Linking literature and the

type of research: QUANT

& QUAL
Vilma ZYDZIUNAITE, PhD, Professor
Vytautas Magnus University, Kaunas, Lithuania
• The literature review is an essential component of any
research project. It serves several important functions,
including providing a foundation for the research
question, identifying gaps in the current state of
knowledge, and guiding the methodology and data
analysis.
• The literature review is the rst step in any research project,
and its purpose is to provide a comprehensive overview of
the current state of knowledge in a particular eld.

• It involves searching for, reading, and critically evaluating

relevant literature on the topic of research.

• By identifying the main arguments, evidence, and

conclusions presented in the literature, the researcher can
gain a thorough understanding of the eld and identify gaps
in the current state of knowledge.

• This information can then be used to formulate a research

question that addresses these gaps and guides the research
project.
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 • Having happily found a suitable topic, the beginning
researcher is usually “raring to go.” Too often the review
of related literature is seen as a necessary evil to be
completed as fast as possible so that that one can get on
with the “real research.” This perspective is due to a lack
of understanding of the purposes and importance of the
review and to a feeling of uneasiness on the students who
are not sure exactly how to go about reporting on the
literature. Nonetheless, literature review of related
literature is as important as any other component of the
research process and can be conducted quite painlessly
if approached in an orderly manner. Some researchers
even nd the process quite enjoyable!
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 De nition, Purpose, and Scope

• The Review of related literature involves the systematic identi cation,

location, and analysis of documents containing information related to the
research problem.

• The term is also used to describe the written component of a research

plan or report that discusses the reviewed documents.

• These documents can include articles, abstracts, reviews, monographs,

dissertations, other research reports, and electronic media.

• The literature review has several important purposes that make it well
worth the time and e ort.

• The major purpose of reviewing the literature is to determine what has

already been done that relates to your topic.
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• This knowledge not only prevents you from unintentionally
duplicating another person’s research, it also gives you
the understanding and insight you need to place your
topic within a logical frame. Put simply, the review tells
you what has been done and what needs to be done.
Previous studies can provide the rationale for your
research hypothesis, and indications of what to be done
can help you justify the signi cance of your study.
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 • Another important purpose of reviewing the literature is to discover
research strategies and speci c data collection approaches that have
or have not been productive in investigations of topics similar to yours.
This information will help you avoid other researchers’ mistakes and
pro t from their experiences. It may suggest approaches and
procedures that you previously had not considered. For example,
suppose your topic involved the comparative e ects of a brand-new
experimental method versus the traditional method on the achievement
of eighth-grade science students. The review of literature might reveal
10 related studies that found no di erences in achievement.

• Several of the studies, however, might suggest that the brand-new

method may be more e ective for certain kinds of students than for
others. Thus, you might reformulate your topic to involve the
comparative e ectiveness of the brand-new method versus the
traditional method on the achievement of a subgroup of eighth-grade
science students: those with low aptitude.
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 • Being familiar with previous research also facilitates
interpretation of your study results. The results can be
discussed in terms of whether and how they agree with
previous ndings. If the results contradict previous
ndings, you can describe di erences between your
study and the others, providing a rationale for the
discrepancy If your results are con- sistent with other
ndings, your report should include suggestions for the
next step; if they are not consistent, your report should
include suggestions for studies that might resolve the
con ict.
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• Beginning researchers often have di culty determining
how broad their literature review should be. They
understand that all literature directly related to their topic
should be reviewed; they just don’t know when to quit!
They have trouble determining which articles are “related
enough” to their topic to be included. Unfortunately, there
is no formula that can be applied to solve the problem;
you must base your decisions on your own judgment and
the advice of your teachers or advisors.
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 Identify gaps
• One of the key functions of the literature review is to identify
gaps in the current state of knowledge. By reviewing the
literature, the researcher can identify areas where there is a
lack of research or where the ndings are inconsistent.

• This information can then be used to guide the research

project, helping to ensure that the research question is
focused and addresses an important area of study.

• Additionally, it allows the researcher to evaluate the

relevance of their own research question and ensure that
their work will contribute to the eld in a meaningful way.
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Guide the methodology
• Another important function of the literature review is to guide
the methodology and data analysis of the research project.

• The literature review provides a foundation for the research

design, helping to ensure that the methodology is
appropriate and relevant to the research question. It also
helps the researcher to identify the best methods for
collecting and analyzing data.

• By reviewing the literature, the researcher can learn from the

successes and failures of previous research and apply this
knowledge to their own project.
 Dissemination of research
ndings
• The literature review also plays a key role in the dissemination
of research ndings. In order to be published, research must
demonstrate that it is original and adds to the current state of
knowledge in the eld.

• By conducting a thorough literature review, the researcher

can demonstrate that their research is relevant and original
and that it addresses a gap in the current state of knowledge.

• Additionally, the literature review also allows the researcher to

situate their own work within the broader context of the eld
and to provide a clear and concise overview of the research
for the audience.
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• Quantitative researchers almost always rely on a literature
review because they are testing hypotheses that come
arise from prior work in their eld.

• At one point, literature reviews were more controversial in

qualitative work, primarily due to the advice from Glaser &
Strauss (1967) in Discovery of Grounded Theory that it
was preferable to do the literature review after the data
collection and analysis.

• Their argument was that your insights about the data

should arise from the data themselves, rather than prior
theory about what might be important.
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• More recently, however, most qualitative researchers have
now abandoned the idea of waiting to do the literature
review, because that is both arti cial and unrealistic. In
particular, the idea that you take courses in a eld and learn
about prior work, and then somehow ignore everything
you've learned goes back to the old concept of the
researcher as a "blank slate."

• Instead, we all have ideas from the literature (as well as our
own lives and our broader culture) that in uence what we
choose to research and how we choose to do that research.

• So, it is better to take a self-aware, "re exive" approach

about how you are in uenced by prior knowledge, rather
than to deny such in uences.
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The purpose of a literature review is to:

• Provide a foundation of knowledge on a topic

• Identify areas of prior scholarship to prevent duplication and give credit

to other researchers

• Identify inconstancies: gaps in research, con icts in previous studies,

open questions left from other research

• Identify the need for additional research (justifying your research)

• Identify the relationship of works in the context of their contribution to

the topic and other works

• Place your own research within the context of existing literature,

making a case for why further study is needed.
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 Elements in a Literature Review

• Locate major formative works in the eld

• Ascertain key researchers working on this topic

• Find main ideas conclusions and theories. Establish similarities &

di erences

• Notice main methodologies & research techniques

• Identify gaps in existing research

• Show relationships between previous studies / theories

• Provide context for your own research

• Explore existing information in the elds of research

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• There are very few brand new ideas in the world of research, so you
may be able to nd a Literature Review that already exists to help you
get started with your own Literature Review.

• Searching databases for existing reviews can o er you direction on

your research.

• Some databases allow you to limit your search by the document type
"Literature Review" while others do not o er that feature.

• To search for Literature Reviews within databases enter your topic

search term(s) and add AND "Literature Review".

• Some databases such as Web of Science and other science databases

just use the phrase Review to denote Literature Review style articles.

• Make sure to learn about the database you are searching.

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• Ulrich's or UlrichsWeb is a database of information about
periodicals (also called serials). It o ers information on all
types of materials such as academic and scholarly
journals, e-journals, peer-reviewed titles (also called
refereed), popular magazines, newspapers, and more. In
Ulrich's you can nd information such as ISSN
(International Standard Serial Number), publisher,
language, subject and most importantly full-text database
coverage and peer review status of each journal title.
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• Timely = Happening at a moment when it is useful, e ective, or
relevant.

• When evaluating research some subjects are more a ected by time

than others.

• Topics such as science & healthcare generally rely on more recent

materials whereas arts & humanities are less con ned by time.

• Research published in 1920 on a Shakespeare play may be more

relevant than current writings.

• Conversely, as technology advances research on computers from

the 1980s becomes outdated & less relevant than current research on
the topic.

• Make sure to take this into account inn your research.

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• The process of writing a literature review is not necessarily a linear process, you will often
have to loop back and re ne your topic, try new searches and altar your plans. The info
graphic above illustrates this process. It also reminds you to continually keep track of your
research by citing sources and creating a bibliography.

• Topic - Decide on a research topic or question. The formulation of a thesis will help get your
process started. This may have to be revisited as you work on your research.

• Know what the review is for; each assignment will o er the purpose for the review. For
example, is it for “background”, or a “pro and con discussion”, "integration",
“summarizing”, etc.

• Create a “search plan”, decide where you will search for information, what type of
information you will need.

• Research - Preform Searches; choose sources and collect information to use in your
paper. Make sure you cite the sources used.

• Think - Analyze information in a systematic manner and begin your literature review (e.g.,
summarize, synthesize, etc.). Make sure you cite the sources used.

• Complete - Write your paper, proof & revise and create your nished bibliography.
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 Analytic reading 1
• Analytic reading is when a skilled researcher evaluates their sources and evidence very carefully
by asking questions of the readings.

• For example, they ask such questions as:

• What is the journal title and is it related to the topic?

• For example, nding articles about crime in a Shakespearian Journal would not necessarily o er
valid research for a criminal justice paper.

• Who is the Author(s)? What do you know about them?

• What is the purpose of the article?

• For example, is it reporting on an experiment? a new theory? reviewing previous research? a

literature review?

• What is already know about this topic? Is it pointed on in the article?

• Are there known gaps in research?

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 Analytic reading 2
• When and where were the studies carried out? Timeliness can be a consideration in
research.

• For example, A study of the biological e ects of microwave radiation done in the 50s or
2000s?

• Who funded the research studies? Might I question the credibility of the work?

• For example, what credence can be given to a study on tobacco safety sponsored by
Phillip Morris or RJ Reynolds? Is this the ONLY study showing these results?

• Who actually performed the research?

• Is there any reason to suspect that the methodology or the interpretation of the results
was restrained by some authority?

• For example, what should a researcher conclude about medical experiments performed
in Nazi Germany?
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 Analytic reading 3
• Has the researcher overlooked any possible confounds or extraneous variables that
could a ect interpretations of the ndings?

• For example, a study that showed that slaves brain size made them want to escape,
not the conditions they lived under.

• What were the political, socio-economic, religious, etc. conditions at the time of the
research?

• For example, The teaching of Creation in school was expected, and as late as the
1980s laws were passed that required “creation science” to be taught in public schools
together with evolution.

• What speci c problem does this research address? Why is it important? How will it
relate to my research?

• Is the method used a good one? The best one? How does it compare with the other
research I have found?
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 Analytic reading 4
• What are the speci c ndings?

• Are the ndings supported by persuasive evidence?

• Is there an alternative interpretation of the data that the author did not
address?

• What speci c problem does this research address? Why is it important?

• How are the ndings unique/new/unusual or supportive of other work in

the eld?

• How do these results relate to the work I’m interested in? To other work
I’ve read about?
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• 1. Scan the articles to get an overview of each one.

• 2. Based on your overview, group the articles by categories.

• 3. Organize yourself before reading the articles.

• 4. Use a consistent format in your notes.

• 5. Look for explicit de nitions of key terms in the literature.

• 6. Look for key statistics for use near the beginning of your literature review.

• 7. Pay special attention to review articles on your topic.

• 8. Prepare note cards with short notable quotations that might be used (very sparingly) in your review.

• 9. Look for methodological strengths.

• 10. Look for methodological weaknesses.

• 11. Distinguish between assertion and evidence.

• 12. Identify the major trends or patterns in the results of previous studies.

• 13. Identify gaps in the literature.

• 14. Identify relationships among studies.

• 15. Note how closely each article relates to your topic.

• 16. Evaluate your reference list for currency and for coverage.
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 Provenance - Who is the author and where was it
published?
What are the author’s credentials?Was it published
in a reputable source?
Were the author’s arguments supported by
evidence? (e.g. primary historical material, case
studies, narratives, statistics, or recent scienti c
ndings)
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Were the techniques used to identify, gather, and
analyze the data appropriate to addressing the
research problem?
Was the sample size appropriate?
Were the results effectively interpreted and
reported?
Objectivity – Was objectivity used in the research
Is the authors perspective even-handed or
prejudicial?
Is contrary data considered or ignored?
 Persuasiveness & Value – Determine weight of each
source
Are the author’s arguments and conclusions
convincing?
Which of the author’s theses are most/least
convincing?
Does the work ultimately contribute in any
signi cant way to an understanding of the subject?
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• It is important to think of knowledge in a given eld as consisting of three layers.

• First, there are the primary studies that researchers conduct and publish.

• Second, are the reviews of those studies that summarize and o er new
interpretations built from and often extending beyond the original studies.

• Third, there are the perceptions, conclusions, opinions, and interpretations that
are shared informally that become part of the lore of the eld.

• In composing a literature review, it is important to note that it is often this third

layer of knowledge that is cited as "true" even though it often has only a loose
relationship to the primary studies and secondary literature reviews.

• Given this, while literature reviews are designed to provide an overview and
synthesis of pertinent sources you have explored, there are several approaches
to how they can be done, depending upon the type of analysis underpinning
your study.
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 Types of Literature Reviews 1

• Argumentative Review
This form examines literature selectively in order to support or refute an
argument, deeply embedded assumption, or philosophical problem already
established in the literature. The purpose is to develop a body of literature that
establishes a contrarian viewpoint. Given the value-laden nature of some social
science research [e.g., educational reform; immigration control], argumentative
approaches to analyzing the literature can be a legitimate and important form of
discourse. However, note that they can also introduce problems of bias when
they are used to make summary claims of the sort found in systematic reviews.

• Integrative Review
Considered a form of research that reviews, critiques, and synthesizes
representative literature on a topic in an integrated way such that new
frameworks and perspectives on the topic are generated. The body of literature
includes all studies that address related or identical hypotheses. A well-done
integrative review meets the same standards as primary research in regard to
clarity, rigor, and replication.
 Types of Literature Reviews 2
• Historical Review
Few things rest in isolation from historical precedent. Historical reviews are focused
on examining research throughout a period of time, often starting with the rst time an
issue, concept, theory, phenomenon emerged in the literature, then tracing its
evolution within the scholarship of a discipline. The purpose is to place research in a
historical context to show familiarity with state-of-the-art developments and to identify
the likely directions for future research.

• Methodological Review
A review does not always focus on what someone said [content], but how they said
it [method of analysis]. This approach provides a framework of understanding at
di erent levels (i.e. those of theory, substantive elds, research approaches, and data
collection and analysis techniques), enables researchers to draw on a wide variety of
knowledge ranging from the conceptual level to practical documents for use in
eldwork in the areas of ontological and epistemological consideration, quantitative
and qualitative integration, sampling, interviewing, data collection and data analysis,
and helps highlight many ethical issues which we should be aware of and consider as
we go through our study.
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 Types of Literature Reviews 3
• Systematic Review
This form consists of an overview of existing evidence pertinent to a clearly
formulated research question, which uses pre-speci ed and standardized methods
to identify and critically appraise relevant research, and to collect, report, and
analyze data from the studies that are included in the review. Typically it focuses
on a very speci c empirical question, often posed in a cause-and-e ect form, such
as "To what extent does A contribute to B?"

• Theoretical Review
The purpose of this form is to concretely examine the corpus of theory that has
accumulated in regard to an issue, concept, theory, phenomenon. The theoretical
literature review help establish what theories already exist, the relationships
between them, to what degree the existing theories have been investigated, and to
develop new hypotheses to be tested. Often this form is used to help establish a
lack of appropriate theories or reveal that current theories are inadequate for
explaining new or emerging research problems. The unit of analysis can focus on a
theoretical concept or a whole theory or framework.
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 • A good literature review is a critical component of academic research, providing a comprehensive and systematic
analysis of existing scholarly works on a speci c topic. Here are the key elements that make up a good literature
review:

• Focus and clarity: A good literature review has a clear and well-de ned research question or objective. It focuses on a
speci c topic and provides a coherent and structured analysis of the relevant literature.

• In-depth research: A comprehensive literature review involves an extensive search of relevant sources, including
academic journals, books, and reputable online databases. It ensures that a wide range of perspectives and ndings
are considered.

• Critical evaluation: A good literature review involves a critical assessment of the quality, credibility, and relevance of the
selected sources. It evaluates the methodologies, strengths, weaknesses, and limitations of each study to determine
their impact on the overall research.

• Synthesis and analysis: A literature review should go beyond summarizing individual studies. It involves synthesizing
and analyzing the ndings, identifying patterns, themes, and gaps in the existing literature, and presenting a coherent
narrative that connects di erent works.

• Contribution to knowledge: A good literature review not only summarizes existing research but also contributes to the
knowledge base. It identi es gaps, inconsistencies, or unresolved debates in the eld and suggests avenues for further
research.

• Clear and concise writing: A well-written literature review presents complex ideas in a clear, concise, and organized
manner. It uses appropriate language, avoids jargon, and maintains a logical ow of information.

• Proper citation and referencing: Accurate citation and referencing of the reviewed sources are crucial for maintaining
academic integrity. Following the appropriate referencing style guidelines ensures consistency and allows readers to
access the cited works.

• In summary, a good literature review demonstrates a thorough understanding of the topic, critically engages with
existing literature, and o ers valuable insights for future research.
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 The following general guidelines,
however, can assist you:
• Avoid the temptation to include everything you nd in your literature
review, Bigger does not mean better. A smaller, well-organized review
is de nitely preferred to a review containing many studies that are
more or less related to the problem.

• When investigating a heavily researched area, review only those

works that are directly related to your speci c problem. You’ll nd
plenty of references and should not have to rely on less-related
studies. For example, the role of feedback in learning has been
extensively researched for both animals and human beings, for verbal
learning and nonverbal learning, and for a variety of di erent learning
tasks. If you were concerned with the relationship between frequency
of feedback and chemistry achievement, you would probably not
have to review feedback studies related to animal learning.
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 • When investigating a new or little-researched problem area,
review any study related in some meaningful way to your
problem. You’ll need to gather enough information to develop a
logical framework for the study and a sound rationale for the
research hypothesis. For example, suppose you wanted to study
the e ects on GPA of an exam for non-English speaking
students. The students must pass the exam to graduate. Your
literature review would probably include any studies that involved
English as a second language (ESL) classes and the e ects of
culture-speci c grading practices, as well as studies that

• identi ed strategies to improve the learning of ESL students. In a

few years from now, there will probably be enough research on
the academic consequences of such an exam on non-English
speaking students to permit a much more narrowly focused
literature review.
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• A common misconception among beginning researchers
is that the worth of a topic is a function of the amount of
literature available on it. This is not the case. For many
new and important areas of research, few studies have
been published; the e ects of high-stakes testing is one
such area. The very lack of such research often increases
the worth of its study On the other hand, the fact that a
thousand studies have already been done in a given
problem area does not mean there is no further need for
research in that area. Such an area will generally be very
well developed, and subtopics that need additional
research will be readily identi able.
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 Qualitative Research and the Review of
Related Literature

• Unlike quantitative researchers, who spend a great deal of

time examining the research on their topic at the outset of
the study, some qualitative researchers will not delve
deeply into their literature until their topic has emerged
over time. There is disagreement among qualitative
researchers about the role of the literature review in the
research process. Some qualitative researchers have
argued that reviewing the literature curtails inductive
analysis—using induction to determine the direction of
the research—and should be avoided at the early stages
of the research process.
Others suggest that the review of related literature is important early in the qualitative
research process because it serves the following functions:

• The literature review demonstrates the underlying assumptions (propositions) behind

the research questions that are central to the research proposal.

• The literature review provides a way for the novice researcher to convince the proposal
the reviewers that she is knowledgeable about the related research and the
“intellectual traditions” that support the proposed study.

• The literature review provides the researcher with an opportunity to identify any gaps
that may exist in the body of literature and to provide a rationale for how the proposed
study may contribute to the existing body of knowledge.

• The literature review helps the researcher to re ne the research questions and embed
them in guiding hypotheses that provide possible directions the researcher may follow.

• I recommend that qualitative researchers conduct a review of related literature but also
recognize that the review serves a slightly di erent purpose than the one outlined for
quantitative researchers.
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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 de nes the
relevant variables for your study and maps out how they might relate
to each other.

• Conceptual frameworks have di erent uses in di erent 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.
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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.

• Note:

• 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 Framework Theoretical Framework

It is more about the approach that a researcher takes in

It is developed from existing theory/theories.
answering a research question.

It is derived from concepts. It is derived from theory.

A conceptual framework is composed of several concepts.

By itself, one theory alone can serve as a theoretical
Further, a conceptual framework may include a theoretical
framework.
framework.

Conceptual frameworks identify factors in uencing a

A theoretical framework arises from outcomes beyond a
particular eld, e.g., exploration of ‘masquerade’ mimicry in
single study, based on one or more theories, e.g. Darwin’s
animals based on phenomena such as protective mimicry,
theory of evolution by natural selection.
crypsis and aposematism.
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• 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 framework is actual to QUANT research
• Creating a conceptual framework can be an e ective and
straightforward process if you follow a few steps.
Depending on the extent of the framework and the
number of ideas you wish to incorporate into it, your
framework may look di erent from others, as di erent
topics may present themselves in di erent ways. Here are
six steps that you can use to make your own basic
conceptual framework:
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• 1. Select a topic

• There are a variety of di erent topics, theories and ideas

for which you can create a conceptual framework. When
selecting a topic for your conceptual framework, you may
consider how many resources you have for conducting
research on it, how much time you have to conduct said
research and the number of resources there are available
to research in the rst place. Selecting a topic that you're
able to gain a comprehensive idea of and critically think
about is something that can allow you to form a well-
thought-out and well-rounded conceptual framework.
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• 2. Determine a research question

• The research question that the conceptual framework addresses is

typically very speci c and equally as important as the topic. You
can start by considering speci c details regarding the what, who,
where, when, why and how of the topic you're addressing with
your conceptual framework. This question is usually also arguable,
because you can then use your framework to resolve the question.

• When determining your research question, you may consider if

you're able to create a clear and concise answer to it. If you can't,
it may be best to choose another question that you're able to more
accurately and wholly address. This research question may be the
most important part of your conceptual framework, so it's critical
to pay close attention to what you're hoping to address and that
you understand it completely.
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• 3. Conduct research

• The research aspect of creating a conceptual framework is

likely to take up the bulk of your time. During this step, you seek
and study published work by reliable, credible sources on the
topic that you're addressing. These sources directly relate to
the topic. You conduct this research so you can learn as much
as possible about the topic and get insight into the di erent
opinions and points of view that exist surrounding it.

• You also get to learn about arguments about the topic and any
weak and strong points these arguments have. When choosing
a piece to read for your research, you may consider how closely
it relates to your topic, how credible it is, who the author is,
what their credentials are and how recently it was published.
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• 4. Determine framework variables

• A crucial part of creating your conceptual framework is

determining all of the variables included in said
framework. Once you've conducted your research and
are aware of any variables that impact your topic, you can
likely identify the most important ones and how they
relate to each other. When determining which variables to
include in your own framework, it's important to only
consider the ones that pose a large impact on your topic.
Doing so can ensure that you cover only the ones that
most a ect your topic. This can help make your
framework as succinct and cohesive as possible.
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 • 5. Detail relationships

• It's important to clearly represent how each variable that's

included in your framework relates to one another. In this
step, after you've detailed your framework's variables,
you can emphasize their relationships and clearly explain
why the relationships exist. Being able to explain the
relationships in a concise manner is important, as it
a ects how your conceptual frameworks appear once you
design its accompanying diagram. It's also important
because having straightforward explanations of these
relationships can help others better understand your
framework.
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• 6. Design the framework

• The last step in creating your conceptual framework is to

actually design the diagram. When doing this, you clearly lay
out each variable and their names in rectangles, and then
connect them with lines and arrows to represent which of
them share relationships. You can illustrate as many
relationships as you please so long as they directly
contribute to the points you're trying to make.

• Typically, you can use single head arrows to represent one-

directional relationships, while double-headed arrows
represent two-directional relationships. If desired, you may
include a legend explaining your framework design and its
elements.
• Conceptual framework for QUAL, could be used for
QUANT

• Theoretical framework to QUANT

 What is a research framework
and why do I need one
• When planning your thesis study, you need to justify your research and explain its design to your
readers. This is called the research framework.

• When planning your thesis study, you need to justify your research and explain its design to your
readers. This is called the research framework.

• Think of it as the foundation of a building. A good building needs a strong foundation. Similarly,
your research needs to be supported by reviewing and explaining the existing knowledge in the
eld, describing how your research study will t within or contribute to the existing literature
(e.g., it could challenge or test an existing theory or address a knowledge gap), and informing
the reader how your study design aligns with your thesis question or hypothesis.

• Important components of the framework are a literature review of recent studies associated with
your thesis topic as well as theories/models used in your eld of research.

• The literature review acts&as a ltering tool to select appropriate thesis questions and guide data
collection, analysis, and interpretation of your ndings.&Think broadly! Apart from reviewing
relevant published papers in your eld of research, also explore theories that you have come
across in your undergraduate courses, other published thesis studies, encyclopedias, and
handbooks.
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 What is a conceptual
framework

• A conceptual framework is a written or visual

representation that explains the study variables and their
relationships with each other. The starting point is a
literature review of existing studies and theories about
your topic.
 • Steps to develop a conceptual framework

• Clarify your study topic by identifying and de ning key concepts in your thesis
problem statement and thesis question. Essentially, your thesis should address a
knowledge gap.

• Perform a literature review to provide a background to interpret and explain the

study ndings. Also, draw on empirical knowledge that you have gained from
personal experience.

• Identify crucial variables from the literature review and your empirical knowledge,
classify them as dependent or independent variables, and de ne them.

• Brainstorm all the possible factors that could a ect each dependent variable.

• Propose relationships among the variables and determine any associations that
exist between all variables.

• Use a owchart or tree diagram to present your conceptual framework

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 Types of variables

• When developing a conceptual framework, you will need to identify the following:

• Independent variables

• Dependent variables

• Moderating variables

• Mediating variables

• Control variables

• First, identify the independent (cause) and dependent (e ect) variables in your study. Then, identify variables
that in uence this relationship, such as moderating variables, mediating variables, and control variables.

• A moderating variable changes the relationship between independent and dependent variables when its value
increases or decreases.

• A mediating variable links independent and dependent variables to better explain the relationship between
them.

• A control variable could potentially impact the&cause-and-e ect relationship but is kept constant throughout
the study so that its e ects on the ndings/outcomes can be ruled out.
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 Example of a conceptual framework
You want to investigate the hours spent
exercising (cause) on childhood obesity (effect)
• Independent variable: hours spending for exercising

• Dependent variable: childhood obesity

Now, you need to consider moderating variables that a ect the cause-and-e ect relationship.
In our example, the amount of junk food eaten would a ect the level of obesity

• Independent variable: hours spending for exercising

• Moderating variable: amount of junk food

• Dependent variable: childhood obesity

Next, you need to consider mediating variables. In our example, the maximum heart rate
during exercise would a ect the child’s weight.

Finally, you need to consider control variables. In this example, because we do not want
to investigate the role of age in obesity, we can use this as a control variable. Thus, the
study subjects would be children of a speci c age (e.g., aged 6–10 years).
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 What is a theoretical
framework
• A theoretical framework provides a general framework for
data analysis. It de nes the concepts used and explains
existing theories and models in your eld of research.

• A theoretical framework provides a general framework for

data analysis. It de nes the concepts used and explains
existing theories and models in your eld of research. It
also explains any assumptions that were used to inform
your approach and your choice of speci c rationales.
Theoretical frameworks are often used in the elds of
social sciences.
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• Purpose of a theoretical framework

• Test and challenge existing theories

• Establish orderly connections between observations and

facts

• Predict and control situations

• Develop hypotheses
Steps to develop a theoretical framework

• Identify and de ne key concepts in your thesis problem statement and thesis question.

• Explain and evaluate existing theories by writing a literature review that describes the
concepts, models, and theories that support your study.

• Choose the theory that best explains the relationships between the key variables in your
study.

• Explain how your research study lls a knowledge gap or ts into existing studies (e.g.,
testing if an established theory applies to your thesis context).

• Discuss the relevance of any theoretical assumptions and limitations.

• A thesis topic can be approached from a variety of angles, depending on the theories used.

• In psychology, a behavioral approach would use di erent methods and assumptions

compared with a cognitive approach when treating anxiety.

• In literature, a book could be analyzed using di erent literary theories, such as Marxism or
poststructuralism.
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Structuring a theoretical framework

• The structure of a theoretical framework is uid, and there are no speci c

rules that need to be followed, as long as it is clearly and logically presented.

• The theoretical framework is a natural extension of your literature review.

• The literature review should identify gaps in the eld of your research, and
reviewing existing theories will help to determine how these can be
addressed.

• The structure of a theoretical framework is uid, and there are no speci c

rules that need to be followed, as long as it is clearly and logically presented.

• The theoretical framework is sometimes integrated into the literature review

chapter of a thesis, but it can also be included asa separate chapter,
depending on the complexity of the theories
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 Example of a theoretical
framework
• The sales sta at Company X are unmotivated and struggling to meet their monthly targets.
Some members of the management team believe that this could be achieved by
implementing a comprehensive product-training program, but others believe that
introducing a sales commission structure will help.

• Problem: Company X is not achieving their monthly sales targets

• Objective: To increase monthly sales.

• Research question: How can Company X motivate their sales team to achieve its monthly
sales targets?

• Sub-questions:

• 1. Why do the sales sta feel unmotivated?

• 2. What is the relationship between motivation and monetary rewards?

• 3. Do the sales sta feel that they have su cient product knowledge?
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Theoretical framework:

• A literature search will need to be performed to understand the

background of the many di erent theories of motivation in psychology.

• For example, Maslow’s Hierarchy of Needs (basic human needs—

physiological, safety, love/belonging, esteem, and self-actualization—
have to be ful lled before one can live up to their true potential),
Vroom’s

• Theory of Expectancy (people decide upon their actions based on the

outcomes they expect), and Locke’s Goal-Setting Theory (goals are a
key driver of one’s behavior). These theories would need to be
investigated to determine which would be the best approach to
increase the motivation of the sales sta in Company X so that the
monthly sales targets are met.
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Thank you for attention