IGSRESEARCHSKILLSEMINAR DEVELOPINGCONCEPTUALFRAMEWORK APRIL2012
By: Associate Professor Dr Raja Munirah Raja Mustapha Head of Graduate Studies (Research) Institute of Graduate Studies Universiti Teknologi MARA (UiTM)
http://www.ipsis.uitm.edu.my
INFORMATIONTOBESHARED
1 • DEFINITIONOFACONCEPTUALFRAMEWORK 2 • WHYHAVEACONCEPTUALFRAMEWORK? 3
• FUNCTIONSOFACONCEPTUALFRAMEWORK
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• LINKINGPROBLEMTOTHECONCEPTUALFRAMEWORK
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• LINKINGRESEARCHOBJECTIVESTOTHECONCEPTUALFRAMEWORK
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• THEORYANDCONCEPTUALFRAMEWORK
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• COMPONENTSOFACONCEPTUALFRAMEWORK
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• EXAMPLESOFCONCEPTUALFRAMEWORK
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• WHATNEXT?
10 • EXERCISES 2
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• DEFINITIONOFACONCEPTUALFRAMEWORK
WHATISIT?
• analy>calframework,theore>calframeworkandtheorecal perspec>ve • specifiesarelaonshipbetweenmorethanoneconceptor variable-eitherinaqualitaveoraquantavemannerora combinaonofthetwo. • providesastructureforyourargument • astructuredorganisaonofideassupportedbyevidenceso astoproduceavalidexplana>on • establisharela>onshipbetweenmorethanoneconceptor variable • derivesfrompreviousresearch(theories/models)andor experience • specifiesrela>onshipsinabstractterms
DIFFERENCE BETWEEN CONCEPTUAL FRAMEWORK AND THEORETICAL FRAMEWORK CONCEPTUAL FRAMEWORK - grounds the study in the relevant knowledge bases that lay the foundation for the importance of the problem statement and research questions. THEORETICAL FRAMEWORK - used when investigating a specific theory, theory, a conceptual framework is made up of theoretical and empirical work relevant to the manuscript’s purpose, where the purpose is not to further investigate a specific theory. theory.
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1
• DEFINITIONOFACONCEPTUALFRAMEWORK
WHATIS IT?
• Aconceptualframeworkisacasualorientaontowardthe contemplatedstudy.Assuch,itformulatesadetailedmodelofthe givenpolicyproblemanditsproposedsoluon.Italsofurnishesa supporveframeworkforthemodel,basedontheempirical evidencegarneredfrompriorresearchand/orexperienceplusthe valueassumponsunderlyingtheproposedsoluons.The conceptualframeworkpresentsallthisinrelavelyabstractterms. Itidenfies,definesandelaboratestheconceptsreflectedinthe policyproblem,itproposedsoluons,andthevarioussocialforces impinginguponthem.Theconceptualframeworkmaybethoughtof asamentaldiagram,ormap,whichinterrelatestheseconcepts, showingwhere,whenandhowtheyfittogether.Thewrien statementoftheconceptualframeworkis,therefore,theanalyst's descriponandexplanaonofthisconceptualmap. • Mayer,R.R.andE.Greenwood(1980).TheDesignofSocialPolicyResearch,Englewood Cliffs,N.J:Prence-Hall,p121
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• WHYHAVEACONCEPTUALFRAMEWORK?
WHY?
• GoodPostgraduateresearchareguidedby theoriesormodels • Researchthatdoesnottheorisedependsonfacts tospeakforthemselves. • Ifyouareseekingtosimplyanswerawhat queson,empiricalresearchdoesnotneedto haveaconceptualframework • However,ifyourresearchquesonisahowand (or)awhyqueson,youwillhavetoprovidean explanaon.
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• FUNCTIONSOFACONCEPTUALFRAMEWORK?
FUNCTIONS
• spellsoutthevariablesthattheanalystmusttakeinto account • indicatestherela>onshipsthatprobablyexistamong thesevariables(thesearchfortheserelaonshipsthen becomestheprincipal aimoftheinvesgaon) • delimitstheboundariesoftheprospecveinvesgaon bysuggesngwhichvariablesaretobeconsideredas irrelevantandhencetobeignored • providesastructurebyspecifyingarela>onship betweentwoormorevariables • idenfiestheboundariesofyourresearch
Relationship of framework to the problem statement - literature review or the theoretical or conceptual framework must support the problem which had been stated in the preceding writing. Relationship of framework to the discussion and implications - the framework should be integrated into the discussion and implication sections of an empirical study to make meaningful connections between the data presentation and the findings used to support the problem and purpose of the study . 6
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• LINKINGPROBLEMTOTHECONCEPTUALFRAMEWORK?
Statement of the Research problem Points to ponder:
v v v
v v
Explains the nature of the problem to be researched. Provide some authoritative support for the problem. Outline the lack of understanding or void or unsatisfactory state of affairs which needs clarifying or researching Is there a gap in our present understanding? Is the gap an important one to study
• Problems can be looked at from many perspectives. • Problems are not necessarily negative. • Not knowing why a business is successful is a problem – knowledge void.
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Symptoms (Indicators)
Problems (Causes)
Turnover/absenteeism High reject rate, low productivity, low sharing of knowledge Causal connections are inferred from theory, logic, experience, hunch etc.
Points to ponder: • Symptoms are manifestations of some underlying conditions • Causes are the problems • A gap in the literature is not a problem. • Practical or theoretical problem
Low morale, lack job satisfaction, job conflict, role clarity, trust/distrust, self preservation
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Symptoms (Indicators)
Problems (Causes)
Data, statistics, reports, statements etc adduced to show the existence of the symptoms
The causes are posited, claimed, alleged through systematic analysis
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Symptoms (Indicators)
Better performance of national types schools in critical subjects
Problems (Causes)
Principal’s leadership behavioral & motivation style
Balasandran (2007) DBA Thesis, School of Management, USM 2007 10
Symptoms (Indicators)
Strict division of duties, slow decision making, unhappy line execs.
Problems (Causes)
Low empowerment of line, lack of trust in ability, not risk taking
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Perspective I
Points to ponder:
• Multiple causation • Multiple perspectives
• Perspectives change problem understanding. • There are multiple causes of the problem • The challenge is to make the case for the most compelling one • On what basis – theory, evidence, logic, experience etc.
Perspective IV 12
PS1: The universities have failed - employers
Many ways to look at the same problem
Unemployed Graduates
PS4: The employers have failed universities 13
PS1: The universities have failed - employers
Many ways to look at the same problem
c i f i c e p S
Unemployed Graduates d a o r B
Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval?
Research objectives 1. Determine type of market study 2. Categorize information sought from employers. 3. Ascertain level of match or mismatch.
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PS2: The economy has failed - economist
Many ways to look at the same problem
Unemployed Graduates
c i f i c e p S
d a o r B
Research questions 1. Is there enough job creation? 2. Where is the job creation?
Research objectives 1. Ascertain trend in job creation between 1990-2004. 2. Determine the job and econ growth relationship in the kindustries.
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PS3: The government has failed - opposition
Many ways to look at the same problem
Research questions c 1. Is the government policy of i f i expansion wise? c e 2. Should the government limit p S admission into social science?
Unemployed Graduates d a o r B
Research objectives 1. To ascertain the opinions of VCs about the expansion. 2. To examine the mechanisms used to control the universities.
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PS4: The employers have failed universities Many ways to look at the same problem
c i f i c e p S
Unemployed Graduates d a o r B
Research questions 1. Are employers sexist? 2. Are they prepared to train new employees?
Research objectives 1. To determine if male grads are favoured over female. 2. To examine the level of new employee training.
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PS5: The students have failed – Job counselors Many ways to look at the same problem
c i f i c e p S
Unemployed Graduates d a o r B
Research questions 1. Are student aware of the job market? 2. Do students choose courses based on market or personal likes? Research objectives 1. Determine the students level of awareness of job market. 2. Examine students reasons for enrolling in a course. 3. Extent of counseling sought before enrolment.
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PS6: The parents have failed – Sociologists
Many ways to look at the same problem
c i f i c e p S
Unemployed Graduates d a o r B
Research questions 1. Are parents aware of job prospects? 2. Going to university or train for job?
Research objectives 1. The role of parents in their children’s choice of courses. 2. Parents concern for employability.
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• LINKINGRESEARCHOBJECTIVESTOTHECONCEPTUALFRAMEWORK?
The conceptual framework PS1: The universities have failed - employers
d a o r B
c i f i c e p S
Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval? Research objectives 1. Ascertain level of match or mismatch. 2. Determine type of market study 3. Categorize information sought from employers.
Education/ Training orientation
University Curriculum Dev’t Policy
Level of match
Market study Job market Soft - hard Information from employers
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• THEORYANDCONCEPTUALFRAMEWORK
Points to ponder:
Trust in Gov’t Trust in Technology
Adoption Intentions
Trust in People
Theory of Reasoned Action (Fishbein & Azjen, 1975, 1980; http://www.people.umass.edu/aizen/f&a1975.html): This theory posits that people’s behaviors are shaped by their beliefs, attitudes and intentions. The above CF is based on the attitude and intention relationship that is posited by this theory.
• Which theory? • Where do I look for them? • What I don’t have one? • The internet is a good place to look for theories. Look up http://changingminds.org/ disciplines/leadership/theories/ leadership_theories.htm for simple list if theories in different areas of management
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Process Justice Distributive Justice
Organizational Commitment
Interactional Justice Social Exchange Theory (Blau, 1962): People examine what they give or provide and receive from others either immediately or in future. This theory suggest that employees may develop (show or give) commitment depending what they have received from the employers (treatment). Hence, this theory can be used to justify the above model of organisational commitment.
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• COMPONENTSOFACONCEPTUALFRAMEWORK
CONCEPTS
CONSTRUCTS
• Variablesthatcanbemeasureddirectly-household income,sales,wealth,asset,cows • Operaonalizedconcepts
• Latentvariableswhichcannotbemeasureddirectly (hidden),butonlythroughmeasurableindicator– organizaonalcommitment;jobsasfacon; performance;jobcharacteriscs
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Conceptual framework makes explicit the research in brief v what to you want to study v what concepts are involved v how these concepts related. v what variables are excluded (delimitation) v A diagrammatic conceptual framework facilitates quick understanding of the study and the concepts involved. v a picture is worth a 1000 words v shows relationships between and among concepts v quick and visual of outlining the study v Conceptual framework sets the scope of research by marking out variables not focus of this study v observers know the boundaries of the study (delimits) v ‘conceptual scope’ v must be consistent with the research objectives, research problem, research method and findings v
Points to ponder: • Why am I looking at these variables? • How are the variables related? • Are they moderating or mediating variables?
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v
Concepts and constructs v Constructs/ concepts to variables (validity) v Concepts to empirical observation v Independent variables (exogenous variables) v Dependent variables (endogenous variables) v Moderating variables v Mediating variables v Control variables v Extraneous variables
Points to ponder: • Can a dependent variable be an independent variable at the same time? • How can we know the extraneous variables? • How can we identify the control variables?
v Theories v
underlying the conceptual framework why should there be a relationship?
(Goal setting posits that goals drive intensity of effort and eventually performance) v
Parsimonious models and theories – a simpler model better than a complex model 25
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• EXAMPLESOFCONCEPTUALFRAMEWORK
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• WHATNEXT?
v
Hypotheses are statements of relationship between two variables. These statements are outcomes of the conceptualisation – the conceptual framework.
v
Hypotheses can be directional or non-directional Cigarette smoking and monthly allowance are v positively related. [directional cos’ the hypothesis posits a positive relationship]. Cigarette smoking and monthly allowance are v related [ non-directional cos’ no specific nature of relationship is posited].
v
Null hypothesis : There is no relationship between Cigarette smoking and monthly allowance . Alternate hypothesis or Research hypothesis: There is relationship a positive relationship between cigarette smoking and monthly allowance
v
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v
Hypotheses are statements of relationship between two variables. These statements are outcomes of the conceptualisation – the conceptual framework.
Example: v v
There is significant relationship between gender and job stress [non-directional] The male executives experience significantly more stress than female executives [directional]
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d a o r B
c i f i c e p S
Research questions 1. How do universities develop curriculum? 2. Are employers involved in curriculum development and approval? Research objectives 1. Ascertain level of match or mismatch. 2. Determine type of market study 3. Categorise information sought from employers.
Education/ Training orientation
University Curriculum Dev’t Policy
H1
Level of match
H2
Market study
H3
Information from employers
H4
H5 Job market Soft - hard
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+ Empowerment Policy
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Line Empowerment
+ Degree of Competition
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Interest Involvement Influence Authority
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Performance Growth Market Share EPS ROI
+ Structural Complexity
+ +
Model of Direct and Indirect Effect of Empowerment, Competition and Complexity on Performance
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