الأمية المنهجية في الأطروحات الجامعية: قراءة سوسيولوجية في تحديات البحث العلمي

Abstract

This paper addresses methodological illiteracy in university dissertations through a sociological perspective, considering it one of the major issues affecting the quality of scientific research in higher education institutions. The study is based on the assumption that methodological weakness in theses and dissertations is not merely an individual shortcoming on the part of some researchers, but rather reflects a broader academic and institutional imbalance related to methodological training, academic supervision, university environment, research facilities, and the prevailing academic culture. The study adopts the descriptive-analytical approach within a theoretical analytical framework, while employing a critical sociological perspective to interpret the phenomenon and connect it to its institutional and academic context. The findings indicate that methodological illiteracy appears in conceptual and design-related forms, such as weak formulation of the research problem, confusion between research questions, hypotheses, and objectives, and deficiencies in building the theoretical framework and reviewing previous studies. It also appears in procedural and analytical forms, including confusion between method and instrument, weak sampling and data collection procedures, and deficiencies in data analysis and interpretation of results. In addition, the study identifies writing-related and ethical manifestations, such as weak academic writing, poor scientific documentation, breaches of research ethics, and a formalistic tendency in completing university theses. The study concludes that methodological illiteracy negatively affects the quality of university dissertations, weakens the credibility of scientific knowledge, and limits the university’s role in serving society. It further emphasizes that reducing this phenomenon requires improving research training, activating scientific supervision and methodological evaluation, and building a university culture that supports research integrity and quality.