Karl Pearson, the renowned statistician and philosopher of science, once said:

“There is no shortcut to truth, no way to gain knowledge of the universe except through the gateway of the scientific method.”

This statement remains highly relevant even today. Pearson emphasized that truth cannot be discovered through assumptions, imitation, or blind acceptance of existing ideas. Genuine knowledge emerges only through systematic inquiry, observation, experimentation, and critical analysis. In essence, he was referring to the scientific method developed and popularized by Francis Bacon, who is regarded as one of the founders of modern scientific thinking.

Francis Bacon advocated a method of acquiring knowledge based on observation, collection of facts, experimentation, analysis, and drawing conclusions through inductive reasoning. According to him, scientific inquiry should move from specific observations to broader generalisations.

Scientific research, therefore, is not merely the preparation of a dissertation or completion of a university requirement. It is a disciplined search for truth. It involves curiosity, critical thinking, objectivity, and a commitment to discovering new knowledge that contributes to society.

Unfortunately, the present research scenario in many universities and institutions appears to be moving away from the true spirit of scientific inquiry. A close look at several postgraduate and Ph.D. dissertations reveals a worrying trend — the absence of originality and scientific rigor. Instead of generating new knowledge through systematic investigation, many studies simply reproduce earlier works with minor modifications.

In many cases, the research process appears to work in the reverse direction. Rather than beginning with a research problem, reviewing evidence, collecting data, and arriving at conclusions, some researchers start with a previously submitted dissertation and attempt to fit their study into the same format. This practice creates what may be called “pseudo knowledge” rather than scientific knowledge.

The shortcut often followed is simple: obtain an earlier dissertation, modify the title, change a few variables, replicate the format, and submit it as a new study. Such practices undermine the very purpose of research and weaken the credibility of higher education and academic institutions.

There are several reasons responsible for this unfortunate situation.

Lack of Research Methodology Courses

One major reason is that many postgraduate courses do not include a proper course in Research Methodology. As a result, students complete their postgraduate education without understanding even the basic principles of scientific research. Many students are unfamiliar with concepts such as research design, hypothesis formulation, sampling techniques, data collection methods, statistical analysis, and report writing.

Without a foundation in research methodology, students naturally find research difficult, confusing, and mechanical. Consequently, they depend heavily on previous dissertations or external support instead of developing independent research skills.

Research Methodology Taught as Theory

In some postgraduate programs, Research Methodology is included in the curriculum, but it is often taught like any other theoretical subject. Students memorize definitions, characteristics, and classifications for examinations without actually learning how to conduct research.

Research cannot be learned only through lectures and textbooks. It requires practical exposure. Students must learn how to identify research problems, prepare research tools, collect field data, analyze findings, and interpret results. Unless methodology teaching becomes practice-oriented, students will continue to lack confidence in conducting independent scientific inquiry.

Inadequate Research Competence among Guides and Supervisors

Another important reason is that many dissertation guides and research supervisors themselves lack adequate knowledge of research methodology and scientific writing. In some institutions, supervisors are appointed based on seniority or administrative criteria rather than research competence.

A research guide plays a crucial role in shaping the quality of research. A competent guide motivates students, encourages originality, ensures methodological rigor, and helps scholars maintain ethical standards. However, if the supervisor lacks clarity about research methods, statistical techniques, or scientific writing, the quality of dissertations naturally suffers.

In some cases, supervisors may unknowingly encourage repetitive and low-quality research because they themselves were trained in a similar system. This creates a cycle where poor research practices continue across generations of scholars.

Lack of Motivation and Research Culture

Another serious issue is the lack of motivation among research scholars. Many students undertake dissertations and Ph.D. work merely to fulfill university requirements, secure degrees, promotions, or employment opportunities. Research is viewed as a compulsory academic exercise rather than a process of intellectual discovery.

Scientific research requires patience, curiosity, perseverance, and passion for knowledge. It demands long hours of reading, observation, analysis, and reflection. Without intrinsic motivation, researchers tend to seek shortcuts and easy solutions.

Additionally, many institutions lack a strong research culture. There is limited discussion, academic debate, interdisciplinary interaction, or encouragement for innovation. Students rarely get opportunities to participate in workshops, seminars, field studies, or collaborative research activities that could stimulate scientific thinking.

Consequences of Poor Research Practices

The decline in scientific rigor has serious consequences for academia and society. Poor-quality research leads to unreliable findings, weak policy recommendations, and wastage of resources. In professional disciplines such as social work, education, public health, and management, weak research may result in ineffective interventions and misguided decisions.

Furthermore, repetitive and unscientific dissertations reduce the global credibility of academic institutions. When research fails to generate new knowledge, universities lose their role as centers of innovation and social transformation.

Scientific research should contribute to solving real-life problems, improving policies, advancing theories, and promoting human welfare. If research becomes merely a ritualistic exercise, society loses one of its most important tools for progress.

What is the Way Forward?

Improving the quality of scientific research requires structural, academic, and attitudinal changes.

Introduce Research Methodology at the PG Level

Every postgraduate program should include a compulsory and well-designed course on Research Methodology. Students must learn the fundamentals of scientific inquiry from the beginning of their academic training. This foundation will help them approach research systematically and confidently.

Make Research Methodology Practice-Oriented

Teaching research methodology should not remain confined to classroom lectures. It must include practical exercises such as: Identifying research problem, Preparing research proposals, designing questionnaires, using statistical software, presenting findings in seminars.

Learning by doing is essential for developing research competence.

Capacity Building for Guides and Supervisors

Institutions should organize regular short-term training programmes, workshops, and refresher courses on Research Methodology for guides and supervisors. Such programmes can update faculty members about recent developments in research and statistical analysis.

A knowledgeable and motivated supervisor can significantly improve the quality of research scholars and dissertations.

Conclusion

Scientific research is a systematic search for truth. It is not merely an academic formality but a process of discovering new knowledge for the advancement of society. The scientific method advocated by Francis Bacon and emphasized by Karl Pearson remains the foundation of genuine research even today.

If higher education institutions sincerely wish to improve the quality of research, they must strengthen research methodology education and enhance the competence of supervisors/guides. Only then can research regain its true purpose — the pursuit of truth and the creation of meaningful knowledge for humanity.

Name: Dr. D.K.Lal Das
Designation: Head/ Consultant
DGI: Salar-E-Millat Research Centre