JUNIOR RESEARCH FELLOWSHIP IN HUMANITIES AND SOCIAL

SCIENCESAN EXPLORATORY CONTEXT EVALUATION

Mr. Adbhut P. Singh

Mr. Vivek N. Tripathi

Abstract
The Junior Research Fellowship scheme has been running since 1984 in the country and is providing
opportunities to research scholars to pursue their career as researchers. In the present paper, the
researchers aimed to understand why the scheme was implemented, what were the objectives of the
scheme, how are the goals and objectives of the scheme are perceived by the stakeholders, and what
are the changes in the context of the scheme which calls for amelioration of the objectives.
Sequential explanatory transformative mixed method research design was employed and a survey
with 240 participants and interview of 13 participants were used to identify the related themes. These
themes were then interpreted using realist evaluation technique of context-mechanism-outcome
configurations (CMOCs). On the basis of these CMOCs, it was found that the JRF scheme has been
implemented so as to enhance the efficiency of research community and in enhancing research
output. However, it was also found that the scheme is not able to impose standardization and
comparability of the research output produced. Facilitation of the services for research fellows,
quality assurance of research output, providing opportunity to pursue PhD, capacity building for
national research strength, and providing financial freedom to research fellows are the major
perceived goals and objectives of the scheme. The scheme led to higher enrolments under the
research programmes. However, the retention of such fellows and the dropout rates or change in the
mode of PhD from regular to part-time still remains to be the unresolved issues.

Keywords: Junior Research Fellowship, Programme Evaluation, Humanities and Social Sciences,
Realist Evaluation, Fellowship Evaluation, Context Evaluation

Prelude
The Junior Research Fellowship (JRF) scheme is one of the oldest and longest running
fellowship scheme in India. There are a variety of initiatives titled Junior Research Fellowship and
are given in a range of fields but are controlled by various bodies. However, the system under
consideration is the one provided by University Grants Commission (UGC) in the disciplines of
Sciences, Social Sciences and Humanities including Languages. While the UGC is also offering the
JRF in various applied science and technical fields, the present analysis is confined to the fellowships
granted by the commission in the discipline areas of humanities and social sciences exclusively.

The scheme has been implemented in 1984 and has been successfully running since the time
of its inception. However, the program has gone through numerous modifications and some of these
amendments include pattern of examination, selection criteria, selector agency and disbursal method.

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The scheme plays a key role in the growth of research community and enhancement of the research
power of India. Such a scheme should be evaluated from time to time to increase its efficiency and
sustain its vitality. Still, in India, no official research has been performed yet to investigate any
fellowship system. However, several internal committees and bureaux under UGC analyze the plan
and provides recommendations to the administration of UGC relating to the modification of the JRF
scheme. But the reports are not dispersed in the public realm.

During the initial phase of the investigation, while interacting with academicians and research
scholars, the researchers discovered that there have been some differences among the research
community over the scheme's aims and its ability to accomplish them. The researchers aimed to
address the following questions in this article:

(a) Why was the Junior Research Fellowship established?

(a) What are the objectives of the Junior Research Fellowship program?

(c) What, if any, changes have occurred in the scheme's context?

Methods
Paradigmatic Orientation
The critical realism paradigmatic orientation was chosen for this study because it appeared to be the
most compatible with the researchers' personal worldviews and interest in defining and recognizing
the causes of 'facts.' The researchers were interested in learning how and why stakeholders responded
to the plan. Additionally, Critical Realism provides valuable frameworks and procedures for studying
complex events and developing "best guess" explanations for individual outcomes and broader
patterns.

Research Design
Since in the present study, the researchers aim to bring about change and the research is value
based and ideological, uses both types of data, quantitative data collected in first phase for
exploration and qualitative data for explaining the identified patterns and relations in second phase.
Thus, the overall research design for the present study was sequential explanatory transformative
mixed methods research design.

Methods
The present study employed online survey followed by iterative unstructured interview and
documentreview for the purpose of data collection.

Sample and Subjects

The sample for survey consists of 120 non-JRF research scholars and 120 JRF fellows who
are either pursuing their PhD or have completed their PhD in past in the disciplines related to social
sciences and humanities and in which UGC awards JRF and was recruited using stratified purposive
sampling. The subjects for interview consisted of non-JRF research scholars, JRF fellows, faculty
members, administrators in higher education and policymakers. 13 subjects wereincluded for
interview and were recruited using maximum variation purposive sampling.

Instruments

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For conducting survey, the researchers employed self-constructed questionnaire consisting of

41 items. The items were a mix of multiple-choice questions, 5-point Likert scale, dichotomous,
interval scale, 11-point scale, multiple choice multiple response and open-ended items. However,
only six items of this questionnaire were related to the scope of present paper, out of which five
items collected data on 5-point Likert scale and one item was dichotomous and partially open-ended.
The interviews were unstructured and were conducted by the principal author of the present paper
themselves, who is also an instrument for the present study(Guba and Lincoln; Corbin and Morse;
Cassell).

Procedures
Survey and interview procedures were designed to protect the participants’ privacy.
Participation was anonymous and voluntary. The participants were provided with the overview of the
study and the process through which the data provided by them would be used and would be
destroyed after the use. They were asked to fill in the questionnaire or participate in interview only if
they agree to continue. They were also provided with the proper guidance when and where necessary
throughout the process. During interviews, main points of highlights were jotted down and were
subtitled, and these subtitles were shown to the participants at the end of the interview to cross-
validate them.

Data Analysis
The quantitative data collected through questionnaire were analyzed using crosstabs and
frequency and percentage distribution. The qualitative data collected through interviews and
document review were analyzed using qualitative content analysis. On the basis of these qualitative
findings, the themes were extracted. Based upon the obtained results from both type of analyses, the
data were mixed and interpreted with the aim to identify the causal mechanisms and the results were
shown using context-mechanism-outcome configurations and realist matrices. Based upon these
causal mechanisms and realist mechanisms, the programme theories regarding the research questions
were formulated.

Findings
Quantitative Findings
According to the quantitative result shown In Table 1, there is a mixed impression (somewhat
to the disagreement side, with 50% disagreeing and 36.25 percent agreeing) about whether the
pattern of the UGC NET/JRF examination is research-oriented or not. Additionally, it was shown
that the majority of participants (14.17 percent strongly agreed and 48.33 percent somewhat agreed)
that the fellowship program should prioritize access to advanced studies and research. However, just
36.67 percent of respondents (3.75 percent strongly agreed and 32.92 percent somewhat agreed) on
expanding the scheme's enrollment. On the other hand, a large majority (94.17 percent) of
respondents (17.92 percent strongly and 76.25 percent somewhat) agreed that quality assurance
should be included in research output. Overall, 61.25 percent of respondents (12.08 percent strongly
agreed and 49.17 percent agreed somewhat) agreed that the JRF system is meeting its pre-defined
objectives. Additionally, there is a divided perception of whether the JRF scheme's aim is sufficient
and complete, with 52.08 percent of answers agreeing and 45.42 percent disapproving.

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According to Table 2, 42.92 percent of respondents advised that the scheme's aim be
adjusted, compared to 57.08 percent who did not suggest any adjustment. Additionally, participants
were invited to give suggestions for improvements they want to see adopted. Only 42 of the 103
participants who suggested the modification have responded with their recommendations. These
recommendations were classified and grouped topically, as shown in Table 3. Certain proposals fit
into numerous categories. The majority of proposals (32.25% each) concerned internships and
quality assurance of research output. Then, 20.41 percent of answers were associated with candidate
inclusion. Additionally, a limited number of recommendations submitted concerned research
education and the development of teaching abilities (8.16 percent and 6.12 percent respectively).

Qualitative Findings

Thirteen individuals were interviewed for qualitative data. Table 4 contains the profiles of the
interviewees. The following themes and sub-themes were used to arrange the qualitative findings.
Theme: Contextual transition calls for amelioration of objectives.
Sub-Theme 1: Research community: Comparison among the scenarios of 1980s and
present.The participants in this survey acknowledged the transformation in the environment of
academic research across the country; “particularly in the previous 30 years, our research community
has undergone dramatic change,” participant 9 remarked. Participant 11 has had a similar experience,
recognizing the paucity of research in the humanities and social sciences in particular. Additionally,
he identified self-determination and intrinsic motivation as driving agencies for researchers in the
1980s. He stated, "Those were the days when there were only a few small groups of brilliant
scholars who were truly committed to research, and that was entirely due to their intrinsic
motivation; otherwise, there was nothing unusual about any external factor that could sway anyone
to pursue a career in research, and the probability was even lower in social sciences." Indicating a
lack of financial support, Participant 10 said, "The money amount that we used to receive as fellows
was insufficient," while also implying social undercutting, "Even friends and relatives do not like to
urge for PhD." Participants 9, 10, and 11 also discussed the difficulties they had while pursuing their
PhDs, citing a lack of resources and social support as key obstacles. Participant 11 speculated on the
cause for social institutions' hostility toward research, stating, "....perhaps due to the more obvious
advancements in sciences, social research was discriminated against." Additionally, Participant 9
indicated that the scope of employment following a PhD was too limited at the time: "The social
doctorates had the option of being an assistant professor or teaching at any other level and were
treated the same as other teachers who were teaching immediately after graduation."

In response to the topic of how they see the research setting has changed over the last 35 to
40 years, Participant 10 answered, "There are several changes that may be detected during this time
span." Today, a growing number of colleges provide PhD programs, and the number of researchers
has nearly tripled.” Additionally, Participant 9 states, "The way society views social sciences,
humanities, arts, and liberal arts is changing dramatically." Now, when you tell someone, you are a
social scientist, you are viewed as a valuable addition to the society.” According to Participant 11,
"our society's orientation toward research and the diversity of the labor market have produced a
plethora of options." Today, a PhD holder may pursue a career not just in academia, but also in the
R&D industry and various institutions.” Additionally, participant 10 urged the pupils "should seize
opportunities to develop their entrepreneurial abilities and go on to creating employment rather than

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doing." Participants 8 and 13 similarly expressed similar sentiments on the incubation centers.
However, all participants agree on one point: there is still a lot of room to improve society's view of
non-science subjects.

Additionally, participant 5 introduced a new thread to this debate by saying, "It is not always
a matter of personal choice whether a person pursues higher education or conducts research."
Occasionally, social and peer pressure compel students to pursue a PhD, as there are few excellent
employments available following a master's degree in the arts or social sciences. There are several
unemployed youths who possess MA degrees yet are nevertheless unable to find work. In this
situation, the individual chooses to pursue a PhD so that no one can declare they are worthless.”
Interestingly, participant 7 confirmed the same and added, "I am seeking a PhD for the exact same
reason." I have written many government employment tests for which the results have not yet been
announced, and once they are, I will shortly abandon the PhD.” Participant 2 has also accepted a
government teaching position and altered their PhD mode from full-time to part-time. Participant 1
has also been offered a position as a government teacher but has not yet determined what to do next.

The Annual Report of UGC for 2018-19 mentions

“The UGC was conducting a test for determining the eligibility for the award of Junior
Research Fellowships (JRF) since 1984 in order to ensure greater comparability as well as
higher degree of validity and reliability in the field of research. In order to maintain a
uniform standard of teaching and research in the country, the Government of India, as per its
New Education Policy, 1986 envisaged that “only those candidates who, besides fulfilling the
minimum academic qualifications prescribed for the post of lecturer, have qualified in a
comprehensive test to be specifically conducted for the purpose will be eligible for
appointment as Lectures”. The University Grants Commission held wide-ranging
consultations on the issue of evolving the qualifying test for appointment as Assistant
Professor / Lecturer with groups of academicians and educational administrators like State
Education Secretaries. Accordingly, UGC combined it with the test for JRF already being
conducted by it and conducted the first National Eligibility test for Junior Research
Fellowship and Eligibility for Lectureship (UGC-NET) on 24th December 1989 in the
subjects falling under Humanities including languages, Social Sciences and some science
subjects. The Council of Scientific and Industrial Research (CSIR) conducted the Joint CSIR-
UGC Test for JRF and Eligibility for Lectureship on 31st December 1989 for disciplines
falling under the basic sciences. Since then, UGC-NET and Joint CSIR-UGC Test have been
mostly conducted twice every year in the months of June/July and December.”(University
Grants Commission, Annual Report 2018-19 214)

The researchers deduced from this remark that the JRF test was instituted to ensure a
consistent level of research across the country. Until the merger, the JRF examination was entirely
focused on research, but following the merger, the emphasis was shifted to teaching standards and
the employment of Lecturers/Assistant Professors.

Sub-Theme 2: Diversified Perceptions of Objectives and Goals of Junior Research

Fellowship.The study's objectives, as defined by participants, range from 'enhancing research
participation' (12 individuals) to 'boosting reachability' (4 participants). Additionally, 8 of the

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participants identified 'improvement in the quality of research' as one of the JRF scheme's aims,
particularly among young social researchers. According to participants, the fellowship scheme's
objectives include 'facilitation of services for research fellows' (10 participants), 'quality assurance of
research output' (8 participants), 'providing opportunity to pursue PhD' (7 participants), 'capacity
building for national research strength' (7 participants), and 'providing financial independence to
research fellows' (7 participants) (5 participants).

All of these intents and ambitions, however, are unintended. According to Participant 9,
"Quality enhancement was viewed as one of the scheme's objectives by many of us, although it was
never acknowledged anywhere." The sole aim stated in every document pertaining to JRF is to
provide eligible individuals with the chance to pursue a PhD.” However, they add, "We may infer it
is an indirect aim, as monitoring was also a component of the procedure." In response to a question
about the distinction between increasing research participation and promoting reachability,
Participant 10 stated, "Research participation can be defined as the involvement of research scholars
in various research activities, whereas reachability refers to affordability, or whether any scholar
from any background is able to complete the research."

Participant 11 shed some information on the objective's validity. He said, "As previously
stated, the situation at the time of the scheme's inception necessitated steps that would result in an
increase in the number of researchers and research outputs. The scheme's goal dealt with this in a
calm manner. Now, the apparent boost in research productivity will be devoted to the scheme to
some extent.” He continues, "However, the moment has come to rethink and restructure the scheme,
as there are a lot of superfluous PhD investigations underway." Additionally, he stated, "That is why
we must now move our attention from quantity to quality." And the first step toward that goal is to
improve such schemes.” However, participant 10 contended, "Of course, there should be an
emphasis on quality!" However, focusing exclusively on quality might have a detrimental effect on
the research community. This would mean the end of creativity. Between the two, a vital balance
should exist.”

On re-analyzing the same excerpt from the Annual Report of UGC for 2018-19

“The UGC was conducting a test for determining the eligibility for the award of Junior
Research Fellowships (JRF) since 1984 in order to ensure greater comparability as well as
higher degree of validity and reliability in the field of research. In order to maintain a
uniform standard of teaching and research in the country, the Government of India, as per its
New Education Policy, 1986 envisaged that “only those candidates who, besides fulfilling the
minimum academic qualifications prescribed for the post of lecturer, have qualified in a
comprehensive test to be specifically conducted for the purpose will be eligible for
appointment as Lectures”. (University Grants Commission, Annual Report 2018-19 214)

The claim that the JRF examination was initiated to ensure a higher degree of reliability and
validity in research contradicts the responses of research participants and also contradicts the UGC's
stated objective of "providing opportunities to NET/JRF qualified candidates for advanced studies
and research leading to M.Phil./Ph.D. degrees in Humanities and Social Sciences."(University Grants
Commission, XIIth Plan Guidelines Junior Research Fellowship in Science, Humanities and Social
Sciences 1). This stated objective appears to be unconstitutionally vague, as there is no indication of

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how it would provide possibilities. If it is anticipated that priority would be given to JRF qualified
applicants, it may be necessary to examine how and on what basis the test's reliability and validity
are established, as well as if the examination analyzes the candidate's research aptitude and
inclination. Second, qualification of JRFs must be made mandatory if a uniform level of research is
to be maintained.

Results
As indicated in the methods section, quantitative and qualitative findings were combined to
interpret the results using Pawson and Tilley's context-mechanism-output configurations(Pawson and
Tilley), alongside realist matrices, a subset of logic models used by realist evaluators. The present
section discusses the findings of the current investigation using these approaches.

Programme Theory 1: Understanding Why the JRF Scheme was Implemented

Intended Theory of change.According to the statistics obtained, the scheme was
implemented to foster a research culture in society and enhance the country's research output by
raising the rate of enrolment in higher research-oriented programs such as M.Phil. and Ph.D. Other
aims of the scheme included standardizing the recruitment of research scholars and to
producestandardized and comparable research outputs.

Intended Theory of action.The program sought to accomplish these objectives by holding a

single examination at the national level for recruitment, which would result in a standardized
recruiting procedure. UGC intervened through a monitoring system to improve the level of research
results and their comparability. Additionally, it includes financial support, a housing rent allowance,
and contingency reserves to entice participants and enhance their retention.

Logic Model. For this intended theory, the logic model can be drawn as shown in Table 5.

CMOC 1: Why JRF scheme was implemented

Context. The responses received from the participants during interview suggested that the
low demand of PhD, lack of financial and social support, lack of standardization and comparability
of research scholars and their output were identified as different contexts prior to the introduction of
the JRF scheme.

Mechanism.The responses received from the participants during interview and document
analysis suggested that the need for development of research culture and enhancement of research
output, non-standardized recruitment process of research scholars, non-standardized and lack of
comparability of research output were the major resources. Presence of these resources in the
aforementioned context, forced the decision to provide financial assistance and extended support to
research scholars to facilitate their enrolment as well as retention. Also, the process for selection of
these fellows was standardized through conducting a nationwide examination. Also, it was decided
to monitor the research progress of the fellows.

Outcome.Based upon the discussed mechanism, it would have been decided to introduce a
nation-wide scheme for the upliftment of research production and development of research culture.
And based upon the three contexts, the three components of the scheme were included: financial
assistance, uniform recruitment process and research monitoring. This enhanced the research

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enrolment, retention, output and accessibility.This CMOC can also be illustrated as shown in Figure
1.

However, this theory seems to be flawed. If the UGC was intending to focus on
standardization and comparability of the research scholars, then it would have mandated that no
candidate would be selected for the higher research-oriented programmes of M.Phil. and Ph.D.
without qualifying for JRF (or NET). Also, the selection process is not purely dependent upon the
UGC NET/JRF examination, as it states that for availing the fellowship, it is mandatory to be
enrolled in any UGC recognized institutions under M.Phil. or Ph.D. programme and for being
selected into these programmes, one need to sit for interview conducted by the respective
department. The conducted interview opens up the scope of subjectivity and the process could not be
stated as objectively standardized. Moreover, during the monitoring also, it has been stated by the
UGC that the progress would be monitored by the research supervisor of the particular fellow, and
thus the objectivity vanishes from this process too. Thus, it could be stated that the aim of scheme is
too vague and complex and lacks plausibility. The only plausible aim of the scheme remains with the
vision of facilitating enrolment in and retention during the M.Phil. or Ph.D. programmes. And this
enhanced enrolment and retention leads to increased research output.

The observed aim of fellowship scheme is thus found to be increasing national research
output. For achieving this aim of the scheme, the objective stated by the UGC in (University Grants
Commission, XIIth Plan Guidelines Junior Research Fellowship in Science, Humanities and Social
Sciences) is “to provide opportunities to NET-JRF qualified candidates to undertake advanced
studies and research leading to M.Phil./Ph.D. Degrees in Humanities and Social Sciences.”

Programme Theory 2: Understanding Contextual Transition: The Two Scenarios

We have seen why the JRF scheme was implemented in the above section. Now, we would
see how the situation of the academic research has been changed and why does it call for changes in
objective.

Theory of Change.Due to the intervention brought in by the JRF scheme along with other
schemes, has significantly boosted the research output as discussed previously. However, this
intervention has modified the context under which the scheme has been working. At present, as we
have seen there are abundant amount of produced knowledge but most of them is uncited. Uncited
production of research could be due to various factors, like low accessibility to the products,
improper dissemination planning, or the lack of quality required for uptake. For such situation,
increasing further output makes no sense, unless its quality is enhanced, and it is being disseminated
in such a way so that it could be synthesized and utilized. Also, there is an increased rate of
unemployment and underemployment for the PhD holders that causes divergence in researcher’s
mind, and they are not focused on the research due to the lack of employment assurance.

Theory of Action.The JRF scheme provides ample time duration and financial assistance to
complete the M.Phil. and PhD courses. Due to these interventions, the enrolment of the research
scholars has raised. However, it also requires the dedication for research on the part of participants.
In the absence of this dedication, the research scholars often choose to enroll themselves in M.Phil.
or PhD programmes, but they are focusing on the preparation for various jobs and examinations or

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honing their skills required for the employment. And once they are offered employment, they drop
their research, increasing the dropout rates or change their mode of PhD from regular to part-time.

Logic Model.For this theory, the logic model describing the scenario can be presented as shown in

Table 5.

CMOC 2(a): Scenario at the time of scheme implementation

Context.As informed by the participants during interview, there was no financial support for
the research scholars to pursue their PhD. But the probability of being employed after PhD at that
time was higher than the present time.

Mechanism.The responses received from the participants during interview suggested that the
financial assistance provided under the scheme, although not enough, was sufficient to support the
fellows to complete their research. This financial assistance and higher probability of being
employed has influenced the decisions of fellows to enroll into PhD programmes and conduct
research.

Outcome.Based upon this mechanism, the enrolment and retention rate of the fellows has
increased, which in turn has affected the research output positively over the period.CMOC 2(a) can
also be illustrated as shown in Figure2.

CMOC 2(b): Scenario at the present time

Context.As informed by the participants during interview, today, there is an excessive

competition for the jobs and social pressure of being unemployed. Also, the jobs are quite diversified
and requires skill enhancements. The major focus of the recruiters is on the quality of the work not
the quantity.

Mechanism.The responses received through interview indicate towards lack of focus on skill
enhancement, that in addition to the aforementioned context directs the participants on opting for
PhD while they are unemployed and focusing on their skill enhancements and preparation for
recruitment examination, and in majority of cases they drop their PhD.

Outcome.Based upon this mechanism, the enrolment rate of the fellows has increased,
although the retention seems to be a problem as higher rates of dropout or change in the mode of
PhD from regular to part-time has been observed.CMOC 2(b) can also be illustrated as shown in
Figure3.

Conclusion
The purpose of this study was to shed light on the reasons for implementing the Junior
Research Fellowship scheme, its objectives, how the scheme's objectives are perceived by
stakeholders, and what contexts changed over the scheme's implementation period. On the one hand,
the study demonstrated that the JRF scheme was implemented to increase the efficiency of the
research community at large by attracting students pursuing higher education and providing them
with opportunities to pursue research careers through financial assistance and admission preference.

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Additionally, the scheme aided in the enhancement of research output. However, it was shown that
the scheme is incapable of enforcing standards and comparability of research output.

On the other hand, it was discovered that the fellowship scheme's goals and objectives, as
perceived by stakeholders, include facilitation of services for research fellows, quality assurance of
research output, provision of opportunities for PhD study, capacity building for national research
strength, and financial independence for research fellows. However, the scheme makes no specific
recommendations for ensuring the quality of research output, other than those proposed by the
UGC's M.Phil./Ph.D. Regulations.

Additionally, it was discovered that increased job feud has resulted in unemployment and
underemployment. Additionally, it resulted in increased scheme enrollment. However, retention of
such fellows and dropout rates, as well as a shift in the mode of PhD study from full-time to part-
time, remain unsolved concerns about the program on which we must concentrate our efforts. These
concerns must be solved immediately in order to achieve the optimum conditions of the nation's
research community.

Tables and Figures

Table 1: Agreement Level on Various Statements Regarding Objectives of JRF Scheme

Strongly Somewhat Cannot Somewhat Strongly

Total
Options Agree Agree Say Disagree Disagree
(Percent)

Pattern of UGC
NET/JRF 22 65 33 90 30 240
examination is (9.17) (27.08) (13.75) (37.50) (12.50) (100)
research oriented

Objectives of a
fellowship
scheme should
include 34 116 36 45 9 240
preference for (14.17) (48.33) (15.00) (18.75) (3.75) (100)
accessibility to
advanced studies
and research

Objectives of a
fellowship
scheme should 9 79 20 118 14 240
include
increasing the (3.75) (32.92) (8.33) (49.17) (5.83) (100)
number of
participants

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Objectives of a
fellowship
scheme should 43 183 4 10 0 240
include quality (17.92) (76.25) (1.67) (4.17) (0.00) (100)
assurance of
research products

JRF scheme is
fulfilling its pre- 29 118 10 56 27 240
defined (12.08) (49.17) (4.17) (23.33) (11.25) (100)
objectives

Objective is 9 116 6 94 15 240

enough and
complete (3.75) (48.33) (2.50) (39.17) (6.25) (100)

Table 2: Number of Responses Recommending Change in Objective of JRF Scheme

Changes Number of
Percent
Recommended Responses

Yes 103 42.92

No 137 57.08

Total 240 100

Table 3: Categories of Recommendations for Objective of JRF Scheme

Percent of Valid Cases Percent of Responses

Categories of
Frequency (Number of Valid Cases (Number of Responses
Recommendations
=42) =49)

Internship 16 38.10 32.65

Quality Assurance
16 38.10 32.65
of Research Output

Inclusion 10 23.81 20.41

Research Education 4 9.52 8.16

Enhancement of
3 7.14 6.12
Teaching Skills

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Adbhut P. Singh & Mr. Vivek N. Tripathi/ Page 117-132

Total 49 116.67 100

Table 4: Profiles of Interviewees

JRF
Particip Age / Mode of
Profession Qualified Discipline
ant ID Gender Interview
(Frequency)

1 30 / M Telephonic Research Scholar Yes (2) Education

2 29 / F Telephonic Research Scholar Yes (2) Education

Private Non-Teaching /
3 48 / M Telephonic No Psychology
Research Oriented

Ex. Assistant Professor

4 34 / M Telephonic (Ad-hoc) / Currently Yes (3) English
Educator in Private Sector

5 27 / F Face-to-Face Research Scholar Yes (2) Sociology

6 32 / M Face-to-Face Assistant Professor Yes (1) Hindi

7 31 / M Face-to-Face Research Scholar Yes (2) Economics

8 49 / M Face-to-Face Principal in PG College No Sociology

Head of Department and Political

9 56 / M Face-to-Face No
Dean Science

10 51 / F Face-to-Face Head of Department Yes (1) Commerce

Public
11 52 / M Face-to-Face (Not to be Disclosed) No
Administration

12 36 / M Telephonic Assistant Professor Yes (1) Education

13 42 / F Face-to-Face Associate Professor No Management

Table 5: A Realist Matrix Logic Model of the JRF Scheme

Context Mechanism Outcome

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 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr.
Adbhut P. Singh & Mr. Vivek N. Tripathi/ Page 117-132

Financial assistance Retention of the fellows

Postgraduates having Comparability and

Standardized recruitment
financial support standardization of research
process
scholars

Comparability and
Research monitoring
standardization of research output

Financial assistance Increased enrolment

Comparability and
Postgraduates not Standardized recruitment
standardization of research
having financial process
scholars
support
Comparability and
Research monitoring
standardization of research output

Table 5: A Realist Matrix Logic Model Regarding Contextual Transition

Context Mechanism Outcome

Higher probability of
getting employment
Opting for PhD Increased enrolment and retention
due to lesser
competition

Social Pressure of
Opting for PhD Increased enrolment
being unemployed

Diversified Job Market

Looking for and pursuance of
and Excessive Dropout or change in mode
job
competition

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 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr.
Adbhut P. Singh & Mr. Vivek N. Tripathi/ Page 117-132

Figure 1: CMOC: Understanding why the JRF scheme was implemented

CONTEXT:Low demand
for PhD, lack of financial Resources:Need of
and social support, lack of developing research culture,
standardization and enhancing research output,
comparability of research standardization and
scholars and research output comparability of research
scholars and research output

MECHANISM

Reasoning:Decision to provide
financial assistance and support,
OUTCOME: Increased research
uniform recruitment and
enrolment, retention, output and
monitoring research progress
accessibility

Figure2: CMOC 2(a):Scenario at the Time of Scheme Implementation

CONTEXT: Higher
probability of getting Resources:Financial
employability assistance and support

MECHANISM

Reasoning:Decision to pursue
higher research-oriented courses
OUTPUT: Increased rates of
like M.Phil. and Ph.D.
enrolment and retention

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 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr.
Adbhut P. Singh & Mr. Vivek N. Tripathi/ Page 117-132

Figure3: CMOC 2(b):Scenario at the Present Time

CONTEXT: Excessive
competition for job, Resources:Financial
Diversified job market and assistance and support but
social pressure of being negligence of skill
unemployed enhancement and absence
of employment assurance

MECHANISM

Reasoning:Opting for PhD

while unemployed and drop PhD OUTPUT:Increased enrolment
on selection for job and dropout or change in mode of
PhD

Conflict of Interest
The authors declare that they have no conflict of interest.

Copyright
The present paper has been neither published nor submitted for publication, in entire or to
some extent, either in a series, professional journal or as a part in the book which is officially
published and made available to the people in general.

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 Towards Excellence: An Indexed, Refereed & Peer Reviewed Journal of Higher Education / Mr.
Adbhut P. Singh & Mr. Vivek N. Tripathi/ Page 117-132

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and Risks When Dealing with Sensitive Topics.” Qualitative Inquiry, vol. 9, no. 3, 2003, pp.
335–54, doi:https://doi.org/10.1177/1077800403009003001.

Guba, EG, and YS Lincoln. “The Evaluator as Instrument.” Effective Evaluation, edited by EG Guba
and YS Lincoln, Jossey-Bass, 1981, pp. 128–52.

Pawson, R., and N. Tilley. Realistic Evaluation. Sage Publications Ltd., 1997.

University Grants Commission. Annual Report 2018-19. 2019,

https://www.ugc.ac.in/pdfnews/3060779_UGC-ANNUAL-REPORT-ENGLISH--2018-19.pdf.

---. XIIth Plan Guidelines Junior Research Fellowship in Science, Humanities and Social Sciences.

Mr.Adbhut P. Singh
Department of Education
Babasaheb Bhimrao Ambedkar University
Vidya Vihar, Raebareli Road, Lucknow, India
ORCID:https://orcid.org/0000-0002-8524-8325
Contact Number: 8840405277
E-mail: adbhut24x7@gmail.com
&
Mr. Vivek Nath Tripathi,
Assistant Professor
Department of Education
Babasaheb Bhimrao Ambedkar University
Vidya Vihar, Raebareli Road, Lucknow, India

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