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IGSRESEARCHSKILLSEMINAR
DEVELOPINGCONCEPTUALFRAMEWORK
APRIL2012
By:
Associate Professor Dr Raja Munirah Raja MustaphaHead of Graduate Studies (Research)Institute of Graduate StudiesUniversiti Teknologi MARA (UiTM)
http://www.ipsis.uitm.edu.my
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INFORMATIONTOBESHARED
1 DEFINITIONOFACONCEPTUALFRAMEWORK
2 WHYHAVEACONCEPTUALFRAMEWORK?3 FUNCTIONSOFACONCEPTUALFRAMEWORK4 LINKINGPROBLEMTOTHECONCEPTUALFRAMEWORK5 LINKINGRESEARCHOBJECTIVESTOTHECONCEPTUALFRAMEWORK6 THEORYANDCONCEPTUALFRAMEWORK7 COMPONENTSOFACONCEPTUALFRAMEWORK8 EXAMPLESOFCONCEPTUALFRAMEWORK9 WHATNEXT?10 EXERCISES
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1DEFINITIONOFACONCEPTUALFRAMEWORK
analy>calframework,theore>calframeworkandtheorecalperspec>ve
specifiesarelaonshipbetweenmorethanoneconceptorvariable-eitherinaqualitaveoraquantavemanneroracombinaonofthetwo.
providesastructureforyourargument astructuredorganisaonofideassupportedbyevidencesoastoproduceavalidexplana>on
establisharela>onshipbetweenmorethanoneconceptorvariable
derivesfrompreviousresearch(theories/models)andorexperience specifiesrela>onshipsinabstractterms
WHATISIT?
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DIFFERENCE BETWEEN CONCEPTUAL FRAMEWORK AND THEORETICAL
FRAMEWORK
CONCEPTUAL FRAMEWORK - grounds the study in the relevant knowledge basesthat lay the foundation for the importance of the problem statement and research
questions.
THEORETICAL FRAMEWORK - used when investigating a specific theory, a
conceptual framework is made up of theoretical and empirical work relevant to the
manuscripts purpose, where the purpose is not to further investigate a specific theory.
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1DEFINITIONOFACONCEPTUALFRAMEWORK
Aconceptualframeworkisacasualorientaontowardthecontemplatedstudy.Assuch,itformulatesadetailedmodelofthegivenpolicyproblemanditsproposedsoluon.Italsofurnishesasupporveframeworkforthemodel,basedontheempirical
evidencegarneredfrompriorresearchand/orexperienceplusthevalueassumponsunderlyingtheproposedsoluons.Theconceptualframeworkpresentsallthisinrelavelyabstractterms.
Itidenfies,definesandelaboratestheconceptsreflectedinthepolicyproblem,itproposedsoluons,andthevarioussocialforcesimpinginguponthem.Theconceptualframeworkmaybethoughtofasamentaldiagram,ormap,whichinterrelatestheseconcepts,
showingwhere,whenandhowtheyfittogether.Thewrienstatementoftheconceptualframeworkis,therefore,theanalyst'sdescriponandexplanaonofthisconceptualmap.
Mayer,R.R.andE.Greenwood(1980).TheDesignofSocialPolicyResearch,EnglewoodCliffs,N.J:Prence-Hall,p121
WHATISIT?
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2WHYHAVEACONCEPTUALFRAMEWORK?
GoodPostgraduateresearchareguidedbytheoriesormodels
Researchthatdoesnottheorisedependsonfactstospeakforthemselves.
Ifyouareseekingtosimplyanswerawhatqueson,empiricalresearchdoesnotneedtohaveaconceptualframework
However,ifyourresearchquesonisahowand(or)awhyqueson,youwillhavetoprovideanexplanaon.
WHY?
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3FUNCTIONSOFACONCEPTUALFRAMEWORK?
spellsoutthevariablesthattheanalystmusttakeintoaccount indicatestherela>onshipsthatprobablyexistamongthesevariables(thesearchfortheserelaonshipsthenbecomestheprincipalaimoftheinvesgaon)
delimitstheboundariesoftheprospecveinvesgaonbysuggesngwhichvariablesaretobeconsideredasirrelevantandhencetobeignored
providesastructurebyspecifyingarela>onshipbetweentwoormorevariables idenfiestheboundariesofyourresearch
FUNCTIONS
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Relationship of framework to the problem statement - literature review or the theoretical
or conceptual framework must support the problem which had been stated in thepreceding writing.
Relationship of framework to the discussion and implications - the framework should be
integrated into the discussion and implication sections of an empirical study to make
meaningful connections between the data presentation and the findings used to support
the problem and purpose of the study.
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4LINKINGPROBLEMTOTHECONCEPTUALFRAMEWORK?
vExplains the nature of the problem to be researched.
vProvide some authoritative support for the
problem.
vOutline the lack of understanding or void or unsatisfactory state of affairs which needs clarifying or researching
v Is there a gap in our present understanding?v Is the gap an important one to study
Statement of the Research problemPoints to ponder:
Problems can be looked atfrom many perspectives.
Problems are not necessarilynegative.
Not knowing why a business issuccessful is a problem knowledge void.
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Points to ponder:
Symptoms are manifestations ofsome underlying conditions
Causes are the problemsA gap in the literature is not aproblem.
Practical or theoretical problem
Symptoms
(Indicators)
Problems
(Causes)
Turnover/absenteeismHigh reject rate, low
productivity, low sharing ofknowledge
Low morale, lack jobsatisfaction, job conflict,
role clarity, trust/distrust,self preservation
Causal
connections are
inferred fromtheory, logic,
experience, hunch
etc.
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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)
Problems(Causes)
Better performance of
national types schools
in critical subjects
Principals leadership
behavioral & motivation
style
Balasandran (2007) DBA Thesis, Schoolof Management, USM 2007
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Symptoms(Indicators)
Problems(Causes)
Strict division of duties,
slow decision making,
unhappy line execs.
Low empowerment of
line, lack of trust in
ability, not risk taking
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Points to ponder:
Perspectives change problemunderstanding.
There are multiple causes ofthe problem
The challenge is to make thecase for the most compelling
one
On what basis theory,evidence, logic, experience etc.
Perspective IV
Multiple causationMultiple perspectives
Perspective I
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UnemployedGraduates
PS1: The universities
have failed - employers
PS4: The employershave failed -
universities
Many ways to look at thesame problem
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UnemployedGraduates
PS1: The universitieshave failed - employers
Many ways to look at thesame problem
Research objectives1. Determine type of market study2. Categorize information sought from
employers.
3. Ascertain level of match ormismatch.
Research questions1. How do universities develop
curriculum?2. Are employers involved in curriculum
development and approval?Specific
Broad
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UnemployedGraduates
Many ways to look atthe same problem
PS2: The economy
has failed - economist
Research questions1. Is there enough job creation?2. Where is the job creation?
Research objectives1. Ascertain trend in job creation
between 1990-2004.2. Determine the job and econ
growth relationship in the k-industries.
Specific
Broad
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UnemployedGraduates
PS3: The governmenthas failed - opposition
Many ways to look at thesame problem
Research questions1. Is the government policy of
expansion wise?2. Should the government limit
admission into social science?
Research objectives1. To ascertain the opinions of VCs
about the expansion.2. To examine the mechanisms
used to control the universities.
Specific
Broad
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UnemployedGraduates
PS4: The employers
have failed -universities
Many ways to look at thesame problem
Research questions1. Are employers sexist?2. Are they prepared to train new
employees?
Research objectives1. To determine if male grads are
favoured over female.2. To examine the level of new
employee training.
Specific
Broad
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UnemployedGraduates
PS5: The students
have failed Jobcounselors
Many ways to look at thesame problem
Research questions1. Are student aware of the job
market?2. Do students choose courses
based on market or personallikes?
Research objectives1. 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.
Specific
Broad
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UnemployedGraduates
PS6: The parents have
failed Sociologists
Many ways to look at thesame problem
Research questions1. Are parents aware of job
prospects?2. Going to university or train for
job?
Research objectives1. The role of parents in their
childrens choice of courses.2. Parents concern for
employability.
Specific
Broad
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PS1: The universities have failed- employers
Research objectives1. Ascertain level of match or
mismatch.2. Determine type of market
study3. Categorize information
sought from employers.
Research questions1. How do universities
develop curriculum?
2. Are employers involved incurriculum developmentand approval?
Broad
Specific
Level
of
match
Education/
Trainingorientation
UniversityCurriculum
Devt Policy
Market study
Informationfrom
employers
Job marketSoft - hard
The conceptual framework
5LINKINGRESEARCHOBJECTIVESTOTHECONCEPTUALFRAMEWORK?
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Points to ponder:
Which theory? Where do I look for them?What I dont have one?The internet is a good place tolook for theories. Look up
http://changingminds.org/
disciplines/leadership/theories/leadership_theories.htm for
simple list if theories in
different areas of management
Trust in
Govt
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): Thistheory posits that peoples behaviors are shaped by theirbeliefs, attitudes and intentions. The above CF is based on
the attitude and intention relationship that is posited by thistheory.
6THEORYANDCONCEPTUALFRAMEWORK
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ProcessJustice
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 theemployers (treatment). Hence, this theory can be used to justify the
above model of organisational commitment.
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7COMPONENTSOFACONCEPTUALFRAMEWORK
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Variablesthatcanbemeasureddirectly-householdincome,sales,wealth,asset,cows
OperaonalizedconceptsCONCEPTS
Latentvariableswhichcannotbemeasureddirectly(hidden),butonlythroughmeasurableindicatororganizaonalcommitment;jobsasfacon;performance;jobcharacteriscs
CONSTRUCTS
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v Conceptual framework makes explicit the research in briefv what to you want to studyv what concepts are involvedv how these concepts related.v what variables are excluded (delimitation)
vA diagrammatic conceptual framework facilitates quickunderstanding of the study and the concepts involved.
v a picture is worth a 1000 wordsv shows relationships between and among conceptsv quick and visual of outlining the study
v Conceptual framework sets the scope of research by marking out variables not focus of this studyv observers know the boundaries of the study (delimits)vconceptual scopev must be consistent with the research objectives,
research problem, research method and findings
Points to ponder:
Why am I looking at thesevariables?
How are the variablesrelated?
Are they moderating ormediating variables?
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vConcepts and constructsvConstructs/ concepts to variables (validity)vConcepts to empirical observationv Independent variables (exogenous variables)vDependent variables (endogenous variables)vModerating variables vMediating variablesvControl variablesvExtraneous variables
vTheories underlying the conceptual frameworkvwhy should there be a relationship? (Goal setting posits that goals drive intensity ofeffort and eventually performance)
vParsimonious models and theories a simpler model better than a complex model
Points to ponder:
Can a dependent variablebe an independent variable
at the same time?How can we know theextraneous variables?
How can we identify thecontrol variables?
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8EXAMPLESOFCONCEPTUALFRAMEWORK
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v Hypotheses are statements of relationshipbetween two variables. These statements areoutcomes of the conceptualisation the conceptualframework.
v Hypotheses can be directional or non-directionalv Cigarette smoking and monthly allowance are
positively related. [directional cos the hypothesis
posits a positive relationship].v Cigarette smoking and monthly allowance are
related [ non-directional cos no specific nature ofrelationship is posited].
v Null hypothesis : There is no relationship betweenCigarette smoking and monthly allowance .
v Alternate hypothesis or Research hypothesis:There is relationship a positive relationship between
cigarette smoking and monthly allowance
9WHATNEXT?
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v Hypotheses are statements of relationshipbetween two variables. These statements areoutcomes of the conceptualisation the conceptualframework.
Example:
v There is significant relationship between gender andjob stress [non-directional]
v The male executives experience significantly morestress than female executives [directional]
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Research objectives1. Ascertain level of match or
mismatch.2. Determine type of market
study3. Categorise information
sought from employers.
Research questions1. How do universities
develop curriculum?2. Are employers involved in
curriculum developmentand approval?
Broad
Specific
Levelof
match
Education/Training
orientation
University
CurriculumDevt Policy
Marketstudy
Informationfrom
employers
Job market
Soft - hard
H1
H2
H3
H4
H5
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Line Empowerment
Interest
InvolvementInfluenceAuthority
EmpowermentPolicy
Structural
Complexity
Degree ofCompetition +
+
+
+
+
PerformanceGrowth
Market ShareEPSROI
+
+
-
Model of Direct and Indirect Effect of Empowerment, Competition and
Complexity on Performance
+
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No Author, yr N Subjects Sampling Design Data analysis Theory Findings
Tabular Summary of Literature