation of
Regulators Annual Report Section 13, 1999)
• Multiple authors have suggested (S. Canon and Peter
Firth, 2012)…
• ‘…was identified as being the root cause (Davis & Buck,
2017).
• This evidence contributes to the conclusion that…
• …has been a source of much debate
(https://edshare.gcu.ac.uk/3932/2/ ).
1

7. Example 1 - function
Clothing of the future may be intelligent, so
intelligent it could organise your day. It could
take you jogging, tell you that you look fantastic
or even help you find your way (Sandwell,
2003). It could also ‘prolong your life significantly
by keeping your body in the optimum
environment’ (Brand, 2006, p.45). These
changes suggest that the present day focus on
fashion, or how we look, will gradually be
replaced by a focus on function, what clothes
can do.

8. Example 2 - impact
Employees were introduced to the concept of
differing mindsets through a short animation. The
resource was vibrant, engaging and well-paced.
By the end of the animation, participants were able
to describe the concepts of fixed and growth
mindsets and were asked to complete the
sentence ‘Being a confident learner enables me
to…’. This encouraged employees to think about
the role of confidence in their ongoing professional
development.

9. Example 2 - impact
The use of animation in the workplace is one of the most
effective ways to engage employees in thinking about
otherwise intangible concepts (Boreland, 2016). A short
animation was therefore used to introduce the concept of
differing mindsets. Length and complexity of the resource
were evaluated before use to ensure they were appropriate
for the audience, as advocated by Parry (2018). In pairs,
participants tested one another’s understanding of the
terms fixed and growth mindsets by answering short
questions. Employees were also asked to complete the
sentence ‘Being a confident learner enables me to…’. This
could be used as an indicator of employee reflections on
the most important influences on their ongoing professional
development.

10. Additional points
• a, b, c…:
‘Edinburgh has long been a rite of passage for actors’ (Smith, 2014a).
• Secondary referencing:
‘18 to 24-year-olds represent 33% of the population but only account
for 7% of the voters’ (Cregg, 2006 cited in Young, 2015, p.137)
• Et al:
Only teaching students how to run a literature search without ensuring
they understand the source of the information and how to use it could
be considered inadequate (Jackson et al., 2014).
https://www.gcu.ac.uk/library/smile/plagiarismandreferencing/referencing/
harvardreferencing/referringtosourcescitingwithinthetext/

11. Reference list
Each in-text reference needs a corresponding full reference in the
reference list at the end. These are ordered alphabetically by author's
surname, and regardless of what type of resource it is.
• CARE INSPECTORATE, 2014. Improving assessment and case
management in criminal justice social work [online]. Dundee: Care
Inspectorate. [viewed 08 September 2014]. Available from:
https://hub.careinspectorate.com/media/201160/improving-assessment-
and-case-management-in-criminal-justice-social-work.pdf
• COTTRELL, S., 2013. The study skills handbook. 4th ed. Basingstoke:
Palgrave Macmillan.
• KIM, D.J., THEORET, J., LIAO, M.M. & KENDALL, J. L., 2014. Experience
with Emergency Ultrasound Training by Canadian Emergency Medicine
Residents. Western Journal of Emergency Medicine [online]. 15(3), pp.306-
311. [viewed 18 February 2015]. Available from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4025528/

12. Common mistakes
• Not alphabetised
• Missing references
• Author first name listed first
• Incomplete publication information
• Incorrect order of publication information
• Use of numbers
• Copied and pasted URLs

13. REFERENCING
WHAT SHOULD YOU REFERENCE?

14. Harvard-style Referencing
Video
Heriot-Watt University Information Services
https://www.youtube.com/watch?v=cl8L9Qpdh-A

15. Top tips
• Manage your references carefully (separate
document(s), use versioning, cut and
paste).
• Always write down the info you need (but
ask Google Scholar to help with any gaps).
• Look for complete references in the header/
footer of journal articles to check you have
all info recorded correctly.
• Use templates on GCU Library web pages.