what is conceptual research paper

Designing conceptual articles: four approaches

• Theory/Conceptual
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• Published: 09 March 2020
• Volume 10 , pages 18–26, ( 2020 )

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• Elina Jaakkola   ORCID: orcid.org/0000-0003-4654-7573 1  

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As a powerful means of theory building, conceptual articles are increasingly called for in marketing academia. However, researchers struggle to design and write non-empirical articles because of the lack of commonly accepted templates to guide their development. The aim of this paper is to highlight methodological considerations for conceptual papers: it is argued that such papers must be grounded in a clear research design, and that the choice of theories and their role in the analysis must be explicated and justified. The paper discusses four potential templates for conceptual papers – Theory Synthesis, Theory Adaptation, Typology, and Model – and their respective aims, approach for using theories, and contribution potential. Supported by illustrative examples, these templates codify some of the tacit knowledge that underpins the design of non-empirical papers and will be of use to anyone undertaking, supervising, or reviewing conceptual research.

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Introduction

The major academic journals in the field of marketing acknowledge the need for good conceptual papers that can “bridge existing theories in interesting ways, link work across disciplines, provide multi-level insights, and broaden the scope of our thinking” (Gilson and Goldberg 2015 , p. 128). Indeed, many of the most impactful marketing papers of recent decades are conceptual as this type of research enables theory building unrestricted by the demands of empirical generalization (e.g., Vargo and Lusch 2004 ). Authors crafting conceptual papers can find valuable advice on problematizing (Alvesson and Sandberg 2011 ), theorizing and theory building (Corley and Gioia 2011 ; Cornelissen 2017 ; Shepherd and Suddaby 2017 ), and the types of conceptual contribution that warrant publication (Corley and Gioia 2011 ; MacInnis 2011 ). However, a lack of commonly accepted templates or “recipes” for building the paper means that writing a conceptual piece can be a struggle (Cornelissen 2017 ). As a result, reviewers often face conceptual papers that offer little more than a descriptive literature review or interesting but disjointed ideas.

In empirical papers, the recipe typically is the research design that provides the paper structure and logic, guiding the process of developing new knowledge and offering conventions for reporting the key elements of the research (Flick 2018 , p. 102). The research design explains how the ingredients of the study were selected, acquired, and analyzed to effectively address the research problem, and reviewers can evaluate the robustness of this process by reference to established conventions in the existing literature. As conceptual papers generally do not fit the mold of empirical research, authors and reviewers lack any such recipe book, making the critical issue of analytical rigor more challenging.

This paper addresses issues of methodology and research design for conceptual papers. The discussion is built on previous “how to” guides to conceptual research, and on examples from high quality journals to identify and illustrate different options for conceptual research design. This paper discusses four templates—Theory Synthesis, Theory Adaptation, Typology, and Model—and explicates their aims, their approach to theory use, and their contribution potential. The paper does not focus on theory building itself but supports it, as analytical rigor is a prerequisite for high quality theorizing. Nor is the focus on literature reviews or meta-analyses; while these are important non-empirical forms of research, there are well articulated existing guidelines for such articles (see for example Webster and Watson 2002 ; Palmatier et al. 2018 ).

The ultimate goal of this paper is to direct scholarly attention to the importance of a systematic approach to developing a conceptual paper. Experienced editors and reviewers have noted that researchers sometimes underestimate how difficult it is to write a rigorous conceptual paper and consider this an easy route to publishing—an essay devoid of deeper scholarship (Hirschheim 2008 ). In reality, developing a cogent argument and building a supporting theoretical explanation requires tacit knowledge and skills that doctoral programs seldom teach (Yadav 2010 ; King and Lepak 2011 ). As Fulmer puts it, “in a theoretical paper the author is faced with a mixed blessing: greater freedom and page length within which to develop theory but also more editorial rope with which to hang him/herself” ( 2012 , p. 330).

The paper is organized as follows. The next section outlines key methodological requirements for conceptual studies. Four common types of research design are then identified and discussed with supporting examples. The article ends with conclusions and recommendations for marketing scholars undertaking, supervising, or reviewing conceptual research.

Conceptual papers: some methodological requirements

The term “research design” refers to decisions about how to achieve research goals, linking theories, questions, and goals to appropriate resources and methods (Flick 2018 , p. 102). In short, the research design is a plan for collecting and analyzing evidence that helps to answer the question posed (Ragin 1994 , p. 191). Like any design, the research design should improve usability ; a good research design is the optimal tool for addressing the research problem, and it communicates the logic of the study in a transparent way. In principle, any piece of research should be designed to deliver trustworthy answers to the question posed in a credible and justified manner.

An empirical research design typically involves decisions about the underlying theoretical framing of the study as well as issues of data collection and analysis (e.g. Miller and Salkind 2002 ). Imagine, for example, an empirical paper where the authors did not argue for their sampling criteria or choice of informants, or failed to define the measures used or to show how the results were derived from the data. It can be argued that conceptual papers entail similar considerations (Table 1 ), as the omission of equivalent elements would create similar confusion. In other words, a well-designed conceptual paper must explicitly justify and explicate decisions about key elements of the study. The following sections elaborate more specifically on designing and communicating these “methodological” aspects of conceptual papers.

Explicating and justifying the choice of theories and concepts

Empirical and conceptual papers ultimately share a common goal: to create new knowledge by building on carefully selected sources of information combined according to a set of norms. In the case of conceptual papers, arguments are not derived from data in the traditional sense but involve the assimilation and combination of evidence in the form of previously developed concepts and theories (Hirschheim 2008 ). In that sense, conceptual papers are not without empirical insights but rather build on theories and concepts that are developed and tested through empirical research.

In an empirical study, the researcher determines what data are needed to address the research questions and specifies sampling criteria and research instruments accordingly. In similar fashion, a conceptual paper should explain how and why the theories and concepts on which it is grounded were selected. In simple terms, there are two possible points of departure. The first option is to start from a focal phenomenon that is observable but not adequately addressed in the existing research. The authors may inductively identify differing conceptualizations of that phenomenon, and then argue that the aspect of interest is best addressed in terms of particular concepts or theories. That is, the choice of concepts is based on their fit to the focal phenomenon and their complementary value in conceptualizing it. One key issue here is how the researcher conceptualizes the empirical phenomenon; in selecting particular concepts and theories, the researcher is de facto making an argument about the conceptual ingredients of the empirical phenomenon in question.

A second and perhaps more common approach is to start from a focal theory by arguing that a particular concept, theory, or research domain is internally incoherent or incomplete in some important respect and then introducing other theories to bridge the observed gaps. In this case, the choice of theories or concepts is based on their ability to address the observed shortcoming in the existing literature, i.e. their supplementary value. This simplified account raises a critical underlying question: what is the value that each selected concept, literature stream, or theory brings to the study, and why are they selected in preference to something else?

Explicating the role of different theories and concepts in the analysis

Conceptual papers typically draw on multiple concepts, literature streams, and theories that play differing roles. It is difficult to imagine a (published) empirical paper where the reader could not distinguish empirical data from the literature review. In a conceptual paper, however, it is sometimes difficult to tell which theories provide the “data” and which are framing the analysis. In this regard, Lukka and Vinnari ( 2014 ) drew a useful distinction between domain theory and method theory. A domain theory is “a particular set of knowledge on a substantive topic area situated in a field or domain” (ibid, p. 1309)—that is, an area of study characterized by a particular set of constructs, theories, and assumptions (MacInnis 2011 ). A method theory, on the other hand, is “a meta-level conceptual system for studying the substantive issue(s) of the domain theory at hand” (Lukka and Vinnari 2014 , p. 1309). For example, Brodie et al. ( 2019 ) sought to advance engagement research (domain theory) by drawing new perspectives from service-dominant logic (method theory). The distinction is relative rather than absolute; whether a particular theory is domain or method theory depends on its role in the study in question (Lukka and Vinnari 2014 ). Indeed, a single study can accommodate multiple domain and method theories.

In a conceptual paper, one crucial function of the research design is to explicate the role of each element in the paper; failure to explain this is likely to render the logic of “generating findings” practically invisible to the reader. Defining the roles of different theories also helps to indicate the paper’s positioning, and how its contribution should be evaluated. Typically, the role of the method theory is to provide some new insight into the domain theory—for example, to expand, organize, or offer a new or alternative explanation of concepts and relationships. This means that contribution usually centers on the domain theory, not the method theory (Lukka and Vinnari 2014 ). For example, marketing scholars often use established theories such as resource-based theory, institutional theory, or practice theory as method theories, but any suitable framework (even from other disciplines) can play this role. Footnote 1

Making the chain of evidence visible and easy to grasp

Conceptual papers typically focus on proposing new relationships among constructs; the purpose is thus to develop logical and complete arguments about these associations rather than testing them empirically (Gilson and Goldberg 2015 ). The issue of how to develop logical arguments is hence pivotal. As well as arguing that concepts are linked, authors must provide a theoretical explanation for that link. As that explanation demonstrates the logic of connections between concepts, it is critical for theory building (King and Lepak 2011 ).

In attempting to analyze what constitutes a good argument, Hirschheim ( 2008 ) adopted a framework first advanced by the British philosopher Toulmin ( 1958 ), according to which an argument has three necessary components: claims, grounds, and warrants. Claims refer to the explicit statement or thesis that the reader is being asked to accept as true—the outcome of the research. Grounds are the evidence and reasoning used to support the claim and to persuade the reader. In a conceptual paper, this evidence is drawn from previous studies rather than from primary data. Finally, warrants are the underlying assumptions or presuppositions that link grounds to claims. Warrants are often beliefs implicitly accepted within the given research domain—for example the assumption that organizations strive to satisfy their customers. In a robust piece of research, claims should be substantiated by sufficient grounds, and should be of sufficient significance to make a worthwhile contribution to knowledge (Hirschheim 2008 ).

In practice, the chain of evidence in a conceptual paper is made visible to the reader by explicating the key steps in the argument. How is the studied phenomenon conceptualized? What are the study’s implicit assumptions, stemming from its theoretical underpinnings? Are the premises and axioms used to ground the arguments sufficiently explicit to enable another researcher to arrive at similar analytical conclusions? Conceptual clarity, parsimony, simplicity, and logical coherence are important qualities of any academic study but are arguably all the more critical when developing arguments without empirical data.

A paper’s structure is a strong determinant of how easy it is to follow the chain of argumentation. While there is no single best way to structure a conceptual paper, what successful papers have in common is a careful matching of form and structure to theoretical purpose of the paper (Fulmer 2012 ). The structure should therefore reflect both the aims of the research and the role of the various lenses deployed to achieve those aims—in other words, the structure highlights what the authors seek to explain. A clear structure also contributes to conceptual clarity by making the hierarchy of concepts and their elements intuitively available to the reader, eliminating any noise that might distort the underlying message. As Hirschheim ( 2008 ) noted, a clear structure ensures a place for everything—omitting nothing of importance—and puts everything in its place, avoiding redundancies.

Common types of research design in conceptual papers

In marked contrast to empirical research, there is no widely shared understanding of basic types of research design in respect to conceptual papers, with the exception of literature reviews and meta-analyses. To address this issue, the present study considers four such types: Theory Synthesis, Theory Adaptation, Typology , and Model (see Table 2 ). These types serve to clarify differences of methodological approach—that is, how the argument is structured and developed—rather than the types of conceptual contributions that are the main consideration of MacInnis ( 2011 ). The four types discussed here derive from an analysis of goal setting, structuring, and logic of argumentation in multiple articles published in high quality journals. It should be said that the list is not exhaustive, and other researchers would no doubt have formulated differing perspectives. Nevertheless, the presented scheme can inspire researchers to explore and explicate one’s approach to conceptual research, and perhaps to formulate an alternative approach. It should also be noted that the goals of a conceptual article can be as varied as in any other form of academic research. Table 2 identifies some possible or likely goals for each suggested type; these are not mutually exclusive and are often combined.

Theory synthesis

A theory synthesis paper seeks to achieve conceptual integration across multiple theories or literature streams. Such papers offer a new or enhanced view of a concept or phenomenon by linking previously unconnected or incompatible pieces in a novel way. Papers of this type contribute by summarizing and integrating extant knowledge of a concept or phenomenon. According to MacInnis ( 2011 ), summarizing helps researchers see the forest for the trees by encapsulating, digesting, and reducing what is known to a manageable whole. Integration enables researchers to see a concept or phenomenon in a new way by transforming previous findings and theory into a novel higher-order perspective that links phenomena previously considered distinct (MacInnis 2011 ). For example, a synthesis paper might chart a new or unstructured phenomenon that has previously been addressed in piecemeal fashion across diverse domains or disciplines. Such papers may also explore the conceptual underpinnings of an emerging theory or explain conflicting research findings by providing a more parsimonious explanation that pulls disparate elements into a more coherent whole.

This kind of systematization is especially helpful when research on a given topic is fragmented across different literatures, helping to identify and underscore commonalities that build coherence (Cropanzano 2009 ). For example, in their review of conceptualizations of customer experience across multiple literature fields, Becker and Jaakkola’s ( 2020 ) analysis of the compatibility of various elements and assumptions provided a new integrative view that could be generalized across settings and contexts. In more mature fields, synthesis can help to identify gaps in the extant research, which is often the goal of systematic literature reviews. However, gap spotting is seldom a sufficient source of contribution as the main aim of a conceptual paper should be to enhance existing theoretical understanding on the studied phenomenon or concept. The synthesis paper represents a form of theorizing that emphasizes narrative reasoning that seeks to unveil “big picture” patterns and connections rather than specific causal mechanisms (Delbridge and Fiss 2013 ).

Although there is sometimes a fine line between theory synthesis and literature review, there remains a clear distinction between the two. While a well-crafted literature review takes stock of the field and can provide valuable insights into its development, scope, or future prospects, it remains within the existing conceptual or theoretical boundaries, describing extant knowledge rather than looking beyond it. In the case of a conceptual paper, the literature review is a necessary tool but not the ultimate objective. Moreover, in a theory synthesis paper, the role of the literature review is to unravel the components of a concept or phenomenon and it must sometimes reduce or exclude incommensurable elements. A lack of elegance occurs when authors attempt to hammer together separate research ideas in a series of “minireviews” instead of attending to a single conceptual theme (Cropanzano 2009 ). For example, a literature review that seeks to integrate multiple research perspectives may instead merely summarize in separate chapters what each has to say about the concept. Typically, different research perspectives employ differing terms and structure, or categorize conceptual elements in distinct ways. Integration and synthesis requires that the researcher explicates and unravels the conceptual underpinnings and building blocks that different perspectives use to conceptualize a phenomenon, and the looks for common ground on which to build a new and enhanced conceptualization.

A theory synthesis paper may seek to increase understanding of a relatively narrow concept or empirical phenomenon. For example, Lemon and Verhoef ( 2016 ) summarized the conceptual background and extant conceptualizations of customer journeys to produce a new integrative view. They framed the journey phenomenon in terms of the consumer purchasing process and organized the extant research within this big picture. Similarly, arguing that the knowledge base of relationship marketing and business networks perspectives was unduly fragmented, Möller ( 2013 ) deployed a metatheoretical lens to construct an articulated theory map that accommodated various domain theories, leading to the development of two novel middle-range theories.

Ultimately, a theory synthesis paper can integrate an extensive set of theories and phenomena under a novel theoretical umbrella. One good example is Vargo and Lusch’s ( 2004 ) seminal article, which pulled together key ingredients from diverse fields such as market orientation, relationship marketing, network management, and value management into a novel integrative narrative to formulate the more parsimonious framework of service-dominant logic. In so doing, they drew on resource based theory, structuration theory, and institutional theory as method theories to organize and synthesize concepts and themes from middle-range literature fields (e.g., Vargo and Lusch 2004 , 2016 ). While extant research provided the basis for a novel framework, existing concepts were decomposed into such fine-grained ingredients that the resulting integration was a new theoretical view in its own right rather than a summary of existing concepts.

Theory adaptation

Papers that focus on theory adaptation seek to amend an existing theory by using other theories. While empirical research may gradually extend some element of theory within a given context, theory-based adaptation attempts a more immediate shift of perspective. Theory adaptation papers develop contribution by revising extant knowledge—that is, by introducing alternative frames of reference to propose a novel perspective on an extant conceptualization (MacInnis 2011 ). The point of departure for such papers, then, is the problematization of a particular theory or concept. For example, the authors might argue that certain empirical developments or insights from other streams of literature render an existing conceptualization insufficient or conflicted, and that some reconfiguration or shift of perspective or scope is needed to better align the concept or theory to its purpose or to reconcile certain inconsistencies. Typically, the researcher draws from another theory that is equipped to guide this shift. The contribution of this type of a paper is often positioned to the domain where the focal concept is situated.

The starting point for the theory adaptation paper is the theory or concept of interest (domain theory). Other theories are used as tools, or method theories (Lukka and Vinnari 2014 ) to provide an alternative frame of reference to adjust or expand its conceptual scope. One “method” of adaptation is to switch the level of analysis; for example, Alexander et al. ( 2018 ) provided new insights into the influence of institutions on customer engagement by shifting from a micro level analysis of customer relationships—the prevailing view in the field—to meso and macro level views, adapting Chandler and Vargo’s ( 2011 ) process of oscillating foci. Another option is to use an established theory to explore new aspects of the domain theory (Yadav 2010 ). As one example of this type of design, Brodie et al. ( 2019 ) argued for the practical and theoretical importance of expanding the scope of engagement research in two ways: from a focus on consumers to a broad range of actors, and from dyadic firm-customer relationships to networks. As well as justifying why a particular extension or change of focus is needed, a theory adaptation paper must also show that the selected method theory is the best available option. For example, Brodie et al. ( 2019 ) explained that they employed service-dominant logic to broaden the conceptual scope of engagement research because it offered a lens for understanding actor-to-actor interactions in networks. Similarly, Hillebrand et al. ( 2015 ) used multiplicity theory to revise existing perspectives on stakeholder marketing by viewing stakeholder networks as continuous rather than discrete. They argued that this provides a more accurate understanding of markets characterized by complex value exchange and dispersed control.

A typology paper classifies conceptual variants as distinct types. The aim is to develop a categorization that “explains the fuzzy nature of many subjects by logically and causally combining different constructs into a coherent and explanatory set of types” (Cornelissen 2017 ). A typology paper provides a more precise and nuanced understanding of a phenomenon or concept, pinpointing and justifying key dimensions that distinguish the variants.

Typology papers contribute through differentiation— distinguishing, dimensionalizing, or categorizing extant knowledge of the phenomenon, construct, or theory in question (MacInnis 2011 ). Typologies reduce complexity (Fiss 2011 ). They demonstrate how variants of an entity differ, and hence organize complex networks of concepts and relationships, and may help by recognizing their differing antecedents, manifestations, or effects (MacInnis 2011 ). Typologies also offer a multidimensional view of the target phenomenon by categorizing theoretical features or dimensions as distinct profiles that offer coordinates for empirical research (Cornelissen 2017 ). For example, the classic typologies elaborated by Mills and Margulies ( 1980 ) and Lovelock ( 1983 ) assigned services to categories reflecting different aspects of the relationship between customers and the service organization, facilitating prediction of organizational behavior and marketing action. These theory-based typologies have informed numerous empirical applications.

The starting point for a typology paper is typically recognition of an important but fragmented research domain characterized by differing manifestations of a concept or inconsistent findings regarding drivers or outcomes. The researcher accumulates knowledge of the focal topic and then organizes it to capture the variability of particular characteristics of the concept or phenomenon. For example, after exploring different approaches to service innovation, Helkkula et al. ( 2018 ) proposed a typology of four archetypes. They suggested that variance within the extant research could be explained by differences of theoretical perspective and argued that each type had distinct implications for value creation.

The dimensions of a typology can also be differentiated by applying another theory (i.e. methods theory) that provides a logical explanation of why differences exist and why they are relevant. For example, to examine the boundaries of resource integration, Dong and Sivakumar ( 2017 ) developed a typology of customer participation, using dimensions drawn from resource-based theory, to address the fundamental resource deployment questions of whether there is a choice in terms of who performs a task and what task is performed (Kozlenkova et al. 2014 ).

Snow and Ketchen Jr. ( 2014 ) argued that well-developed typologies are more than just classification systems; rather, a typology articulates relationships among constructs and facilitates testable predictions (cf. Doty and Glick 1994 ). In this way, a typology can propose multiple causal relationships in a given setting (Fiss 2011 ). While a typology paper enhances understanding of a phenomenon by delineating its key variants, it can be seen to differ from a synthesis or adaptation paper by virtue of its explanatory character. This is the typology’s raison d’etre; types always explain something, and the dimensions that distinguish types account for the different drivers, outcomes, or contingencies of particular variants of the phenomenon. By accommodating asymmetric causal relations, typologies facilitate the development of configurational arguments beyond simple correlations (Fiss 2011 ).

The model paper seeks to build a theoretical framework that predicts relationships between concepts. A conceptual model describes an entity and identifies issues that should be considered in its study: it can describe an event, an object, or a process, and explain how it works by disclosing antecedents, outcomes, and contingencies related to the focal construct (Meredith 1993 ; MacInnis 2011 ). This typically involves a form of theorizing that seeks to create a nomological network around the focal concept, employing a formal analytical approach to examine and detail the causal linkages and mechanisms at play (Delbridge and Fiss 2013 ). A model paper identifies previously unexplored connections between constructs, introduces new constructs, or explains why elements of a process lead to a particular outcome (Cornelissen 2017 ; Fulmer 2012 ).

The model paper contributes to extant knowledge by delineating an entity: its goal is “to detail, chart, describe, or depict an entity and its relationship to other entities” (MacInnis 2011 ). In a conceptual article, creative scope is unfettered by data-related limitations, allowing the researcher to explore and model emerging phenomena where few empirical data are available (Yadav 2010 ). The model paper typically contributes by providing a roadmap for understanding the entity in question by delineating the focal concept, how it changes, the processes by which it operates, or the moderating conditions that may affect it (MacInnis 2011 ).

A model paper typically begins from a focal phenomenon or construct that warrants further explanation. For example, Huang and Rust ( 2018 ) sought to explain the process and mechanism by which artificial intelligence (AI) will replace humans in service jobs. They employed literature that tackles key variables associated with the target phenomenon: service research illuminates the focal phenomenon, technology-enabled services, and research across multiple disciplines discusses the likely impact of AI on human labor. By synthesizing this literature pool, they identified four types of intelligence and then built a theory that could predict the impact of AI on human service labor. This involved a particular kind of formal reasoning, supported by research from multiple disciplines and real-world applications (Huang and Rust 2018 ). In other words, the authors use method theories and deductive reasoning to explain relationships between key variables, facilitated by theories in use (MacInnis 2011 ).

Model papers typically summarize arguments in the form of a figure that depicts the salient constructs and their relationships, or as a set of formal propositions that are logical statements derived from the conceptual framework (Meredith 1993 ). For example, Payne et al. ( 2017 ) used resource-based theory to develop a conceptual model of the antecedents and outcomes of customer value propositions. While figures and propositions of this kind help the reader by condensing the paper’s main message, Delbridge and Fiss ( 2013 ) noted that they are also a double-edged sword. At their best, propositions distill the essence of an argument into a parsimonious and precise form, but by virtue of this very ability, they also put a spotlight on the weaknesses in the argument chain. According to Cornelissen ( 2017 ), the researcher should therefore be clear about the “causal agent” in any proposed relationship between constructs when developing propositions—in other words, the trigger or force that drives a particular outcome or effect. Careful consideration and justification of the choice of theories and the manner in which they are integrated to produce the arguments is hence pivotal in sharpening and clarifying the argumentation to convince reviewers and readers.

Conclusions

This paper highlights the role of methodological considerations in conceptual papers by discussing alternative types of research design, in the hope of encouraging researchers to critically assess and develop conceptual papers accordingly. Authors of conceptual papers should readily answer the following questions: What is the logic of creating new knowledge? Why are particular information sources selected, and how are they analyzed? What role does each theory play? For reviewers, assessing conceptual papers can be difficult not least because the generally accepted and readily available guidelines for evaluating empirical research seldom apply directly to non-empirical work. By asking these questions, reviewers and supervisors can evaluate whether the research design of a paper or thesis is carefully crafted and clearly communicated to the reader.

The paper identifies four types of conceptual papers—Theory Synthesis, Theory Adaptation, Typology, and Model—and discusses their aims, methods of theory use, and potential contributions. Although this list is not exhaustive, these types offer basic templates for designing conceptual research and determining its intended contribution (cf. MacInnis 2011 ). Careful consideration of these alternative types can facilitate more conscious selection of approach and structure for a conceptual paper. Researchers can also consider opportunities for combining types. In many cases, mixing two types can be an attractive option. For example, after distinguishing types of service innovation in terms of their conceptual underpinnings, Helkkula et al. ( 2018 ) synthesized a novel conceptualization of service innovation that exploited the strengths of each type and mitigated their limitations. Typologies can also provide the basis for models, and synthesis can lead to theory adaptation.

This paper highlights the many alternative routes along which conceptual papers can advance extant knowledge. We should consider conceptual papers not just as a means to take stock, but to break new ground. Empirical research takes time to accumulate, and the scope for generalization is relatively narrow. In contrast, conceptual papers can strive to advance understanding of a concept or phenomenon in big leaps rather than incremental steps. To be taken seriously, any such leap must be grounded in thorough consideration and justification of an appropriate research design.

A discussion of how different theoretical lenses can be integrated is beyond the scope of this paper, but see for example Okhuysen and Bonardi ( 2011 ) and Gioia and Pitre ( 1990 ).

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Jaakkola, E. Designing conceptual articles: four approaches. AMS Rev 10 , 18–26 (2020). https://doi.org/10.1007/s13162-020-00161-0

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Conceptual Research: Definition, Framework, Example and Advantages

Conceptual Research: Definition

Conceptual research is defined as a methodology wherein research is conducted by observing and analyzing already present information on a given topic. Conceptual research doesn’t involve conducting any practical experiments. It is related to abstract concepts or ideas. Philosophers have long used conceptual research to develop new theories or interpret existing theories in a different light.

For example, Copernicus used conceptual research to come up with the concepts of stellar constellations based on his observations of the universe. Down the line, Galileo simplified Copernicus’s research by making his own conceptual observations which gave rise to more experimental research and confirmed the predictions made at that time.

The most famous example of conceptual research is Sir Issac Newton. He observed his surroundings to conceptualize and develop theories about gravitation and motion.

Einstein is widely known and appreciated for his work on conceptual research. Although his theories were based on conceptual observations, Einstein also proposed experiments to come up with theories to test the conceptual research.

Nowadays, conceptual research is used to answer business questions and solve real-world problems. Researchers use analytical research tools called conceptual frameworks to make conceptual distinctions and organize ideas required for research purposes.

Conceptual Research Framework

Conceptual research framework constitutes of a researcher’s combination of previous research and associated work and explains the occurring phenomenon. It systematically explains the actions needed in the course of the research study based on the knowledge obtained from other ongoing research and other researchers’ points of view on the subject matter.

Here is a stepwise guide on how to create the conceptual research framework:

01. Choose the topic for research

Before you start working on collecting any research material, you should have decided on your topic for research. It is important that the topic is selected beforehand and should be within your field of specialization.

02. Collect relevant literature

Once you have narrowed down a topic, it is time to collect relevant information about it. This is an important step, and much of your research is dependent on this particular step, as conceptual research is mostly based on information obtained from previous research. Here collecting relevant literature and information is the key to successfully completing research.

The material that you should preferably use is scientific journals , research papers published by well-known scientists , and similar material. There is a lot of information available on the internet and in public libraries as well. All the information that you find on the internet may not be relevant or true. So before you use the information, make sure you verify it.  

03. Identify specific variables

Identify the specific variables that are related to the research study you want to conduct. These variables can give your research a new scope and can also help you identify how these can be related to your research design . For example, consider hypothetically you want to conduct research about the occurrence of cancer in married women. Here the two variables that you will be concentrating on are married women and cancer.

While collecting relevant literature, you understand that the spread of cancer is more aggressive in married women who are beyond 40 years of age. Here there is a third variable which is age, and this is a relevant variable that can affect the end result of your research.  

04. Generate the framework

In this step, you start building the required framework using the mix of variables from the scientific articles and other relevant materials. The research problem statement in your research becomes the research framework. Your attempt to start answering the question becomes the basis of your research study. The study is carried out to reduce the knowledge gap and make available more relevant and correct information.

Example of Conceptual Research Framework

Thesis statement/ Purpose of research: Chronic exposure to sunlight can lead to precancerous (actinic keratosis), cancerous (basal cell carcinoma, squamous cell carcinoma, and melanoma), and even skin lesions (caused by loss of skin’s immune function) in women over 40 years of age.

The study claims that constant exposure to sunlight can cause the precancerous condition and can eventually lead to cancer and other skin abnormalities. Those affected by these experience symptoms like fatigue, fine or coarse wrinkles, discoloration of the skin, freckles, and a burning sensation in the more exposed areas.

Note that in this study, there are two variables associated- cancer and women over 40 years in the African subcontinent. But one is a dependent variable (women over 40 years, in the African subcontinent), and the other is an independent variable (cancer). Cumulative exposure to the sun till the age of 18 years can lead to symptoms similar to skin cancer. If this is not taken care of, there are chances that cancer can spread entirely.

Assuming that the other factors are constant during the research period, it will be possible to correlate the two variables and thus confirm that, indeed, chronic exposure to sunlight causes cancer in women over the age of 40 in the African subcontinent. Further, correlational research can verify this association further.

Advantages of Conceptual Research

1. Conceptual research mainly focuses on the concept of the research or the theory that explains a phenomenon. What causes the phenomenon, what are its building blocks, and so on? It’s research based on pen and paper.

2. This type of research heavily relies on previously conducted studies; no form of experiment is conducted, which saves time, effort, and resources. More relevant information can be generated by conducting conceptual research.

3. Conceptual research is considered the most convenient form of research. In this type of research, if the conceptual framework is ready, only relevant information and literature need to be sorted.

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QuestionPro offers readily available conceptual frameworks. These frameworks can be used to research consumer trust, customer satisfaction (CSAT) , product evaluations, etc. You can select from a wide range of templates question types, and examples curated by expert researchers.

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• What Is a Conceptual Framework? | Tips & Examples

What Is a Conceptual Framework? | Tips & Examples

Published on August 2, 2022 by Bas Swaen and Tegan George. Revised on March 18, 2024.

A conceptual framework illustrates the expected relationship between your variables. It defines the relevant objectives for your research process and maps out how they come together to draw coherent conclusions.

Keep reading for a step-by-step guide to help you construct your own conceptual framework.

Table of contents

Developing a conceptual framework in research, step 1: choose your research question, step 2: select your independent and dependent variables, step 3: visualize your cause-and-effect relationship, step 4: identify other influencing variables, frequently asked questions about conceptual models.

A conceptual framework is a representation of the relationship you expect to see between your variables, or the characteristics or properties that you want to study.

Conceptual frameworks can be written or visual and are generally developed based on a literature review of existing studies about your topic.

Your research question guides your work by determining exactly what you want to find out, giving your research process a clear focus.

However, before you start collecting your data, consider constructing a conceptual framework. This will help you map out which variables you will measure and how you expect them to relate to one another.

In order to move forward with your research question and test a cause-and-effect relationship, you must first identify at least two key variables: your independent and dependent variables .

• The expected cause, “hours of study,” is the independent variable (the predictor, or explanatory variable)
• The expected effect, “exam score,” is the dependent variable (the response, or outcome variable).

Note that causal relationships often involve several independent variables that affect the dependent variable. For the purpose of this example, we’ll work with just one independent variable (“hours of study”).

Now that you’ve figured out your research question and variables, the first step in designing your conceptual framework is visualizing your expected cause-and-effect relationship.

We demonstrate this using basic design components of boxes and arrows. Here, each variable appears in a box. To indicate a causal relationship, each arrow should start from the independent variable (the cause) and point to the dependent variable (the effect).

It’s crucial to identify other variables that can influence the relationship between your independent and dependent variables early in your research process.

Some common variables to include are moderating, mediating, and control variables.

Moderating variables

Moderating variable (or moderators) alter the effect that an independent variable has on a dependent variable. In other words, moderators change the “effect” component of the cause-and-effect relationship.

Let’s add the moderator “IQ.” Here, a student’s IQ level can change the effect that the variable “hours of study” has on the exam score. The higher the IQ, the fewer hours of study are needed to do well on the exam.

Let’s take a look at how this might work. The graph below shows how the number of hours spent studying affects exam score. As expected, the more hours you study, the better your results. Here, a student who studies for 20 hours will get a perfect score.

But the graph looks different when we add our “IQ” moderator of 120. A student with this IQ will achieve a perfect score after just 15 hours of study.

Below, the value of the “IQ” moderator has been increased to 150. A student with this IQ will only need to invest five hours of study in order to get a perfect score.

Here, we see that a moderating variable does indeed change the cause-and-effect relationship between two variables.

Mediating variables

Now we’ll expand the framework by adding a mediating variable . Mediating variables link the independent and dependent variables, allowing the relationship between them to be better explained.

Here’s how the conceptual framework might look if a mediator variable were involved:

In this case, the mediator helps explain why studying more hours leads to a higher exam score. The more hours a student studies, the more practice problems they will complete; the more practice problems completed, the higher the student’s exam score will be.

Moderator vs. mediator

It’s important not to confuse moderating and mediating variables. To remember the difference, you can think of them in relation to the independent variable:

• A moderating variable is not affected by the independent variable, even though it affects the dependent variable. For example, no matter how many hours you study (the independent variable), your IQ will not get higher.
• A mediating variable is affected by the independent variable. In turn, it also affects the dependent variable. Therefore, it links the two variables and helps explain the relationship between them.

Control variables

Lastly,  control variables must also be taken into account. These are variables that are held constant so that they don’t interfere with the results. Even though you aren’t interested in measuring them for your study, it’s crucial to be aware of as many of them as you can be.

A mediator variable explains the process through which two variables are related, while a moderator variable affects the strength and direction of that relationship.

A confounding variable is closely related to both the independent and dependent variables in a study. An independent variable represents the supposed cause , while the dependent variable is the supposed effect . A confounding variable is a third variable that influences both the independent and dependent variables.

Failing to account for confounding variables can cause you to wrongly estimate the relationship between your independent and dependent variables.

Yes, but including more than one of either type requires multiple research questions .

For example, if you are interested in the effect of a diet on health, you can use multiple measures of health: blood sugar, blood pressure, weight, pulse, and many more. Each of these is its own dependent variable with its own research question.

You could also choose to look at the effect of exercise levels as well as diet, or even the additional effect of the two combined. Each of these is a separate independent variable .

To ensure the internal validity of an experiment , you should only change one independent variable at a time.

A control variable is any variable that’s held constant in a research study. It’s not a variable of interest in the study, but it’s controlled because it could influence the outcomes.

A confounding variable , also called a confounder or confounding factor, is a third variable in a study examining a potential cause-and-effect relationship.

A confounding variable is related to both the supposed cause and the supposed effect of the study. It can be difficult to separate the true effect of the independent variable from the effect of the confounding variable.

In your research design , it’s important to identify potential confounding variables and plan how you will reduce their impact.

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Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers

Julie a. luft.

† Department of Mathematics, Social Studies, and Science Education, Mary Frances Early College of Education, University of Georgia, Athens, GA 30602-7124

Sophia Jeong

‡ Department of Teaching & Learning, College of Education & Human Ecology, Ohio State University, Columbus, OH 43210

Robert Idsardi

§ Department of Biology, Eastern Washington University, Cheney, WA 99004

Grant Gardner

∥ Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132

Associated Data

To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.

INTRODUCTION

Discipline-based education research (DBER) involves the purposeful and situated study of teaching and learning in specific disciplinary areas ( Singer et al. , 2012 ). Studies in DBER are guided by research questions that reflect disciplines’ priorities and worldviews. Researchers can use quantitative data, qualitative data, or both to answer these research questions through a variety of methodological traditions. Across all methodologies, there are different methods associated with planning and conducting educational research studies that include the use of surveys, interviews, observations, artifacts, or instruments. Ensuring the coherence of these elements to the discipline’s perspective also involves situating the work in the broader scholarly literature. The tools for doing this include literature reviews, theoretical frameworks, and conceptual frameworks. However, the purpose and function of each of these elements is often confusing to new education researchers. The goal of this article is to introduce new biology education researchers to these three important elements important in DBER scholarship and the broader educational literature.

The first element we discuss is a review of research (literature reviews), which highlights the need for a specific research question, study problem, or topic of investigation. Literature reviews situate the relevance of the study within a topic and a field. The process may seem familiar to science researchers entering DBER fields, but new researchers may still struggle in conducting the review. Booth et al. (2016b) highlight some of the challenges novice education researchers face when conducting a review of literature. They point out that novice researchers struggle in deciding how to focus the review, determining the scope of articles needed in the review, and knowing how to be critical of the articles in the review. Overcoming these challenges (and others) can help novice researchers construct a sound literature review that can inform the design of the study and help ensure the work makes a contribution to the field.

The second and third highlighted elements are theoretical and conceptual frameworks. These guide biology education research (BER) studies, and may be less familiar to science researchers. These elements are important in shaping the construction of new knowledge. Theoretical frameworks offer a way to explain and interpret the studied phenomenon, while conceptual frameworks clarify assumptions about the studied phenomenon. Despite the importance of these constructs in educational research, biology educational researchers have noted the limited use of theoretical or conceptual frameworks in published work ( DeHaan, 2011 ; Dirks, 2011 ; Lo et al. , 2019 ). In reviewing articles published in CBE—Life Sciences Education ( LSE ) between 2015 and 2019, we found that fewer than 25% of the research articles had a theoretical or conceptual framework (see the Supplemental Information), and at times there was an inconsistent use of theoretical and conceptual frameworks. Clearly, these frameworks are challenging for published biology education researchers, which suggests the importance of providing some initial guidance to new biology education researchers.

Fortunately, educational researchers have increased their explicit use of these frameworks over time, and this is influencing educational research in science, technology, engineering, and mathematics (STEM) fields. For instance, a quick search for theoretical or conceptual frameworks in the abstracts of articles in Educational Research Complete (a common database for educational research) in STEM fields demonstrates a dramatic change over the last 20 years: from only 778 articles published between 2000 and 2010 to 5703 articles published between 2010 and 2020, a more than sevenfold increase. Greater recognition of the importance of these frameworks is contributing to DBER authors being more explicit about such frameworks in their studies.

Collectively, literature reviews, theoretical frameworks, and conceptual frameworks work to guide methodological decisions and the elucidation of important findings. Each offers a different perspective on the problem of study and is an essential element in all forms of educational research. As new researchers seek to learn about these elements, they will find different resources, a variety of perspectives, and many suggestions about the construction and use of these elements. The wide range of available information can overwhelm the new researcher who just wants to learn the distinction between these elements or how to craft them adequately.

Our goal in writing this paper is not to offer specific advice about how to write these sections in scholarly work. Instead, we wanted to introduce these elements to those who are new to BER and who are interested in better distinguishing one from the other. In this paper, we share the purpose of each element in BER scholarship, along with important points on its construction. We also provide references for additional resources that may be beneficial to better understanding each element. Table 1 summarizes the key distinctions among these elements.

Comparison of literature reviews, theoretical frameworks, and conceptual reviews

This article is written for the new biology education researcher who is just learning about these different elements or for scientists looking to become more involved in BER. It is a result of our own work as science education and biology education researchers, whether as graduate students and postdoctoral scholars or newly hired and established faculty members. This is the article we wish had been available as we started to learn about these elements or discussed them with new educational researchers in biology.

LITERATURE REVIEWS

Purpose of a literature review.

A literature review is foundational to any research study in education or science. In education, a well-conceptualized and well-executed review provides a summary of the research that has already been done on a specific topic and identifies questions that remain to be answered, thus illustrating the current research project’s potential contribution to the field and the reasoning behind the methodological approach selected for the study ( Maxwell, 2012 ). BER is an evolving disciplinary area that is redefining areas of conceptual emphasis as well as orientations toward teaching and learning (e.g., Labov et al. , 2010 ; American Association for the Advancement of Science, 2011 ; Nehm, 2019 ). As a result, building comprehensive, critical, purposeful, and concise literature reviews can be a challenge for new biology education researchers.

Building Literature Reviews

There are different ways to approach and construct a literature review. Booth et al. (2016a) provide an overview that includes, for example, scoping reviews, which are focused only on notable studies and use a basic method of analysis, and integrative reviews, which are the result of exhaustive literature searches across different genres. Underlying each of these different review processes are attention to the s earch process, a ppraisa l of articles, s ynthesis of the literature, and a nalysis: SALSA ( Booth et al. , 2016a ). This useful acronym can help the researcher focus on the process while building a specific type of review.

However, new educational researchers often have questions about literature reviews that are foundational to SALSA or other approaches. Common questions concern determining which literature pertains to the topic of study or the role of the literature review in the design of the study. This section addresses such questions broadly while providing general guidance for writing a narrative literature review that evaluates the most pertinent studies.

The literature review process should begin before the research is conducted. As Boote and Beile (2005 , p. 3) suggested, researchers should be “scholars before researchers.” They point out that having a good working knowledge of the proposed topic helps illuminate avenues of study. Some subject areas have a deep body of work to read and reflect upon, providing a strong foundation for developing the research question(s). For instance, the teaching and learning of evolution is an area of long-standing interest in the BER community, generating many studies (e.g., Perry et al. , 2008 ; Barnes and Brownell, 2016 ) and reviews of research (e.g., Sickel and Friedrichsen, 2013 ; Ziadie and Andrews, 2018 ). Emerging areas of BER include the affective domain, issues of transfer, and metacognition ( Singer et al. , 2012 ). Many studies in these areas are transdisciplinary and not always specific to biology education (e.g., Rodrigo-Peiris et al. , 2018 ; Kolpikova et al. , 2019 ). These newer areas may require reading outside BER; fortunately, summaries of some of these topics can be found in the Current Insights section of the LSE website.

In focusing on a specific problem within a broader research strand, a new researcher will likely need to examine research outside BER. Depending upon the area of study, the expanded reading list might involve a mix of BER, DBER, and educational research studies. Determining the scope of the reading is not always straightforward. A simple way to focus one’s reading is to create a “summary phrase” or “research nugget,” which is a very brief descriptive statement about the study. It should focus on the essence of the study, for example, “first-year nonmajor students’ understanding of evolution,” “metacognitive prompts to enhance learning during biochemistry,” or “instructors’ inquiry-based instructional practices after professional development programming.” This type of phrase should help a new researcher identify two or more areas to review that pertain to the study. Focusing on recent research in the last 5 years is a good first step. Additional studies can be identified by reading relevant works referenced in those articles. It is also important to read seminal studies that are more than 5 years old. Reading a range of studies should give the researcher the necessary command of the subject in order to suggest a research question.

Given that the research question(s) arise from the literature review, the review should also substantiate the selected methodological approach. The review and research question(s) guide the researcher in determining how to collect and analyze data. Often the methodological approach used in a study is selected to contribute knowledge that expands upon what has been published previously about the topic (see Institute of Education Sciences and National Science Foundation, 2013 ). An emerging topic of study may need an exploratory approach that allows for a description of the phenomenon and development of a potential theory. This could, but not necessarily, require a methodological approach that uses interviews, observations, surveys, or other instruments. An extensively studied topic may call for the additional understanding of specific factors or variables; this type of study would be well suited to a verification or a causal research design. These could entail a methodological approach that uses valid and reliable instruments, observations, or interviews to determine an effect in the studied event. In either of these examples, the researcher(s) may use a qualitative, quantitative, or mixed methods methodological approach.

Even with a good research question, there is still more reading to be done. The complexity and focus of the research question dictates the depth and breadth of the literature to be examined. Questions that connect multiple topics can require broad literature reviews. For instance, a study that explores the impact of a biology faculty learning community on the inquiry instruction of faculty could have the following review areas: learning communities among biology faculty, inquiry instruction among biology faculty, and inquiry instruction among biology faculty as a result of professional learning. Biology education researchers need to consider whether their literature review requires studies from different disciplines within or outside DBER. For the example given, it would be fruitful to look at research focused on learning communities with faculty in STEM fields or in general education fields that result in instructional change. It is important not to be too narrow or too broad when reading. When the conclusions of articles start to sound similar or no new insights are gained, the researcher likely has a good foundation for a literature review. This level of reading should allow the researcher to demonstrate a mastery in understanding the researched topic, explain the suitability of the proposed research approach, and point to the need for the refined research question(s).

The literature review should include the researcher’s evaluation and critique of the selected studies. A researcher may have a large collection of studies, but not all of the studies will follow standards important in the reporting of empirical work in the social sciences. The American Educational Research Association ( Duran et al. , 2006 ), for example, offers a general discussion about standards for such work: an adequate review of research informing the study, the existence of sound and appropriate data collection and analysis methods, and appropriate conclusions that do not overstep or underexplore the analyzed data. The Institute of Education Sciences and National Science Foundation (2013) also offer Common Guidelines for Education Research and Development that can be used to evaluate collected studies.

Because not all journals adhere to such standards, it is important that a researcher review each study to determine the quality of published research, per the guidelines suggested earlier. In some instances, the research may be fatally flawed. Examples of such flaws include data that do not pertain to the question, a lack of discussion about the data collection, poorly constructed instruments, or an inadequate analysis. These types of errors result in studies that are incomplete, error-laden, or inaccurate and should be excluded from the review. Most studies have limitations, and the author(s) often make them explicit. For instance, there may be an instructor effect, recognized bias in the analysis, or issues with the sample population. Limitations are usually addressed by the research team in some way to ensure a sound and acceptable research process. Occasionally, the limitations associated with the study can be significant and not addressed adequately, which leaves a consequential decision in the hands of the researcher. Providing critiques of studies in the literature review process gives the reader confidence that the researcher has carefully examined relevant work in preparation for the study and, ultimately, the manuscript.

A solid literature review clearly anchors the proposed study in the field and connects the research question(s), the methodological approach, and the discussion. Reviewing extant research leads to research questions that will contribute to what is known in the field. By summarizing what is known, the literature review points to what needs to be known, which in turn guides decisions about methodology. Finally, notable findings of the new study are discussed in reference to those described in the literature review.

Within published BER studies, literature reviews can be placed in different locations in an article. When included in the introductory section of the study, the first few paragraphs of the manuscript set the stage, with the literature review following the opening paragraphs. Cooper et al. (2019) illustrate this approach in their study of course-based undergraduate research experiences (CUREs). An introduction discussing the potential of CURES is followed by an analysis of the existing literature relevant to the design of CUREs that allows for novel student discoveries. Within this review, the authors point out contradictory findings among research on novel student discoveries. This clarifies the need for their study, which is described and highlighted through specific research aims.

A literature reviews can also make up a separate section in a paper. For example, the introduction to Todd et al. (2019) illustrates the need for their research topic by highlighting the potential of learning progressions (LPs) and suggesting that LPs may help mitigate learning loss in genetics. At the end of the introduction, the authors state their specific research questions. The review of literature following this opening section comprises two subsections. One focuses on learning loss in general and examines a variety of studies and meta-analyses from the disciplines of medical education, mathematics, and reading. The second section focuses specifically on LPs in genetics and highlights student learning in the midst of LPs. These separate reviews provide insights into the stated research question.

Suggestions and Advice

A well-conceptualized, comprehensive, and critical literature review reveals the understanding of the topic that the researcher brings to the study. Literature reviews should not be so big that there is no clear area of focus; nor should they be so narrow that no real research question arises. The task for a researcher is to craft an efficient literature review that offers a critical analysis of published work, articulates the need for the study, guides the methodological approach to the topic of study, and provides an adequate foundation for the discussion of the findings.

In our own writing of literature reviews, there are often many drafts. An early draft may seem well suited to the study because the need for and approach to the study are well described. However, as the results of the study are analyzed and findings begin to emerge, the existing literature review may be inadequate and need revision. The need for an expanded discussion about the research area can result in the inclusion of new studies that support the explanation of a potential finding. The literature review may also prove to be too broad. Refocusing on a specific area allows for more contemplation of a finding.

It should be noted that there are different types of literature reviews, and many books and articles have been written about the different ways to embark on these types of reviews. Among these different resources, the following may be helpful in considering how to refine the review process for scholarly journals:

• Booth, A., Sutton, A., & Papaioannou, D. (2016a). Systemic approaches to a successful literature review (2nd ed.). Los Angeles, CA: Sage. This book addresses different types of literature reviews and offers important suggestions pertaining to defining the scope of the literature review and assessing extant studies.
• Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & Fitzgerald, W. T. (2016b). The craft of research (4th ed.). Chicago: University of Chicago Press. This book can help the novice consider how to make the case for an area of study. While this book is not specifically about literature reviews, it offers suggestions about making the case for your study.
• Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). Routledge. This book offers guidance on writing different types of literature reviews. For the novice researcher, there are useful suggestions for creating coherent literature reviews.

THEORETICAL FRAMEWORKS

Purpose of theoretical frameworks.

As new education researchers may be less familiar with theoretical frameworks than with literature reviews, this discussion begins with an analogy. Envision a biologist, chemist, and physicist examining together the dramatic effect of a fog tsunami over the ocean. A biologist gazing at this phenomenon may be concerned with the effect of fog on various species. A chemist may be interested in the chemical composition of the fog as water vapor condenses around bits of salt. A physicist may be focused on the refraction of light to make fog appear to be “sitting” above the ocean. While observing the same “objective event,” the scientists are operating under different theoretical frameworks that provide a particular perspective or “lens” for the interpretation of the phenomenon. Each of these scientists brings specialized knowledge, experiences, and values to this phenomenon, and these influence the interpretation of the phenomenon. The scientists’ theoretical frameworks influence how they design and carry out their studies and interpret their data.

Within an educational study, a theoretical framework helps to explain a phenomenon through a particular lens and challenges and extends existing knowledge within the limitations of that lens. Theoretical frameworks are explicitly stated by an educational researcher in the paper’s framework, theory, or relevant literature section. The framework shapes the types of questions asked, guides the method by which data are collected and analyzed, and informs the discussion of the results of the study. It also reveals the researcher’s subjectivities, for example, values, social experience, and viewpoint ( Allen, 2017 ). It is essential that a novice researcher learn to explicitly state a theoretical framework, because all research questions are being asked from the researcher’s implicit or explicit assumptions of a phenomenon of interest ( Schwandt, 2000 ).

Selecting Theoretical Frameworks

Theoretical frameworks are one of the most contemplated elements in our work in educational research. In this section, we share three important considerations for new scholars selecting a theoretical framework.

The first step in identifying a theoretical framework involves reflecting on the phenomenon within the study and the assumptions aligned with the phenomenon. The phenomenon involves the studied event. There are many possibilities, for example, student learning, instructional approach, or group organization. A researcher holds assumptions about how the phenomenon will be effected, influenced, changed, or portrayed. It is ultimately the researcher’s assumption(s) about the phenomenon that aligns with a theoretical framework. An example can help illustrate how a researcher’s reflection on the phenomenon and acknowledgment of assumptions can result in the identification of a theoretical framework.

In our example, a biology education researcher may be interested in exploring how students’ learning of difficult biological concepts can be supported by the interactions of group members. The phenomenon of interest is the interactions among the peers, and the researcher assumes that more knowledgeable students are important in supporting the learning of the group. As a result, the researcher may draw on Vygotsky’s (1978) sociocultural theory of learning and development that is focused on the phenomenon of student learning in a social setting. This theory posits the critical nature of interactions among students and between students and teachers in the process of building knowledge. A researcher drawing upon this framework holds the assumption that learning is a dynamic social process involving questions and explanations among students in the classroom and that more knowledgeable peers play an important part in the process of building conceptual knowledge.

It is important to state at this point that there are many different theoretical frameworks. Some frameworks focus on learning and knowing, while other theoretical frameworks focus on equity, empowerment, or discourse. Some frameworks are well articulated, and others are still being refined. For a new researcher, it can be challenging to find a theoretical framework. Two of the best ways to look for theoretical frameworks is through published works that highlight different frameworks.

When a theoretical framework is selected, it should clearly connect to all parts of the study. The framework should augment the study by adding a perspective that provides greater insights into the phenomenon. It should clearly align with the studies described in the literature review. For instance, a framework focused on learning would correspond to research that reported different learning outcomes for similar studies. The methods for data collection and analysis should also correspond to the framework. For instance, a study about instructional interventions could use a theoretical framework concerned with learning and could collect data about the effect of the intervention on what is learned. When the data are analyzed, the theoretical framework should provide added meaning to the findings, and the findings should align with the theoretical framework.

A study by Jensen and Lawson (2011) provides an example of how a theoretical framework connects different parts of the study. They compared undergraduate biology students in heterogeneous and homogeneous groups over the course of a semester. Jensen and Lawson (2011) assumed that learning involved collaboration and more knowledgeable peers, which made Vygotsky’s (1978) theory a good fit for their study. They predicted that students in heterogeneous groups would experience greater improvement in their reasoning abilities and science achievements with much of the learning guided by the more knowledgeable peers.

In the enactment of the study, they collected data about the instruction in traditional and inquiry-oriented classes, while the students worked in homogeneous or heterogeneous groups. To determine the effect of working in groups, the authors also measured students’ reasoning abilities and achievement. Each data-collection and analysis decision connected to understanding the influence of collaborative work.

Their findings highlighted aspects of Vygotsky’s (1978) theory of learning. One finding, for instance, posited that inquiry instruction, as a whole, resulted in reasoning and achievement gains. This links to Vygotsky (1978) , because inquiry instruction involves interactions among group members. A more nuanced finding was that group composition had a conditional effect. Heterogeneous groups performed better with more traditional and didactic instruction, regardless of the reasoning ability of the group members. Homogeneous groups worked better during interaction-rich activities for students with low reasoning ability. The authors attributed the variation to the different types of helping behaviors of students. High-performing students provided the answers, while students with low reasoning ability had to work collectively through the material. In terms of Vygotsky (1978) , this finding provided new insights into the learning context in which productive interactions can occur for students.

Another consideration in the selection and use of a theoretical framework pertains to its orientation to the study. This can result in the theoretical framework prioritizing individuals, institutions, and/or policies ( Anfara and Mertz, 2014 ). Frameworks that connect to individuals, for instance, could contribute to understanding their actions, learning, or knowledge. Institutional frameworks, on the other hand, offer insights into how institutions, organizations, or groups can influence individuals or materials. Policy theories provide ways to understand how national or local policies can dictate an emphasis on outcomes or instructional design. These different types of frameworks highlight different aspects in an educational setting, which influences the design of the study and the collection of data. In addition, these different frameworks offer a way to make sense of the data. Aligning the data collection and analysis with the framework ensures that a study is coherent and can contribute to the field.

New understandings emerge when different theoretical frameworks are used. For instance, Ebert-May et al. (2015) prioritized the individual level within conceptual change theory (see Posner et al. , 1982 ). In this theory, an individual’s knowledge changes when it no longer fits the phenomenon. Ebert-May et al. (2015) designed a professional development program challenging biology postdoctoral scholars’ existing conceptions of teaching. The authors reported that the biology postdoctoral scholars’ teaching practices became more student-centered as they were challenged to explain their instructional decision making. According to the theory, the biology postdoctoral scholars’ dissatisfaction in their descriptions of teaching and learning initiated change in their knowledge and instruction. These results reveal how conceptual change theory can explain the learning of participants and guide the design of professional development programming.

The communities of practice (CoP) theoretical framework ( Lave, 1988 ; Wenger, 1998 ) prioritizes the institutional level , suggesting that learning occurs when individuals learn from and contribute to the communities in which they reside. Grounded in the assumption of community learning, the literature on CoP suggests that, as individuals interact regularly with the other members of their group, they learn about the rules, roles, and goals of the community ( Allee, 2000 ). A study conducted by Gehrke and Kezar (2017) used the CoP framework to understand organizational change by examining the involvement of individual faculty engaged in a cross-institutional CoP focused on changing the instructional practice of faculty at each institution. In the CoP, faculty members were involved in enhancing instructional materials within their department, which aligned with an overarching goal of instituting instruction that embraced active learning. Not surprisingly, Gehrke and Kezar (2017) revealed that faculty who perceived the community culture as important in their work cultivated institutional change. Furthermore, they found that institutional change was sustained when key leaders served as mentors and provided support for faculty, and as faculty themselves developed into leaders. This study reveals the complexity of individual roles in a COP in order to support institutional instructional change.

It is important to explicitly state the theoretical framework used in a study, but elucidating a theoretical framework can be challenging for a new educational researcher. The literature review can help to identify an applicable theoretical framework. Focal areas of the review or central terms often connect to assumptions and assertions associated with the framework that pertain to the phenomenon of interest. Another way to identify a theoretical framework is self-reflection by the researcher on personal beliefs and understandings about the nature of knowledge the researcher brings to the study ( Lysaght, 2011 ). In stating one’s beliefs and understandings related to the study (e.g., students construct their knowledge, instructional materials support learning), an orientation becomes evident that will suggest a particular theoretical framework. Theoretical frameworks are not arbitrary , but purposefully selected.

With experience, a researcher may find expanded roles for theoretical frameworks. Researchers may revise an existing framework that has limited explanatory power, or they may decide there is a need to develop a new theoretical framework. These frameworks can emerge from a current study or the need to explain a phenomenon in a new way. Researchers may also find that multiple theoretical frameworks are necessary to frame and explore a problem, as different frameworks can provide different insights into a problem.

Finally, it is important to recognize that choosing “x” theoretical framework does not necessarily mean a researcher chooses “y” methodology and so on, nor is there a clear-cut, linear process in selecting a theoretical framework for one’s study. In part, the nonlinear process of identifying a theoretical framework is what makes understanding and using theoretical frameworks challenging. For the novice scholar, contemplating and understanding theoretical frameworks is essential. Fortunately, there are articles and books that can help:

• Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: Sage. This book provides an overview of theoretical frameworks in general educational research.
• Ding, L. (2019). Theoretical perspectives of quantitative physics education research. Physical Review Physics Education Research , 15 (2), 020101-1–020101-13. This paper illustrates how a DBER field can use theoretical frameworks.
• Nehm, R. (2019). Biology education research: Building integrative frameworks for teaching and learning about living systems. Disciplinary and Interdisciplinary Science Education Research , 1 , ar15. https://doi.org/10.1186/s43031-019-0017-6 . This paper articulates the need for studies in BER to explicitly state theoretical frameworks and provides examples of potential studies.
• Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice . Sage. This book also provides an overview of theoretical frameworks, but for both research and evaluation.

CONCEPTUAL FRAMEWORKS

Purpose of a conceptual framework.

A conceptual framework is a description of the way a researcher understands the factors and/or variables that are involved in the study and their relationships to one another. The purpose of a conceptual framework is to articulate the concepts under study using relevant literature ( Rocco and Plakhotnik, 2009 ) and to clarify the presumed relationships among those concepts ( Rocco and Plakhotnik, 2009 ; Anfara and Mertz, 2014 ). Conceptual frameworks are different from theoretical frameworks in both their breadth and grounding in established findings. Whereas a theoretical framework articulates the lens through which a researcher views the work, the conceptual framework is often more mechanistic and malleable.

Conceptual frameworks are broader, encompassing both established theories (i.e., theoretical frameworks) and the researchers’ own emergent ideas. Emergent ideas, for example, may be rooted in informal and/or unpublished observations from experience. These emergent ideas would not be considered a “theory” if they are not yet tested, supported by systematically collected evidence, and peer reviewed. However, they do still play an important role in the way researchers approach their studies. The conceptual framework allows authors to clearly describe their emergent ideas so that connections among ideas in the study and the significance of the study are apparent to readers.

Constructing Conceptual Frameworks

Including a conceptual framework in a research study is important, but researchers often opt to include either a conceptual or a theoretical framework. Either may be adequate, but both provide greater insight into the research approach. For instance, a research team plans to test a novel component of an existing theory. In their study, they describe the existing theoretical framework that informs their work and then present their own conceptual framework. Within this conceptual framework, specific topics portray emergent ideas that are related to the theory. Describing both frameworks allows readers to better understand the researchers’ assumptions, orientations, and understanding of concepts being investigated. For example, Connolly et al. (2018) included a conceptual framework that described how they applied a theoretical framework of social cognitive career theory (SCCT) to their study on teaching programs for doctoral students. In their conceptual framework, the authors described SCCT, explained how it applied to the investigation, and drew upon results from previous studies to justify the proposed connections between the theory and their emergent ideas.

In some cases, authors may be able to sufficiently describe their conceptualization of the phenomenon under study in an introduction alone, without a separate conceptual framework section. However, incomplete descriptions of how the researchers conceptualize the components of the study may limit the significance of the study by making the research less intelligible to readers. This is especially problematic when studying topics in which researchers use the same terms for different constructs or different terms for similar and overlapping constructs (e.g., inquiry, teacher beliefs, pedagogical content knowledge, or active learning). Authors must describe their conceptualization of a construct if the research is to be understandable and useful.

There are some key areas to consider regarding the inclusion of a conceptual framework in a study. To begin with, it is important to recognize that conceptual frameworks are constructed by the researchers conducting the study ( Rocco and Plakhotnik, 2009 ; Maxwell, 2012 ). This is different from theoretical frameworks that are often taken from established literature. Researchers should bring together ideas from the literature, but they may be influenced by their own experiences as a student and/or instructor, the shared experiences of others, or thought experiments as they construct a description, model, or representation of their understanding of the phenomenon under study. This is an exercise in intellectual organization and clarity that often considers what is learned, known, and experienced. The conceptual framework makes these constructs explicitly visible to readers, who may have different understandings of the phenomenon based on their prior knowledge and experience. There is no single method to go about this intellectual work.

Reeves et al. (2016) is an example of an article that proposed a conceptual framework about graduate teaching assistant professional development evaluation and research. The authors used existing literature to create a novel framework that filled a gap in current research and practice related to the training of graduate teaching assistants. This conceptual framework can guide the systematic collection of data by other researchers because the framework describes the relationships among various factors that influence teaching and learning. The Reeves et al. (2016) conceptual framework may be modified as additional data are collected and analyzed by other researchers. This is not uncommon, as conceptual frameworks can serve as catalysts for concerted research efforts that systematically explore a phenomenon (e.g., Reynolds et al. , 2012 ; Brownell and Kloser, 2015 ).

Sabel et al. (2017) used a conceptual framework in their exploration of how scaffolds, an external factor, interact with internal factors to support student learning. Their conceptual framework integrated principles from two theoretical frameworks, self-regulated learning and metacognition, to illustrate how the research team conceptualized students’ use of scaffolds in their learning ( Figure 1 ). Sabel et al. (2017) created this model using their interpretations of these two frameworks in the context of their teaching.

Conceptual framework from Sabel et al. (2017) .

A conceptual framework should describe the relationship among components of the investigation ( Anfara and Mertz, 2014 ). These relationships should guide the researcher’s methods of approaching the study ( Miles et al. , 2014 ) and inform both the data to be collected and how those data should be analyzed. Explicitly describing the connections among the ideas allows the researcher to justify the importance of the study and the rigor of the research design. Just as importantly, these frameworks help readers understand why certain components of a system were not explored in the study. This is a challenge in education research, which is rooted in complex environments with many variables that are difficult to control.

For example, Sabel et al. (2017) stated: “Scaffolds, such as enhanced answer keys and reflection questions, can help students and instructors bridge the external and internal factors and support learning” (p. 3). They connected the scaffolds in the study to the three dimensions of metacognition and the eventual transformation of existing ideas into new or revised ideas. Their framework provides a rationale for focusing on how students use two different scaffolds, and not on other factors that may influence a student’s success (self-efficacy, use of active learning, exam format, etc.).

In constructing conceptual frameworks, researchers should address needed areas of study and/or contradictions discovered in literature reviews. By attending to these areas, researchers can strengthen their arguments for the importance of a study. For instance, conceptual frameworks can address how the current study will fill gaps in the research, resolve contradictions in existing literature, or suggest a new area of study. While a literature review describes what is known and not known about the phenomenon, the conceptual framework leverages these gaps in describing the current study ( Maxwell, 2012 ). In the example of Sabel et al. (2017) , the authors indicated there was a gap in the literature regarding how scaffolds engage students in metacognition to promote learning in large classes. Their study helps fill that gap by describing how scaffolds can support students in the three dimensions of metacognition: intelligibility, plausibility, and wide applicability. In another example, Lane (2016) integrated research from science identity, the ethic of care, the sense of belonging, and an expertise model of student success to form a conceptual framework that addressed the critiques of other frameworks. In a more recent example, Sbeglia et al. (2021) illustrated how a conceptual framework influences the methodological choices and inferences in studies by educational researchers.

Sometimes researchers draw upon the conceptual frameworks of other researchers. When a researcher’s conceptual framework closely aligns with an existing framework, the discussion may be brief. For example, Ghee et al. (2016) referred to portions of SCCT as their conceptual framework to explain the significance of their work on students’ self-efficacy and career interests. Because the authors’ conceptualization of this phenomenon aligned with a previously described framework, they briefly mentioned the conceptual framework and provided additional citations that provided more detail for the readers.

Within both the BER and the broader DBER communities, conceptual frameworks have been used to describe different constructs. For example, some researchers have used the term “conceptual framework” to describe students’ conceptual understandings of a biological phenomenon. This is distinct from a researcher’s conceptual framework of the educational phenomenon under investigation, which may also need to be explicitly described in the article. Other studies have presented a research logic model or flowchart of the research design as a conceptual framework. These constructions can be quite valuable in helping readers understand the data-collection and analysis process. However, a model depicting the study design does not serve the same role as a conceptual framework. Researchers need to avoid conflating these constructs by differentiating the researchers’ conceptual framework that guides the study from the research design, when applicable.

Explicitly describing conceptual frameworks is essential in depicting the focus of the study. We have found that being explicit in a conceptual framework means using accepted terminology, referencing prior work, and clearly noting connections between terms. This description can also highlight gaps in the literature or suggest potential contributions to the field of study. A well-elucidated conceptual framework can suggest additional studies that may be warranted. This can also spur other researchers to consider how they would approach the examination of a phenomenon and could result in a revised conceptual framework.

It can be challenging to create conceptual frameworks, but they are important. Below are two resources that could be helpful in constructing and presenting conceptual frameworks in educational research:

• Maxwell, J. A. (2012). Qualitative research design: An interactive approach (3rd ed.). Los Angeles, CA: Sage. Chapter 3 in this book describes how to construct conceptual frameworks.
• Ravitch, S. M., & Riggan, M. (2016). Reason & rigor: How conceptual frameworks guide research . Los Angeles, CA: Sage. This book explains how conceptual frameworks guide the research questions, data collection, data analyses, and interpretation of results.

CONCLUDING THOUGHTS

Literature reviews, theoretical frameworks, and conceptual frameworks are all important in DBER and BER. Robust literature reviews reinforce the importance of a study. Theoretical frameworks connect the study to the base of knowledge in educational theory and specify the researcher’s assumptions. Conceptual frameworks allow researchers to explicitly describe their conceptualization of the relationships among the components of the phenomenon under study. Table 1 provides a general overview of these components in order to assist biology education researchers in thinking about these elements.

It is important to emphasize that these different elements are intertwined. When these elements are aligned and complement one another, the study is coherent, and the study findings contribute to knowledge in the field. When literature reviews, theoretical frameworks, and conceptual frameworks are disconnected from one another, the study suffers. The point of the study is lost, suggested findings are unsupported, or important conclusions are invisible to the researcher. In addition, this misalignment may be costly in terms of time and money.

Conducting a literature review, selecting a theoretical framework, and building a conceptual framework are some of the most difficult elements of a research study. It takes time to understand the relevant research, identify a theoretical framework that provides important insights into the study, and formulate a conceptual framework that organizes the finding. In the research process, there is often a constant back and forth among these elements as the study evolves. With an ongoing refinement of the review of literature, clarification of the theoretical framework, and articulation of a conceptual framework, a sound study can emerge that makes a contribution to the field. This is the goal of BER and education research.

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Home » Conceptual Framework – Types, Methodology and Examples

Conceptual Framework – Types, Methodology and Examples

Table of Contents

Conceptual Framework

Definition:

A conceptual framework is a structured approach to organizing and understanding complex ideas, theories, or concepts. It provides a systematic and coherent way of thinking about a problem or topic, and helps to guide research or analysis in a particular field.

A conceptual framework typically includes a set of assumptions, concepts, and propositions that form a theoretical framework for understanding a particular phenomenon. It can be used to develop hypotheses, guide empirical research, or provide a framework for evaluating and interpreting data.

Conceptual Framework in Research

In research, a conceptual framework is a theoretical structure that provides a framework for understanding a particular phenomenon or problem. It is a key component of any research project and helps to guide the research process from start to finish.

A conceptual framework provides a clear understanding of the variables, relationships, and assumptions that underpin a research study. It outlines the key concepts that the study is investigating and how they are related to each other. It also defines the scope of the study and sets out the research questions or hypotheses.

Types of Conceptual Framework

Types of Conceptual Framework are as follows:

Theoretical Framework

A theoretical framework is an overarching set of concepts, ideas, and assumptions that help to explain and interpret a phenomenon. It provides a theoretical perspective on the phenomenon being studied and helps researchers to identify the relationships between different concepts. For example, a theoretical framework for a study on the impact of social media on mental health might draw on theories of communication, social influence, and psychological well-being.

Conceptual Model

A conceptual model is a visual or written representation of a complex system or phenomenon. It helps to identify the main components of the system and the relationships between them. For example, a conceptual model for a study on the factors that influence employee turnover might include factors such as job satisfaction, salary, work-life balance, and job security, and the relationships between them.

Empirical Framework

An empirical framework is based on empirical data and helps to explain a particular phenomenon. It involves collecting data, analyzing it, and developing a framework to explain the results. For example, an empirical framework for a study on the impact of a new health intervention might involve collecting data on the intervention’s effectiveness, cost, and acceptability to patients.

Descriptive Framework

A descriptive framework is used to describe a particular phenomenon. It helps to identify the main characteristics of the phenomenon and to develop a vocabulary to describe it. For example, a descriptive framework for a study on different types of musical genres might include descriptions of the instruments used, the rhythms and beats, the vocal styles, and the cultural contexts of each genre.

Analytical Framework

An analytical framework is used to analyze a particular phenomenon. It involves breaking down the phenomenon into its constituent parts and analyzing them separately. This type of framework is often used in social science research. For example, an analytical framework for a study on the impact of race on police brutality might involve analyzing the historical and cultural factors that contribute to racial bias, the organizational factors that influence police behavior, and the psychological factors that influence individual officers’ behavior.

Conceptual Framework for Policy Analysis

A conceptual framework for policy analysis is used to guide the development of policies or programs. It helps policymakers to identify the key issues and to develop strategies to address them. For example, a conceptual framework for a policy analysis on climate change might involve identifying the key stakeholders, assessing their interests and concerns, and developing policy options to mitigate the impacts of climate change.

Logical Frameworks

Logical frameworks are used to plan and evaluate projects and programs. They provide a structured approach to identifying project goals, objectives, and outcomes, and help to ensure that all stakeholders are aligned and working towards the same objectives.

Conceptual Frameworks for Program Evaluation

These frameworks are used to evaluate the effectiveness of programs or interventions. They provide a structure for identifying program goals, objectives, and outcomes, and help to measure the impact of the program on its intended beneficiaries.

Conceptual Frameworks for Organizational Analysis

These frameworks are used to analyze and evaluate organizational structures, processes, and performance. They provide a structured approach to understanding the relationships between different departments, functions, and stakeholders within an organization.

Conceptual Frameworks for Strategic Planning

These frameworks are used to develop and implement strategic plans for organizations or businesses. They help to identify the key factors and stakeholders that will impact the success of the plan, and provide a structure for setting goals, developing strategies, and monitoring progress.

Components of Conceptual Framework

The components of a conceptual framework typically include:

• Research question or problem statement : This component defines the problem or question that the conceptual framework seeks to address. It sets the stage for the development of the framework and guides the selection of the relevant concepts and constructs.
• Concepts : These are the general ideas, principles, or categories that are used to describe and explain the phenomenon or problem under investigation. Concepts provide the building blocks of the framework and help to establish a common language for discussing the issue.
• Constructs : Constructs are the specific variables or concepts that are used to operationalize the general concepts. They are measurable or observable and serve as indicators of the underlying concept.
• Propositions or hypotheses : These are statements that describe the relationships between the concepts or constructs in the framework. They provide a basis for testing the validity of the framework and for generating new insights or theories.
• Assumptions : These are the underlying beliefs or values that shape the framework. They may be explicit or implicit and may influence the selection and interpretation of the concepts and constructs.
• Boundaries : These are the limits or scope of the framework. They define the focus of the investigation and help to clarify what is included and excluded from the analysis.
• Context : This component refers to the broader social, cultural, and historical factors that shape the phenomenon or problem under investigation. It helps to situate the framework within a larger theoretical or empirical context and to identify the relevant variables and factors that may affect the phenomenon.
• Relationships and connections: These are the connections and interrelationships between the different components of the conceptual framework. They describe how the concepts and constructs are linked and how they contribute to the overall understanding of the phenomenon or problem.
• Variables : These are the factors that are being measured or observed in the study. They are often operationalized as constructs and are used to test the propositions or hypotheses.
• Methodology : This component describes the research methods and techniques that will be used to collect and analyze data. It includes the sampling strategy, data collection methods, data analysis techniques, and ethical considerations.
• Literature review : This component provides an overview of the existing research and theories related to the phenomenon or problem under investigation. It helps to identify the gaps in the literature and to situate the framework within the broader theoretical and empirical context.
• Outcomes and implications: These are the expected outcomes or implications of the study. They describe the potential contributions of the study to the theoretical and empirical knowledge in the field and the practical implications for policy and practice.

Conceptual Framework Methodology

Conceptual Framework Methodology is a research method that is commonly used in academic and scientific research to develop a theoretical framework for a study. It is a systematic approach that helps researchers to organize their thoughts and ideas, identify the variables that are relevant to their study, and establish the relationships between these variables.

Here are the steps involved in the conceptual framework methodology:

Identify the Research Problem

The first step is to identify the research problem or question that the study aims to answer. This involves identifying the gaps in the existing literature and determining what specific issue the study aims to address.

Conduct a Literature Review

The second step involves conducting a thorough literature review to identify the existing theories, models, and frameworks that are relevant to the research question. This will help the researcher to identify the key concepts and variables that need to be considered in the study.

Define key Concepts and Variables

The next step is to define the key concepts and variables that are relevant to the study. This involves clearly defining the terms used in the study, and identifying the factors that will be measured or observed in the study.

Develop a Theoretical Framework

Once the key concepts and variables have been identified, the researcher can develop a theoretical framework. This involves establishing the relationships between the key concepts and variables, and creating a visual representation of these relationships.

Test the Framework

The final step is to test the theoretical framework using empirical data. This involves collecting and analyzing data to determine whether the relationships between the key concepts and variables that were identified in the framework are accurate and valid.

Examples of Conceptual Framework

Some realtime Examples of Conceptual Framework are as follows:

• In economics , the concept of supply and demand is a well-known conceptual framework. It provides a structure for understanding how prices are set in a market, based on the interplay of the quantity of goods supplied by producers and the quantity of goods demanded by consumers.
• In psychology , the cognitive-behavioral framework is a widely used conceptual framework for understanding mental health and illness. It emphasizes the role of thoughts and behaviors in shaping emotions and the importance of cognitive restructuring and behavior change in treatment.
• In sociology , the social determinants of health framework provides a way of understanding how social and economic factors such as income, education, and race influence health outcomes. This framework is widely used in public health research and policy.
• In environmental science , the ecosystem services framework is a way of understanding the benefits that humans derive from natural ecosystems, such as clean air and water, pollination, and carbon storage. This framework is used to guide conservation and land-use decisions.
• In education, the constructivist framework is a way of understanding how learners construct knowledge through active engagement with their environment. This framework is used to guide instructional design and teaching strategies.

Applications of Conceptual Framework

Some of the applications of Conceptual Frameworks are as follows:

• Research : Conceptual frameworks are used in research to guide the design, implementation, and interpretation of studies. Researchers use conceptual frameworks to develop hypotheses, identify research questions, and select appropriate methods for collecting and analyzing data.
• Policy: Conceptual frameworks are used in policy-making to guide the development of policies and programs. Policymakers use conceptual frameworks to identify key factors that influence a particular problem or issue, and to develop strategies for addressing them.
• Education : Conceptual frameworks are used in education to guide the design and implementation of instructional strategies and curriculum. Educators use conceptual frameworks to identify learning objectives, select appropriate teaching methods, and assess student learning.
• Management : Conceptual frameworks are used in management to guide decision-making and strategy development. Managers use conceptual frameworks to understand the internal and external factors that influence their organizations, and to develop strategies for achieving their goals.
• Evaluation : Conceptual frameworks are used in evaluation to guide the development of evaluation plans and to interpret evaluation results. Evaluators use conceptual frameworks to identify key outcomes, indicators, and measures, and to develop a logic model for their evaluation.

Purpose of Conceptual Framework

The purpose of a conceptual framework is to provide a theoretical foundation for understanding and analyzing complex phenomena. Conceptual frameworks help to:

• Guide research : Conceptual frameworks provide a framework for researchers to develop hypotheses, identify research questions, and select appropriate methods for collecting and analyzing data. By providing a theoretical foundation for research, conceptual frameworks help to ensure that research is rigorous, systematic, and valid.
• Provide clarity: Conceptual frameworks help to provide clarity and structure to complex phenomena by identifying key concepts, relationships, and processes. By providing a clear and systematic understanding of a phenomenon, conceptual frameworks help to ensure that researchers, policymakers, and practitioners are all on the same page when it comes to understanding the issue at hand.
• Inform decision-making : Conceptual frameworks can be used to inform decision-making and strategy development by identifying key factors that influence a particular problem or issue. By understanding the complex interplay of factors that contribute to a particular issue, decision-makers can develop more effective strategies for addressing the problem.
• Facilitate communication : Conceptual frameworks provide a common language and conceptual framework for researchers, policymakers, and practitioners to communicate and collaborate on complex issues. By providing a shared understanding of a phenomenon, conceptual frameworks help to ensure that everyone is working towards the same goal.

When to use Conceptual Framework

There are several situations when it is appropriate to use a conceptual framework:

• To guide the research : A conceptual framework can be used to guide the research process by providing a clear roadmap for the research project. It can help researchers identify key variables and relationships, and develop hypotheses or research questions.
• To clarify concepts : A conceptual framework can be used to clarify and define key concepts and terms used in a research project. It can help ensure that all researchers are using the same language and have a shared understanding of the concepts being studied.
• To provide a theoretical basis: A conceptual framework can provide a theoretical basis for a research project by linking it to existing theories or conceptual models. This can help researchers build on previous research and contribute to the development of a field.
• To identify gaps in knowledge : A conceptual framework can help identify gaps in existing knowledge by highlighting areas that require further research or investigation.
• To communicate findings : A conceptual framework can be used to communicate research findings by providing a clear and concise summary of the key variables, relationships, and assumptions that underpin the research project.

Characteristics of Conceptual Framework

key characteristics of a conceptual framework are:

• Clear definition of key concepts : A conceptual framework should clearly define the key concepts and terms being used in a research project. This ensures that all researchers have a shared understanding of the concepts being studied.
• Identification of key variables: A conceptual framework should identify the key variables that are being studied and how they are related to each other. This helps to organize the research project and provides a clear focus for the study.
• Logical structure: A conceptual framework should have a logical structure that connects the key concepts and variables being studied. This helps to ensure that the research project is coherent and consistent.
• Based on existing theory : A conceptual framework should be based on existing theory or conceptual models. This helps to ensure that the research project is grounded in existing knowledge and builds on previous research.
• Testable hypotheses or research questions: A conceptual framework should include testable hypotheses or research questions that can be answered through empirical research. This helps to ensure that the research project is rigorous and scientifically valid.
• Flexibility : A conceptual framework should be flexible enough to allow for modifications as new information is gathered during the research process. This helps to ensure that the research project is responsive to new findings and is able to adapt to changing circumstances.

Advantages of Conceptual Framework

Advantages of the Conceptual Framework are as follows:

• Clarity : A conceptual framework provides clarity to researchers by outlining the key concepts and variables that are relevant to the research project. This clarity helps researchers to focus on the most important aspects of the research problem and develop a clear plan for investigating it.
• Direction : A conceptual framework provides direction to researchers by helping them to develop hypotheses or research questions that are grounded in existing theory or conceptual models. This direction ensures that the research project is relevant and contributes to the development of the field.
• Efficiency : A conceptual framework can increase efficiency in the research process by providing a structure for organizing ideas and data. This structure can help researchers to avoid redundancies and inconsistencies in their work, saving time and effort.
• Rigor : A conceptual framework can help to ensure the rigor of a research project by providing a theoretical basis for the investigation. This rigor is essential for ensuring that the research project is scientifically valid and produces meaningful results.
• Communication : A conceptual framework can facilitate communication between researchers by providing a shared language and understanding of the key concepts and variables being studied. This communication is essential for collaboration and the advancement of knowledge in the field.
• Generalization : A conceptual framework can help to generalize research findings beyond the specific study by providing a theoretical basis for the investigation. This generalization is essential for the development of knowledge in the field and for informing future research.

Limitations of Conceptual Framework

Limitations of Conceptual Framework are as follows:

• Limited applicability: Conceptual frameworks are often based on existing theory or conceptual models, which may not be applicable to all research problems or contexts. This can limit the usefulness of a conceptual framework in certain situations.
• Lack of empirical support : While a conceptual framework can provide a theoretical basis for a research project, it may not be supported by empirical evidence. This can limit the usefulness of a conceptual framework in guiding empirical research.
• Narrow focus: A conceptual framework can provide a clear focus for a research project, but it may also limit the scope of the investigation. This can make it difficult to address broader research questions or to consider alternative perspectives.
• Over-simplification: A conceptual framework can help to organize and structure research ideas, but it may also over-simplify complex phenomena. This can limit the depth of the investigation and the richness of the data collected.
• Inflexibility : A conceptual framework can provide a structure for organizing research ideas, but it may also be inflexible in the face of new data or unexpected findings. This can limit the ability of researchers to adapt their research project to new information or changing circumstances.
• Difficulty in development : Developing a conceptual framework can be a challenging and time-consuming process. It requires a thorough understanding of existing theory or conceptual models, and may require collaboration with other researchers.

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Muhammad Hassan

Researcher, Academic Writer, Web developer

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Concept Papers in Research: Deciphering the blueprint of brilliance

Concept papers hold significant importance as a precursor to a full-fledged research proposal in academia and research. Understanding the nuances and significance of a concept paper is essential for any researcher aiming to lay a strong foundation for their investigation.

Table of Contents

What Is Concept Paper

A concept paper can be defined as a concise document which outlines the fundamental aspects of a grant proposal. It outlines the initial ideas, objectives, and theoretical framework of a proposed research project. It is usually two to three-page long overview of the proposal. However, they differ from both research proposal and original research paper in lacking a detailed plan and methodology for a specific study as in research proposal provides and exclusion of the findings and analysis of a completed research project as in an original research paper. A concept paper primarily focuses on introducing the basic idea, intended research question, and the framework that will guide the research.

Purpose of a Concept Paper

A concept paper serves as an initial document, commonly required by private organizations before a formal proposal submission. It offers a preliminary overview of a project or research’s purpose, method, and implementation. It acts as a roadmap, providing clarity and coherence in research direction. Additionally, it also acts as a tool for receiving informal input. The paper is used for internal decision-making, seeking approval from the board, and securing commitment from partners. It promotes cohesive communication and serves as a professional and respectful tool in collaboration.

These papers aid in focusing on the core objectives, theoretical underpinnings, and potential methodology of the research, enabling researchers to gain initial feedback and refine their ideas before delving into detailed research.

Key Elements of a Concept Paper

Key elements of a concept paper include the title page , background , literature review , problem statement , methodology, timeline, and references. It’s crucial for researchers seeking grants as it helps evaluators assess the relevance and feasibility of the proposed research.

Writing an effective concept paper in academic research involves understanding and incorporating essential elements:

How to Write a Concept Paper?

To ensure an effective concept paper, it’s recommended to select a compelling research topic, pose numerous research questions and incorporate data and numbers to support the project’s rationale. The document must be concise (around five pages) after tailoring the content and following the formatting requirements. Additionally, infographics and scientific illustrations can enhance the document’s impact and engagement with the audience. The steps to write a concept paper are as follows:

1. Write a Crisp Title:

Choose a clear, descriptive title that encapsulates the main idea. The title should express the paper’s content. It should serve as a preview for the reader.

2. Provide a Background Information:

Give a background information about the issue or topic. Define the key terminologies or concepts. Review existing literature to identify the gaps your concept paper aims to fill.

3. Outline Contents in the Introduction:

Introduce the concept paper with a brief overview of the problem or idea you’re addressing. Explain its significance. Identify the specific knowledge gaps your research aims to address and mention any contradictory theories related to your research question.

4. Define a Mission Statement:

The mission statement follows a clear problem statement that defines the problem or concept that need to be addressed. Write a concise mission statement that engages your research purpose and explains why gaining the reader’s approval will benefit your field.

5. Explain the Research Aim and Objectives:

Explain why your research is important and the specific questions you aim to answer through your research. State the specific goals and objectives your concept intends to achieve. Provide a detailed explanation of your concept. What is it, how does it work, and what makes it unique?

6. Detail the Methodology:

Discuss the research methods you plan to use, such as surveys, experiments, case studies, interviews, and observations. Mention any ethical concerns related to your research.

7. Outline Proposed Methods and Potential Impact:

Provide detailed information on how you will conduct your research, including any specialized equipment or collaborations. Discuss the expected results or impacts of implementing the concept. Highlight the potential benefits, whether social, economic, or otherwise.

8. Mention the Feasibility

Discuss the resources necessary for the concept’s execution. Mention the expected duration of the research and specific milestones. Outline a proposed timeline for implementing the concept.

9. Include a Support Section:

Include a section that breaks down the project’s budget, explaining the overall cost and individual expenses to demonstrate how the allocated funds will be used.

10. Provide a Conclusion:

Summarize the key points and restate the importance of the concept. If necessary, include a call to action or next steps.

Although the structure and elements of a concept paper may vary depending on the specific requirements, you can tailor your document based on the guidelines or instructions you’ve been given.

Here are some tips to write a concept paper:

Example of a Concept Paper

Here is an example of a concept paper. Please note, this is a generalized example. Your concept paper should align with the specific requirements, guidelines, and objectives you aim to achieve in your proposal. Tailor it accordingly to the needs and context of the initiative you are proposing.

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Importance of a Concept Paper

Concept papers serve various fields, influencing the direction and potential of research in science, social sciences, technology, and more. They contribute to the formulation of groundbreaking studies and novel ideas that can impact societal, economic, and academic spheres.

A concept paper serves several crucial purposes in various fields:

In summary, a well-crafted concept paper is essential in outlining a clear, concise, and structured framework for new ideas or proposals. It helps in assessing the feasibility, viability, and potential impact of the concept before investing significant resources into its implementation.

How well do you understand concept papers? Test your understanding now! 

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Role of AI in Writing Concept Papers

The increasing use of AI, particularly generative models, has facilitated the writing process for concept papers. Responsible use involves leveraging AI to assist in ideation, organization, and language refinement while ensuring that the originality and ethical standards of research are maintained.

AI plays a significant role in aiding the creation and development of concept papers in several ways:

1. Idea Generation and Organization

AI tools can assist in brainstorming initial ideas for concept papers based on key concepts. They can help in organizing information, creating outlines, and structuring the content effectively.

2. Summarizing Research and Data Analysis

AI-powered tools can assist in conducting comprehensive literature reviews, helping writers to gather and synthesize relevant information. AI algorithms can process and analyze vast amounts of data, providing insights and statistics to support the concept presented in the paper.

3. Language and Style Enhancement

AI grammar checker tools can help writers by offering grammar, style, and tone suggestions, ensuring professionalism. It can also facilitate translation, in case a global collaboration.

4. Collaboration and Feedback

AI platforms offer collaborative features that enable multiple authors to work simultaneously on a concept paper, allowing for real-time contributions and edits.

5. Customization and Personalization

AI algorithms can provide personalized recommendations based on the specific requirements or context of the concept paper. They can assist in tailoring the concept paper according to the target audience or specific guidelines.

6. Automation and Efficiency

AI can automate certain tasks, such as citation formatting, bibliography creation, or reference checking, saving time for the writer.

7. Analytics and Prediction

AI models can predict potential outcomes or impacts based on the information provided, helping writers anticipate the possible consequences of the proposed concept.

8. Real-Time Assistance

AI-driven chat-bots can provide real-time support and answers to specific questions related to the concept paper writing process.

AI’s role in writing concept papers significantly streamlines the writing process, enhances the quality of the content, and provides valuable assistance in various stages of development, contributing to the overall effectiveness of the final document.

Concept papers serve as the stepping stone in the research journey, aiding in the crystallization of ideas and the formulation of robust research proposals. It the cornerstone for translating ideas into impactful realities. Their significance spans diverse domains, from academia to business, enabling stakeholders to evaluate, invest, and realize the potential of groundbreaking concepts.

Frequently Asked Questions

A concept paper can be defined as a concise document outlining the fundamental aspects of a grant proposal such as the initial ideas, objectives, and theoretical framework of a proposed research project.

A good concept paper should offer a clear and comprehensive overview of the proposed research. It should demonstrate a strong understanding of the subject matter and outline a structured plan for its execution.

Concept paper is important to develop and clarify ideas, develop and evaluate proposal, inviting collaboration and collecting feedback, presenting proposals for academic and research initiatives and allocating resources.

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• What Is a Conceptual Framework? | Tips & Examples

What Is a Conceptual Framework? | Tips & Examples

Published on 4 May 2022 by Bas Swaen and Tegan George. Revised on 18 March 2024.

A conceptual framework illustrates the expected relationship between your variables. It defines the relevant objectives for your research process and maps out how they come together to draw coherent conclusions.

Keep reading for a step-by-step guide to help you construct your own conceptual framework.

Table of contents

Developing a conceptual framework in research, step 1: choose your research question, step 2: select your independent and dependent variables, step 3: visualise your cause-and-effect relationship, step 4: identify other influencing variables, frequently asked questions about conceptual models.

A conceptual framework is a representation of the relationship you expect to see between your variables, or the characteristics or properties that you want to study.

Conceptual frameworks can be written or visual and are generally developed based on a literature review of existing studies about your topic.

Your research question guides your work by determining exactly what you want to find out, giving your research process a clear focus.

However, before you start collecting your data, consider constructing a conceptual framework. This will help you map out which variables you will measure and how you expect them to relate to one another.

In order to move forward with your research question and test a cause-and-effect relationship, you must first identify at least two key variables: your independent and dependent variables .

• The expected cause, ‘hours of study’, is the independent variable (the predictor, or explanatory variable)
• The expected effect, ‘exam score’, is the dependent variable (the response, or outcome variable).

Note that causal relationships often involve several independent variables that affect the dependent variable. For the purpose of this example, we’ll work with just one independent variable (‘hours of study’).

Now that you’ve figured out your research question and variables, the first step in designing your conceptual framework is visualising your expected cause-and-effect relationship.

It’s crucial to identify other variables that can influence the relationship between your independent and dependent variables early in your research process.

Some common variables to include are moderating, mediating, and control variables.

Moderating variables

Moderating variable (or moderators) alter the effect that an independent variable has on a dependent variable. In other words, moderators change the ‘effect’ component of the cause-and-effect relationship.

Let’s add the moderator ‘IQ’. Here, a student’s IQ level can change the effect that the variable ‘hours of study’ has on the exam score. The higher the IQ, the fewer hours of study are needed to do well on the exam.

Let’s take a look at how this might work. The graph below shows how the number of hours spent studying affects exam score. As expected, the more hours you study, the better your results. Here, a student who studies for 20 hours will get a perfect score.

But the graph looks different when we add our ‘IQ’ moderator of 120. A student with this IQ will achieve a perfect score after just 15 hours of study.

Below, the value of the ‘IQ’ moderator has been increased to 150. A student with this IQ will only need to invest five hours of study in order to get a perfect score.

Here, we see that a moderating variable does indeed change the cause-and-effect relationship between two variables.

Mediating variables

Now we’ll expand the framework by adding a mediating variable . Mediating variables link the independent and dependent variables, allowing the relationship between them to be better explained.

Here’s how the conceptual framework might look if a mediator variable were involved:

In this case, the mediator helps explain why studying more hours leads to a higher exam score. The more hours a student studies, the more practice problems they will complete; the more practice problems completed, the higher the student’s exam score will be.

Moderator vs mediator

It’s important not to confuse moderating and mediating variables. To remember the difference, you can think of them in relation to the independent variable:

• A moderating variable is not affected by the independent variable, even though it affects the dependent variable. For example, no matter how many hours you study (the independent variable), your IQ will not get higher.
• A mediating variable is affected by the independent variable. In turn, it also affects the dependent variable. Therefore, it links the two variables and helps explain the relationship between them.

Control variables

Lastly,  control variables must also be taken into account. These are variables that are held constant so that they don’t interfere with the results. Even though you aren’t interested in measuring them for your study, it’s crucial to be aware of as many of them as you can be.

A mediator variable explains the process through which two variables are related, while a moderator variable affects the strength and direction of that relationship.

No. The value of a dependent variable depends on an independent variable, so a variable cannot be both independent and dependent at the same time. It must be either the cause or the effect, not both.

Yes, but including more than one of either type requires multiple research questions .

For example, if you are interested in the effect of a diet on health, you can use multiple measures of health: blood sugar, blood pressure, weight, pulse, and many more. Each of these is its own dependent variable with its own research question.

You could also choose to look at the effect of exercise levels as well as diet, or even the additional effect of the two combined. Each of these is a separate independent variable .

To ensure the internal validity of an experiment , you should only change one independent variable at a time.

A control variable is any variable that’s held constant in a research study. It’s not a variable of interest in the study, but it’s controlled because it could influence the outcomes.

A confounding variable , also called a confounder or confounding factor, is a third variable in a study examining a potential cause-and-effect relationship.

A confounding variable is related to both the supposed cause and the supposed effect of the study. It can be difficult to separate the true effect of the independent variable from the effect of the confounding variable.

In your research design , it’s important to identify potential confounding variables and plan how you will reduce their impact.

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What is a Concept Paper and How do You Write One?

• By DiscoverPhDs
• August 26, 2020

What is a Concept Paper?

A concept paper is a short document written by a researcher before starting their research project, with the purpose of explaining what the study is about, why it is important and the methods that will be used.

The concept paper will include your proposed research title, a brief introduction to the subject, the aim of the study, the research questions you intend to answer, the type of data you will collect and how you will collect it. A concept paper can also be referred to as a research proposal.

What is the Purpose of a Concept Paper?

The primary aim of a research concept paper is to convince the reader that the proposed research project is worth doing. This means that the reader should first agree that the research study is novel and interesting. They should be convinced that there is a need for this research and that the research aims and questions are appropriate.

Finally, they should be satisfied that the methods for data collection proposed are feasible, are likely to work and can be performed within the specific time period allocated for this project.

The three main scenarios in which you may need to write a concept paper are if you are:

• A final year undergraduate or master’s student preparing to start a research project with a supervisor.
• A student submitting a research proposal to pursue a PhD project under the supervision of a professor.
• A principal investigator submitting a proposal to a funding body to secure financial support for a research project.

How Long is a Concept Paper?

The concept paper format is usually between 2 and 3 pages in length for students writing proposals for undergraduate, master’s or PhD projects. Concept papers written as part of funding applications may be over 20 pages in length.

How do you Write a Concept Paper?

There are 6 important aspects to consider when writing a concept paper or research proposal:

• 1. The wording of the title page, which is best presented as a question for this type of document. At this study concept stage, you can write the title a bit catchier, for example “Are 3D Printed Engine Parts Safe for Use in Aircraft?”.
• A brief introduction and review of relevant existing literature published within the subject area and identification of where the gaps in knowledge are. This last bit is particularly important as it guides you in defining the statement of the problem. The concept paper should provide a succinct summary of ‘the problem’, which is usually related to what is unknown or poorly understood about your research topic . By the end of the concept paper, the reader should be clear on how your research idea will provide a ‘solution’ to this problem.
• The overarching research aim of your proposed study and the objectives and/or questions you will address to achieve this aim. Align all of these with the problem statement; i.e. write each research question as a clear response to addressing the limitations and gaps identified from previous literature. Also give a clear description of your primary hypothesis.
• The specific data outputs that you plan to capture. For example, will this be qualitative or quantitative data? Do you plan to capture data at specific time points or at other defined intervals? Do you need to repeat data capture to asses any repeatability and reproducibility questions?
• The research methodology you will use to capture this data, including any specific measurement or analysis equipment and software you will use, and a consideration of statistical tests to help interpret the data. If your research requires the use of questionnaires, how will these be prepared and validated? In what sort of time frame would you plan to collect this data?
• Finally, include a statement of the significance of the study , explaining why your research is important and impactful. This can be in the form of a concluding paragraph that reiterate the statement of the problem, clarifies how your research will address this and explains who will benefit from your research and how.

You may need to include a short summary of the timeline for completing the research project. Defining milestones of the time points at which you intend to complete certain tasks can help to show that you’ve considered the practicalities of running this study. It also shows that what you have proposed is feasible in order to achieve your research goal.

If you’re pitching your proposed project to a funder, they may allocate a proportion of the money based on the satisfactory outcome of each milestone. These stakeholders may also be motivated by knowing that you intend to convert your dissertation into an article for journal publication; this level of dissemination is of high importance to them.

Additionally, you may be asked to provide a brief summary of the projected costs of running the study. For a PhD project this could be the bench fees associated with consumables and the cost of any travel if required.

Make sure to include references and cite all other literature and previous research that you discuss in your concept paper.

This guide gave you an overview of the key elements you need to know about when writing concept papers. The purpose of these are first to convey to the reader what your project’s purpose is and why your research topic is important; this is based on the development of a problem statement using evidence from your literature review.

Explain how it may positively impact your research field and if your proposed research design is appropriate and your planned research method achievable.

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In the UK, a dissertation, usually around 20,000 words is written by undergraduate and Master’s students, whilst a thesis, around 80,000 words, is written as part of a PhD.

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Title: developing generative ai chatbots conceptual framework for higher education.

Abstract: This research explores the quickly changing field of generative artificial intelligence (GAI) chatbots in higher education, an industry that is undergoing major technological changes. AI chatbots, such as ChatGPT, HuggingChat, and Google Bard, are becoming more and more common in a variety of sectors, including education. Their acceptance is still in its early phases, with a variety of prospects and obstacles. However, their potential in higher education is particularly noteworthy, providing lecturers and students with affordable, individualized support. Creating a comprehensive framework to aid the usage of generative AI chatbots in higher education institutions (HEIs) is the aim of this project. The Chukwuere Generative AI Chatbots Acceptance Model (CGAICAM) is the result of this study's synthesis of elements from well-known frameworks, including the TAM, UTAUT2, TPB, and others along with variables like optimism, innovativeness, discomfort, insecurity, and others. Using a research method that encompasses a comprehensive analysis of extant literature from databases such as IEEE, ACM, ScienceDirect, and Google Scholar, the study aims to comprehend the implications of AI Chatbots on higher education and pinpoint critical elements for their efficacious implementation. Peer-reviewed English-language publications published between 2020 and 2023 with a focus on the use of AI chatbots in higher education were the main focus of the search criteria. The results demonstrate how much AI chatbots can do to improve student engagement, streamline the educational process, and support administrative and research duties. But there are also clear difficulties, such as unfavorable student sentiments, doubts about the veracity of material produced by AI, and unease and nervousness with new technologies.

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