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Module 4 - Developing Conceptual Framework - Dr Raja Munirah

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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

    2

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    1DEFINITIONOFACONCEPTUALFRAMEWORK

    analy>calframework,theore>calframeworkandtheorecalperspec>ve

    specifiesarelaonshipbetweenmorethanoneconceptorvariable-eitherinaqualitaveoraquantavemanneroracombinaonofthetwo.

    providesastructureforyourargument astructuredorganisaonofideassupportedbyevidencesoastoproduceavalidexplana>on

    establisharela>onshipbetweenmorethanoneconceptorvariable

    derivesfrompreviousresearch(theories/models)andorexperience specifiesrela>onshipsinabstractterms

    WHATISIT?

    3

    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?

    4

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    2WHYHAVEACONCEPTUALFRAMEWORK?

    GoodPostgraduateresearchareguidedbytheoriesormodels

    Researchthatdoesnottheorisedependsonfactstospeakforthemselves.

    Ifyouareseekingtosimplyanswerawhatqueson,empiricalresearchdoesnotneedtohaveaconceptualframework

    However,ifyourresearchquesonisahowand(or)awhyqueson,youwillhavetoprovideanexplanaon.

    WHY?

    5

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    3FUNCTIONSOFACONCEPTUALFRAMEWORK?

    spellsoutthevariablesthattheanalystmusttakeintoaccount indicatestherela>onshipsthatprobablyexistamongthesevariables(thesearchfortheserelaonshipsthenbecomestheprincipalaimoftheinvesgaon)

    delimitstheboundariesoftheprospecveinvesgaonbysuggesngwhichvariablesaretobeconsideredasirrelevantandhencetobeignored

    providesastructurebyspecifyingarela>onshipbetweentwoormorevariables idenfiestheboundariesofyourresearch

    FUNCTIONS

    6

    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