Theories, theoretical and conceptual frameworks, models and constructs:Limiting research outcomes through misconceptions and misunderstandings

Passey, Don (2020) Theories, theoretical and conceptual frameworks, models and constructs:Limiting research outcomes through misconceptions and misunderstandings. Studies in Technology Enhanced Learning, 1 (1).

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Abstract

Contributing to knowledge or theory is generally a standard requirement for research and doctoral studies. Whether that contribution should be from a research, policy or practice perspective is often not specifically stated as a requirement, yet one or all are certainly possible. A doctoral study (or indeed any research study) is usually quite firmly cast or framed within a form of theoretical or conceptual framework. Yet, even the definition, selection and formulation of a framework that is appropriate and that can inform a study throughout its various phases and stages is sometimes considered a ‘doctoral or research challenge’ in itself. This paper will argue that the way models, frameworks or theories - all of which in this current paper are collectively termed underpinnings - are conceived and used could well determine whether, how and to what extent a thesis or research study might contribute to a wider knowledge base. The paper offers a theoretical strategic analysis of the issue. It will explore what a conceptual or theoretical framework for a doctoral or wider research study is, what role or roles it can take, and whether, how and to what extent a study might contribute to knowledge or theory. The paper will conclude with ways to question approaches to roles of conceptual or theoretical underpinnings that do not limit the potential of a thesis or study to contribute to theory.

Item Type:
Journal Article
Journal or Publication Title:
Studies in Technology Enhanced Learning
Subjects:
ID Code:
147330
Deposited By:
Deposited On:
14 Sep 2020 11:30
Refereed?:
Yes
Published?:
Published
Last Modified:
22 Sep 2020 05:13