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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.

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).

Sample-conceptual-framework-using-an-independent-variable-and-a-dependent-variable

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.

Sample-conceptual-framework-with-a-moderator-variable

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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What is a Conceptual Framework and How to Make It (with Examples)

A strong conceptual framework underpins good research. A conceptual framework in research is used to understand a research problem and guide the development and analysis of the research. It serves as a roadmap to conceptualize and structure the work by providing an outline that connects different ideas, concepts, and theories within the field of study. A conceptual framework pictorially or verbally depicts presumed relationships among the study variables.

The purpose of a conceptual framework is to serve as a scheme for organizing and categorizing knowledge and thereby help researchers in developing theories and hypotheses and conducting empirical studies.

In this post, we explain what is a conceptual framework, and provide expert advice on how to make a conceptual framework, along with conceptual framework examples.

Table of Contents

What is a Conceptual Framework in Research

Definition of a conceptual framework.

A conceptual framework includes key concepts, variables, relationships, and assumptions that guide the academic inquiry. It establishes the theoretical underpinnings and provides a lens through which researchers can analyze and interpret data. A conceptual framework draws upon existing theories, models, or established bodies of knowledge to provide a structure for understanding the research problem. It defines the scope of research, identifying relevant variables, establishing research questions, and guiding the selection of appropriate methodologies and data analysis techniques.

Conceptual frameworks can be written or visual. Other types of conceptual framework representations might be taxonomic (verbal description categorizing phenomena into classes without showing relationships between classes) or mathematical descriptions (expression of phenomena in the form of mathematical equations).

conceptual framework in research purpose

Figure 1: Definition of a conceptual framework explained diagrammatically

Conceptual Framework Origin

The term conceptual framework appears to have originated in philosophy and systems theory, being used for the first time in the 1930s by the philosopher Alfred North Whitehead. He bridged the theological, social, and physical sciences by providing a common conceptual framework. The use of the conceptual framework began early in accountancy and can be traced back to publications by William A. Paton and John B. Canning in the first quarter of the 20 th century. Thus, in the original framework, financial issues were addressed, such as useful features, basic elements, and variables needed to prepare financial statements. Nevertheless, a conceptual framework approach should be considered when starting your research journey in any field, from finance to social sciences to applied sciences.

Purpose and Importance of a Conceptual Framework in Research

The importance of a conceptual framework in research cannot be understated, irrespective of the field of study. It is important for the following reasons:

It clarifies the context of the study.
It justifies the study to the reader.
It helps you check your own understanding of the problem and the need for the study.
It illustrates the expected relationship between the variables and defines the objectives for the research.
It helps further refine the study objectives and choose the methods appropriate to meet them.

What to Include in a Conceptual Framework

Essential elements that a conceptual framework should include are as follows:

Overarching research question(s)
Study parameters
Study variables
Potential relationships between those variables.

The sources for these elements of a conceptual framework are literature, theory, and experience or prior knowledge.

How to Make a Conceptual Framework

Now that you know the essential elements, your next question will be how to make a conceptual framework.

For this, start by identifying the most suitable set of questions that your research aims to answer. Next, categorize the various variables. Finally, perform a rigorous analysis of the collected data and compile the final results to establish connections between the variables.

In short, the steps are as follows:

Choose appropriate research questions.
Define the different types of variables involved.
Determine the cause-and-effect relationships.

Be sure to make use of arrows and lines to depict the presence or absence of correlational linkages among the variables.

Developing a Conceptual Framework

Researchers should be adept at developing a conceptual framework. Here are the steps for developing a conceptual framework:

1. Identify a research question

Your research question guides your entire study, making it imperative to invest time and effort in formulating a question that aligns with your research goals and contributes to the existing body of knowledge. This step involves the following:

Choose a broad topic of interest
Conduct background research
Narrow down the focus
Define your goals
Make it specific and answerable
Consider significance and novelty
Seek feedback.

2. Choose independent and dependent variables

The dependent variable is the main outcome you want to measure, explain, or predict in your study. It should be a variable that can be observed, measured, or assessed quantitatively or qualitatively. Independent variables are the factors or variables that may influence, explain, or predict changes in the dependent variable.

Choose independent and dependent variables for your study according to the research objectives, the nature of the phenomenon being studied, and the specific research design. The identification of variables is rooted in existing literature, theories, or your own observations.

3. Consider cause-and-effect relationships

To better understand and communicate the relationships between variables in your study, cause-and-effect relationships need to be visualized. This can be done by using path diagrams, cause-and-effect matrices, time series plots, scatter plots, bar charts, or heatmaps.

4. Identify other influencing variables

Besides the independent and dependent variables, researchers must understand and consider the following types of variables:

Moderating variable: A variable that influences the strength or direction of the relationship between an independent variable and a dependent variable.
Mediating variable: A variable that explains the relationship between an independent variable and a dependent variable and clarifies how the independent variable affects the dependent variable.
Control variable: A variable that is kept constant or controlled to avoid the influence of other factors that may affect the relationship between the independent and dependent variables.
Confounding variable: A type of unmeasured variable that is related to both the independent and dependent variables.

Example of a Conceptual Framework

Let us examine the following conceptual framework example. Let’s say your research topic is “ The Impact of Social Media Usage on Academic Performance among College Students .” Here, you want to investigate how social media usage affects academic performance in college students. Social media usage (encompassing frequency of social media use, time spent on social media platforms, and types of social media platforms used) is the independent variable, and academic performance (covering grades, exam scores, and class attendance) is the dependent variable.

This conceptual framework example also includes a mediating variable, study habits, which may explain how social media usage affects academic performance. Study habits (time spent studying, study environment, and use of study aids or resources) can act as a mechanism through which social media usage influences academic outcomes. Additionally, a moderating variable, self-discipline (level of self-control and self-regulation, ability to manage distractions, and prioritization skills), is included to examine how individual differences in self-control and discipline may influence the relationship between social media usage and academic performance.

Confounding variables are also identified (socioeconomic status, prior academic achievement), which are potential factors that may influence both social media usage and academic performance. These variables need to be considered and controlled in the study to ensure that any observed effects are specifically attributed to social media usage. A visual representation of this conceptual framework example is seen in Figure 2.

Figure 2: Visual representation of a conceptual framework for the topic “The Impact of Social Media Usage on Academic Performance among College Students”

Key Takeaways

Here is a snapshot of the basics of a conceptual framework in research:

A conceptual framework is an idea or model representing the subject or phenomena you intend to study.
It is primarily a researcher’s perception of the research problem. It can be used to develop hypotheses or testable research questions.
It provides a preliminary understanding of the factors at play, their interrelationships, and the underlying reasons.
It guides your research by aiding in the formulation of meaningful research questions, selection of appropriate methods, and identification of potential challenges to the validity of your findings.
It provides a structure for organizing and understanding data.
It allows you to chalk out the relationships between concepts and variables to understand them.
Variables besides dependent and independent variables (moderating, mediating, control, and confounding variables) must be considered when developing a conceptual framework.

Frequently Asked Questions

What is the difference between a moderating variable and a mediating variable.

Moderating and mediating variables are easily confused. A moderating variable affects the direction and strength of this relationship, whereas a mediating explains how two variables relate.

What is the difference between independent variables, dependent variables, and confounding variables?

Independent variables are the variables manipulated to affect the outcome of an experiment (e.g., the dose of a fat-loss drug administered to rats). Dependent variables are variables being measured or observed in an experiment (e.g., changes in rat body weight as a result of the drug). A confounding variable distorts or masks the effects of the variables being studied because it is associated both with dependent variable and with the independent variable. For instance, in this example, pre-existing metabolic dysfunction in some rats could interact differently with the drug being studied and also affect rat body weight.

Should I have more than one dependent or independent variable in a study?

The need for more than one dependent or independent variable in a study depends on the research question, study design, and relationships being investigated. Note the following when making this decision for your research:

If your research question involves exploring the relationships between multiple variables or factors, it may be appropriate to have more than one dependent or independent variable.
If you have specific hypotheses about the relationships between several variables, it may be necessary to include multiple dependent or independent variables.
Adequate resources, sample size, and data collection methods should be considered when determining the number of dependent and independent variables to include.

What is a confounding variable?

A confounding variable is not the main focus of the study but can unintentionally influence the relationship between the independent and dependent variables. Confounding variables can introduce bias and give rise to misleading conclusions. These variables must be controlled to ensure that any observed relationship is genuinely due to the independent variable.

What is a control variable?

A control variable is something not of interest to the study’s objectives but is kept constant because it could influence the outcomes. Control variables can help prevent research biases and allow for a more accurate assessment of the relationship between the independent and dependent variables. Examples are (i) testing all participants at the same time (e.g., in the morning) to minimize the potential effects of circadian rhythms, (ii) ensuring that instruments are calibrated consistently before each measurement to minimize the influence of measurement errors, and (iii) randomization of participants across study groups.

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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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A well-designed study doesn’t just happen. Researchers work hard to ensure the studies they conduct will be scientifically valid and will advance understanding in their field.

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The importance of a conceptual framework

The main purpose of a conceptual framework is to improve the quality of a research study. A conceptual framework achieves this by identifying important information about the topic and providing a clear roadmap for researchers to study it.

Through the process of developing this information, researchers will be able to improve the quality of their studies in a few key ways.

Clarify research goals and objectives

A conceptual framework helps researchers create a clear research goal. Research projects often become vague and lose their focus, which makes them less useful. However, a well-designed conceptual framework helps researchers maintain focus. It reinforces the project’s scope, ensuring it stays on track and produces meaningful results.

Provide a theoretical basis for the study

Forming a hypothesis requires knowledge of the key variables and their relationship to each other. Researchers need to identify these variables early on to create a conceptual framework. This ensures researchers have developed a strong understanding of the topic before finalizing the study design. It also helps them select the most appropriate research and analysis methods.

Guide the research design

As they develop their conceptual framework, researchers often uncover information that can help them further refine their work.

Here are some examples:

Confounding variables they hadn’t previously considered

Sources of bias they will have to take into account when designing the project

Whether or not the information they were going to study has already been covered—this allows them to pivot to a more meaningful goal that brings new and relevant information to their field

Steps to develop a conceptual framework

There are four major steps researchers will follow to develop a conceptual framework. Each step will be described in detail in the sections that follow. You’ll also find examples of how each might be applied in a range of fields.

Step 1: Choose the research question

The first step in creating a conceptual framework is choosing a research question . The goal of this step is to create a question that’s specific and focused.

By developing a clear question, researchers can more easily identify the variables they will need to account for and keep their research focused. Without it, the next steps will be more difficult and less effective.

Here are some examples of good research questions in a few common fields:

Natural sciences: How does exposure to ultraviolet radiation affect the growth rate of a particular type of algae?

Health sciences: What is the effectiveness of cognitive-behavioral therapy for treating depression in adolescents?

Business: What factors contribute to the success of small businesses in a particular industry?

Education: How does implementing technology in the classroom impact student learning outcomes?

Step 2: Select the independent and dependent variables

Once the research question has been chosen, it’s time to identify the dependent and independent variables .

The independent variable is the variable researchers think will affect the dependent variable . Without this information, researchers cannot develop a meaningful hypothesis or design a way to test it.

The dependent and independent variables for our example questions above are:

Natural sciences

Independent variable: exposure to ultraviolet radiation

Dependent variable: the growth rate of a particular type of algae

Health sciences

Independent variable: cognitive-behavioral therapy

Dependent variable: depression in adolescents

Independent variables: factors contributing to the business’s success

Dependent variable: sales, return on investment (ROI), or another concrete metric

Independent variable: implementation of technology in the classroom

Dependent variable: student learning outcomes, such as test scores, GPAs, or exam results

Step 3: Visualize the cause-and-effect relationship

This step is where researchers actually develop their hypothesis. They will predict how the independent variable will impact the dependent variable based on their knowledge of the field and their intuition.

With a hypothesis formed, researchers can more accurately determine what data to collect and how to analyze it. They will then visualize their hypothesis by creating a diagram. This visualization will serve as a framework to help guide their research.

The diagrams for our examples might be used as follows:

Natural sciences : how exposure to radiation affects the biological processes in the algae that contribute to its growth rate

Health sciences : how different aspects of cognitive behavioral therapy can affect how patients experience symptoms of depression

Business : how factors such as market demand, managerial expertise, and financial resources influence a business’s success

Education : how different types of technology interact with different aspects of the learning process and alter student learning outcomes

Step 4: Identify other influencing variables

The independent and dependent variables are only part of the equation. Moderating, mediating, and control variables are also important parts of a well-designed study. These variables can impact the relationship between the two main variables and must be accounted for.

A moderating variable is one that can change how the independent variable affects the dependent variable. A mediating variable explains the relationship between the two. Control variables are kept the same to eliminate their impact on the results. Examples of each are given below:

Moderating variable: water temperature (might impact how algae respond to radiation exposure)

Mediating variable: chlorophyll production (might explain how radiation exposure affects algae growth rate)

Control variable: nutrient levels in the water

Moderating variable: the severity of depression symptoms at baseline might impact how effective the therapy is for different adolescents

Mediating variable: social support might explain how cognitive-behavioral therapy leads to improvements in depression

Control variable: other forms of treatment received before or during the study

Moderating variable: the size of the business (might impact how different factors contribute to market share, sales, ROI, and other key success metrics)

Mediating variable: customer satisfaction (might explain how different factors impact business success)

Control variable: industry competition

Moderating variable: student age (might impact how effective technology is for different students)

Mediating variable: teacher training (might explain how technology leads to improvements in learning outcomes)

Control variable: student learning style

Conceptual versus theoretical frameworks

Although they sound similar, conceptual and theoretical frameworks have different goals and are used in different contexts. Understanding which to use will help researchers craft better studies.

Conceptual frameworks describe a broad overview of the subject and outline key concepts, variables, and the relationships between them. They provide structure to studies that are more exploratory in nature, where the relationships between the variables are still being established. They are particularly helpful in studies that are complex or interdisciplinary because they help researchers better organize the factors involved in the study.

Theoretical frameworks, on the other hand, are used when the research question is more clearly defined and there’s an existing body of work to draw upon. They define the relationships between the variables and help researchers predict outcomes. They are particularly helpful when researchers want to refine the existing body of knowledge rather than establish it.

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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.

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

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.

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).

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.

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:

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

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 .

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.

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

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How to Use a Conceptual Framework for Better Research

A conceptual framework in research is not just a tool but a vital roadmap that guides the entire research process. It integrates various theories, assumptions, and beliefs to provide a structured approach to research. By defining a conceptual framework, researchers can focus their inquiries and clarify their hypotheses, leading to more effective and meaningful research outcomes.

What is a Conceptual Framework?

A conceptual framework is essentially an analytical tool that combines concepts and sets them within an appropriate theoretical structure. It serves as a lens through which researchers view the complexities of the real world. The importance of a conceptual framework lies in its ability to serve as a guide, helping researchers to not only visualize but also systematically approach their study.

Key Components and to be Analyzed During Research

Theories: These are the underlying principles that guide the hypotheses and assumptions of the research.
Assumptions: These are the accepted truths that are not tested within the scope of the research but are essential for framing the study.
Beliefs: These often reflect the subjective viewpoints that may influence the interpretation of data.
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Together, these components help to define the conceptual framework that directs the research towards its ultimate goal. This structured approach not only improves clarity but also enhances the validity and reliability of the research outcomes. By using a conceptual framework, researchers can avoid common pitfalls and focus on essential variables and relationships.

For practical examples and to see how different frameworks can be applied in various research scenarios, you can Explore Conceptual Framework Examples .

Different Types of Conceptual Frameworks Used in Research

Understanding the various types of conceptual frameworks is crucial for researchers aiming to align their studies with the most effective structure. Conceptual frameworks in research vary primarily between theoretical and operational frameworks, each serving distinct purposes and suiting different research methodologies.

Theoretical vs Operational Frameworks

Theoretical frameworks are built upon existing theories and literature, providing a broad and abstract understanding of the research topic. They help in forming the basis of the study by linking the research to already established scholarly works. On the other hand, operational frameworks are more practical, focusing on how the study’s theories will be tested through specific procedures and variables.

Theoretical frameworks are ideal for exploratory studies and can help in understanding complex phenomena.
Operational frameworks suit studies requiring precise measurement and data analysis.

Choosing the Right Framework

Selecting the appropriate conceptual framework is pivotal for the success of a research project. It involves matching the research questions with the framework that best addresses the methodological needs of the study. For instance, a theoretical framework might be chosen for studies that aim to generate new theories, while an operational framework would be better suited for testing specific hypotheses.

Benefits of choosing the right framework include enhanced clarity, better alignment with research goals, and improved validity of research outcomes. Tools like Table Chart Maker can be instrumental in visually comparing the strengths and weaknesses of different frameworks, aiding in this crucial decision-making process.

Real-World Examples of Conceptual Frameworks in Research

Understanding the practical application of conceptual frameworks in research can significantly enhance the clarity and effectiveness of your studies. Here, we explore several real-world case studies that demonstrate the pivotal role of conceptual frameworks in achieving robust research conclusions.

Healthcare Research: In a study examining the impact of lifestyle choices on chronic diseases, researchers used a conceptual framework to link dietary habits, exercise, and genetic predispositions. This framework helped in identifying key variables and their interrelations, leading to more targeted interventions.
Educational Development: Educational theorists often employ conceptual frameworks to explore the dynamics between teaching methods and student learning outcomes. One notable study mapped out the influences of digital tools on learning engagement, providing insights that shaped educational policies.
Environmental Policy: Conceptual frameworks have been crucial in environmental research, particularly in studies on climate change adaptation. By framing the relationships between human activity, ecological changes, and policy responses, researchers have been able to propose more effective sustainability strategies.

Adapting conceptual frameworks based on evolving research data is also critical. As new information becomes available, it’s essential to revisit and adjust the framework to maintain its relevance and accuracy, ensuring that the research remains aligned with real-world conditions.

For those looking to visualize and better comprehend their research frameworks, Graphic Organizers for Conceptual Frameworks can be an invaluable tool. These organizers help in structuring and presenting research findings clearly, enhancing both the process and the presentation of your research.

Step-by-Step Guide to Creating Your Own Conceptual Framework

Creating a conceptual framework is a critical step in structuring your research to ensure clarity and focus. This guide will walk you through the process of building a robust framework, from identifying key concepts to refining your approach as your research evolves.

Building Blocks of a Conceptual Framework

Identify and Define Main Concepts and Variables: Start by clearly identifying the main concepts, variables, and their relationships that will form the basis of your research. This could include defining key terms and establishing the scope of your study.
Develop a Hypothesis or Primary Research Question: Formulate a central hypothesis or question that guides the direction of your research. This will serve as the foundation upon which your conceptual framework is built.
Link Theories and Concepts Logically: Connect your identified concepts and variables with existing theories to create a coherent structure. This logical linking helps in forming a strong theoretical base for your research.

Visualizing and Refining Your Framework

Using visual tools can significantly enhance the clarity and effectiveness of your conceptual framework. Decision Tree Templates for Conceptual Frameworks can be particularly useful in mapping out the relationships between variables and hypotheses.

Map Your Framework: Utilize tools like Creately’s visual canvas to diagram your framework. This visual representation helps in identifying gaps or overlaps in your framework and provides a clear overview of your research structure.

A mind map is a useful graphic organizer for writing - Graphic Organizers for Writing

Analyze and Refine: As your research progresses, continuously evaluate and refine your framework. Adjustments may be necessary as new data comes to light or as initial assumptions are challenged.

By following these steps, you can ensure that your conceptual framework is not only well-defined but also adaptable to the changing dynamics of your research.

Practical Tips for Utilizing Conceptual Frameworks in Research

Effectively utilizing a conceptual framework in research not only streamlines the process but also enhances the clarity and coherence of your findings. Here are some practical tips to maximize the use of conceptual frameworks in your research endeavors.

Setting Clear Research Goals: Begin by defining precise objectives that are aligned with your research questions. This clarity will guide your entire research process, ensuring that every step you take is purposeful and directly contributes to your overall study aims. \
Maintaining Focus and Coherence: Throughout the research, consistently refer back to your conceptual framework to maintain focus. This will help in keeping your research aligned with the initial goals and prevent deviations that could dilute the effectiveness of your findings.
Data Analysis and Interpretation: Use your conceptual framework as a lens through which to view and interpret data. This approach ensures that the data analysis is not only systematic but also meaningful in the context of your research objectives. For more insights, explore Research Data Analysis Methods .
Presenting Research Findings: When it comes time to present your findings, structure your presentation around the conceptual framework . This will help your audience understand the logical flow of your research and how each part contributes to the whole.
Avoiding Common Pitfalls: Be vigilant about common errors such as overcomplicating the framework or misaligning the research methods with the framework’s structure. Keeping it simple and aligned ensures that the framework effectively supports your research.

By adhering to these tips and utilizing tools like 7 Essential Visual Tools for Social Work Assessment , researchers can ensure that their conceptual frameworks are not only robust but also practically applicable in their studies.

How Creately Enhances the Creation and Use of Conceptual Frameworks

Creating a robust conceptual framework is pivotal for effective research, and Creately’s suite of visual tools offers unparalleled support in this endeavor. By leveraging Creately’s features, researchers can visualize, organize, and analyze their research frameworks more efficiently.

Visual Mapping of Research Plans: Creately’s infinite visual canvas allows researchers to map out their entire research plan visually. This helps in understanding the complex relationships between different research variables and theories, enhancing the clarity and effectiveness of the research process.
Brainstorming with Mind Maps: Using Mind Mapping Software , researchers can generate and organize ideas dynamically. Creately’s intelligent formatting helps in brainstorming sessions, making it easier to explore multiple topics or delve deeply into specific concepts.
Centralized Data Management: Creately enables the importation of data from multiple sources, which can be integrated into the visual research framework. This centralization aids in maintaining a cohesive and comprehensive overview of all research elements, ensuring that no critical information is overlooked.
Communication and Collaboration: The platform supports real-time collaboration, allowing teams to work together seamlessly, regardless of their physical location. This feature is crucial for research teams spread across different geographies, facilitating effective communication and iterative feedback throughout the research process.

Moreover, the ability t Explore Conceptual Framework Examples directly within Creately inspires researchers by providing practical templates and examples that can be customized to suit specific research needs. This not only saves time but also enhances the quality of the conceptual framework developed.

In conclusion, Creately’s tools for creating and managing conceptual frameworks are indispensable for researchers aiming to achieve clear, structured, and impactful research outcomes.

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

What is a Conceptual Framework?

Updated on August 28, 2023

a researcher putting together their conceptual framework for a manuscript

What are frameworks in research?

Both theoretical and conceptual frameworks have a significant role in research. Frameworks are essential to bridge the gaps in research. They aid in clearly setting the goals, priorities, relationship between variables. Frameworks in research particularly help in chalking clear process details.

Theoretical frameworks largely work at the time when a theoretical roadmap has been laid about a certain topic and the research being undertaken by the researcher, carefully analyzes it, and works on similar lines to attain successful results.

It varies from a conceptual framework in terms of the preliminary work required to construct it. Though a conceptual framework is part of the theoretical framework in a larger sense, yet there are variations between them.

The following sections delve deeper into the characteristics of conceptual frameworks. This article will provide insight into constructing a concise, complete, and research-friendly conceptual framework for your project.

Definition of a conceptual framework

True research begins with setting empirical goals. Goals aid in presenting successful answers to the research questions at hand. It delineates a process wherein different aspects of the research are reflected upon, and coherence is established among them.

A conceptual framework is an underrated methodological approach that should be paid attention to before embarking on a research journey in any field, be it science, finance, history, psychology, etc.

A conceptual framework sets forth the standards to define a research question and find appropriate, meaningful answers for the same. It connects the theories, assumptions, beliefs, and concepts behind your research and presents them in a pictorial, graphical, or narrative format. Your conceptual framework establishes a link between the dependent and independent variables, factors, and other ideologies affecting the structure of your research.

A critical facet a conceptual framework unveils is the relationship the researchers have with their research. It closely highlights the factors that play an instrumental role in decision-making, variable selection, data collection, assessment of results, and formulation of new theories.

Consequently, if you, the researcher, are at the forefront of your research battlefield, your conceptual framework is the most powerful arsenal in your pocket.

What should be included in a conceptual framework?

A conceptual framework includes the key process parameters, defining variables, and cause-and-effect relationships. To add to this, the primary focus while developing a conceptual framework should remain on the quality of questions being raised and addressed through the framework. This will not only ease the process of initiation, but also enable you to draw meaningful conclusions from the same.

A practical and advantageous approach involves selecting models and analyzing literature that is unconventional and not directly related to the topic. This helps the researcher design an illustrative framework that is multidisciplinary and simultaneously looks at a diverse range of phenomena. It also emboldens the roots of exploratory research.

the components of a conceptual framework

Fig. 1: Components of a conceptual framework

How to make a conceptual framework

The successful design of a conceptual framework includes:

Selecting the appropriate research questions
Defining the process variables (dependent, independent, and others)
Determining the cause-and-effect relationships

This analytical tool begins with defining the most suitable set of questions that the research wishes to answer upon its conclusion. Following this, the different variety of variables is categorized. Lastly, the collected data is subjected to rigorous data analysis. Final results are compiled to establish links between the variables.

The variables drawn inside frames impact the overall quality of the research. If the framework involves arrows, it suggests correlational linkages among the variables. Lines, on the other hand, suggest that no significant correlation exists among them. Henceforth, the utilization of lines and arrows should be done taking into cognizance the meaning they both imply.

Example of a conceptual framework

To provide an idea about a conceptual framework, let’s examine the example of drug development research.

Say a new drug moiety A has to be launched in the market. For that, the baseline research begins with selecting the appropriate drug molecule. This is important because it:

Provides the data for molecular docking studies to identify suitable target proteins
Performs in vitro (a process taking place outside a living organism) and in vivo (a process taking place inside a living organism) analyzes

This assists in the screening of the molecules and a final selection leading to the most suitable target molecule. In this case, the choice of the drug molecule is an independent variable whereas, all the others, targets from molecular docking studies, and results from in vitro and in vivo analyses are dependent variables.

The outcomes revealed by the studies might be coherent or incoherent with the literature. In any case, an accurately designed conceptual framework will efficiently establish the cause-and-effect relationship and explain both perspectives satisfactorily.

If A has been chosen to be launched in the market, the conceptual framework will point towards the factors that have led to its selection. If A does not make it to the market, the key elements which did not work in its favor can be pinpointed by an accurate analysis of the conceptual framework.

Fig. 2: Concise example of a conceptual framework

Important takeaways

While conceptual frameworks are a great way of designing the research protocol, they might consist of some unforeseen loopholes. A review of the literature can sometimes provide a false impression of the collection of work done worldwide while in actuality, there might be research that is being undertaken on the same topic but is still under publication or review. Strong conceptual frameworks, therefore, are designed when all these aspects are taken into consideration and the researchers indulge in discussions with others working on similar grounds of research.

Conceptual frameworks may also sometimes lead to collecting and reviewing data that is not so relevant to the current research topic. The researchers must always be on the lookout for studies that are highly relevant to their topic of work and will be of impact if taken into consideration.

Another common practice associated with conceptual frameworks is their classification as merely descriptive qualitative tools and not actually a concrete build-up of ideas and critically analyzed literature and data which it is, in reality. Ideal conceptual frameworks always bring out their own set of new ideas after analysis of literature rather than simply depending on facts being already reported by other research groups.

So, the next time you set out to construct your conceptual framework or improvise on your previous one, be wary that concepts for your research are ideas that need to be worked upon. They are not simply a collection of literature from the previous research.

Final thoughts

Research is witnessing a boom in the methodical approaches being applied to it nowadays. In contrast to conventional research, researchers today are always looking for better techniques and methods to improve the quality of their research.

We strongly believe in the ideals of research that are not merely academic, but all-inclusive. We strongly encourage all our readers and researchers to do work that impacts society. Designing strong conceptual frameworks is an integral part of the process. It gives headway for systematic, empirical, and fruitful research.

Vridhi Sachdeva, MPharm

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CBE Life Sci Educ
v.21(3); Fall 2022

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

	Literature reviews	Theoretical frameworks	Conceptual frameworks
Purpose	To point out the need for the study in BER and connection to the field.	To state the assumptions and orientations of the researcher regarding the topic of study	To describe the researcher’s understanding of the main concepts under investigation
Aims	A literature review examines current and relevant research associated with the study question. It is comprehensive, critical, and purposeful.	A theoretical framework illuminates the phenomenon of study and the corresponding assumptions adopted by the researcher. Frameworks can take on different orientations.	The conceptual framework is created by the researcher(s), includes the presumed relationships among concepts, and addresses needed areas of study discovered in literature reviews.
Connection to the manuscript	A literature review should connect to the study question, guide the study methodology, and be central in the discussion by indicating how the analyzed data advances what is known in the field.	A theoretical framework drives the question, guides the types of methods for data collection and analysis, informs the discussion of the findings, and reveals the subjectivities of the researcher.	The conceptual framework is informed by literature reviews, experiences, or experiments. It may include emergent ideas that are not yet grounded in the literature. It should be coherent with the paper’s theoretical framing.
Additional points	A literature review may reach beyond BER and include other education research fields.	A theoretical framework does not rationalize the need for the study, and a theoretical framework can come from different fields.	A conceptual framework articulates the phenomenon under study through written descriptions and/or visual representations.

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.

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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.

Supplementary Material

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The Significance of Conceptual Framework in Research

Craft a strong conceptual framework in research with our comprehensive guide. Learn the essential steps to create an effective framework!

Research is a systematic process of inquiry that involves gathering and analyzing information to answer questions and solve problems. Conducting research is an essential activity in various fields, including business, education, healthcare, and social sciences. In research, a conceptual framework is a critical element that guides the study and helps to organize and interpret the collected data. In this article, we will discuss the definition of a conceptual framework, its purpose and importance in research, and the steps involved in developing a conceptual framework.

What is Conceptual Framework

A conceptual framework is a structure that provides a theoretical or conceptual foundation for research, allowing researchers to examine and analyze complex phenomena. It is a tool that researchers use to guide the research process by defining the key concepts, ideas, and theories that underpin their study. The conceptual framework can help to identify the research questions, the variables that will be studied, and the relationships between them. It can also provide a way to visualize the research problem, clarify the research methodology, and explain the research findings.

Purpose and Importance of a Conceptual Framework in Research

The purpose of a conceptual framework in research.

The purpose of a conceptual framework in research is to provide a clear and concise understanding of the key concepts, variables, relationships, and assumptions that underlie a research study. Specifically, a conceptual framework serves several purposes:

Helps to clarify research questions: A well-developed conceptual framework helps to define the research problem and the specific research questions that the study seeks to answer.

Provides a theoretical basis for the study: The conceptual framework provides a theoretical foundation for the study, drawing on existing theories and concepts to guide the research process.

Guides data collection and analysis: The conceptual framework helps to identify the relevant variables and relationships that need to be studied, and guides the collection and analysis of data.

Ensures research validity and reliability: The conceptual framework helps to ensure that the study is focused, relevant, and valid, and that the data collected is reliable.

Helps to make conclusions and recommendations: The conceptual framework provides a basis for making conclusions and recommendations based on the collected data, contributing to the existing body of knowledge in the field.

The Importance of a Conceptual Framework in Research

Provide a basis for research design: The conceptual framework provides a blueprint for the research study, outlining the key concepts, variables, and relationships between them. This helps researchers to design a study that is logical, structured, and focused.

Guide data collection and analysis: The conceptual framework helps to identify the variables and relationships that will be examined in the study. This helps researchers to collect and analyze data that is relevant to the research question and hypothesis.

Ensure validity and reliability: A well-developed conceptual framework helps to ensure that the research is valid and reliable. It ensures that the research is measuring what it intends to measure and that the results are consistent over time.

Facilitate communication: The conceptual framework provides a common language and understanding for researchers, facilitating communication and collaboration among team members.

Identify gaps in existing knowledge: The conceptual framework helps to identify gaps in existing knowledge and to develop new insights and theories.

A well-developed conceptual framework is crucial to the success of a research study. It provides a clear and logical structure for the study, helps to ensure validity and reliability, and facilitates communication and collaboration among researchers.

Steps to Developing a Conceptual Framework

Developing a conceptual framework involves several steps. These steps are outlined below:

1. Choose a research question

The first step in developing a conceptual framework is to identify the research question. This question should be clear, specific, and relevant to the study. It should be formulated based on a review of the existing literature and the identification of gaps in knowledge or areas where further research is needed. Read our Research Question article to learn more about it.

2. Identify the main variables

The next step is to identify the main variables that will be studied. These variables should be measurable, observable, and relevant to the research question. The independent variable is the variable that is manipulated or controlled in the study, while the dependent variable is the variable that is measured or observed. The independent variable is usually the cause, while the dependent variable is the effect. Read our Research Variables content to understand it better.

3. Visualize the cause-and-effect relationship

The next step is to visualize the cause-and-effect relationship between the independent and dependent variables. This can be done by creating a diagram or a flowchart that illustrates the relationship between the variables. The diagram or flowchart should clearly show the direction of the relationship, whether it is positive or negative, and the strength of the relationship.

4. Identify other influencing variables

The researcher should also identify other variables that may influence the relationship between the main variables. These variables can be included in the conceptual framework, they are known as confounding variables and should be identified and controlled in the study.

5. Include moderating and mediating variables

Moderating and mediating variables should be included in the conceptual framework if they are relevant to the study. Moderating variables affect the strength or direction of the relationship between the main variables while mediating variables explain the relationship between the main variables.

6. Consider control variables

Control variables are variables that are held constant in the study to ensure that the results are valid and reliable. These variables should be included in the conceptual framework to ensure that the study is well-controlled.

7. Revise and refine the conceptual framework

Once the conceptual framework has been developed, the researcher should revise and refine it to ensure that it is clear, concise, and comprehensive. The conceptual framework should be reviewed to ensure that it accurately represents the research question and the variables involved in the study.

Moderating Variables

Moderating variables are variables that can modify or change the strength or direction of the relationship between the independent and dependent variables. These variables can be included in the conceptual framework to help explain the results of the study. For example, in a study on the effects of exercise on weight loss, age, and gender may be moderating variables that can affect the strength of the relationship between exercise and weight loss.

Mediating Variables

Mediating variables are variables that help to explain the relationship between the independent and dependent variables. These variables may be included in the conceptual framework to help identify the mechanisms through which the independent variable affects the dependent variable. For example, in a study on the effects of exercise on weight loss, metabolism, and calorie intake may be mediating variables that help to explain how exercise affects weight loss.

Moderator vs Mediator

It is essential to understand the difference between a moderator and a mediator in research. Here is a table that highlights the differences between moderators and mediators in a theoretical framework:


Affects the strength or direction of the relationship between the independent and dependent variables.	Explains the relationship between the independent and dependent variables.
Changes in the relationship between the independent and dependent variables depending on the levels of the moderating variable.	Helps to clarify how the independent variable affects the dependent variable.
Often categorical or continuous variables can be measured.	Often intervening variables that are not directly observable and require further analysis.
Can be included in the research design to control for confounding variables.	Used to test for causal relationships between the independent and dependent variables.
Example: Gender, age, education level.	Example: Attitude, perception, motivation.
Can be included in the regression model as an interaction term.	Can be included in the regression model as a mediating variable.

Control Variables

Control variables are factors that are held constant or unchanged in a study or experiment. In a conceptual framework, control variables refer to the variables that are kept constant or held fixed during the study to ensure that the effect of other independent variables on the dependent variable is not confounded or influenced by any other factor. For example, in a study on the effects of exercise on weight loss, the type of exercise, duration of exercise, and frequency of exercise may be control variables that are held constant to ensure that the results are not affected by these factors.

The Final Analysis

A conceptual framework is a critical element in research that provides a theoretical basis for the study and guides the research process. Developing a conceptual framework involves several steps, including choosing a research question, selecting independent and dependent variables, visualizing cause-and-effect relationships, identifying other influencing variables, including moderating and mediating variables, and controlling variables. It also provides a basis for making conclusions and recommendations based on the collected data. Researchers should pay close attention to developing a robust conceptual framework to ensure that their research is of high quality and contributes to existing knowledge.

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THEORETICAL AND CONCEPTUAL FRAMEWORKS IN RESEARCH: CONCEPTUAL CLARIFICATION

September 2023
European Chemical Bulletin 12(12):2103-2117
12(12):2103-2117

Obafemi Awolowo University

Islamic University in Uganda (IUIU)
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What is a framework? Understanding their purpose, value, development and use

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Published: 14 April 2023
Volume 13 , pages 510–519, ( 2023 )

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Stefan Partelow ORCID: orcid.org/0000-0002-7751-4005 1 , 2

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Many frameworks exist across the sciences and science-policy interface, but it is not always clear how they are developed or can be applied. It is also often vague how new or existing frameworks are positioned in a theory of science to advance a specific theory or paradigm. This article examines these questions and positions the role of frameworks as integral but often vague scientific tools, highlighting benefits and critiques. While frameworks can be useful for synthesizing and communicating core concepts in a field, they often lack transparency in how they were developed and how they can be applied. Positioning frameworks within a theory of science can aid in knowing the purpose and value of framework use. This article provides a meta-framework for visualizing and engaging the four mediating processes for framework development and application: (1) empirical generalization, (2) theoretical fitting, (3) application, and (4) hypothesizing. Guiding points for scholars and policymakers using or developing frameworks in their research are provided in closing.

Introduction

Reflections on Methodological Issues

Looking Back

Avoid common mistakes on your manuscript.

The development of ‘frameworks’ is at present probably the most common strategy in the field of natural resources management to achieve integration and interdisciplinarity. Mollinga , 2008

…it is not clear what the role of a scientific framework should be, and relatedly, what makes for a successful scientific framework. Ban and Cox, 2017

Frameworks are important research tools across nearly all fields of science. They are critically important for structuring empirical inquiry and theoretical development in the environmental social sciences, governance research and practice, the sustainability sciences and fields of social-ecological systems research in tangent with the associated disciplines of those fields (Binder et al. 2013 ; Pulver et al. 2018 ; Colding and Barthel 2019 ). Many well-established frameworks are regularly applied to collect new data or to structure entire research programs such as the Ecosystem Services (ES) framework (Potschin-Young et al. 2018 ), the Social-Ecological Systems Framework (SESF) (McGinnis and Ostrom 2014a ), Earth Systems Governance (ESG) (Biermann et al. 2010 ), the Driver-Impact-Pressure-State-Response (DIPSR) framework, and the Life Cycle Assessment (LCA) framework. Frameworks are also put forth by major scientific organizing bodies to steer scientific and policy agendas at regional and global levels such as the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) (Díaz et al. 2015 ) and the Global Sustainable Development Report’s transformational levers and fields (UN 2019 ).

Despite the countless frameworks, it is not always clear how a framework can be developed or applied (Ban and Cox 2017 ; Partelow 2018 ; Nagel and Partelow 2022 ). Development may occur through empirically backed synthesis or by scholars based on their own knowledge, values, or interests. These diverse development pathways do, however, result in common trends. The structure of most frameworks is the identification of a set of concepts and their general relationships — often in the form box-and-arrow diagrams — that are loosely defined or unspecified. This hallmark has both benefits and challenges. On one hand, this is arguably the purpose of frameworks, to structure the basic ideas of theory or conceptual thinking, and if they were more detailed they would be models. On the other hand, there is often a “black box” nature to frameworks. It is often unclear why some sets of concepts and relationships are chosen for integration into frameworks, and others not. As argued below, these choices are often the result of the positionality of the framework’s creators. Publications of frameworks, furthermore, often lack descriptions of their value and potential uses compared to other frameworks or analytical tools that exist in the field.

Now shifting focus to how frameworks are applied. Some frameworks provide measureable indicators as the key variables in the framework, but many only suggest general concepts. This creates the need to link concepts and their relationships to data through other more tangible indicators. Methods to measure such indicators will also be needed in new empirical studies. These methodological and study design steps necessary to associate data to framework concepts is often referred to as “operationalizing” a framework. However, without guidance on how to do this, scholars are often left with developing their own strategies, which can lead to heterogeneous and idiosyncratic methods and data. These challenges can be referred to as methodological gaps (Partelow 2018 ), where the details of how to move from concept to indicator to measurement to data transformation, are not always detailed in a way that welcomes replicability or learning. This is not necessarily a problem if the purpose of a framework is to only guide the analysis of individual cases or synthesis activities in isolation, for example to inform local management, but it hinders meta-analyses, cross-case learning and data interpretability for others.

In this article, a brief overview of framework definitions and current synthesis literature are reviewed in the “ What is a framework? ” section. This is coupled with the argument that frameworks often lack clarity in their development and application because their positioning within a theory of science is unclear. In the “ Mechanisms of framework development and use: a meta-framework ” section, a meta-framework is proposed to assist in clarifying the four major levers with which frameworks are developed and applied: (1) empirical generalization, (2) theoretical fitting, (3) hypothesizing, and (4) application. The meta-framework aims to position individual frameworks into a theory of science, which can enable scholars to take a conceptual “step back” in order to view how their engagement with a framework contributes to their broader scientific goal and field. Two case studies of different frameworks are provided to explore how the meta-framework can aid in comparing them. This is followed by a discussion of what makes a good framework, along with explicit guiding points for the use of frameworks in research and policy practice.

What is a framework?

The definition and purpose of a framework is likely to vary across disciplines and thematic fields (Cox et al. 2016 ). There is no universal definition of a framework, but it is useful to provide a brief overview of different definitions for orientation. The Cambridge Dictionary states that frameworks are “a supporting structure around which something can be built; a system of rules, ideas, or beliefs that is used to plan or decide something.” Schlager ( 2007 , 293) states that “frameworks provide a foundation for inquiry,” and Cumming ( 2014 , 5) adds that this “does not necessarily depend on deductive logic to connect different ideas.” Importantly, Binder et al., ( 2013 , 2) note that “a framework provides a set of assumptions, concepts, values and practices,” emphasizing the normative or inherently subjective logic to framework development. A core theme being plurality and connectivity. Similarly, McGinnis and Ostrom ( 2014a , 1) define frameworks as “the basic vocabulary of concepts and terms that may be used to construct the kinds of causal explanations expected of a theory. Frameworks organize diagnostic, descriptive, and prescriptive inquiry.” In a review comparing ten commonly used frameworks in social-ecological systems (SES) research, Binder et al., ( 2013 , 1) state that frameworks are useful for developing “a common language, to structure research on SES, and to provide guidance toward a more sustainable development of SES.” In a similar review, Pulver et al., ( 2018 , 1) suggest that frameworks “assist scholars and practitioners to analyze the complex, nonlinear interdependencies that characterize interactions between biophysical and social arenas and to navigate the new epistemological, ontological, analytical, and practical horizons of integrating knowledge for sustainability solutions.” It is important to recognize that the above claims often suggest the dualistic or bridging positions held by frameworks, in both theory building and for guiding empirical observations. However, there is relatively little discussion in the above literature on how frameworks act as bridging tools within a theory of science or how frameworks add value as positioning tools in a field.

Every framework has a position, meaning it is located within a specific context of a scientific field. As positioning tools, frameworks seem to “populate the scientist’s world with a set of conceptual objects and (non-causal) relationships among them,” shaping (and sometimes limiting) the way we think about problems and potential solutions (Cox et al. 2016 , 47). Thus, using a specific framework helps in part to position the work of a researcher in a field and its related concepts, theories and paradigms.

Four factors can be considered to evaluate the positioning of a framework: (a) who developed it, (b) the values being put forth by those researchers, (c) the research questions engaged with, and (d) the field in which it is embedded. For example, the Social-Ecological Systems Framework (SESF) (Ostrom 2009 ) was developed by (a) Elinor Ostrom who developed the framework studying common-pool resource and public goods governance from the 1960s until the 2000s. Ostrom’s overall goal was (b) to examine the hindering and enabling conditions for governance to guide the use and provision common goods towards sustainability outcomes. Her primary research questions (c) related to collective action theory, unpacking how and why people cooperate with each other or not. The field her work is embedded in (d) is an interdisciplinary mix between public policy, behavioral and institutional economics. Scholars who use Ostrom’s SESF today, carry this history with them and therefore position themselves, whether implicitly or explicitly, as part of this research landscape as systems thinkers and interdisciplinarians, even if they have other scholarly positions.

Frameworks are positioned within a theory of science. Understanding this positioning can guide scholars in comprehending how their engagement with frameworks contributes to the overall advancement of their field. To do this, taking a conceptual “step back” is necessary, to distinguish between different levels of theory in science. From the conceptually broadest to the most empirically specific, we can identify the following levels of theory: paradigms, frameworks, specific theories, models/archetypes and cases (Table 1 ). Knowledge production processes flow up and down these levels of theory. For example, as argued by Kuhn ( 1962 ), the purpose of a scientific field is to advance its paradigm. Thus, the study of empirical observations (e.g., case studies) — and the development of models or theories resulting from those data — are aimed at advancing the overarching paradigm. Such paradigms could be conservation, democracy, sustainable development or social-ecological systems.

There is a need to connect cases, models and specific theory up to the overall paradigms of a field to make aggregate knowledge gains. Here, the role of frameworks becomes more clear, as bridging tools that enable connections between levels of knowledge. From the top down, frameworks can specify paradigms with more tangible conceptual features and relationships, which can then guide empirical inquiry. For example, the Driver-Pressure-State-Impact-Response (DPSIR) framework (Smeets and Weterings 1999 ; Ness, Anderberg, and Olsson 2010 ) specifies how to evaluate policy options and their effects by focusing on the five embedded concepts in a relational order. Scholars can then generate more specific indicators and methods to measure the five specified features of the framework, and their relationships, to generate empirical insights that now have a direct link to the paradigm of sustainable policy development via the framework.

Furthermore, frameworks can also emerge from the bottom up, by distilling empirical data across cases and thus creating a knowledge bridge of more specified conceptual features and relationships that connect to a paradigm. In both top-down and bottom-up mechanism, frameworks can play a vital role in synthesizing and communicating ideas among scholars in a field — from empirical data to a paradigm. A challenge may be, however, that multiple frameworks have emerged attempting to specify the core conceptual features and relationships in a paradigm. A mature scientific field is likely to have many frameworks to guide research and debate. There is, however, a lack of research and tools available to compare frameworks and their added value.

Beyond their use as positioning tools, frameworks make day-to-day science easier. They can guide researchers in designing new empirical research by indicating which core concepts and relationships are of interest to be measured and compared. Scientific fields also need common fires to huddle around, meaning that we need reference points to initiate scholarly debates, coordinate disparate empirical efforts and to communicate findings and novel advancements through a common language (McGinnis and Ostrom 2014a ; Ban and Cox 2017 ). As such, frameworks are useful for synthesis research, focusing the attention of reviews and meta-analyses around core sets of concepts and relationships.

There is, however, a tension between frameworks that aim to capture complexity and those that aim to simplify core principles. Complexity oriented frameworks often advance systems thinking at the risk of including too many variables. They often have long lists of variables which makes empirical orientation and synthesis difficult. On the other hand, simplification frameworks face the challenge of leaving important things out, with the benefit of clarifying what may be important and giving clear direction.

From a more critical perspective, the “criteria for comparing frameworks are not well developed,” (Schlager, 2007 , 312), and the positionality of frameworks has not been rigorously explored outside of smaller studies. Nonetheless, numerous classifications or typologies of frameworks within specific fields have been suggested (Table 2 ), although not with reference to positionality (Spangenberg 2011 ; Binder et al. 2013 ; Cumming 2014 ; Schlager 2007 ; Ness et al. 2007 ; Potschin-Young et al. 2018 ; Cox et al. 2021 ; Louder et al. 2021 ; Chofreh and Goni 2017 ; Alaoui et al. 2022 ; Tapio and Willamo 2008 ). These studies point to the question of: what makes a good framework? Are there certain quality criteria that make some frameworks more useful than others? There has undoubtedly been a rise in the number of frameworks, but as expressed by Ban and Cox ( 2017 , 2), “it is not clear what the role of a scientific framework should be, and relatedly, what makes for a successful scientific framework. Although there are many frameworks […] there is little discussion on what their scientific role ought to be, other than providing a common scientific language.” The meta-framework presented below serves as a tool for answering these questions and provides guidance for developing and implementing frameworks in a range of settings.

Mechanisms of framework development and use: a meta-framework

This section presents a meta-framework detailing the mechanisms of framework development and use (Fig. 1 ). The meta-framework illustrates the role of frameworks as bridging tools for knowledge synthesis and communication. Therefore, the purpose of the meta-framework is to demonstrate how the mechanisms of framework development and use act as levers of knowledge flow across levels within a theory of science, doing so by enabling the communication and synthesis of knowledge. Introducing the meta-framework has two parts, outlined below.

A meta-framework outlining the central role frameworks play in scientific advancement through their development and use. In the center, frameworks provide two core bridging values: knowledge synthesis and knowledge communication. Three modes of logical reasoning contribute to framework development: induction, deduction and abduction. Frameworks are used and developed through four mediating processes: (1) empirical generalization, (2) theoretical fitting, (3) application, and (4) hypothesizing

First, the meta-framework visualizes the levels along the scale of scientific theory including paradigms, frameworks, specific theory and empirical observations, introduced above. Along this scale, three mechanisms of logical reasoning are typical: induction, deduction, and abduction. Induction is a mode of logical reasoning based on sets of empirical observations, which, when patterns within those observations emerge, can inform more generalized theory formation. Induction, in its pure form, is reasoning without prior assumptions about what we think is happening. In contrast, deduction is a mode of logical reasoning based on testing a claim or hypothesis, often based on a body of theory, against an observation to infer whether or not a claim is true. In contrast to induction, which always leads to probable or fuzzy conclusions, deductive logic provides true or false conclusions. A third mode of logical reasoning is abduction. Abduction starts with a single or limited set of observations, and assumes the most likely cause as a conclusion. Abduction can only provide probable conclusions. Knowledge claims from all three modes of logical reasoning are part of the nexus of potential framework creation or modification.

Second, the meta-framework has four iterative mediating processes that directly enable the development and/or application of frameworks (Fig. 1 ). Two of the four mediating processes relate to framework development: (1) empirical generalization and (2) theoretical fitting. The other two relate to framework application: (3) hypothesizing, and (4) application (Fig. 1 , Table 3 ). The details of the specific mediating pathways are outlined in Table 3 , including the processes involved in each. There are numerous potential benefits and challenges associated with each (Table 3 ).

The value of a meta-framework

The presented meta-framework (Fig. 1 ) allows us to assess the values different frameworks can provide. If a framework provides a novel synthesis of key ideas or new developments in a field, and communicates those insights well in its composition, it likely adds notable value. If a framework coordinates scientific inquiry across the 1 or more of the four mediating processes, it likely acts as an important gatekeeper and boundary object for what may otherwise be disparate or tangential research. If it contributes substantial advances in 3 or 4 of the mediating processes, the value of the framework is likely higher.

The meta-framework can further help identify the positioning of framework such as the type of logical reasoning processes used to create it, as well as help clarify the role of a framework along the scale of knowledge production (i.e., from data to paradigm). It might be clear, for example, what paradigm or specific theory a framework contributes to. The meta-framework can add value by guiding the assessment of how frameworks fit into the bigger picture of knowledge contribution in their field. Furthermore, many scholars and practitioners are interested in developing new frameworks. The meta-framework outlines the mechanisms that can be considered in creating the framework as well as help developers of new frameworks communicate how their frameworks add value. For example, to link empirical data collection to theoretical work in their field.

The meta-framework can help compare frameworks, to assess strengths and weaknesses in terms of their positioning and knowledge production mechanisms. It can also help elucidate the need for, or value of, new frameworks. This challenge is noted by Cumming ( 2014 , 18) in the field of social-ecological systems, reflecting that “the tendency of researchers to develop “new” frameworks without fully explaining how they relate to other existing frameworks and what new elements they bring to the problem is another obvious reason for the lack of a single dominant, unifying framework.” To showcase such as comparison, two brief examples are provided. The first example features the Driver-Pressure-State-Impact-Response (DPSIR) framework developed by the European Environmental Agency (EEA) (Box 1 ) (Smeets and Weterings 1999 ; Ness, Anderberg, and Olsson 2010 ). The DPSIR framework exemplifies a framework developed from the top-down (theoretical fitting) approach, to better organize the policy goal and paradigm of environmental sustainability to the indicators collected by EU member states. The second example highlights the Social-Ecological Systems Framework (SESF) developed by Elinor Ostrom (Box 2 ) (Ostrom 2009 ; McGinnis and Ostrom 2014a ). The SESF exemplifies a framework developed from the bottom up (empirical generalization) to aggregate data into common variables to enable data standardization and comparison towards theory building to improve environmental governance. In the case examples (Box 1 ; Box 2 ), we can see the value of both frameworks from different perspectives. The examples briefly illustrate how the positionality of each framework dictates how others use them to produce knowledge towards a paradigm. In the case of the DPSIR framework, from the top-down towards a policy goal, and with the SESF, from the bottom-up towards a theoretical goal.

Drivers – Pressures – State – Impact - Response (DPSIR) framework

Social-Ecological Systems Framework (SESF)

Discussion and directions forward

Frameworks are commons objects to huddle around in academic and practitioner communities, providing identity and guiding our effort. They focus scholarly attention on important issues, stimulate cognitive energy and provide fodder for discussion. However, reflection on the role and purpose of the frameworks we use needs to be a more common practice in science. The proposed meta-framework aims to showcase the role of frameworks as boundary objects that connect ideas and concepts to data in constructive and actionable ways, enabling knowledge to be built up and aggregated within scientific fields through using common languages and concepts (Mollinga 2008 ; Klein 1996 ).

Boundary objects such as frameworks can be especially important for inter- and transdisciplinary collaboration, where there may be few prior shared points of conceptual understanding or terminology beyond a problem context. Mollinga ( 2008 , 33) reflects that “frameworks are typical examples of boundary objects, building connections between the worlds of science and that of policy, and between different knowledge domains,” and that “the development of frameworks is at present probably the most common strategy in the field of natural resources management to achieve integration and interdisciplinarity,” (Mollinga, 2008 , 31). They are, however, critically important for both disciplinary specific fundamental research, as well as for bridging science-society gaps through translating often esoteric academic concepts and findings into digestible and often visual objects. For example, the DPSIR framework (Box 1 ) attempts to better organize the analysis of environmental indicators for policy evaluation processes in the EU. Furthermore, Partelow et al., ( 2019 ) and Gurney et al., ( 2019 ) both use Ostrom’s SESF (Box 2 ) as a boundary object at the science-society interface to visually communicate systems thinking and social-ecological interactions to fishers and coastal stakeholders involved in local management decision-making.

An important feature of frameworks is that the very contestation over their nature is perhaps their main value. A framework can only be an effective boundary object if it catalyzes deliberation and scholarly debate — thus contestation over what it is and its value is seeded into the toolbox and identity of a scholarly field. Although most frameworks are likely to have shortcomings, flaws or controversial features, the fact that they motivate engagement around common problems and stimulate scholarly engagement is a value of its own. In doing so, frameworks often become symbols of individual and community identity in contested spaces. This is evidenced in how frameworks are often used to stamp our research as valid, relevant and important to the field, even if done passively. Citing a framework both communicates the general purpose of what a scholar is attempting to achieve to others, and orients science towards a common synthetic object for future knowledge synthesis and debate. These positioning actions are essential for science and practitioner communities to understand a research or policy project, its aims and assumptions. Historically, disciplines have provided this value – signaling the problems, methods and theories one is likely to engage with. Frameworks can act as tools for bridging disciplines, helping to catalyze interdisciplinary engagement (Mollinga 2008 ; Klein 1996 ). As many scientific communities shift focus towards solving real-world problems (e.g., climate change, gender equality), tools that can help scientists’ cooperate and communicate, such as a framework, will continue to play a vital role in achieving knowledge co-production goals.

Guiding points for framework engagement

An aim of this article is not only to reflect on the purpose, value and positioning of frameworks, but to provide some take-away advice for engaging with frameworks in current or future work. Over the course of this article, the question of “What makes a good framework?” has been explored. The meta-framework outlines mechanisms of useful frameworks and can help understand the positioning of frameworks. Nonetheless, more detailed guiding points can be specified for both the use and development of frameworks going forward. A series of guiding points are outlined in Table 4 , generated from the literature cited throughout this article, feedback from colleagues and personal experiences applying and developing numerous frameworks. The guiding points focus on the two types of mediating processes, framework development and use (Table 4 ).

In conclusion, we need to know our academic tools in order make the best use of them in our own research, practice and knowledge communities. Frameworks have gained substantial popularity for the communication and synthesis of academic ideas, and as tools we all have the ability to create and perhaps the responsibility to steward. However, frameworks have struggled to find roots in a theory of science which grounds their contributions in relation to other scientific tools such as models, specific theories and empirical data. There is also a lack of discussion about what makes a good framework and how to apply frameworks in a way to makes those applications of integrative value to an overall community of scholars positioned around it. The meta-framework provided in this article offers insights into how to understand the purpose and positionality of frameworks, as well as the mechanisms for understanding the creation and application of frameworks. The meta-framework further allows for the comparison of frameworks to assess their value.

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Acknowledgements

I would like to thank Michael Cox and Achim Schlüter for their helpful feedback on previous versions of the manuscript and the ideas within it. I am grateful to the Leibniz Centre for Tropical Marine Research (ZMT) in Bremen, and the Center for Life Ethics at the University of Bonn for support.

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Partelow, S. What is a framework? Understanding their purpose, value, development and use. J Environ Stud Sci 13 , 510–519 (2023). https://doi.org/10.1007/s13412-023-00833-w

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Conceptual framework: the Basics and an Example

Conceptual Framework: this article explains the conceptual framework , also called a conceptual model , in a practical way. Next to what it is (defintion and theory), also the advantages important variables combined with an example are been shared in this article. After reading it, you will understand the basics of this research and analytic tool. Enjoy reading!

What is a conceptual framework? The theory

A conceptual framework can be defined as a visual representation in research that helps to illustrate the expected relationship between cause and effect . It is also called a conceptual model or research model. That means that different variables and the assumed relationships between those variables are included in the model and reflect the expectations.

This framework is a tool that is used prior to a study. This makes a conceptual framework an analytical tool. It is used to make conceptual distinctions and bring together different ideas. Strong conceptual frameworks lead to an actual realisation of the intended objective.

Origin of the conceptual framework

A conceptual framework originates in the financial reporting of accountancy. This is a default setting for practical problems to be tested objectively.

Thus, in a conceptual framework, fundamental financial issues are dealt with, including:

What useful features does the accounting need?
Which basic elements are we dealing with (assets, liabilities, equity, etc.)?
What variables are needed for the preparation of the financial statements?

A conceptual framework of a research study: purpose and importance

In a conceptual model, the relationships are clearly defined between the different variables and their relationship to each other. Typically, the model is prepared before actual research takes place.

In addition, the type of research determines whether it is wise and useful to work with a conceptual framework. In testing research, the use of a conceptual framework is customary.

Based on hypotheses, a certain idea can be shown. The basis of testing research is to demonstrate the cause effect relationship, which is also reflected in the conceptual framework. In testing research, one works with specific expectations about cause and effect relationships, which are displayed in the schematic model.

Nevertheless, the model is also suitable for exploratory research. This often consists of broadly defined concepts instead of specifically defined variables. In this type of research, the specific relationships are identified afterwards and the variables are directly measurable and formulated fairly concretely.

Research Methods For Business Students Course A-Z guide to writing a rockstar Research Paper with a bulletproof Research Methodology! More information

A conceptual framework example and its variables

In order to demonstrate the cause and effect relationship well, it is important to first chart the expectations within the conceptual framework and to divide the cause-effect relationship into variables. In this context, the variables are the characteristics that summarise the cause-and-effect relationship.

Suppose it is important for a fashion chain to run more sales through their online shop.

A number of variables come together in the conceptual model: 20% more revenue through the online shop, weekly Facebook promotions, the opportunity to get an additional 10% discount on the purchase within 24 hours after a visit and an improved appearance which allows online visitors to see the clothes from various angles.

In case of the cause-effect relationship, we now deal with two types of variables: the independent variables (Facebook promotion, 10% discount and improved appearance) and the dependent variable (20% more revenue). The dependent variable (result) is determined by the independent variables (causes).

The characteristics can influence each other and be directly related to each other. If the online shop has improved its appearance, visitors will spend more time looking for clothes and they will undoubtedly also see the offer to get 10% off now. Additionally, via Facebook promotions, visitors will be drawn to the online shop.

The only discussion that can arise is which unit can best be chosen to measure the variables. Also, conceptual questions arise, such as “what is meant by Facebook promotion” . To overcome this, it is suggested to make good and clear agreements in advance.

What does that look like?

In fact, the conceptual framework is a representation of a problem statement or research question. It also looks pretty simple. Once the independent and dependent variables have been determined, a conceptual framework can be started:

Frameworks – The dependent and independent variables are drawn up in the frames.
Arrows – the arrows between two concepts indicate that there is a causal link; where the arrow comes from influences where the arrow points to.
Lines – where a relationship (correlation) between 2 variables is expected, but no connection, a line is used.

Conceptual Framework example - toolshero

Figure 1- an example of a conceptual framework

Other influencing variables

Aside from the independent and dependent variables there are other variables that can come into play that influence the relationship between the independent and dependent variables.

Three common influencing variables are moderating variables, mediating variables and control variables. Below we will briefly explain all three of them.

A moderating variable changes the effect that an independent variable has on a dependent variable, making the outcome more or less effective.

In above example, a higher discount may affect the revenue differently when a customer has a lower income, as that customer might be more susceptible to purchase items on sale. ‘Income’ or, perhaps more accurately, ‘spending power’ will then be the moderating variable.

A mediating variable connects the independent and dependent variable as an explaining factor that impacts the outcome. In the example we are using this could be the ‘number of online visitors’ of the webshop. Facebook marketing intends to draw more potential customers to the webshop and the more visitors the online shop has, the greater chance of an increase in revenue.

To help distinguish between moderating and mediating variables, consider them in relation to the independent variable. A moderating variable is namely not affected by the independent variable, whereas a mediating variable is affected by the independent variable.

In our example, ‘spending power’ is not affected by ‘discount’ and the ‘number of online visitors’ is affected by ‘Facebook marketing’ .

A control variable is a variable that could affect the dependent variable, however it is held constant, so it doesn’t interfere with the outcome.

Using the same example, a control variable could be the ‘quality of internet connection’ . For instance, if the website is down or customers suddenly cannot access the webshop due to a bad internet connection, this will affect the revenue.

In this case we are not interested to research the effect of the internet connection, so we keep this control variable constant. This means we only include visitors with a working connection and a webshop that is live.

The advantages of using a conceptual framework

Working with a conceptual model has various advantages. First, the user is “forced” to think carefully about the variables and give them precise descriptions.

Now It’s Your Turn

What do you think? Are you using a conceptual framework in research or problem solving? Can you apply the conceptual model in today’s modern business companies? Do you recognize the practical explanation or do you have more suggestions? What are your success factors for problem analysis and researching?

Share your experience and knowledge in the comments box below.

More information

Barick, R. (2021). Research Methods For Business Students . Retrieved 02/16/2024 from Udemy.
Gartner, W. B. (1985). A conceptual framework for describing the phenomenon of new venture creation . Academy of management review , 10(4), 696-706.
Seuring, S., & Müller, M. (2008). From a literature review to a conceptual framework for sustainable supply chain management . Journal of cleaner production, 16(15), 1699-1710.

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Theoretical vs Conceptual Framework

What they are & how they’re different (with examples)

By: Derek Jansen (MBA) | Reviewed By: Eunice Rautenbach (DTech) | March 2023

If you’re new to academic research, sooner or later you’re bound to run into the terms theoretical framework and conceptual framework . These are closely related but distinctly different things (despite some people using them interchangeably) and it’s important to understand what each means. In this post, we’ll unpack both theoretical and conceptual frameworks in plain language along with practical examples , so that you can approach your research with confidence.

Overview: Theoretical vs Conceptual

What is a theoretical framework, example of a theoretical framework, what is a conceptual framework, example of a conceptual framework.

Theoretical vs conceptual: which one should I use?

A theoretical framework (also sometimes referred to as a foundation of theory) is essentially a set of concepts, definitions, and propositions that together form a structured, comprehensive view of a specific phenomenon.

In other words, a theoretical framework is a collection of existing theories, models and frameworks that provides a foundation of core knowledge – a “lay of the land”, so to speak, from which you can build a research study. For this reason, it’s usually presented fairly early within the literature review section of a dissertation, thesis or research paper .

Let’s look at an example to make the theoretical framework a little more tangible.

If your research aims involve understanding what factors contributed toward people trusting investment brokers, you’d need to first lay down some theory so that it’s crystal clear what exactly you mean by this. For example, you would need to define what you mean by “trust”, as there are many potential definitions of this concept. The same would be true for any other constructs or variables of interest.

You’d also need to identify what existing theories have to say in relation to your research aim. In this case, you could discuss some of the key literature in relation to organisational trust. A quick search on Google Scholar using some well-considered keywords generally provides a good starting point.

Typically, you’ll present your theoretical framework in written form , although sometimes it will make sense to utilise some visuals to show how different theories relate to each other. Your theoretical framework may revolve around just one major theory , or it could comprise a collection of different interrelated theories and models. In some cases, there will be a lot to cover and in some cases, not. Regardless of size, the theoretical framework is a critical ingredient in any study.

Simply put, the theoretical framework is the core foundation of theory that you’ll build your research upon. As we’ve mentioned many times on the blog, good research is developed by standing on the shoulders of giants . It’s extremely unlikely that your research topic will be completely novel and that there’ll be absolutely no existing theory that relates to it. If that’s the case, the most likely explanation is that you just haven’t reviewed enough literature yet! So, make sure that you take the time to review and digest the seminal sources.

Need a helping hand?

A conceptual framework is typically a visual representation (although it can also be written out) of the expected relationships and connections between various concepts, constructs or variables. In other words, a conceptual framework visualises how the researcher views and organises the various concepts and variables within their study. This is typically based on aspects drawn from the theoretical framework, so there is a relationship between the two.

Quite commonly, conceptual frameworks are used to visualise the potential causal relationships and pathways that the researcher expects to find, based on their understanding of both the theoretical literature and the existing empirical research . Therefore, the conceptual framework is often used to develop research questions and hypotheses .

Let’s look at an example of a conceptual framework to make it a little more tangible. You’ll notice that in this specific conceptual framework, the hypotheses are integrated into the visual, helping to connect the rest of the document to the framework.

As you can see, conceptual frameworks often make use of different shapes , lines and arrows to visualise the connections and relationships between different components and/or variables. Ultimately, the conceptual framework provides an opportunity for you to make explicit your understanding of how everything is connected . So, be sure to make use of all the visual aids you can – clean design, well-considered colours and concise text are your friends.

Theoretical framework vs conceptual framework

As you can see, the theoretical framework and the conceptual framework are closely related concepts, but they differ in terms of focus and purpose. The theoretical framework is used to lay down a foundation of theory on which your study will be built, whereas the conceptual framework visualises what you anticipate the relationships between concepts, constructs and variables may be, based on your understanding of the existing literature and the specific context and focus of your research. In other words, they’re different tools for different jobs , but they’re neighbours in the toolbox.

Naturally, the theoretical framework and the conceptual framework are not mutually exclusive . In fact, it’s quite likely that you’ll include both in your dissertation or thesis, especially if your research aims involve investigating relationships between variables. Of course, every research project is different and universities differ in terms of their expectations for dissertations and theses, so it’s always a good idea to have a look at past projects to get a feel for what the norms and expectations are at your specific institution.

Want to learn more about research terminology, methods and techniques? Be sure to check out the rest of the Grad Coach blog . Alternatively, if you’re looking for hands-on help, have a look at our private coaching service , where we hold your hand through the research process, step by step.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

21 Comments

Thank you for giving a valuable lesson

good thanks!

VERY INSIGHTFUL

thanks for given very interested understand about both theoritical and conceptual framework

I am researching teacher beliefs about inclusive education but not using a theoretical framework just conceptual frame using teacher beliefs, inclusive education and inclusive practices as my concepts

good, fantastic

great! thanks for the clarification. I am planning to use both for my implementation evaluation of EmONC service at primary health care facility level. its theoretical foundation rooted from the principles of implementation science.

This is a good one…now have a better understanding of Theoretical and Conceptual frameworks. Highly grateful

Very educating and fantastic,good to be part of you guys,I appreciate your enlightened concern.

Thanks for shedding light on these two t opics. Much clearer in my head now.

Simple and clear!

The differences between the two topics was well explained, thank you very much!

Thank you great insight

Superb. Thank you so much.

Hello Gradcoach! I’m excited with your fantastic educational videos which mainly focused on all over research process. I’m a student, I kindly ask and need your support. So, if it’s possible please send me the PDF format of all topic provided here, I put my email below, thank you!

I am really grateful I found this website. This is very helpful for an MPA student like myself.

I’m clear with these two terminologies now. Useful information. I appreciate it. Thank you

I’m well inform about these two concepts in research. Thanks

I found this really helpful. It is well explained. Thank you.

very clear and useful. information important at start of research!!

Wow, great information, clear and concise review of the differences between theoretical and conceptual frameworks. Thank you! keep up the good work.

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The Ultimate Guide to Qualitative Research - Part 1: The Basics

Introduction and overview
What is qualitative research?
What is qualitative data?
Examples of qualitative data
Qualitative vs. quantitative research
Mixed methods
Qualitative research preparation
Theoretical perspective
Theoretical framework
Literature reviews
Research question
Conceptual framework
Introduction

Revisiting theoretical frameworks

Revisiting conceptual frameworks, differences between conceptual and theoretical frameworks, examples of theoretical and conceptual frameworks, developing frameworks for your study.

Data collection
Qualitative research methods
Focus groups
Observational research
Case studies
Ethnographical research
Ethical considerations
Confidentiality and privacy
Power dynamics
Reflexivity

Conceptual vs. theoretical framework

Theoretical and conceptual frameworks are both essential components of research, guiding and structuring the research. Although they are closely related, the conceptual and theoretical framework in any research project serve distinct purposes and have different characteristics. In this section, we provide an overview of the key differences between theoretical and conceptual frameworks.

Theoretical and conceptual frameworks are foundational components of any research study. They each play a crucial role in guiding and structuring the research, from the formation of research questions to the interpretation of results .

While both the theoretical and conceptual framework provides a structure for a study, they serve different functions and can impact the research in distinct ways depending on how they are combined. These differences might seem subtle, but they can significantly impact your research design and outcomes, which is why it is important to think through each one of them.

The theoretical framework describes the broader lens through which the researcher views the topic and guides their overall understanding and approach. It connects the theoretical perspective to the data collection and data analysis strategy and offers a structure for organizing and interpreting the collected data.

On the other hand, the conceptual framework describes in detail and connects specific concepts and variables to illustrate potential relationships between them. It serves as a guide for assessing which aspects of the data are relevant and specifying how the research question is being answered. While the theoretical framework outlines how more abstract-level theories shape the study, the conceptual framework operationalizes the empirical observations that can be connected to theory and broader understanding.

Understanding these differences is crucial when designing and conducting your research study. In this chapter, we will look deeper at the distinctions between these types of frameworks, and how they interplay in qualitative research . We aim to provide you with a solid understanding of both, allowing you to effectively utilize them in your own research.

Theoretical frameworks play a central role in research, serving as the bedrock of any investigation. This section offers a refresher on the essential elements and functions of theoretical frameworks in research.

A theoretical framework refers to existing theory, concepts, and definitions that you use to collect relevant data and offer meaningful empirical findings. Providing an overall orientation or lens, it guides your understanding of the research problem and directs your approach to data collection and analysis .

Your chosen theoretical framework directly influences your research questions and methodological choices . It contains specific theories or sets of assumptions drawn from relevant disciplines—such as sociology, psychology, or economics—that you apply to understand your research topic. These existing models and concepts are tools to help you organize and make sense of your data.

The theoretical framework also plays a key role in crafting your research questions and objectives. By determining the theories that are relevant to your research, the theoretical framework shapes the nature and direction of your study. It's essential to note, however, that the theoretical framework's role in qualitative research is not to predict outcomes. Instead, it offers a broader structure to understand and interpret your data, enabling you to situate your findings within the broader academic discourse in a way that makes your research findings meaningful to you and your research audience.

Conceptual frameworks , though related to theoretical frameworks , serve distinct functions within research. This section reexamines the characteristics and functions of conceptual frameworks to provide a better understanding of their roles in qualitative research .

A conceptual framework, in essence, is a system of concepts, assumptions, and beliefs that supports and informs your research. It outlines the specific variables or concepts you'll examine in your study and proposes relationships between them. It's more detailed and specific than a theoretical framework, acting as a contextualized guide for the collection and interpretation of empirical data.

The main role of a conceptual framework is to illustrate the presumed relationships between the variables or concepts you're investigating. These variables or concepts, which you derive from your theoretical framework, are integral to your research questions , objectives, and hypotheses . The conceptual framework shows how you theorize these concepts are related, providing a visual or narrative model of your research.

A study's own conceptual framework plays a vital role in guiding the data collection process and the subsequent analysis . The conceptual framework specifies which data you need to collect and provides a structure for interpreting and making sense of the collected data. For instance, if your conceptual framework identifies a particular variable as impacting another, your data collection and analysis will be geared towards investigating this relationship.

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Though interconnected, theoretical and conceptual frameworks have distinct roles in research and contribute differently to the research. This section will contrast the two in terms of scope, purpose, their role in the research process, and their relationship to the data analysis strategy and research question .

Scope and purpose of theoretical and conceptual frameworks

Theoretical and conceptual frameworks differ fundamentally in their scope. Theoretical frameworks provide a broad and general view of the research problem, rooted in established theories. They explain phenomena by applying a particular theoretical lens. Conceptual frameworks, on the other hand, offer a more focused view of the specific research problem. They explicitly outline the concrete concepts and variables involved in the study and the relationships between them.

While both frameworks guide the research process, they do so in different ways. Theoretical frameworks guide the overall approach to understanding the research problem by indicating the broader conversation the researcher is contributing to and shaping the research questions.

Conceptual frameworks provide a map for the study, guiding the data collection and interpretation process, including what variables or concepts to explore and how to analyze them.

Study design and data analysis

The two types of frameworks relate differently to the research question and design. The theoretical framework often inspires the research question based on previous theories' predictions or understanding about the phenomena under investigation. A conceptual framework then emerges from the research question, providing a contextualized structure for what exactly the research will explore.

Theoretical and conceptual frameworks also play distinct roles in data analysis. Theoretical frameworks provide the lens for interpreting the data, informing what kinds of themes and patterns might be relevant. Conceptual frameworks, however, present the variables concepts and variables and the relationships among them that will be analyzed. Conceptual frameworks may illustrate concepts and relationships based on previous theory, but they can also include novel concepts or relationships that stem from the particular context being studied.

Finally, the two types of frameworks relate differently to the research question and design. The theoretical framework basically differs from the conceptual framework in that it often inspires the research question based on the theories' predictions about the phenomena under investigation. A conceptual framework, on the other hand, emerges from the research question, providing a structure for investigating it.

Using case studies , we can effectively demonstrate the differences between theoretical and conceptual frameworks. Let’s take a look at some real-world examples that highlight the unique role and function of each framework within a research context.

Consider a study exploring the impact of classroom environments on student learning outcomes. The theoretical framework might be grounded in Piaget's theory of cognitive development, which offers a broad lens for understanding how students learn and process information.

Within this theoretical framework, the researcher formulates the conceptual framework. The conceptual framework identifies specific variables to study such as classroom layout, teacher-student ratio, availability of learning materials, and student performance as the dependent variable. It then outlines the expected relationships between these variables, such as proposing that a lower teacher-student ratio and well-equipped classrooms positively impact student performance.

Another study might aim to understand the factors influencing the job satisfaction of employees in a corporate setting. The theoretical framework could be based on Maslow's hierarchy of needs, interpreting job satisfaction in terms of fulfilling employees' physiological, safety, social, esteem, and self-actualization needs.

From this theoretical perspective, the researcher constructs the conceptual framework, identifying specific variables such as salary (physiological needs), job security (safety needs), teamwork (social needs), recognition (esteem needs), and career development opportunities (self-actualization needs). The conceptual framework proposes relationships among these variables and job satisfaction, such as higher salaries and more recognition being related to higher job satisfaction.

After understanding the unique roles and functions of these types of frameworks, you might ask: How do I develop them for my study? It's essential to remember that it's not a question of choosing one over the other, as both frameworks can and often do coexist within the same research project.

The choice of a theoretical and a conceptual framework often depends on the nature of your research question . If your research question is more exploratory and requires a broad understanding of the problem, a theoretical framework can provide a useful lens for interpretation. However, your conceptual framework may end up looking rather different to previous theory as you collect data and discover new concepts or relationships.

Consider the nature of your research problem as well. If you are studying a well-researched problem and there are established theories about it, using a theoretical framework to interpret your findings in light of these theories might be beneficial. But if your study explores a novel problem or aims to understand specific processes or relationships, developing a conceptual framework that maps these specific elements could prove more effective.

Your research methodology could also inform your choice. If your study is more interpretive and aims to understand people's experiences and perceptions, a theoretical framework can outline broader concepts that are relevant to approaching your study. Your conceptual framework can then shed light on the specific concepts that emerged in your data. By carefully thinking through your theoretical and conceptual frameworks, you can effectively utilize both types of frameworks in your research, ensuring a solid foundation for your study.

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Conceptual framework vs. Theoretical framework – and constructing each

By charlesworth author services.

Charlesworth Author Services
25 February, 2022

The terms ‘conceptual framework’ and ‘theoretical framework’ are commonly used in referring to the overall structure that shapes a research project. However, there are subtle differences between the two. This article sets out to clarify these differences along with providing pointers on how to go about constructing each framework.

Let’s begin by seeing the difference between a concept and a theory.

Concept vs. theory

A concept is an idea that has been formally developed and organised.
A theory is a set of concepts, models, principles, definitions etc. that make sense of a phenomenon by determining relationships among variables. Theories are established and validated by experiments and evidence.

Purpose of conceptual framework

A conceptual framework is like a roadmap for your study, helping you visualise your research project and put it into action. It defines the relevant variables for your study and maps out how they might relate to each other.

Conceptual frameworks have different uses in different types of studies.

In quantitative studies , a conceptual framework might be used to determine survey questions or data points, or to generate a hypothesis for explanations and predictions.
In qualitative studies , a conceptual framework might be used to provide a working hypothesis or a set of research questions , or to identify or explore categories in descriptive research.

Purpose of theoretical framework

A theoretical framework introduces and describes the theory/theories underpinning the research problem . Thus, theoretical frameworks support research by describing and/or drawing from relevant theoretical aspects obtained in previous work.

In master’s research, there might be one or two theoretical frameworks.
For a PhD , which warrants original research that provides a substantial contribution of new knowledge, three or more theoretical frameworks might be involved.

Conceptual vs. theoretical framework

Here’s a summary of the key differences between the two frameworks.


It is more about the approach that a researcher takes in answering a research question.	It is developed from existing theory/theories.
It is derived from concepts.	It is derived from theory.
A conceptual framework is composed of several concepts. Further, a conceptual framework may include a theoretical framework.	By itself, one theory alone can serve as a theoretical framework.
Conceptual frameworks identify factors influencing a particular field, e.g., exploration of in animals based on phenomena such as protective mimicry, crypsis and aposematism.	A theoretical framework arises from outcomes beyond a single study, based on one or more theories, e.g. Darwin’s theory of evolution by natural selection.

Constructing a conceptual framework

A conceptual framework is created before you start your experiments . It may be in a written or diagrammatic format , representing expected relationships between variables. You can even combine or modify existing frameworks.

Constructing a theoretical framework

Read and review the literature to identify long-standing themes and the main concern(s) for the inquiry.
List all constructs and variables and consider how the variables are related to a theory.

Conceptual and theoretical frameworks: Example

Suppose you want to investigate if nutmeg finches visiting bird feeders in cities have better fitness than those in the wild. You will develop a conceptual framework outlining the variables to study and how you expect them to relate to each other (see Figure 1).

Your conceptual framework may include a theoretical framework as well: say, you want to relate the observed phenomena with certain ecological theories. In the example in Figure 1, the ‘optimal search theory’ and ‘optimal foraging theory’ provide a lens through which the variables should be explored.

Figure 1. Example of a conceptual framework for a fictional study about the fitness of nutmeg finches visiting bird feeders versus those foraging in the wild.

It is important to develop these frameworks in the early stages of your study to guide your thinking and enable you to visualise linkages between various concepts and theories. A framework can make research findings more meaningful, providing a solid foundation for the study.

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Conceptual Framework - Meaning, Importance and How to Write it

Ideally a concept is an abstract idea which forms a basis for learning or argument. In this article, it is a part of the research process where ideas on the subject topic are studied. It is also an analytical tool used for comprehensive understanding of the subject topic for the readers of a research work.

Why do we use conceptual frameworks in research papers?

A conceptual framework is used in a research paper to explain the key concepts or variables and the relationships between them that need to be studied. Simply put, conceptual framework is the way ideas are organised to achieve a research project's purpose and explanation is the most common method employed.

While a conceptual framework means a researcher's perception about the research problem, it is still an arranged and self-explanatory method drafted for the readers.

In this article, we will examine:

the process of conceptual framework
the types of conceptual framework
the components of a good conceptual framework
the guidelines to writing a good conceptual framework

Process of Creating a Conceptual Framework.

Firstly, it is worthy to note that a conceptual framework is a structure. The researcher uses that structure to best explain the natural progression of the phenomenon to be studied ( Camp, 2001 ). It is linked with the concepts, empirical research and important theories used in promoting and systemising the knowledge gathered by the researcher in the course of the study. The process of conceptual framework includes;

Choose your topic: You have to decide on what will be your research topic. This should be based on your interest and available resources.
Do a literature review: Visit relevant and updated researches on similar topics to learn past used conceptual frameworks.
Earmark the important variables (dependent and independent variables) in your study then use it to generate your conceptual framework.
Expand your conceptual framework by identifying other variables (mediator, moderator, control variables) that might influence the relationship between your independent and dependent variables.

NB: Conceptual framework includes one or more formal theories (in part or whole) as well as other concepts and empirical findings from the literature. It is used to show relationships among these ideas and how they relate to the research study.

Having gone through the process of writing a conceptual framework, the types may interest you. There are various types of conceptual framework employed by researchers depending on their choice and the design of study. They are listed below.

The Types of Conceptual Frameworks are:

Visual representation
Mathematical description

Taxonomy : This is a verbal description which categorises phenomena into classes. Relationships are evident inasmuch as those items within a class are alike; but the relationships among the classes are either weak or nonexistent. This type of conceptual framework doesn’t show relationships between classes.

The scope of the phenomena described may be narrow, but it is often broad. Evidence for the phenomena may be a result of direct experience, or developed from, logical reasoning, or developed empirically. Thus the source may be described as lacking rigor from a scientific viewpoint. Examples of taxonomies would include Barrett's (1968) Taxonomy of Comprehension, the descriptions of the reading process of. Fries (1962) or Lefevre (1964), and the lists of reading objectives often found in curriculum guides and basal reader guidebooks.

Visual Representation : This type of conceptual framework provides a picture of the phenomena, it shows that relationships between classes exist without showing the extent of the relationship. Relationships are shown between classes, whereas in the taxonomy no such relationships are usually made. The phenomena presented may be as broad as the total reading situation or as narrow as a single grapheme-phoneme correspondence (GPC). The evidence must be at least logical and may have empirical support. It may come from authority opinion or research. From a scientific viewpoint evidence may or may not be rigorous. Examples of visual representations include the work of Gray (1960) and Robinson (1966) illustrating the major aspects of reading; the Goodman (1970) diagram of the reading process; and the work of Smith and Carrigan (1959).

Mathematical Description : This is a type of conceptual framework in which the phenomena can be expressed in some type of mathematical equation, although verbal description and pictorial representation are also possible. The relationships between phenomena are quantified with specific weights given to each; which clearly differentiates this type of conceptual framework from the visual representation which only shows that a relationship exists, but not the degree; and the taxonomy which may not show any relationship between the classes presented. The phenomena represented can probably be described as narrow in respect to reading; but this may change.

In this type, empirical evidence from research is required; but logical explanation may not be required since such frameworks may only represent what is, rather than why. Mathematical descriptions tend to be narrow in scope because only evidence that can be empirically gathered is included. An example of this type of conceptual framework is the work of Holmes (1960, 1965) and Singer (1965).

Note: There is no specific demarcation among the three types of conceptual frameworks. A mathematical description may be visually represented or verbally described. Likewise, a visual representation may be described verbally; and a picture of a taxonomy may be drawn although the relationship among the various classes would not be clearly evident. A taxonomy or visual representation could eventually become a mathematical description if the appropriate empirical evidence was gathered and analysed. It should not be assumed that one type of conceptual framework is inherently superior to another.

More Advanced Types of Conceptual Framework includes:

Working hypothesis – exploration or exploratory research.
Pillar questions – exploration or exploratory research.
Descriptive categories – description or descriptive research.
Practical ideal type – analysis.
Models of operations research – decision making.
Formal hypothesis – explanation and prediction.

However, in qualitative research, conceptual framework can be developed based on the research problem, objective and questions. The main goal of the conceptual framework is to illustrate your research approach in some pictorial or text form to ease reader's understanding. Generally, the type employed is usually picked in resonance with the research topic itself, a conceptual framework should be constructed before collecting data and this is done in chapter two.

Components of a Conceptual Framework.

Definition of the topic.
Qualitative characteristics and useful information on the topic.
The elements of the topic
Components of the topic.
Presentation and closure.

Guidelines to Writing a Good Conceptual Framework.

Select a topic for your research and carry out a literature review.
Understand what research has already been carried out on the subject matter.
Look for the specific variables explained in the literature and examine the relationship between them.
Fill in the gap in knowledge.
Create your conceptual framework; it can be in the form of a flowchart, mind map or concept map and explain thereafter.

[1] Camp, W. G. (2001). Formulating and Evaluating Theoretical Frameworks for Career and Technical Education Research. Journal of Vocational Educational Research, 26 (1), 27-39.

[2] Robert E (1970) A Schema for the Classification of Conceptual Frameworks Involving Reading . Journal of Reading Behavior, Vol. 3, No. 2, Spring, 16-18

Section 1: Home
Narrowing Your Topic
Problem Statement
Purpose Statement

Defining The Conceptual Framework

Making a conceptual framework, conceptual framework for dmft students, conceptual framework guide, example frameworks, additional framework resources.

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What is it?

The researcher’s understanding/hypothesis/exploration of either an existing framework/model or how existing concepts come together to inform a particular problem. Shows the reader how different elements come together to facilitate research and a clear understanding of results.
Informs the research questions/methodology (problem statement drives framework drives RQs drives methodology)
A tool (linked concepts) to help facilitate the understanding of the relationship among concepts or variables in relation to the real-world. Each concept is linked to frame the project in question.
Falls inside of a larger theoretical framework (theoretical framework = explains the why and how of a particular phenomenon within a particular body of literature).
Can be a graphic or a narrative – but should always be explained and cited
Can be made up of theories and concepts

What does it do?

Explains or predicts the way key concepts/variables will come together to inform the problem/phenomenon
Gives the study direction/parameters
Helps the researcher organize ideas and clarify concepts
Introduces your research and how it will advance your field of practice. A conceptual framework should include concepts applicable to the field of study. These can be in the field or neighboring fields – as long as important details are captured and the framework is relevant to the problem. (alignment)

What should be in it?

Variables, concepts, theories, and/or parts of other existing frameworks

How to make a conceptual framework

With a topic in mind, go to the body of literature and start identifying the key concepts used by other studies. Figure out what’s been done by other researchers, and what needs to be done (either find a specific call to action outlined in the literature or make sure your proposed problem has yet to be studied in your specific setting). Use what you find needs to be done to either support a pre-identified problem or craft a general problem for study. Only rely on scholarly sources for this part of your research.
Begin to pull out variables, concepts, theories, and existing frameworks explained in the relevant literature.
If you’re building a framework, start thinking about how some of those variables, concepts, theories, and facets of existing frameworks come together to shape your problem. The problem could be a situational condition that requires a scholar-practitioner approach, the result of a practical need, or an opportunity to further an applicational study, project, or research. Remember, if the answer to your specific problem exists, you don’t need to conduct the study.
The actionable research you’d like to conduct will help shape what you include in your framework. Sketch the flow of your Applied Doctoral Project from start to finish and decide which variables are truly the best fit for your research.
Create a graphic representation of your framework (this part is optional, but often helps readers understand the flow of your research) Even if you do a graphic, first write out how the variables could influence your Applied Doctoral Project and introduce your methodology. Remember to use APA formatting in separating the sections of your framework to create a clear understanding of the framework for your reader.
As you move through your study, you may need to revise your framework.
Note for qualitative/quantitative research: If doing qualitative, make sure your framework doesn’t include arrow lines, which could imply causal or correlational linkages.
Conceptural and Theoretical Framework for DMFT Students This document is specific to DMFT students working on a conceptual or theoretical framework for their applied project.
Conceptual Framework Guide Use this guide to determine the guiding framework for your applied dissertation research.

Let’s say I’ve just taken a job as manager of a failing restaurant. Throughout the first week, I notice the few customers they have are leaving unsatisfied. I need to figure out why and turn the establishment into a thriving restaurant. I get permission from the owner to do a study to figure out exactly what we need to do to raise levels of customer satisfaction. Since I have a specific problem and want to make sure my research produces valid results, I go to the literature to find out what others are finding about customer satisfaction in the food service industry. This particular restaurant is vegan focused – and my search of the literature doesn’t say anything specific about how to increase customer service in a vegan atmosphere, so I know this research needs to be done.

I find out there are different types of satisfaction across other genres of the food service industry, and the one I’m interested in is cumulative customer satisfaction. I then decide based on what I’m seeing in the literature that my definition of customer satisfaction is the way perception, evaluation, and psychological reaction to perception and evaluation of both tangible and intangible elements of the dining experience come together to inform customer expectations. Essentially, customer expectations inform customer satisfaction.

I then find across the literature many variables could be significant in determining customer satisfaction. Because the following keep appearing, they are the ones I choose to include in my framework: price, service, branding (branched out to include physical environment and promotion), and taste. I also learn by reading the literature, satisfaction can vary between genders – so I want to make sure to also collect demographic information in my survey. Gender, age, profession, and number of children are a few demographic variables I understand would be helpful to include based on my extensive literature review.

Note: this is a quantitative study. I’m including all variables in this study, and the variables I am testing are my independent variables. Here I’m working to see how each of the independent variables influences (or not) my dependent variable, customer satisfaction. If you are interested in qualitative study, read on for an example of how to make the same framework qualitative in nature.

Also note: when you create your framework, you’ll need to cite each facet of your framework. Tell the reader where you got everything you’re including. Not only is it in compliance with APA formatting, but also it raises your credibility as a researcher. Once you’ve built the narrative around your framework, you may also want to create a visual for your reader.

See below for one example of how to illustrate your framework:

If you’re interested in a qualitative study, be sure to omit arrows and other notations inferring statistical analysis. The only time it would be inappropriate to include a framework in qualitative study is in a grounded theory study, which is not something you’ll do in an applied doctoral study.

A visual example of a qualitative framework is below:

Some additional helpful resources in constructing a conceptual framework for study:

Problem Statement, Conceptual Framework, and Research Question. McGaghie, W. C.; Bordage, G.; and J. A. Shea (2001). Problem Statement, Conceptual Framework, and Research Question. Retrieved on January 5, 2015 from http://goo.gl/qLIUFg
Building a Conceptual Framework: Philosophy, Definitions, and Procedure
https://www.scribbr.com/dissertation/conceptual-framework/
https://www.projectguru.in/developing-conceptual-framework-in-a-research-paper/

Conceptual Framework Research

A conceptual framework is a synthetization of interrelated components and variables which help in solving a real-world problem. It is the final lens used for viewing the deductive resolution of an identified issue (Imenda, 2014). The development of a conceptual framework begins with a deductive assumption that a problem exists, and the application of processes, procedures, functional approach, models, or theory may be used for problem resolution (Zackoff et al., 2019). The application of theory in traditional theoretical research is to understand, explain, and predict phenomena (Swanson, 2013). In applied research the application of theory in problem solving focuses on how theory in conjunction with practice (applied action) and procedures (functional approach) frames vision, thinking, and action towards problem resolution. The inclusion of theory in a conceptual framework is not focused on validation or devaluation of applied theories. A concise way of viewing the conceptual framework is a list of understood fact-based conditions that presents the researcher’s prescribed thinking for solving the identified problem. These conditions provide a methodological rationale of interrelated ideas and approaches for beginning, executing, and defining the outcome of problem resolution efforts (Leshem & Trafford, 2007).

The term conceptual framework and theoretical framework are often and erroneously used interchangeably (Grant & Osanloo, 2014). Just as with traditional research, a theory does not or cannot be expected to explain all phenomenal conditions, a conceptual framework is not a random identification of disparate ideas meant to incase a problem. Instead it is a means of identifying and constructing for the researcher and reader alike an epistemological mindset and a functional worldview approach to the identified problem.

Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your “House. ” Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 12–26

Imenda, S. (2014). Is There a Conceptual Difference between Theoretical and Conceptual Frameworks? Sosyal Bilimler Dergisi/Journal of Social Sciences, 38(2), 185.

Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education & Teaching International, 44(1), 93–105. https://doi-org.proxy1.ncu.edu/10.1080/14703290601081407

Swanson, R. (2013). Theory building in applied disciplines . San Francisco: Berrett-Koehler Publishers.

Zackoff, M. W., Real, F. J., Klein, M. D., Abramson, E. L., Li, S.-T. T., & Gusic, M. E. (2019). Enhancing Educational Scholarship Through Conceptual Frameworks: A Challenge and Roadmap for Medical Educators . Academic Pediatrics, 19(2), 135–141. https://doi-org.proxy1.ncu.edu/10.1016/j.acap.2018.08.003

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What Is a Conceptual Framework?
For the purpose of this example, we'll work with just one independent variable ("hours of study"). Step 3: Visualize your cause-and-effect relationship. 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.
What is a Conceptual Framework and How to Make It (with Examples)
Nevertheless, a conceptual framework approach should be considered when starting your research journey in any field, from finance to social sciences to applied sciences. Purpose and Importance of a Conceptual Framework in Research. The importance of a conceptual framework in research cannot be understated, irrespective of the field of study.
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 ...
PDF CHAPTER CONCEPTUAL FRAMEWORKS IN RESEARCH distribute
conceptual framework guides every facet of research. In this chapter, we build on that text and the work it builds on and seek to conceptualize the term and highlight the roles and uses of the conceptual framework, as well as the process of developing one, since a conceptual framework is a generative source of thinking, planning, conscious ac.
What is a Conceptual Framework?
The purpose of a conceptual framework. A conceptual framework serves multiple functions in a research project. It helps in clarifying the research problem and purpose, assists in refining the research questions, and guides the data collection and analysis process. It's the tool that ties all aspects of the study together, offering a coherent ...
Conceptual Framework: Definition, Tips, and Examples
A conceptual framework helps researchers create a clear research goal. Research projects often become vague and lose their focus, which makes them less useful. However, a well-designed conceptual framework helps researchers maintain focus. It reinforces the project's scope, ensuring it stays on track and produces meaningful results.
What Is a Conceptual Framework?
Developing a conceptual framework in research. 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. ... For the purpose of this example, we'll work with just one independent variable ('hours of study'). Step 3: Visualise your ...
How to Use a Conceptual Framework for Better Research
A conceptual framework in research is not just a tool but a vital roadmap that guides the entire research process. It integrates various theories, assumptions, and beliefs to provide a structured approach to research. By defining a conceptual framework, researchers can focus their inquiries and clarify their hypotheses, leading to more effective and meaningful research outcomes.
Building a Conceptual Framework: Philosophy, Definitions, and Procedure
A conceptual framework is defined as a network or a "plane" of linked concepts. Conceptual framework analysis offers a procedure of theorization for building conceptual frameworks based on grounded theory method. The advantages of conceptual framework analysis are its flexibility, its capacity for modification, and its emphasis on ...
PDF Conceptual Framework
A valuable guide to developing a conceptual framework and using this throughout the research process, with detailed analyses of four actual studies, is Ravitch and Riggan, Reason & Rigor: How Conceptual Frameworks Guide Research (2011). (Full disclosure: Sharon Ravitch is a former student of mine, and I wrote the foreword for the book.)
What is a Conceptual Framework?
A conceptual framework is an underrated methodological approach that should be paid attention to before embarking on a research journey in any field, be it science, finance, history, psychology, etc. A conceptual framework sets forth the standards to define a research question and find appropriate, meaningful answers for the same.
Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks
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 ... Including a conceptual framework in a research study is important, but researchers often opt to include either a conceptual or a theoretical ...
The Significance of Conceptual Framework in Research
In research, a conceptual framework is a critical element that guides the study and helps to organize and interpret the collected data. In this article, we will discuss the definition of a conceptual framework, its purpose and importance in research, and the steps involved in developing a conceptual framework. What is Conceptual Framework
(Pdf) Theoretical and Conceptual Frameworks in Research: Conceptual
Conceptual framework equally serves the purpose of identifying the research problem to be solved or gap to be filled, the appropriate research quest ions to b e asked, the right design and methodo ...
What is a framework? Understanding their purpose, value ...
Frameworks are important research tools across nearly all fields of science. They are critically important for structuring empirical inquiry and theoretical development in the environmental social sciences, governance research and practice, the sustainability sciences and fields of social-ecological systems research in tangent with the associated disciplines of those fields (Binder et al. 2013 ...
PDF WIP 121018 conceptual frameworks
What is a Conceptual Framework. Specific approach to thinking about a research problem, usually represented as a diagram to show important concepts and processes. Frameworks are derived from related concepts (conceptual, practical) or existing theories. (theoretical) - benefit is using a. shared language.
Conceptual framework: the Basics and an Example
A conceptual framework of a research study: purpose and importance. In a conceptual model, the relationships are clearly defined between the different variables and their relationship to each other. Typically, the model is prepared before actual research takes place.
Conceptual Framework
Helps the researcher organize ideas and clarify concepts. Introduces your research and how it will advance your field of practice. A conceptual framework should include concepts applicable to the field of study. These can be in the field or neighboring fields - as long as important details are captured and the framework is relevant to the ...
Theoretical vs Conceptual Framework (+ Examples)
Theoretical framework vs conceptual framework. As you can see, the theoretical framework and the conceptual framework are closely related concepts, but they differ in terms of focus and purpose. The theoretical framework is used to lay down a foundation of theory on which your study will be built, whereas the conceptual framework visualises ...
Conceptual vs Theoretical Frameworks
Theoretical and conceptual frameworks differ fundamentally in their scope. Theoretical frameworks provide a broad and general view of the research problem, rooted in established theories. They explain phenomena by applying a particular theoretical lens. Conceptual frameworks, on the other hand, offer a more focused view of the specific research ...
Conceptual framework
A conceptual framework is an analytical tool with several variations and contexts. It can be applied in different categories of work where an overall picture is needed. ... Rather, the conceptual framework-research purpose pairings they propose are useful and provide new scholars a point of departure to develop their own research design.
Conceptual framework versus theoretical framework
Purpose of conceptual framework. A conceptual framework is like a roadmap for your study, helping you visualise your research project and put it into action. It defines the relevant variables for your study and maps out how they might relate to each other. Conceptual frameworks have different uses in different types of studies.
Conceptual Framework
A conceptual framework is used in a research paper to explain the key concepts or variables and the relationships between them that need to be studied. Simply put, conceptual framework is the way ideas are organised to achieve a research project's purpose and explanation is the most common method employed. While a conceptual framework means a ...
Conceptual Framework
Conceptual Framework Research. A conceptual framework is a synthetization of interrelated components and variables which help in solving a real-world problem. It is the final lens used for viewing the deductive resolution of an identified issue (Imenda, 2014).

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What Is a Conceptual Framework? | Tips & Examples

Table of contents

Moderating variables

Mediating variables

Moderator vs. mediator

Control variables

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What is a Conceptual Framework and How to Make It (with Examples)

What is a Conceptual Framework in Research

Conceptual Framework Origin

Purpose and Importance of a Conceptual Framework in Research

What to Include in a Conceptual Framework

How to Make a Conceptual Framework

Developing a Conceptual Framework

1. Identify a research question

2. Choose independent and dependent variables

3. Consider cause-and-effect relationships

4. Identify other influencing variables

Example of a Conceptual Framework

Key Takeaways

Frequently Asked Questions

What is the difference between independent variables, dependent variables, and confounding variables?

Should I have more than one dependent or independent variable in a study?

What is a confounding variable?

What is a control variable?

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Components of Conceptual Framework

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Identify the Research Problem

Conduct a Literature Review

Define key Concepts and Variables

Develop a Theoretical Framework

Test the Framework

Examples of Conceptual Framework

Applications of Conceptual Framework

Purpose of Conceptual Framework

When to use Conceptual Framework

Characteristics of Conceptual Framework

Advantages of Conceptual Framework

Limitations of Conceptual Framework

About the author

Muhammad Hassan

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What is a good example of a conceptual framework?

Make research less tedious

Clarify research goals and objectives

Provide a theoretical basis for the study

Guide the research design

Step 1: Choose the research question

Step 2: Select the independent and dependent variables

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Step 3: Visualize the cause-and-effect relationship

Step 4: Identify other influencing variables

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