Beruflich Dokumente
Kultur Dokumente
CONCEPTUAL
FRAMEWORK
APRIL
2012
By: Associate Professor Dr Raja Munirah Raja Mustapha Head of Graduate Studies (Research) Institute of Graduate Studies Universiti Teknologi MARA (UiTM)
http://www.ipsis.uitm.edu.my
INFORMATION TO BE SHARED
1
DEFINITION
OF
A
CONCEPTUAL
FRAMEWORK
2
WHY
HAVE
A
CONCEPTUAL
FRAMEWORK?
3
FUNCTIONS
OF
A
CONCEPTUAL
FRAMEWORK
4
LINKING
PROBLEM
TO
THE
CONCEPTUAL
FRAMEWORK
5
LINKING
RESEARCH
OBJECTIVES
TO
THE
CONCEPTUAL
FRAMEWORK
6
THEORY
AND
CONCEPTUAL
FRAMEWORK
7
COMPONENTS
OF
A
CONCEPTUAL
FRAMEWORK
8
EXAMPLES
OF
CONCEPTUAL
FRAMEWORK
9
WHAT
NEXT?
10
EXERCISES
2
WHAT IS IT?
DIFFERENCE BETWEEN CONCEPTUAL FRAMEWORK AND THEORETICAL FRAMEWORK CONCEPTUAL FRAMEWORK - grounds the study in the relevant knowledge bases that lay the foundation for the importance of the problem statement and research questions. THEORETICAL FRAMEWORK - used when investigating a specific theory, a conceptual framework is made up of theoretical and empirical work relevant to the manuscripts purpose, where the purpose is not to further investigate a specific theory.
WHAT IS IT?
A
conceptual
framework
is
a
casual
orientaSon
toward
the
contemplated
study.
As
such,
it
formulates
a
detailed
model
of
the
given
policy
problem
and
its
proposed
soluSon.
It
also
furnishes
a
supporSve
framework
for
the
model,
based
on
the
empirical
evidence
garnered
from
prior
research
and/or
experience
plus
the
value
assumpSons
underlying
the
proposed
soluSons.
The
conceptual
framework
presents
all
this
in
relaSvely
abstract
terms.
It
idenSes,
denes
and
elaborates
the
concepts
reected
in
the
policy
problem,
it
proposed
soluSons,
and
the
various
social
forces
impinging
upon
them.
The
conceptual
framework
may
be
thought
of
as
a
mental
diagram,
or
map,
which
interrelates
these
concepts,
showing
where,
when
and
how
they
t
together.
The
wrigen
statement
of
the
conceptual
framework
is,
therefore,
the
analyst's
descripSon
and
explanaSon
of
this
conceptual
map.
Mayer,
R.
R.
and
E.
Greenwood
(1980).
The
Design
of
Social
Policy
Research,
Englewood
Clis,
N.J:
PrenSce-Hall,
p
121
WHY ?
Good Postgraduate research are guided by theories or models Research that does not theorise depends on facts to speak for themselves. If you are seeking to simply answer a what quesSon, empirical research does not need to have a conceptual framework However, if your research quesSon is a how and (or) a why quesSon, you will have to provide an explanaSon.
FUNCTIONS
spells out the variables that the analyst must take into account indicates the rela>onships that probably exist among these variables (the search for these relaSonships then becomes the principal aim of the invesSgaSon) delimits the boundaries of the prospecSve invesSgaSon by suggesSng which variables are to be considered as irrelevant and hence to be ignored provides a structure by specifying a rela>onship between two or more variables idenSes the boundaries of your research
Relationship of framework to the problem statement - literature review or the theoretical or conceptual framework must support the problem which had been stated in the preceding writing. Relationship of framework to the discussion and implications - the framework should be integrated into the discussion and implication sections of an empirical study to make meaningful connections between the data presentation and the findings used to support the problem and purpose of the study.
6
Points to ponder: Problems can be looked at from many perspectives. Problems are not necessarily negative. Not knowing why a business is successful is a problem knowledge void.
researched.
v Provide some authoritative support for the
problem.
v Outline the lack of understanding or void or
unsatisfactory state of affairs which needs
clarifying or researching
v Is there a gap in our present understanding?
v Is the gap an important one to study
Symptoms (Indicators)
Problems (Causes)
Low morale, lack job satisfaction, job conflict, role clarity, trust/distrust, self preservation
Symptoms (Indicators)
Data, statistics, reports, statements etc adduced to show the existence of the symptoms
Problems (Causes)
Symptoms (Indicators)
Problems (Causes)
Symptoms (Indicators)
Problems (Causes)
11
Perspective I
Points to ponder: Perspectives change problem understanding. There are multiple causes of the problem The challenge is to make the case for the most compelling one On what basis theory, evidence, logic, experience etc.
Perspective IV
12
Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval?
Research objectives 1. Determine type of market study 2. Categorize information sought from employers. 3. Ascertain level of match or mismatch.
14
PS2: The economy has failed - economist Specific Broad Research questions 1. Is there enough job creation? 2. Where is the job creation?
Research objectives 1. Ascertain trend in job creation between 1990-2004. 2. Determine the job and econ growth relationship in the kindustries.
15
PS3: The government has failed - opposition Research questions 1. Is the government policy of expansion wise? 2. Should the government limit admission into social science? Research objectives 1. To ascertain the opinions of VCs about the expansion. 2. To examine the mechanisms used to control the universities.
Broad
Specific
16
PS4: The employers have failed universities Many ways to look at the same problem Unemployed Graduates Broad Specific Research questions 1. Are employers sexist? 2. Are they prepared to train new employees?
Research objectives 1. To determine if male grads are favoured over female. 2. To examine the level of new employee training.
17
PS5: The students have failed Job counselors Many ways to look at the same problem Unemployed Graduates Broad Specific
Research questions 1. Are student aware of the job market? 2. Do students choose courses based on market or personal likes? Research objectives 1. Determine the students level of awareness of job market. 2. Examine students reasons for enrolling in a course. 3. Extent of counseling sought before enrolment.
18
Research questions 1. Are parents aware of job prospects? 2. Going to university or train for job?
Research objectives 1. The role of parents in their childrens choice of courses. 2. Parents concern for employability.
19
PS1: The universities have failed - employers Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval? Research objectives 1. Ascertain level of match or mismatch. 2. Determine type of market study 3. Categorize information sought from employers.
Broad
Level of match
Specific
20
Points to ponder:
Which theory? Where do I look for them? What I dont have one? The internet is a good place to look for theories. Look up http://changingminds.org/ disciplines/leadership/theories/ leadership_theories.htm for simple list if theories in different areas of management
Theory of Reasoned Action (Fishbein & Azjen, 1975, 1980; http://www.people.umass.edu/aizen/f&a1975.html): This theory posits that peoples behaviors are shaped by their beliefs, attitudes and intentions. The above CF is based on the attitude and intention relationship that is posited by this theory.
21
Organizational Commitment
CONCEPTS
Variables that can be measured directly - household income, sales, wealth, asset, cows OperaSonalized concepts
CONSTRUCTS
Latent variables which cannot be measured directly (hidden), but only through measurable indicator organizaSonal commitment; job saSsfacSon; performance; job characterisScs
23
v Conceptual
brief
v what to you want to study
v what concepts are involved
v how these concepts related.
v what variables are excluded (delimitation)
v A diagrammatic conceptual framework facilitates quick
understanding of the study and the concepts involved.
v a picture is worth a 1000 words
v shows relationships between and among concepts
v quick and visual of outlining the study
v Conceptual framework sets the scope of research by
marking out variables not focus of this study
v observers know the boundaries of the study (delimits)
v conceptual scope
v must be consistent with the research objectives,
research problem, research method and ndings
Points to ponder: Why am I looking at these variables? How are the variables related? Are they moderating or mediating variables?
24
Points to ponder: Can a dependent variable be an independent variable at the same time? How can we know the extraneous variables? How can we identify the control variables?
26
27
28
29
30
31
32
WHAT NEXT?
between two variables. These statements are outcomes of the conceptualisation the conceptual framework.
v Hypotheses can be directional or non-directional v Cigarette smoking and monthly allowance are
positively related. [directional cos the hypothesis posits a positive relationship]. Cigarette smoking and monthly allowance are related [ non-directional cos no specific nature of relationship is posited].
Cigarette smoking and monthly allowance . v Alternate hypothesis or Research hypothesis: There is relationship a positive relationship between cigarette smoking and monthly allowance
33
between two variables. These statements are outcomes of the conceptualisation the conceptual framework. Example:
v There is significant relationship between gender and
job stress [non-directional] v The male executives experience significantly more stress than female executives [directional]
34
Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval? Research objectives 1. Ascertain level of match or mismatch. 2. Determine type of market study 3. Categorise information sought from employers.
Broad
H1
Specific
Level of match
35
+
Empowerment Policy
+ + +
+
Degree of Competition
Performance
Growth Market Share EPS ROI
+
Structural Complexity
+
36
Model of Direct and Indirect Effect of Empowerment, Competition and Complexity on Performance
37