UNIVERSITY OF ZIMBABWE

FACULTY OF SCIENCE

DEPARTMENT OF SPACE SCIENCE AND

APPLIED PHYSICS

GUIDELINES FOR INDUSTRIAL ATTACHMENT

 INTRODUCTION

This document is intended to provide a set of guidelines for students, industrial supervisors
and academic supervisors in the Industrial Attachment requirement of the Bachelor of Science
degree programmes in the Department of Physics. It is also expected to serve as a source of
useful reference information to the student as well as rules and procedures to follow during
industrial attachment so as to derive the maximum benefit from the attachment. The student
should consult the industrial attachment coordinator for advice and assistance if there is any
doubt.

A copy of the Industrial Attachment Guidelines will be given to the student and to the industrial
supervisor before the commencement of the training period. Please note the following:
 "The University" refers to the University of Zimbabwe.
 "The department" refers to the Department of Physics of the University of Zimbabwe.
 "The training institution" or "the institution" refers to the industrial or training
establishment to which the student is attached and where the industrial attachment
training is undertaken.
 "The industrial supervisor" refers to the training officer assigned to supervise the
student's performance at the training institution.

The Industrial Attachment is an integral part of the degree programmes. The course is a core
course and is therefore compulsory. It is a requirement which must be fulfilled by the student
for the award of the degree. The associated training course is a joint undertaking in manpower
development between the University and the institutions of training approved by the
Department. It is a requirement which must be fulfilled by the student for the award of the
degree.

The industrial attachment is a structured, credit bearing work experience in a professional

work setting during which the student applies and acquires knowledge and skills. It also
provides an enabling platform for a productive linkage between the university and various
partners who consume the products and services of the university.
The University of Zimbabwe strives to create opportunities for industrial attachment of its
students to improve their labour market relevance and exposure. The purpose of industrial
attachment is to produce practically oriented graduates whose knowledge, skills, attitudes,
values and ethics are consistent with job-related expectations and requirements in industry. In
addition, it also links in-school training with on-the-job training, which will provide the student
with the opportunity to have an insight into the practical application of their skills, safety
consciousness and interpersonal skills in the industry.
By the end of the attachment period the student will be able to:
(i) Apply the principles and techniques theoretically learnt into real-life problem solving
situations,
(ii) Appreciate the importance of human relationships, work attitudes, working as a team
and as a member of a hierarchy,
(iii) Understand the constraints of working life and the functional relationships within and
between organisations,
(iv) Be orientated towards work processes and the relationship of work to the rest of
society,

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 (v) Understand work ethics, employment demands, responsibilities and opportunities
and develop work attitudes like curiousness, self-confidence, maturity and self
reliance,
(vi) Obtain knowledge of potential careers and develop new areas of interest.

The university will be able to:

(i) Establish links with industry for manpower development,
(ii) Establish skill gaps and improve quality of training,
(iii) Obtain materials for teaching and case-studies,
(iv) Have a balanced assessment of trainees.

Employers will be able to:

(i) Know future skills availability,
(ii) Improve the training delivered at training institutions by increasing its industrial
relevance,
(iii) Influence the training of future generation of employees.

DURATION AND TIMING OF THE INDUSTRIAL ATTACHMENT

To fulfill the industrial training requirement, the students MUST undergo training at a training
institution approved by the faculty. The level of study that students will go for industrial
attachment depends on the design of the academic programme, but will normally be in Level 3 of
four-year degree programmes. It is optional for students to spread their attachment depending on
its suitability for the study area pursued and the availability of opportunities. Normally the period
of attachment will be not less than nine (9) months for students who are registered on a full-time
basis with the university, and not less than eighteen (18) months for students who are registered
on a part-time basis with the university.

A student is expected to start and finish his/her industrial attachment in one establishment. If it
becomes absolutely necessary that he/she must change his/her place of attachment, the student
should first secure permission in writing from the University.
His/her application for change of place of attachment should indicate the name, the postal address,
telephone contacts of the Company or industry to which he/she wishes to transfer. Any
attachment not properly authorized will be canceled.

INDUSTRIAL ATTACHMENT CODE OF CONDUCT

The student is the University’s ‘ambassador’ to the company or organization during industrial
attachment. Misconduct by the student may jeopardize the opportunities of other candidates
whom the company or organization may wish to take in future. Thus, the reputation of the
University must be upheld at all times. Students must set a good example in behaviour and
personal appearance and are expected to conduct themselves sensibly and with dignity during
attachments and portray themselves as responsible and respectable citizens of the future.

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Each student will be briefed by the industrial supervisor or contact person in the organisation
s/he is attached to on the working hours, the rules and regulations and other requirements that
s/he must follow. If not, the student should try to find out the details from her/his industrial
supervisor. Below is a list of important codes of conduct which each student is expected to pay
special attention to.

 Students should promote the good name of the Department of Physics and of the
University of Zimbabwe.
 Students are expected to strictly comply with the Code of Conduct and rules and
regulations of the organisation you are attached to.
 No student shall make any public statement on matters concerning the organization /
company without specific written authority from the Director, Manager or Proprietor of
the organization / company.
 Students are expected to strictly observe and comply with safety rules and regulations.
 Regular attendance and punctuality at work are of paramount importance and must be
observed whilst undertaking attachments. If a student would like to request a day off,
sick leave, or delay for work, s/he must request for it in advance either by a letter, email
or a phone call. If a student is given medical leave by a doctor, s/he is required to call up
her/his organisation and inform the supervisor immediately and submit the original
copy of the medical certificate to the organisation on the next working day after the
medical leave. A student who is not granted leave but is absent for any period of time
shall be deemed to have withdrawn from industrial attachment and may eventually fail
his/her training.
 Students are expected to be ready and willing to accept any reasonable task assigned.
 Students are expected to do their best in tasks assigned to them.
 Students are expected not to wait for work; consult your supervisor for work.
 Students are expected to keep good relations with all the staff of the training institution
and be courteous and helpful to fellow workers.
 Students should follow instructions and directives issued by their supervisors.
 Students are expected to strictly observe and comply with the established computer and
other security procedures of the training institution. Computer CDs or memory sticks,
manuals and other related materials are not to be brought in and/or out of the
organisation’s premises without written approval from the institution.
 Use of the training institution’s computer and internet facilities are strictly restricted to
the purpose of carrying out the assignment given to students during the industrial
attachment.
 Any confidential/proprietary information and/or invention, both technical and business,
which students may have the privilege of access to during industrial attachment must be
kept in strict confidence. Students may be asked to sign a ‘Non-Disclosure Agreement’.
Each student must make sure s/he reads and understands what s/he is signing for and
thereafter abide by it.

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  Students are not to remove any item from the training institution unless written
approval is given by the supervisor or other authorised personnel.
 Students must not negotiate for any training allowance. Students may, however, accept
any allowance given by the training institution on its own initiative.
 You are expected to abide by the Code of Conduct contained herein. Contravention of
this code may render you liable for disciplinary action by the training institution and the
University of Zimbabwe. The penalty may include suspension or expulsion from the
attachment exercise, which may lead to further expulsion from the University.
 Training suspension, dismissal from training or professional misbehaviour, may
eventually lead to your failing of industrial attachment training and other disciplinary
actions.

SUPERVISION AND ASSESSMENT OF THE INDUSTRIAL ATTACHMENT

There will be two distinct levels of supervision: site level day-to-day supervision by the industrial
supervisor and regular supervision by the academic supervisor from the University.

Industrial Supervisors will normally be persons with:

1. relevant practical experience,
2. willingness to have regular contact with the student on industrial attachment,
3. reasonable ethical and professional conduct,
4. willingness to engage in a learning experience with the student on industrial attachment.
An academic supervisor is normally appointed from the lecturing staff of the Department of
Physics or other relevant department.

The industrial attachment course is carried out under the joint supervision of both the industrial
supervisor and the academic supervisor.

The academic supervisor, in collaboration with the industrial supervisor, will be expected to
prepare a detailed training programme which shall be presented to the student before the
commencement of the industrial training period, preferably not later than the end of the first
month of the period of training.

The academic supervisor will be expected to establish contact with each student at the training
institution regularly for the following purposes:
a) Interacting with the student on industrial attachment, industrial supervisor /other
relevant officials and also visit the attachment sites to acquaint himself/herself with the
activities of the student.
b) Discussing the student's performance with the industrial supervisor.
c) Assisting the student with the assigned industrial project(s) and accordingly offer the
student all the support which may be required for the successful completion of the
project(s).
d) Monitoring and solving any difficulties that might arise during the training.
e) Collecting the industrial supervisor's assessment record on the student's progress.

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Marks for the industrial attachment performance will be distributed between assessments by the
on-site industrial supervisor, academic supervisor and industrial attachment report. In view of the
purpose of the industrial attachment program as providing practical orientation, the assessment
by the industrial supervisor, who is best placed to monitor and assess the students’ daily
performance, should be given prominence. The total assessment is comprised of two components:
the continuous assessment of the Industrial Supervisor, and the formal examination of the Final
Industrial Report. The continuous assessment is made by the industrial supervisor based on an
agreed criteria and moderated by the academic supervisor and will carry not more than 50%.

A pass mark in the industrial attachment is a necessary pre-requisite for a student to proceed to
the next stage of study and to graduate.

LOGBOOK AND FINAL REPORT

During the industrial attachment period, each student is expected to keep and maintain a
record of daily/weekly activities in a logbook. The student must complete the logbook every
day and get it signed by his or her industrial supervisor or a nominee at the end of each work
period. The academic supervisor will need to see the log book during industrial assessment.
The student must make sure that the logbook is always in order and will also be required to
submit the logbook together with two copies of a detailed industrial attachment report at the
end of the attachment period for marking.

Log Book
Logbooks may comprise of two parts – a fixed pages logbook and a folder for loose leaf
information items. An approved logbook for use during the attachment period will be provided
to each student.
The content format and guidelines for its use are printed in this logbook. Logbook notes should
be made frequently and should adequately cover the training period at that time. As a guide, it
is normally expected that entries be made every week. It is advantageous for the student to
carry a small notebook to make rough jottings of daily events which can provide the frame
work for the weekly record.

The logbook should contain a detailed account of the training and experience received for each
week, including (whenever applicable):
1. statement of the objectives for each area of training
2. information on method(s) of training provided
3. a neatly presented, concise and original description of each training task undertaken
4. a critical but constructive appraisal of methods, materials, processes, equipment, etc. as
found used in the work environment
5. comments on the knowledge and skill gained, together with a constructive appraisal of
the effectiveness of the training
6. reference to internal and external attachments/internship where relevant
7. brief details of technical reading, use of resource facilities and attendance in meetings
Where appropriate, data sheets and other information leaflets may be filed into a folder and
referred to in the logbook.

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Sketches, table and graphical representations should be used when these amplify and add to
the understanding of the written matter. (This should be done on the blank left hand pages of
the logbook.)
Where appropriate, adequate reference should be made to textbooks, manuals and lecture
notes.

Although it might prove difficult (impossible where security and secrecy would be infringed)
each student should aim to develop his/her powers of communication, diplomacy and
observation in finding out and recording the answers to as many of the following questions
wherever applicable:
1. How did the work you are involved in relate to:
o Your academic knowledge?
o Your laboratory, workshop, project and design knowledge?
2. What did you learn about:
o The functions of the Departments in which you worked?
o The organisation of these Departments?
o The relation of these Departments to the overall organisation and to each other?
o Cost management and control?
3. How much and in what way did you benefit from meeting and working with people in
industry?

Final Industrial Attachment Report

In addition to the daily/weekly record the student should submit a spiral bound detailed report
describing their placement and the work done during the attachment duration. The Final
Industrial Report should contain information on the following:
a) An appreciation of company organisation and management using the institution as an
example.
b) An objective account of all the aspects of training which were undergone including an
assessment of the manner in which the department could improve its own training within
the programme.
c) A detailed scholarly report on the Physics content in the various industrial processes
undertaken at the institution.
The student is expected to point out the weak and strong points of the attachment and suggest
improvements to make the programme worthwhile.

The following is a proposed general guideline of the sections expected in the Industrial
Attachment Report:

1. Title Page
2. Acknowledgements
3. Abstract
4. Introduction
The student should place the attachment in context by describing the organisational structure
and commercial environment of the company. It should include:

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 4.1 A history of the organization
4.2 The area (department/section) the student was attached within the organisation
4.3 The objectives of attachment
5. The technical section
5.1 This provides a breakdown of the technical work undertaken during the attachment. If
the student worked on more than one project during their placement they should
describe each in turn (even if they were running simultaneously). Any formal training
undertaken should be summarised. The student may use material from their logbooks
and any reports made to their organisations.
5.2 Challenges, how the student dealt with them and Lessons Learnt. The Lessons Learnt
section is reflective and describes the technical and non technical experience gained
throughout the attachment.
5.3 Conclusions chapter, giving prominence to the student’s successes during the
attachment and recapping on the main points of the technical chapters.
5.4 Recommendations

6. Appendices – charts, graphs, pictures, computer codes, company statements, company

forms, etc

6.1 Log of activities the student undertook (they can make a copy of their logbook and
attach it to the report)

6.2 Any relevant references (manuals, text, the internet etc)

7. Any other relevant documentation or text which should be concise with details not
described in the body of the report.

The Industrial Attachment Report will be graded by considering the completeness of

presentation with evidence of technical writing skills. The report should draw on material from
the logbook which is also due for submission along with the industrial supervisor’s feedback
report(s).

Attendance record, daily diary, departmental reports shall also be analyzed along with the
Industrial Attachment Report.

Seminar presentation/viva-voce at the Institute

The student will give a seminar based on his/her training report, before an expert committee
constituted by the department (may also involve experts from industry). The evaluation will be
based on the following criteria:

a) Quality of content presented.

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 b) Proper planning for presentation.

c) Effectiveness of presentation.

d) Depth of knowledge and skills.

The seminar presentation will enable sharing knowledge & experience amongst students &
lecturers and build communication skills and confidence in students.

RESEARCH DISSERTATION

After the completion of Industrial Attachment, the student enters the last phase of the degree
programme. In the final year of the degree programme, the Department would normally assign
a scientific or industrial research project relating to the student's field of specialisation. This
will culminate in the preparation and presentation of a dissertation on which the student will
be assessed and which must be passed.

Training institutions are encouraged, wherever possible, to offer the student their own in-
house research project which may even be started during the industrial attachment period, and
continued as a project in the final year. If the training institution is not in a position to offer the
student an industrial research project, this will not be considered a disadvantage for the
student.

It is expected that the training institution's research project would be directed toward the
solution of an industrial problem. The project may be proposed before the end of the industrial
attachment period, after consultation with the academic supervisor and not later than the end
of the second month of Industrial Attachment.

All the data obtained by the student for such research projects may become the property of the
Training Institution unless an alternative arrangement was negotiated between the training
institution and the University.

If a project does not yield positive or conclusive final results, such results that are available
could be considered in a positive light for the purpose of assessment of the student provided
that both the industrial supervisor and academic supervisor are satisfied that the student had
worked hard and conscientiously, had offered constructive ideas and had shown a sound
knowledge of the area of research.

GUIDELINES FOR HONOURS RESEARCH PROJECTS: THE RESEARCH PROPOSAL

Introduction
A crucial part of the research process is the research proposal. A research will only be as good
as the research proposal presented. A poor research proposal may mean poor project results.

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The recommended structure of an Honours research proposal is given in the next section.

The outline of a research proposal

The research proposal, written using Times New Roman font size 12 and 1½ lines spacing,
should not exceed 2½ pages (between 300 and 500 words), excluding the title page, and must
include the following:
1. Title Page
i. Student Name & Registration Number
ii. Programme: BSC Honours Physics
iii. Faculty
iv. Department
v. Proposed Research Topic
vi. Field or Area of Study: Exploration Geophysics, Applied Physics, Electronics,
Agrometeorology, etc
vii. Prospective supervisors
2. Introduction/Background
 Give a background of the research stating why it is important to carry out this
research
3. Problem Statement
 Show through a review of scientific literature that a gap in knowledge exists that
makes your research necessary
4. Objectives and Hypotheses
 Clearly define the project's aims and objectives.
5. Research Methods
 Describe and justify the project design, approach and methods
6. References
 A limited number of the most important references

Description of the Research Proposal components

There is no single format for research proposals. This is because every research project is
different. However, the suggested outline above includes all that is generally required in a
proposal. In this section, the various components (sections) of the research proposal are
described further.
1. Title Page
 Title of report
 Name of student (and supervisors)
 Programme / course
 Date (of submission)

2. Introduction/Background
The introduction provides readers with the background information for the research reported
in the paper. Its purpose is to establish a framework for the research, so that readers can
understand how it is related to other research. In other words, the introduction should lay the
broad foundation for the subject area that in turn places the study within the larger context of
the scientific literature. There is extensive review of literature in the introduction. It should

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establish the need for the research and indicate that the writer is knowledgeable about the area.
The review of literature accomplishes several important things.
 It shares with the reader the results of other studies that are closely related to the
study being reported.
 It relates a study to the larger, ongoing dialogue in the literature about a topic, filling
in gaps and extending prior studies.
 It provides a framework for establishing the importance of the study, as well as a
benchmark for comparing the results of the study with other findings.
 It “frames” the problem earlier identified.

3. Statement of the Problem

The problem statement describes the context for the study within the scientific body of
literature. A knowledge gap constitutes the research problem. In other words, a problem is
defined as a gap that exists in the literature, theory, or practice that leads to a need for the
study. It is important in a proposal that the problem stand out—that the reader can easily
recognize it. Sometimes, obscure and poorly formulated problems are masked in an extended
discussion. In such cases, reviewers and/or committee members will have difficulty
recognizing the problem. State the problem in terms intelligible to someone who is generally
sophisticated but who may be relatively uninformed in the area of your investigation. Effective
problem statements answer the question: Why does this research need to be conducted? If a
researcher is unable to answer this question clearly and succinctly, then the statement of the
problem will come off as ambiguous and diffuse. It is important to note that a research
problem is not a societal problem! If answer to the research problem/question is obvious, it’s a
management issue that may be resolved without further research.

4. Objectives and Hypotheses/Research Questions

It is important to state the objectives clearly and concisely. An objective can be stated as
follows:
The objective of this study is to test whether an increase in nitrogen fertilization in the savanna
ecosystem leads to densification of woody species.
A hypothesis is a testable statement and it is central to scientific research. One or more
hypotheses could be tested in a study. Note that there are two classes of hypotheses: (1)
hypothesis for differences and (2) hypothesis for relationships. In the case of the former you
may intend to test whether there is a difference in the maize yield between two or more areas
receiving different rainfall amounts. In the case of the latter, you may intend to test whether
there is a relationship between levels of primary productivity and annual rainfall.
Research Questions are most often used in qualitative inquiry, although their use in
quantitative inquiry is becoming more prominent. A research question poses a relationship
between two or more variables but phrases the relationship as a question; a hypothesis
represents a declarative statement of the relations or differences between two or more
variables.
Deciding whether to use questions or hypotheses depends on factors such as the purpose of
the study, the nature of the design and methodology, and the audience of the research, etc. The
practice of using hypotheses was derived from using the scientific method in science inquiry.
They have philosophical advantages in statistical testing.

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5. Justification/Purpose of the study
The purpose statement should provide a specific and accurate synopsis of the overall purpose
of the study. The purpose statement can also incorporate the rationale for or justification of the
study. When preparing a purpose statement try to incorporate a sentence that begins with “The
purpose of this study is . . .” This will clarify your own mind as to the purpose and it will
inform the reader directly and explicitly.

6. Materials and Methods

The methods section is really the heart of the research proposal. The activities should be
described with as much detail as possible, and the continuity between them should be apparent.
Indicate the methodological steps you will take to answer every question or to test every
hypothesis illustrated in the Questions/Hypotheses section. In this section, indicate the
variables you propose to control and how you propose to control them, experimentally or
statistically, as well as the variables you propose to randomize, and the nature of the
randomizing unit.
Be aware of possible sources of error to which your design exposes you. You will not produce a
perfect, error free design (no one can). However, you should anticipate possible sources of
error and attempt to overcome them or take them into account in your analysis. Moreover, you
should disclose to the reader the sources you have identified and what efforts you have made
to account for them.
Sampling
Empirical research almost always depends upon a sample which is assumed to accurately
represent a population. Therefore, the techniques by which the sample was chosen are vital to
a discussion the validity of the research findings. The key reason for being concerned with
sampling is that of validity—the extent to which the interpretations of the results of the study
follow from the study itself and the extent to which results may be generalized to other
situations with other people. Sampling is critical to external validity—the extent to which
findings of a study can be generalized to people or situations other than those observed in the
study. To generalize validly the findings from a sample to some defined population requires
that the sample has been drawn from that population according to one of several probability
sampling plans. Another reason for being concerned with sampling is that of internal validity—
the extent to which the outcomes of a study result from the variables that were manipulated,
measured, or selected rather than from other variables not systematically treated. Perhaps the
key word in sampling is representative. One must ask oneself, “How representative is the
sample of the survey population (the group from which the sample is selected) and how
representative is the survey population of the target population (the larger group to which we
wish to generalize)?”
Instrumentation
Outline the instruments you propose to use (materials and facilities, surveys, scales, interview
protocols, observation grids). When particular measurement instruments have previously
been used, identify previous studies and findings related to reliability and validity. If
instruments have not previously been used, outline procedures you will follow to develop and
test their reliability and validity. In the latter case, a pilot study is nearly essential.
Data Collection
Outline the general plan for collecting the data. This may include survey administration
procedures, interview or observation procedures. Include an explicit statement covering the
field controls to be employed. Detailed data collection procedures should also be included so
that other researchers can replicate your method exactly if required.
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Data Analysis
Specify and describe in detail the procedures and techniques of quantitative and qualitative
data analysis you will use (e.g., ANOVA, MANCOVA, etc). Communicate your precise intentions
and reasons for these intentions to the reader. This helps you and the reader evaluate the
choices you made and procedures you followed. Indicate briefly any analytic tools you will have
available and expect to use (e.g., SPSS, SYSTAT). Provide a well thought-out rationale for your
decision to use the design, methodology, and analyses you have selected.
Limitations and Delimitations
A limitation identifies potential weaknesses of the study. Think about your analysis, the nature
of self-report, your instruments, and the sample. Think about threats to internal validity that
may have been impossible to avoid or minimize—explain. Delimitation addresses how a study
will be narrowed in scope, that is, how it is bounded. This is the place to explain the things that
you are not doing and why you have chosen not to do them—the literature you will not review
(and why not), the population you are not studying (and why not), the methodological
procedures you will not use (and why you will not use them). Limit your delimitations to the
things that a reader might reasonably expect you to do but that you, for clearly explained
reasons, have decided not to do.

7. Timescale/Work plan
Provide a general outline of the time schedule you expect to follow. You need to demonstrate
an awareness of the need for planning and the timescale of the research. Inexperienced
researchers tend to underestimate the amount of time that the various stages of research will
take. Be generous when working out time frames and check them with a more experienced
researcher.

8. Source(s) of Funding for Research

Outline the funds and materials that will be needed for your research. Also indicate what funds
are available or will be available for your research

9. References
Follow the Faculty of Science guidelines regarding use of references in text and in the
reference list. Only references cited in the text are included in the reference list; however,
exceptions can be found to this rule. For example, committees may require evidence that you
are familiar with a broader spectrum of literature than that immediately relevant to your
research. In such instances, the reference list may be called a bibliography.

10. Appendices (if any)

The need for complete documentation generally dictates the inclusion of appropriate
appendices in proposals (although this is generally not mandatory). The following materials
are appropriate for an appendix: verbatim instructions to participants, original scales or
questionnaires, permission in writing to reproduce copyrighted instruments from the
copyright holder or proof of purchase of the instrument, interview protocols, sample of
informed consent forms, cover letters sent to appropriate stakeholders or official letters of
permission to conduct research.

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Citations

Format
Citations to references in the text should be listed according to the Harvard system, with the
last name(s) of the author(s) and the year of the publication cited in the text surrounded by
parentheses. List citations alphabetically, i.e., letter by letter not word by word, by last names
of authors and in chronological order for publications of the same author(s). If there are two
authors with the same name that have published in the same year, initials may be used to avoid
confusion. If more than one work by the same author or set of authors is cited, list the
publications in chronological order and, if the year is also identical, insert lowercase letters (in
alphabetical sequence) after the date, according to the order in which they are cited in the text.
All single authored articles of a given individual precede multiple-authored articles of which
that individual is first author. If a work has no author, give the name of the publisher or the
organization (committee, agency, etc.) responsible for the work. If no authority is known, credit
the work to the publisher, not to Anonymous. If an editor or editors is given, their names are
followed by “(ed.)” or “(eds.),” respectively, followed by a period. Following the name(s) of the
author(s), give the year of publication (the copyright or publication date listed on the
publication, not the actual release date), followed by a period. If no year is given, then either
estimate the year in parentheses “(1918?)”—or indicate no date—e.g., “(n.d.).”
Examples: (Banda et al., 2011; Chigwedere and Smith, 2010; Mandigo, 2009, 2010; Ngara,
2011a; Peters, 2009; Zulu, 2008b; ). Note: “et al.” is used for three or more authors.
Citations to personal communications include the surname or initials of the person and are
only to be included within the text, not in the Literature Cited section. The date is optional.
Thus: (A.B. Peters, pers. commun.) or (A.B. Peters, pers. commun., 2001).
Literature cited should only include references used in the paper. List the authors in
alphabetical order, letter by letter, and in chronological order for publications of the same
author(s). Do not use a comma before “and” after the penultimate author. Do not use an issue
number if the journal uses consecutive numbers for each volume. Authors are listed first by
first author (last name first, followed by initials) and then additional authors (initials first).
For a book:
The details required in order are:
1. name/s of author/s, editor/s, compiler/s (surname, and initials or given name), or the
institution responsible
2. year of publication
3. title of publication and sub-title if any (all titles must be underlined or italicised)
4. series title and individualvol u me if any
5. edition, if other than first
6. publisher
7. place of publication
8. page number(s) if applicable
One author:
Berkman, R. I. 1994, Find It Fast: How to Uncover Expert Information on Any Subject, Harper
Perennial, New York.
Two or more authors:
Moir, A. & Jessel, D. 1991, Brain Sex: The Real Difference Between Men and Women, Mandarin,
London.
Cheek, J., Doskatsch, I., Hill, P. & Walsh, L. 1995, Finding Out: Information Literacy For the 21st
century, MacMillan Education Australia, South Melbourne.
13
Editor(s):
Robinson, W. F. & Huxtable, C. R. R. (eds) 1988, Clinicopathologic Principles For
Veterinary Medicine, Cambridge University Press, Cambridge.
Sjostrand, S. (ed.) 1993, Institutional Change: Theory and Empirical Findings,
M.E. Sharpe, Armonk, N.Y.
Sponsored by institution, corporation or other organization:
Australian Government Publishing Service 1994, Style Manual For Authors, Editors and Printers,
5th edn, AGPS, Canberra.
Queensland Tourist and Travel Corporation, Market Research Department 1991, An
Examination of the Effect of the Domestic Aviation Dispute on Queensland Tourism, Queensland
Tourist and Travel Corporation, Brisbane.
Series:
Simons, R. C. 1996, Boo!: Culture, Experience and the Startle Reflex, Series in Affective
Science, Oxford University Press, New York.
Edition:
McTaggart, D., Findlay, C. & Parkin, M. 1995, Economics, 2nd edn, Addison-Wesley, Sydney.
Chapter or part of a book to which a number of authors have contributed:
Bernstein, D. 1995, 'Transportation planning' in The Civil Engineering Handbook, ed. W.F. Chen,
CRC Press, Boca Raton.

No author or editor:
If no author is given, the title is used as the first element of a citation. Alphabetize the entry by
the first main word of the title in the bibliography.
The CCH Macquarie dictionary of business 1993, CCH Australia, North Ryde, NSW.
For an article:
The details required, in order, are:
1. name/s of author/s of the article (surname, and initials or given name)
2. year of publication
3. title of article, in single quotation marks
4. title of periodical (underlined or italicized)
5. volume number
6. issue (or part) number
7. page number(s)
Journal Paper:
Huffman, L. M. 1996, 'Processing whey protein for use as a food ingredient', Food Technology,
vol. 50, no. 2, pp. 49-52
Conference paper:
Bohrer, S., Zielke, T. & Freiburg, V. 1995, `Integrated obstacle detection framework for
intelligent cruise control on motorways', IEEE Intelligent Vehicles Symposium, Detroit, MI,
Piscataway, pp. 276-281.
Newspaper article:
Simpson, L. 1997, `Tasmania's railway goes private`, Australian Financial Review, 13 Oct., p. 10.
For Non-Book/Multimedia Material
The details required are the same as for a book, with the form of the item (eg video recording,
tape, computer file, etc.) indicated at the end of the entry.
Get the Facts (And Get Them Organized) (video recording) 1990, Williamstown, Vic., Appleseed
Productions.

14
CDATA 91 with Supermap: Data for Australia 1995, release 2.1 rev., Hawthorne East, Vic., Space-
Time Research.
For Electronic Resources
This could include sources from full text compact disk products, electronic journals or other
sources from the internet.
The basic form of the citations follows the principles listed for print sources (see above)
1. name/s of author/s
2. date of publication
3. title of publication
4. publisher/organization
5. edition, if other than first
6. type of medium
7. date item retrieved
8. name or site address on internet (if applicable)
Examples:
Weibel, S. 1995, `Metadata : the foundations of resource description', D-lib Magazine,
[Online] Available at: http: //www.dlib.org/dlib/ July95/07weibel.html
ASTEC 1994, The Networked Nation, Available at:
http://astec.gov.au/astec/net_nation/contents.html
If no author is given, the title is used as the first element of a citation
Example:
Hacker Attack (video recording) 1995, Sydney, NSW, SBS.

15