Rethinking Research Methods Education: A Critical Analysis of Graduate Pedagogy in Western Academia

Abstract

This article critically examines current approaches to teaching research methodology in postgraduate programmes, highlighting a misalignment between instructional practices and researchers' real-world needs. It identifies issues such as overemphasis on theoretical and formulaic instruction, insufficient practical and reflective training, and disconnects in mentoring. Current curricula prioritise procedural knowledge over critical methodological reasoning. The study advocates for a transformative shift towards project-centred, flexible, and reflective methodology education, integrating real research environments and fostering methodological decision-making. Recommendations include staff development, curriculum redesign, and assessment reform to better prepare postgraduate researchers as critical thinkers.