A Silent Drift from Research to Coursework: Investigating Research Disengagement in MPhil English Programs in Pakistan

Abstract

This study investigates the phenomenon of research disengagement among MPhil English students and explores the underlying factors influencing this transition. This study adapted a quantitative research design. The data was collected through a structured questionnaire from 15 MPhil English students and was subject to quantitative analysis using descriptive statistics. The findings reported a significant preference for coursework and a noticeable trend of students shifting from research to coursework during their MPhil English study. Contrary to common assumptions, the results indicate that disengagement is not primarily due to lack of research skills or academic ability. Instead, key factors include lack of supervisor availability, delays in thesis processing, time constraints, and inconsistent institutional support. Moreover, although most of the scholars are aware of the academic limitations of coursework-based degrees in a long-run, they still opt for coursework due practical challenges they face in universities. The research concluded that research disengagement was not entirely due to weakness on part of scholars but a systemic problem. The findings suggest improved supervisory practices, efficient administrative processes, institutional reforms, and enhanced academic support to engage scholars in research activities rather than coursework completion of MPhil degrees in English