DEVELOPING

CONCEPTUAL FRAMEWORK
APRIL 2012

IGS RESEARCH SKILL SEMINAR

By: Associate Professor Dr Raja Munirah Raja Mustapha Head of Graduate Studies (Research) Institute of Graduate Studies Universiti Teknologi MARA (UiTM)

http://www.ipsis.uitm.edu.my

INFORMATION TO BE SHARED

1 DEFINITION OF A CONCEPTUAL FRAMEWORK 2 WHY HAVE A CONCEPTUAL FRAMEWORK? 3 FUNCTIONS OF A CONCEPTUAL FRAMEWORK
4 LINKING PROBLEM TO THE CONCEPTUAL FRAMEWORK 5 LINKING RESEARCH OBJECTIVES TO THE CONCEPTUAL FRAMEWORK 6 THEORY AND CONCEPTUAL FRAMEWORK 7 COMPONENTS OF A CONCEPTUAL FRAMEWORK 8 EXAMPLES OF CONCEPTUAL FRAMEWORK 9 WHAT NEXT? 10 EXERCISES
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DEFINITION OF A CONCEPTUAL FRAMEWORK

analy>cal framework, theore>cal framework and theoreScal perspec>ve species a relaSonship between more than one concept or variable - either in a qualitaSve or a quanStaSve manner or a combinaSon of the two. provides a structure for your argument a structured organisaSon of ideas supported by evidence so as to produce a valid explana>on establish a rela>onship between more than one concept or variable derives from previous research (theories/models) and or experience species rela>onships in abstract terms

WHAT IS IT?

DIFFERENCE BETWEEN CONCEPTUAL FRAMEWORK AND THEORETICAL FRAMEWORK CONCEPTUAL FRAMEWORK - grounds the study in the relevant knowledge bases that lay the foundation for the importance of the problem statement and research questions. THEORETICAL FRAMEWORK - used when investigating a specific theory, a conceptual framework is made up of theoretical and empirical work relevant to the manuscripts purpose, where the purpose is not to further investigate a specific theory.

DEFINITION OF A CONCEPTUAL FRAMEWORK

WHAT IS IT?

A conceptual framework is a casual orientaSon toward the contemplated study. As such, it formulates a detailed model of the given policy problem and its proposed soluSon. It also furnishes a supporSve framework for the model, based on the empirical evidence garnered from prior research and/or experience plus the value assumpSons underlying the proposed soluSons. The conceptual framework presents all this in relaSvely abstract terms. It idenSes, denes and elaborates the concepts reected in the policy problem, it proposed soluSons, and the various social forces impinging upon them. The conceptual framework may be thought of as a mental diagram, or map, which interrelates these concepts, showing where, when and how they t together. The wrigen statement of the conceptual framework is, therefore, the analyst's descripSon and explanaSon of this conceptual map.
Mayer, R. R. and E. Greenwood (1980). The Design of Social Policy Research, Englewood Clis, N.J: PrenSce-Hall, p 121

WHY HAVE A CONCEPTUAL FRAMEWORK?

WHY ?

Good Postgraduate research are guided by theories or models Research that does not theorise depends on facts to speak for themselves. If you are seeking to simply answer a what quesSon, empirical research does not need to have a conceptual framework However, if your research quesSon is a how and (or) a why quesSon, you will have to provide an explanaSon.

FUNCTIONS OF A CONCEPTUAL FRAMEWORK?

FUNCTIONS

spells out the variables that the analyst must take into account indicates the rela>onships that probably exist among these variables (the search for these relaSonships then becomes the principal aim of the invesSgaSon) delimits the boundaries of the prospecSve invesSgaSon by suggesSng which variables are to be considered as irrelevant and hence to be ignored provides a structure by specifying a rela>onship between two or more variables idenSes the boundaries of your research

Relationship of framework to the problem statement - literature review or the theoretical or conceptual framework must support the problem which had been stated in the preceding writing. Relationship of framework to the discussion and implications - the framework should be integrated into the discussion and implication sections of an empirical study to make meaningful connections between the data presentation and the findings used to support the problem and purpose of the study.
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LINKING PROBLEM TO THE CONCEPTUAL FRAMEWORK?

Statement of the Research problem

Points to ponder: Problems can be looked at from many perspectives. Problems are not necessarily negative. Not knowing why a business is successful is a problem knowledge void.

v Explains the nature of the problem to be

researched.
v Provide some authoritative support for the
problem.
v Outline the lack of understanding or void or
unsatisfactory state of affairs which needs
clarifying or researching
v Is there a gap in our present understanding?
v Is the gap an important one to study

Symptoms (Indicators)

Turnover/absenteeism High reject rate, low productivity, low sharing of knowledge

Causal connections are inferred from theory, logic, experience, hunch etc. Points to ponder: Symptoms are manifestations of some underlying conditions Causes are the problems A gap in the literature is not a problem. Practical or theoretical problem

Problems (Causes)

Low morale, lack job satisfaction, job conflict, role clarity, trust/distrust, self preservation

Symptoms (Indicators)

Data, statistics, reports, statements etc adduced to show the existence of the symptoms

Problems (Causes)

The causes are posited, claimed, alleged through systematic analysis

Symptoms (Indicators)

Better performance of national types schools in critical subjects

Problems (Causes)

Principals leadership behavioral & motivation style

Balasandran (2007) DBA Thesis, School of Management, USM 2007

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Symptoms (Indicators)

Strict division of duties, slow decision making, unhappy line execs.

Problems (Causes)

Low empowerment of line, lack of trust in ability, not risk taking

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Perspective I

Points to ponder: Perspectives change problem understanding. There are multiple causes of the problem The challenge is to make the case for the most compelling one On what basis theory, evidence, logic, experience etc.

Multiple causation Multiple perspectives

Perspective IV
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PS1: The universities have failed - employers

Many ways to look at the same problem Unemployed Graduates

PS4: The employers have failed universities

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PS1: The universities have failed - employers Specific Broad

Many ways to look at the same problem Unemployed Graduates

Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval?

Research objectives 1. Determine type of market study 2. Categorize information sought from employers. 3. Ascertain level of match or mismatch.

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PS2: The economy has failed - economist Specific Broad Research questions 1. Is there enough job creation? 2. Where is the job creation?

Many ways to look at the same problem Unemployed Graduates

Research objectives 1. Ascertain trend in job creation between 1990-2004. 2. Determine the job and econ growth relationship in the kindustries.

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PS3: The government has failed - opposition Research questions 1. Is the government policy of expansion wise? 2. Should the government limit admission into social science? Research objectives 1. To ascertain the opinions of VCs about the expansion. 2. To examine the mechanisms used to control the universities.

Many ways to look at the same problem Unemployed Graduates

Broad

Specific

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PS4: The employers have failed universities Many ways to look at the same problem Unemployed Graduates Broad Specific Research questions 1. Are employers sexist? 2. Are they prepared to train new employees?

Research objectives 1. To determine if male grads are favoured over female. 2. To examine the level of new employee training.

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PS5: The students have failed Job counselors Many ways to look at the same problem Unemployed Graduates Broad Specific

Research questions 1. Are student aware of the job market? 2. Do students choose courses based on market or personal likes? Research objectives 1. Determine the students level of awareness of job market. 2. Examine students reasons for enrolling in a course. 3. Extent of counseling sought before enrolment.

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PS6: The parents have failed Sociologists Specific Broad

Many ways to look at the same problem Unemployed Graduates

Research questions 1. Are parents aware of job prospects? 2. Going to university or train for job?

Research objectives 1. The role of parents in their childrens choice of courses. 2. Parents concern for employability.

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LINKING RESEARCH OBJECTIVES TO THE CONCEPTUAL FRAMEWORK? The conceptual framework

PS1: The universities have failed - employers Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval? Research objectives 1. Ascertain level of match or mismatch. 2. Determine type of market study 3. Categorize information sought from employers.

Education/ Training orientation

Broad

University Curriculum Devt Policy

Level of match

Specific

Market study Job market Soft - hard Information from employers

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THEORY AND CONCEPTUAL FRAMEWORK

Points to ponder:

Trust in Govt Trust in Technology Trust in People Adoption Intentions

Which theory? Where do I look for them? What I dont have one? The internet is a good place to look for theories. Look up http://changingminds.org/ disciplines/leadership/theories/ leadership_theories.htm for simple list if theories in different areas of management

Theory of Reasoned Action (Fishbein & Azjen, 1975, 1980; http://www.people.umass.edu/aizen/f&a1975.html): This theory posits that peoples behaviors are shaped by their beliefs, attitudes and intentions. The above CF is based on the attitude and intention relationship that is posited by this theory.

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Process Justice Distributive Justice Interactional Justice

Social Exchange Theory (Blau, 1962): People examine what they give or provide and receive from others either immediately or in future. This theory suggest that employees may develop (show or give) commitment depending what they have received from the employers (treatment). Hence, this theory can be used to justify the above model of organisational commitment.
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Organizational Commitment

COMPONENTS OF A CONCEPTUAL FRAMEWORK

CONCEPTS

Variables that can be measured directly - household income, sales, wealth, asset, cows OperaSonalized concepts

CONSTRUCTS

Latent variables which cannot be measured directly (hidden), but only through measurable indicator organizaSonal commitment; job saSsfacSon; performance; job characterisScs

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v Conceptual

framework makes explicit the research in

brief
v what to you want to study
v what concepts are involved
v how these concepts related.
v what variables are excluded (delimitation)
v A diagrammatic conceptual framework facilitates quick
understanding of the study and the concepts involved.
v a picture is worth a 1000 words
v shows relationships between and among concepts
v quick and visual of outlining the study
v Conceptual framework sets the scope of research by
marking out variables not focus of this study
v observers know the boundaries of the study (delimits)
v conceptual scope
v must be consistent with the research objectives,
research problem, research method and ndings

Points to ponder: Why am I looking at these variables? How are the variables related? Are they moderating or mediating variables?

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v Concepts and constructs

v Constructs/ concepts to variables (validity)
v Concepts to empirical observation
v Independent variables (exogenous variables)
v Dependent variables (endogenous variables)
v Moderating variables
v Mediating variables
v Control variables
v Extraneous variables
v Theories underlying the conceptual framework
v why should there be a relationship?

(Goal setting posits that goals drive intensity of
effort and eventually performance)

Points to ponder: Can a dependent variable be an independent variable at the same time? How can we know the extraneous variables? How can we identify the control variables?

v Parsimonious models and theories a simpler

model better than a complex model

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EXAMPLES OF CONCEPTUAL FRAMEWORK

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WHAT NEXT?

v Hypotheses are statements of relationship

between two variables. These statements are outcomes of the conceptualisation the conceptual framework.
v Hypotheses can be directional or non-directional v Cigarette smoking and monthly allowance are

positively related. [directional cos the hypothesis posits a positive relationship]. Cigarette smoking and monthly allowance are related [ non-directional cos no specific nature of relationship is posited].

v Null hypothesis : There is no relationship between

Cigarette smoking and monthly allowance . v Alternate hypothesis or Research hypothesis: There is relationship a positive relationship between cigarette smoking and monthly allowance
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v Hypotheses are statements of relationship

between two variables. These statements are outcomes of the conceptualisation the conceptual framework. Example:
v There is significant relationship between gender and

job stress [non-directional] v The male executives experience significantly more stress than female executives [directional]

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Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval? Research objectives 1. Ascertain level of match or mismatch. 2. Determine type of market study 3. Categorise information sought from employers.

Broad

Education/ Training orientation

H1

University Curriculum H2 Devt Policy H3 H5 Job market Soft - hard H4

Specific

Level of match

Market study Information from employers

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+
Empowerment Policy

+ + +

Line Empowerment Interest Involvement Influence Authority

+
Degree of Competition

Performance
Growth Market Share EPS ROI

+
Structural Complexity

+
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Model of Direct and Indirect Effect of Empowerment, Competition and Complexity on Performance

Tabular Summary of Literature

No Author, yr N Subjects Sampling Design Data analysis Theory Findings

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