The university was once seen as a living space. A place where ideas walked freely. Where questions were not feared. Knowledge grew there like a tree. Slow, deep, and strong. But today, many universities feel different. Buildings are tall. Classrooms are busy. Exams come and go. Yet research is missing. A university without research feels like a field where crops are never planted. It looks wide, but it is empty inside.
In many campuses, research has lost its place. Teaching exists. Degrees exist. But inquiry does not. Students attend classes, take notes, and prepare for exams. They rarely ask why things are the way they are. Teachers complete syllabi under pressure. They rush from class to class. Research becomes a distant thought. Over time, this routine turns into culture. A culture where passing matters more than thinking. Where finishing matters more than discovering.
This problem did not start suddenly. Higher education expanded fast. New universities were opened to meet demand. More students entered higher studies with hope. But support systems did not grow equally. Libraries stayed weak. Labs became outdated. Research journals remained locked behind paywalls. Teachers were given more classes, more paperwork, and more administrative roles. Time for research slowly disappeared. Universities became teaching centers, not thinking centers.
The academic environment also shapes behavior. Many students arrive at university after years of exam-based learning. They are trained to memorize, not to explore. They fear making mistakes. Research feels uncertain and risky. There is no fixed answer. This makes them uncomfortable. Teachers, shaped by the same system, often follow safe paths. They repeat old notes. They avoid new questions. The classroom becomes silent, not curious.
Several academic studies reflect this reality. Surveys show that many students graduate without writing a real research paper. Postgraduate students often struggle to find proper guidance. Many research works are done only to meet degree requirements. Quality becomes secondary. In some cases, copied work passes without challenge. Publication numbers remain low. International visibility is weak. These findings are not shocking. They only confirm what campuses already show.
There are many reasons behind this weak research culture. One major reason is workload. Teachers handle large classes and constant exams. Research needs time and calm. These are rare. Another reason is lack of money. Research funding is limited and hard to access. Without support, even good ideas fail to move forward. When survival becomes the priority, curiosity takes a back seat.
Institutional mindset also matters. In many universities, research is seen as a personal choice, not a shared duty. There are few seminars. Little discussion. Almost no debate. Departments work alone. Collaboration is uncommon. Young teachers often feel lost. They want to do research but lack guidance. Mentors are few. Support is weak. Slowly, motivation fades.
The system of reward adds to the problem. Promotions are often based on seniority, not contribution. Research becomes a box to tick. Papers are written for numbers, not meaning. This kills passion. When effort is not valued, people stop trying. Students notice this early. They learn that research is not important. They adjust their goals accordingly.
Solutions are possible, but they need honesty. First, research must return to the center of university life. Teaching and research should go together. Reducing excessive teaching loads can help. Even small research grants can make a difference. Libraries must be updated. Online access should be expanded. Without resources, ideas cannot grow.
Students must be trained differently. Research thinking should start early. Even undergraduates can learn how to ask questions. Assessment should reward originality. Not just memory. When students see value in thinking, they start thinking. Academic honesty must be protected. Copying should not be ignored. Integrity builds trust. Trust builds research.
Teachers also need care. Training programs can help them learn new methods. Exposure to global research can widen vision. Collaboration should be encouraged. Local and international partnerships matter. Young teachers need mentors. Someone to guide them through failure and success. Recognition also matters. When good research is praised, others follow.
Leadership plays a key role. University leaders must believe in research, not just talk about it. Policies should support academics, not burden them. Administration should make research easier, not harder. A healthy environment allows ideas to grow. Fear kills creativity. Trust supports it.
At its heart, this is a question of purpose. Why do universities exist? To issue certificates, or to create knowledge. A research-less university produces graduates, but not solutions. Society feels the impact. Problems remain unsolved. Policies lack evidence. Innovation slows down. The distance between local universities and the global world grows wider.
Research culture cannot be built overnight. But it can be rebuilt. Step by step. With patience. With belief. Universities must become places where questions are welcome again. Where failure is part of learning. Where ideas matter. The empty field can be planted again. The roots are still there. They just need care, time, and courage.
