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What is a Conceptual Framework and How to Make It (with Examples)

A strong conceptual framework underpins good research. A conceptual framework in research is used to understand a research problem and guide the development and analysis of the research. It serves as a roadmap to conceptualize and structure the work by providing an outline that connects different ideas, concepts, and theories within the field of study. A conceptual framework pictorially or verbally depicts presumed relationships among the study variables.

The purpose of a conceptual framework is to serve as a scheme for organizing and categorizing knowledge and thereby help researchers in developing theories and hypotheses and conducting empirical studies.

In this post, we explain what is a conceptual framework, and provide expert advice on how to make a conceptual framework, along with conceptual framework examples.

Table of Contents

What is a Conceptual Framework in Research

Definition of a conceptual framework.

A conceptual framework includes key concepts, variables, relationships, and assumptions that guide the academic inquiry. It establishes the theoretical underpinnings and provides a lens through which researchers can analyze and interpret data. A conceptual framework draws upon existing theories, models, or established bodies of knowledge to provide a structure for understanding the research problem. It defines the scope of research, identifying relevant variables, establishing research questions, and guiding the selection of appropriate methodologies and data analysis techniques.

Conceptual frameworks can be written or visual. Other types of conceptual framework representations might be taxonomic (verbal description categorizing phenomena into classes without showing relationships between classes) or mathematical descriptions (expression of phenomena in the form of mathematical equations).

Figure 1: Definition of a conceptual framework explained diagrammatically

Conceptual Framework Origin

The term conceptual framework appears to have originated in philosophy and systems theory, being used for the first time in the 1930s by the philosopher Alfred North Whitehead. He bridged the theological, social, and physical sciences by providing a common conceptual framework. The use of the conceptual framework began early in accountancy and can be traced back to publications by William A. Paton and John B. Canning in the first quarter of the 20 th century. Thus, in the original framework, financial issues were addressed, such as useful features, basic elements, and variables needed to prepare financial statements. Nevertheless, a conceptual framework approach should be considered when starting your research journey in any field, from finance to social sciences to applied sciences.

Purpose and Importance of a Conceptual Framework in Research

The importance of a conceptual framework in research cannot be understated, irrespective of the field of study. It is important for the following reasons:

• It clarifies the context of the study.
• It justifies the study to the reader.
• It helps you check your own understanding of the problem and the need for the study.
• It illustrates the expected relationship between the variables and defines the objectives for the research.
• It helps further refine the study objectives and choose the methods appropriate to meet them.

What to Include in a Conceptual Framework

Essential elements that a conceptual framework should include are as follows:

• Overarching research question(s)
• Study parameters
• Study variables
• Potential relationships between those variables.

The sources for these elements of a conceptual framework are literature, theory, and experience or prior knowledge.

How to Make a Conceptual Framework

Now that you know the essential elements, your next question will be how to make a conceptual framework.

For this, start by identifying the most suitable set of questions that your research aims to answer. Next, categorize the various variables. Finally, perform a rigorous analysis of the collected data and compile the final results to establish connections between the variables.

In short, the steps are as follows:

• Choose appropriate research questions.
• Define the different types of variables involved.
• Determine the cause-and-effect relationships.

Be sure to make use of arrows and lines to depict the presence or absence of correlational linkages among the variables.

Developing a Conceptual Framework

Researchers should be adept at developing a conceptual framework. Here are the steps for developing a conceptual framework:

1. Identify a research question

Your research question guides your entire study, making it imperative to invest time and effort in formulating a question that aligns with your research goals and contributes to the existing body of knowledge. This step involves the following:

• Choose a broad topic of interest
• Conduct background research
• Narrow down the focus
• Define your goals
• Make it specific and answerable
• Consider significance and novelty
• Seek feedback.

 2. Choose independent and dependent variables

The dependent variable is the main outcome you want to measure, explain, or predict in your study. It should be a variable that can be observed, measured, or assessed quantitatively or qualitatively. Independent variables are the factors or variables that may influence, explain, or predict changes in the dependent variable.

Choose independent and dependent variables for your study according to the research objectives, the nature of the phenomenon being studied, and the specific research design. The identification of variables is rooted in existing literature, theories, or your own observations.

3. Consider cause-and-effect relationships

To better understand and communicate the relationships between variables in your study, cause-and-effect relationships need to be visualized. This can be done by using path diagrams, cause-and-effect matrices, time series plots, scatter plots, bar charts, or heatmaps.

4. Identify other influencing variables

Besides the independent and dependent variables, researchers must understand and consider the following types of variables:

• Moderating variable: A variable that influences the strength or direction of the relationship between an independent variable and a dependent variable.
• Mediating variable: A variable that explains the relationship between an independent variable and a dependent variable and clarifies how the independent variable affects the dependent variable.
• Control variable: A variable that is kept constant or controlled to avoid the influence of other factors that may affect the relationship between the independent and dependent variables.
• Confounding variable: A type of unmeasured variable that is related to both the independent and dependent variables.

Example of a Conceptual Framework

Let us examine the following conceptual framework example. Let’s say your research topic is “ The Impact of Social Media Usage on Academic Performance among College Students .” Here, you want to investigate how social media usage affects academic performance in college students. Social media usage (encompassing frequency of social media use, time spent on social media platforms, and types of social media platforms used) is the independent variable, and academic performance (covering grades, exam scores, and class attendance) is the dependent variable.

This conceptual framework example also includes a mediating variable, study habits, which may explain how social media usage affects academic performance. Study habits (time spent studying, study environment, and use of study aids or resources) can act as a mechanism through which social media usage influences academic outcomes. Additionally, a moderating variable, self-discipline (level of self-control and self-regulation, ability to manage distractions, and prioritization skills), is included to examine how individual differences in self-control and discipline may influence the relationship between social media usage and academic performance.

Confounding variables are also identified (socioeconomic status, prior academic achievement), which are potential factors that may influence both social media usage and academic performance. These variables need to be considered and controlled in the study to ensure that any observed effects are specifically attributed to social media usage. A visual representation of this conceptual framework example is seen in Figure 2.

Figure 2: Visual representation of a conceptual framework for the topic “The Impact of Social Media Usage on Academic Performance among College Students”

Key Takeaways

Here is a snapshot of the basics of a conceptual framework in research:

• A conceptual framework is an idea or model representing the subject or phenomena you intend to study.
• It is primarily a researcher’s perception of the research problem. It can be used to develop hypotheses or testable research questions.
• It provides a preliminary understanding of the factors at play, their interrelationships, and the underlying reasons.
• It guides your research by aiding in the formulation of meaningful research questions, selection of appropriate methods, and identification of potential challenges to the validity of your findings.
• It provides a structure for organizing and understanding data.
• It allows you to chalk out the relationships between concepts and variables to understand them.
• Variables besides dependent and independent variables (moderating, mediating, control, and confounding variables) must be considered when developing a conceptual framework.

Frequently Asked Questions

What is the difference between a moderating variable and a mediating variable.

Moderating and mediating variables are easily confused. A moderating variable affects the direction and strength of this relationship, whereas a mediating explains how two variables relate.

What is the difference between independent variables, dependent variables, and confounding variables?

Independent variables are the variables manipulated to affect the outcome of an experiment (e.g., the dose of a fat-loss drug administered to rats). Dependent variables are variables being measured or observed in an experiment (e.g., changes in rat body weight as a result of the drug). A confounding variable distorts or masks the effects of the variables being studied because it is associated both with dependent variable and with the independent variable. For instance, in this example, pre-existing metabolic dysfunction in some rats could interact differently with the drug being studied and also affect rat body weight.

Should I have more than one dependent or independent variable in a study?

The need for more than one dependent or independent variable in a study depends on the research question, study design, and relationships being investigated. Note the following when making this decision for your research:

• If your research question involves exploring the relationships between multiple variables or factors, it may be appropriate to have more than one dependent or independent variable.
• If you have specific hypotheses about the relationships between several variables, it may be necessary to include multiple dependent or independent variables.
• Adequate resources, sample size, and data collection methods should be considered when determining the number of dependent and independent variables to include.

What is a confounding variable?

A confounding variable is not the main focus of the study but can unintentionally influence the relationship between the independent and dependent variables. Confounding variables can introduce bias and give rise to misleading conclusions. These variables must be controlled to ensure that any observed relationship is genuinely due to the independent variable.

What is a control variable?

A control variable is something not of interest to the study’s objectives but is kept constant because it could influence the outcomes. Control variables can help prevent research biases and allow for a more accurate assessment of the relationship between the independent and dependent variables. Examples are (i) testing all participants at the same time (e.g., in the morning) to minimize the potential effects of circadian rhythms, (ii) ensuring that instruments are calibrated consistently before each measurement to minimize the influence of measurement errors, and (iii) randomization of participants across study groups.

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Home » Conceptual Framework – Types, Methodology and Examples

Conceptual Framework – Types, Methodology and Examples

Table of Contents

Conceptual Framework

Definition:

A conceptual framework is a structured approach to organizing and understanding complex ideas, theories, or concepts. It provides a systematic and coherent way of thinking about a problem or topic, and helps to guide research or analysis in a particular field.

A conceptual framework typically includes a set of assumptions, concepts, and propositions that form a theoretical framework for understanding a particular phenomenon. It can be used to develop hypotheses, guide empirical research, or provide a framework for evaluating and interpreting data.

Conceptual Framework in Research

In research, a conceptual framework is a theoretical structure that provides a framework for understanding a particular phenomenon or problem. It is a key component of any research project and helps to guide the research process from start to finish.

A conceptual framework provides a clear understanding of the variables, relationships, and assumptions that underpin a research study. It outlines the key concepts that the study is investigating and how they are related to each other. It also defines the scope of the study and sets out the research questions or hypotheses.

Types of Conceptual Framework

Types of Conceptual Framework are as follows:

Theoretical Framework

A theoretical framework is an overarching set of concepts, ideas, and assumptions that help to explain and interpret a phenomenon. It provides a theoretical perspective on the phenomenon being studied and helps researchers to identify the relationships between different concepts. For example, a theoretical framework for a study on the impact of social media on mental health might draw on theories of communication, social influence, and psychological well-being.

Conceptual Model

A conceptual model is a visual or written representation of a complex system or phenomenon. It helps to identify the main components of the system and the relationships between them. For example, a conceptual model for a study on the factors that influence employee turnover might include factors such as job satisfaction, salary, work-life balance, and job security, and the relationships between them.

Empirical Framework

An empirical framework is based on empirical data and helps to explain a particular phenomenon. It involves collecting data, analyzing it, and developing a framework to explain the results. For example, an empirical framework for a study on the impact of a new health intervention might involve collecting data on the intervention’s effectiveness, cost, and acceptability to patients.

Descriptive Framework

A descriptive framework is used to describe a particular phenomenon. It helps to identify the main characteristics of the phenomenon and to develop a vocabulary to describe it. For example, a descriptive framework for a study on different types of musical genres might include descriptions of the instruments used, the rhythms and beats, the vocal styles, and the cultural contexts of each genre.

Analytical Framework

An analytical framework is used to analyze a particular phenomenon. It involves breaking down the phenomenon into its constituent parts and analyzing them separately. This type of framework is often used in social science research. For example, an analytical framework for a study on the impact of race on police brutality might involve analyzing the historical and cultural factors that contribute to racial bias, the organizational factors that influence police behavior, and the psychological factors that influence individual officers’ behavior.

Conceptual Framework for Policy Analysis

A conceptual framework for policy analysis is used to guide the development of policies or programs. It helps policymakers to identify the key issues and to develop strategies to address them. For example, a conceptual framework for a policy analysis on climate change might involve identifying the key stakeholders, assessing their interests and concerns, and developing policy options to mitigate the impacts of climate change.

Logical Frameworks

Logical frameworks are used to plan and evaluate projects and programs. They provide a structured approach to identifying project goals, objectives, and outcomes, and help to ensure that all stakeholders are aligned and working towards the same objectives.

Conceptual Frameworks for Program Evaluation

These frameworks are used to evaluate the effectiveness of programs or interventions. They provide a structure for identifying program goals, objectives, and outcomes, and help to measure the impact of the program on its intended beneficiaries.

Conceptual Frameworks for Organizational Analysis

These frameworks are used to analyze and evaluate organizational structures, processes, and performance. They provide a structured approach to understanding the relationships between different departments, functions, and stakeholders within an organization.

Conceptual Frameworks for Strategic Planning

These frameworks are used to develop and implement strategic plans for organizations or businesses. They help to identify the key factors and stakeholders that will impact the success of the plan, and provide a structure for setting goals, developing strategies, and monitoring progress.

Components of Conceptual Framework

The components of a conceptual framework typically include:

• Research question or problem statement : This component defines the problem or question that the conceptual framework seeks to address. It sets the stage for the development of the framework and guides the selection of the relevant concepts and constructs.
• Concepts : These are the general ideas, principles, or categories that are used to describe and explain the phenomenon or problem under investigation. Concepts provide the building blocks of the framework and help to establish a common language for discussing the issue.
• Constructs : Constructs are the specific variables or concepts that are used to operationalize the general concepts. They are measurable or observable and serve as indicators of the underlying concept.
• Propositions or hypotheses : These are statements that describe the relationships between the concepts or constructs in the framework. They provide a basis for testing the validity of the framework and for generating new insights or theories.
• Assumptions : These are the underlying beliefs or values that shape the framework. They may be explicit or implicit and may influence the selection and interpretation of the concepts and constructs.
• Boundaries : These are the limits or scope of the framework. They define the focus of the investigation and help to clarify what is included and excluded from the analysis.
• Context : This component refers to the broader social, cultural, and historical factors that shape the phenomenon or problem under investigation. It helps to situate the framework within a larger theoretical or empirical context and to identify the relevant variables and factors that may affect the phenomenon.
• Relationships and connections: These are the connections and interrelationships between the different components of the conceptual framework. They describe how the concepts and constructs are linked and how they contribute to the overall understanding of the phenomenon or problem.
• Variables : These are the factors that are being measured or observed in the study. They are often operationalized as constructs and are used to test the propositions or hypotheses.
• Methodology : This component describes the research methods and techniques that will be used to collect and analyze data. It includes the sampling strategy, data collection methods, data analysis techniques, and ethical considerations.
• Literature review : This component provides an overview of the existing research and theories related to the phenomenon or problem under investigation. It helps to identify the gaps in the literature and to situate the framework within the broader theoretical and empirical context.
• Outcomes and implications: These are the expected outcomes or implications of the study. They describe the potential contributions of the study to the theoretical and empirical knowledge in the field and the practical implications for policy and practice.

Conceptual Framework Methodology

Conceptual Framework Methodology is a research method that is commonly used in academic and scientific research to develop a theoretical framework for a study. It is a systematic approach that helps researchers to organize their thoughts and ideas, identify the variables that are relevant to their study, and establish the relationships between these variables.

Here are the steps involved in the conceptual framework methodology:

Identify the Research Problem

The first step is to identify the research problem or question that the study aims to answer. This involves identifying the gaps in the existing literature and determining what specific issue the study aims to address.

Conduct a Literature Review

The second step involves conducting a thorough literature review to identify the existing theories, models, and frameworks that are relevant to the research question. This will help the researcher to identify the key concepts and variables that need to be considered in the study.

Define key Concepts and Variables

The next step is to define the key concepts and variables that are relevant to the study. This involves clearly defining the terms used in the study, and identifying the factors that will be measured or observed in the study.

Develop a Theoretical Framework

Once the key concepts and variables have been identified, the researcher can develop a theoretical framework. This involves establishing the relationships between the key concepts and variables, and creating a visual representation of these relationships.

Test the Framework

The final step is to test the theoretical framework using empirical data. This involves collecting and analyzing data to determine whether the relationships between the key concepts and variables that were identified in the framework are accurate and valid.

Examples of Conceptual Framework

Some realtime Examples of Conceptual Framework are as follows:

• In economics , the concept of supply and demand is a well-known conceptual framework. It provides a structure for understanding how prices are set in a market, based on the interplay of the quantity of goods supplied by producers and the quantity of goods demanded by consumers.
• In psychology , the cognitive-behavioral framework is a widely used conceptual framework for understanding mental health and illness. It emphasizes the role of thoughts and behaviors in shaping emotions and the importance of cognitive restructuring and behavior change in treatment.
• In sociology , the social determinants of health framework provides a way of understanding how social and economic factors such as income, education, and race influence health outcomes. This framework is widely used in public health research and policy.
• In environmental science , the ecosystem services framework is a way of understanding the benefits that humans derive from natural ecosystems, such as clean air and water, pollination, and carbon storage. This framework is used to guide conservation and land-use decisions.
• In education, the constructivist framework is a way of understanding how learners construct knowledge through active engagement with their environment. This framework is used to guide instructional design and teaching strategies.

Applications of Conceptual Framework

Some of the applications of Conceptual Frameworks are as follows:

• Research : Conceptual frameworks are used in research to guide the design, implementation, and interpretation of studies. Researchers use conceptual frameworks to develop hypotheses, identify research questions, and select appropriate methods for collecting and analyzing data.
• Policy: Conceptual frameworks are used in policy-making to guide the development of policies and programs. Policymakers use conceptual frameworks to identify key factors that influence a particular problem or issue, and to develop strategies for addressing them.
• Education : Conceptual frameworks are used in education to guide the design and implementation of instructional strategies and curriculum. Educators use conceptual frameworks to identify learning objectives, select appropriate teaching methods, and assess student learning.
• Management : Conceptual frameworks are used in management to guide decision-making and strategy development. Managers use conceptual frameworks to understand the internal and external factors that influence their organizations, and to develop strategies for achieving their goals.
• Evaluation : Conceptual frameworks are used in evaluation to guide the development of evaluation plans and to interpret evaluation results. Evaluators use conceptual frameworks to identify key outcomes, indicators, and measures, and to develop a logic model for their evaluation.

Purpose of Conceptual Framework

The purpose of a conceptual framework is to provide a theoretical foundation for understanding and analyzing complex phenomena. Conceptual frameworks help to:

• Guide research : Conceptual frameworks provide a framework for researchers to develop hypotheses, identify research questions, and select appropriate methods for collecting and analyzing data. By providing a theoretical foundation for research, conceptual frameworks help to ensure that research is rigorous, systematic, and valid.
• Provide clarity: Conceptual frameworks help to provide clarity and structure to complex phenomena by identifying key concepts, relationships, and processes. By providing a clear and systematic understanding of a phenomenon, conceptual frameworks help to ensure that researchers, policymakers, and practitioners are all on the same page when it comes to understanding the issue at hand.
• Inform decision-making : Conceptual frameworks can be used to inform decision-making and strategy development by identifying key factors that influence a particular problem or issue. By understanding the complex interplay of factors that contribute to a particular issue, decision-makers can develop more effective strategies for addressing the problem.
• Facilitate communication : Conceptual frameworks provide a common language and conceptual framework for researchers, policymakers, and practitioners to communicate and collaborate on complex issues. By providing a shared understanding of a phenomenon, conceptual frameworks help to ensure that everyone is working towards the same goal.

When to use Conceptual Framework

There are several situations when it is appropriate to use a conceptual framework:

• To guide the research : A conceptual framework can be used to guide the research process by providing a clear roadmap for the research project. It can help researchers identify key variables and relationships, and develop hypotheses or research questions.
• To clarify concepts : A conceptual framework can be used to clarify and define key concepts and terms used in a research project. It can help ensure that all researchers are using the same language and have a shared understanding of the concepts being studied.
• To provide a theoretical basis: A conceptual framework can provide a theoretical basis for a research project by linking it to existing theories or conceptual models. This can help researchers build on previous research and contribute to the development of a field.
• To identify gaps in knowledge : A conceptual framework can help identify gaps in existing knowledge by highlighting areas that require further research or investigation.
• To communicate findings : A conceptual framework can be used to communicate research findings by providing a clear and concise summary of the key variables, relationships, and assumptions that underpin the research project.

Characteristics of Conceptual Framework

key characteristics of a conceptual framework are:

• Clear definition of key concepts : A conceptual framework should clearly define the key concepts and terms being used in a research project. This ensures that all researchers have a shared understanding of the concepts being studied.
• Identification of key variables: A conceptual framework should identify the key variables that are being studied and how they are related to each other. This helps to organize the research project and provides a clear focus for the study.
• Logical structure: A conceptual framework should have a logical structure that connects the key concepts and variables being studied. This helps to ensure that the research project is coherent and consistent.
• Based on existing theory : A conceptual framework should be based on existing theory or conceptual models. This helps to ensure that the research project is grounded in existing knowledge and builds on previous research.
• Testable hypotheses or research questions: A conceptual framework should include testable hypotheses or research questions that can be answered through empirical research. This helps to ensure that the research project is rigorous and scientifically valid.
• Flexibility : A conceptual framework should be flexible enough to allow for modifications as new information is gathered during the research process. This helps to ensure that the research project is responsive to new findings and is able to adapt to changing circumstances.

Advantages of Conceptual Framework

Advantages of the Conceptual Framework are as follows:

• Clarity : A conceptual framework provides clarity to researchers by outlining the key concepts and variables that are relevant to the research project. This clarity helps researchers to focus on the most important aspects of the research problem and develop a clear plan for investigating it.
• Direction : A conceptual framework provides direction to researchers by helping them to develop hypotheses or research questions that are grounded in existing theory or conceptual models. This direction ensures that the research project is relevant and contributes to the development of the field.
• Efficiency : A conceptual framework can increase efficiency in the research process by providing a structure for organizing ideas and data. This structure can help researchers to avoid redundancies and inconsistencies in their work, saving time and effort.
• Rigor : A conceptual framework can help to ensure the rigor of a research project by providing a theoretical basis for the investigation. This rigor is essential for ensuring that the research project is scientifically valid and produces meaningful results.
• Communication : A conceptual framework can facilitate communication between researchers by providing a shared language and understanding of the key concepts and variables being studied. This communication is essential for collaboration and the advancement of knowledge in the field.
• Generalization : A conceptual framework can help to generalize research findings beyond the specific study by providing a theoretical basis for the investigation. This generalization is essential for the development of knowledge in the field and for informing future research.

Limitations of Conceptual Framework

Limitations of Conceptual Framework are as follows:

• Limited applicability: Conceptual frameworks are often based on existing theory or conceptual models, which may not be applicable to all research problems or contexts. This can limit the usefulness of a conceptual framework in certain situations.
• Lack of empirical support : While a conceptual framework can provide a theoretical basis for a research project, it may not be supported by empirical evidence. This can limit the usefulness of a conceptual framework in guiding empirical research.
• Narrow focus: A conceptual framework can provide a clear focus for a research project, but it may also limit the scope of the investigation. This can make it difficult to address broader research questions or to consider alternative perspectives.
• Over-simplification: A conceptual framework can help to organize and structure research ideas, but it may also over-simplify complex phenomena. This can limit the depth of the investigation and the richness of the data collected.
• Inflexibility : A conceptual framework can provide a structure for organizing research ideas, but it may also be inflexible in the face of new data or unexpected findings. This can limit the ability of researchers to adapt their research project to new information or changing circumstances.
• Difficulty in development : Developing a conceptual framework can be a challenging and time-consuming process. It requires a thorough understanding of existing theory or conceptual models, and may require collaboration with other researchers.

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Theoretical vs Conceptual Framework

By: Derek Jansen (MBA) | Reviewed By: Eunice Rautenbach (DTech) | March 2023

Overview: Theoretical vs Conceptual

What is a theoretical framework, example of a theoretical framework, what is a conceptual framework, example of a conceptual framework.

• Theoretical vs conceptual: which one should I use?

A theoretical framework (also sometimes referred to as a foundation of theory) is essentially a set of concepts, definitions, and propositions that together form a structured, comprehensive view of a specific phenomenon.

In other words, a theoretical framework is a collection of existing theories, models and frameworks that provides a foundation of core knowledge – a “lay of the land”, so to speak, from which you can build a research study. For this reason, it’s usually presented fairly early within the literature review section of a dissertation, thesis or research paper .

Let’s look at an example to make the theoretical framework a little more tangible.

If your research aims involve understanding what factors contributed toward people trusting investment brokers, you’d need to first lay down some theory so that it’s crystal clear what exactly you mean by this. For example, you would need to define what you mean by “trust”, as there are many potential definitions of this concept. The same would be true for any other constructs or variables of interest.

You’d also need to identify what existing theories have to say in relation to your research aim. In this case, you could discuss some of the key literature in relation to organisational trust. A quick search on Google Scholar using some well-considered keywords generally provides a good starting point.

Need a helping hand?

A conceptual framework is typically a visual representation (although it can also be written out) of the expected relationships and connections between various concepts, constructs or variables. In other words, a conceptual framework visualises how the researcher views and organises the various concepts and variables within their study. This is typically based on aspects drawn from the theoretical framework, so there is a relationship between the two.

Quite commonly, conceptual frameworks are used to visualise the potential causal relationships and pathways that the researcher expects to find, based on their understanding of both the theoretical literature and the existing empirical research . Therefore, the conceptual framework is often used to develop research questions and hypotheses .

Let’s look at an example of a conceptual framework to make it a little more tangible. You’ll notice that in this specific conceptual framework, the hypotheses are integrated into the visual, helping to connect the rest of the document to the framework.

Theoretical framework vs conceptual framework

As you can see, the theoretical framework and the conceptual framework are closely related concepts, but they differ in terms of focus and purpose. The theoretical framework is used to lay down a foundation of theory on which your study will be built, whereas the conceptual framework visualises what you anticipate the relationships between concepts, constructs and variables may be, based on your understanding of the existing literature and the specific context and focus of your research. In other words, they’re different tools for different jobs , but they’re neighbours in the toolbox.

Naturally, the theoretical framework and the conceptual framework are not mutually exclusive . In fact, it’s quite likely that you’ll include both in your dissertation or thesis, especially if your research aims involve investigating relationships between variables. Of course, every research project is different and universities differ in terms of their expectations for dissertations and theses, so it’s always a good idea to have a look at past projects to get a feel for what the norms and expectations are at your specific institution.

Want to learn more about research terminology, methods and techniques? Be sure to check out the rest of the Grad Coach blog . Alternatively, if you’re looking for hands-on help, have a look at our private coaching service , where we hold your hand through the research process, step by step.

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23 Comments

Thank you for giving a valuable lesson

good thanks!

VERY INSIGHTFUL

thanks for given very interested understand about both theoritical and conceptual framework

I am researching teacher beliefs about inclusive education but not using a theoretical framework just conceptual frame using teacher beliefs, inclusive education and inclusive practices as my concepts

good, fantastic

great! thanks for the clarification. I am planning to use both for my implementation evaluation of EmONC service at primary health care facility level. its theoretical foundation rooted from the principles of implementation science.

This is a good one…now have a better understanding of Theoretical and Conceptual frameworks. Highly grateful

Very educating and fantastic,good to be part of you guys,I appreciate your enlightened concern.

Thanks for shedding light on these two t opics. Much clearer in my head now.

Simple and clear!

The differences between the two topics was well explained, thank you very much!

Thank you great insight

Superb. Thank you so much.

Hello Gradcoach! I’m excited with your fantastic educational videos which mainly focused on all over research process. I’m a student, I kindly ask and need your support. So, if it’s possible please send me the PDF format of all topic provided here, I put my email below, thank you!

I am really grateful I found this website. This is very helpful for an MPA student like myself.

I’m clear with these two terminologies now. Useful information. I appreciate it. Thank you

I’m well inform about these two concepts in research. Thanks

I found this really helpful. It is well explained. Thank you.

very clear and useful. information important at start of research!!

Wow, great information, clear and concise review of the differences between theoretical and conceptual frameworks. Thank you! keep up the good work.

thank you so much. Educative and realistic.

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• Writing Tips

How to Make a Conceptual Framework

6-minute read

• 2nd January 2022

What is a conceptual framework? And why is it important?

A conceptual framework illustrates the relationship between the variables of a research question. It’s an outline of what you’d expect to find in a research project.

Conceptual frameworks should be constructed before data collection and are vital because they map out the actions needed in the study. This should be the first step of an undergraduate or graduate research project.

What Is In a Conceptual Framework?

In a conceptual framework, you’ll find a visual representation of the key concepts and relationships that are central to a research study or project . This can be in form of a diagram, flow chart, or any other visual representation. Overall, a conceptual framework serves as a guide for understanding the problem being studied and the methods being used to investigate it.

Steps to Developing the Perfect Conceptual Framework

• Pick a question
• Conduct a literature review
• Identify your variables
• Create your conceptual framework

1. Pick a Question

You should already have some idea of the broad area of your research project. Try to narrow down your research field to a manageable topic in terms of time and resources. From there, you need to formulate your research question. A research question answers the researcher’s query: “What do I want to know about my topic?” Research questions should be focused, concise, arguable and, ideally, should address a topic of importance within your field of research.

An example of a simple research question is: “What is the relationship between sunny days and ice cream sales?”

2. Conduct a Literature Review

A literature review is an analysis of the scholarly publications on a chosen topic. To undertake a literature review, search for articles with the same theme as your research question. Choose updated and relevant articles to analyze and use peer-reviewed and well-respected journals whenever possible.

For the above example, the literature review would investigate publications that discuss how ice cream sales are affected by the weather. The literature review should reveal the variables involved and any current hypotheses about this relationship.

3. Identify Your Variables

There are two key variables in every experiment: independent and dependent variables.

Independent Variables

The independent variable (otherwise known as the predictor or explanatory variable) is the expected cause of the experiment: what the scientist changes or changes on its own. In our example, the independent variable would be “the number of sunny days.”

Dependent Variables

The dependent variable (otherwise known as the response or outcome variable) is the expected effect of the experiment: what is being studied or measured. In our example, the dependent variable would be “the quantity of ice cream sold.”

Next, there are control variables.

Control Variables

A control variable is a variable that may impact the dependent variable but whose effects are not going to be measured in the research project. In our example, a control variable could be “the socioeconomic status of participants.” Control variables should be kept constant to isolate the effects of the other variables in the experiment.

Finally, there are intervening and extraneous variables.

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Intervening Variables

Intervening variables link the independent and dependent variables and clarify their connection. In our example, an intervening variable could be “temperature.”

Extraneous Variables

Extraneous variables are any variables that are not being investigated but could impact the outcomes of the study. Some instances of extraneous variables for our example would be “the average price of ice cream” or “the number of varieties of ice cream available.” If you control an extraneous variable, it becomes a control variable.

4. Create Your Conceptual Framework

Having picked your research question, undertaken a literature review, and identified the relevant variables, it’s now time to construct your conceptual framework. Conceptual frameworks are clear and often visual representations of the relationships between variables.

We’ll start with the basics: the independent and dependent variables.

Our hypothesis is that the quantity of ice cream sold directly depends on the number of sunny days; hence, there is a cause-and-effect relationship between the independent variable (the number of sunny days) and the dependent and independent variable (the quantity of ice cream sold).

Next, introduce a control variable. Remember, this is anything that might directly affect the dependent variable but is not being measured in the experiment:

Finally, introduce the intervening and extraneous variables. 

The intervening variable (temperature) clarifies the relationship between the independent variable (the number of sunny days) and the dependent variable (the quantity of ice cream sold). Extraneous variables, such as the average price of ice cream, are variables that are not controlled and can potentially impact the dependent variable.

Are Conceptual Frameworks and Research Paradigms the Same?

In simple terms, the research paradigm is what informs your conceptual framework. In defining our research paradigm we ask the big questions—Is there an objective truth and how can we understand it? If we decide the answer is yes, we may be working with a positivist research paradigm and will choose to build a conceptual framework that displays the relationship between fixed variables. If not, we may be working with a constructivist research paradigm, and thus our conceptual framework will be more of a loose amalgamation of ideas, theories, and themes (a qualitative study). If this is confusing–don’t worry! We have an excellent blog post explaining research paradigms in more detail.

Where is the Conceptual Framework Located in a Thesis?

This will depend on your discipline, research type, and school’s guidelines, but most papers will include a section presenting the conceptual framework in the introduction, literature review, or opening chapter. It’s best to present your conceptual framework after presenting your research question, but before outlining your methodology.

Can a Conceptual Framework be Used in a Qualitative Study?

Yes. Despite being less clear-cut than a quantitative study, all studies should present some form of a conceptual framework. Let’s say you were doing a study on care home practices and happiness, and you came across a “happiness model” constructed by a relevant theorist in your literature review. Your conceptual framework could be an outline or a visual depiction of how you will use this model to collect and interpret qualitative data for your own study (such as interview responses). Check out this useful resource showing other examples of conceptual frameworks for qualitative studies .

Expert Proofreading for Researchers

Whether you’re a seasoned academic or not, you will want your research paper to be error-free and fluently written. That’s where proofreading comes in. Our editors are on hand 24 hours a day to ensure your writing is concise, clear, and precise. Submit a free sample of your writing today to try our services.

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What is a good example of a conceptual framework?

Last updated

18 April 2023

Reviewed by

Miroslav Damyanov

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A well-designed study doesn’t just happen. Researchers work hard to ensure the studies they conduct will be scientifically valid and will advance understanding in their field.

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• The importance of a conceptual framework

The main purpose of a conceptual framework is to improve the quality of a research study. A conceptual framework achieves this by identifying important information about the topic and providing a clear roadmap for researchers to study it.

Through the process of developing this information, researchers will be able to improve the quality of their studies in a few key ways.

Clarify research goals and objectives

A conceptual framework helps researchers create a clear research goal. Research projects often become vague and lose their focus, which makes them less useful. However, a well-designed conceptual framework helps researchers maintain focus. It reinforces the project’s scope, ensuring it stays on track and produces meaningful results.

Provide a theoretical basis for the study

Forming a hypothesis requires knowledge of the key variables and their relationship to each other. Researchers need to identify these variables early on to create a conceptual framework. This ensures researchers have developed a strong understanding of the topic before finalizing the study design. It also helps them select the most appropriate research and analysis methods.

Guide the research design

As they develop their conceptual framework, researchers often uncover information that can help them further refine their work.

Here are some examples:

Confounding variables they hadn’t previously considered

Sources of bias they will have to take into account when designing the project

Whether or not the information they were going to study has already been covered—this allows them to pivot to a more meaningful goal that brings new and relevant information to their field

• Steps to develop a conceptual framework

There are four major steps researchers will follow to develop a conceptual framework. Each step will be described in detail in the sections that follow. You’ll also find examples of how each might be applied in a range of fields.

Step 1: Choose the research question

The first step in creating a conceptual framework is choosing a research question . The goal of this step is to create a question that’s specific and focused.

By developing a clear question, researchers can more easily identify the variables they will need to account for and keep their research focused. Without it, the next steps will be more difficult and less effective.

Here are some examples of good research questions in a few common fields:

Natural sciences: How does exposure to ultraviolet radiation affect the growth rate of a particular type of algae?

Health sciences: What is the effectiveness of cognitive-behavioral therapy for treating depression in adolescents?

Business: What factors contribute to the success of small businesses in a particular industry?

Education: How does implementing technology in the classroom impact student learning outcomes?

Step 2: Select the independent and dependent variables

Once the research question has been chosen, it’s time to identify the dependent and independent variables .

The independent variable is the variable researchers think will affect the dependent variable . Without this information, researchers cannot develop a meaningful hypothesis or design a way to test it.

The dependent and independent variables for our example questions above are:

Natural sciences

Independent variable: exposure to ultraviolet radiation

Dependent variable: the growth rate of a particular type of algae

Health sciences

Independent variable: cognitive-behavioral therapy

Dependent variable: depression in adolescents

Independent variables: factors contributing to the business’s success

Dependent variable: sales, return on investment (ROI), or another concrete metric

Independent variable: implementation of technology in the classroom

Dependent variable: student learning outcomes, such as test scores, GPAs, or exam results

Step 3: Visualize the cause-and-effect relationship

This step is where researchers actually develop their hypothesis. They will predict how the independent variable will impact the dependent variable based on their knowledge of the field and their intuition.

With a hypothesis formed, researchers can more accurately determine what data to collect and how to analyze it. They will then visualize their hypothesis by creating a diagram. This visualization will serve as a framework to help guide their research.

The diagrams for our examples might be used as follows:

Natural sciences : how exposure to radiation affects the biological processes in the algae that contribute to its growth rate

Health sciences : how different aspects of cognitive behavioral therapy can affect how patients experience symptoms of depression

Business : how factors such as market demand, managerial expertise, and financial resources influence a business’s success

Education : how different types of technology interact with different aspects of the learning process and alter student learning outcomes

Step 4: Identify other influencing variables

The independent and dependent variables are only part of the equation. Moderating, mediating, and control variables are also important parts of a well-designed study. These variables can impact the relationship between the two main variables and must be accounted for.

A moderating variable is one that can change how the independent variable affects the dependent variable. A mediating variable explains the relationship between the two. Control variables are kept the same to eliminate their impact on the results. Examples of each are given below:

Moderating variable: water temperature (might impact how algae respond to radiation exposure)

Mediating variable: chlorophyll production (might explain how radiation exposure affects algae growth rate)

Control variable: nutrient levels in the water

Moderating variable: the severity of depression symptoms at baseline might impact how effective the therapy is for different adolescents

Mediating variable: social support might explain how cognitive-behavioral therapy leads to improvements in depression

Control variable: other forms of treatment received before or during the study

Moderating variable: the size of the business (might impact how different factors contribute to market share, sales, ROI, and other key success metrics)

Mediating variable: customer satisfaction (might explain how different factors impact business success)

Control variable: industry competition

Moderating variable: student age (might impact how effective technology is for different students)

Mediating variable: teacher training (might explain how technology leads to improvements in learning outcomes)

Control variable: student learning style

• Conceptual versus theoretical frameworks

Although they sound similar, conceptual and theoretical frameworks have different goals and are used in different contexts. Understanding which to use will help researchers craft better studies.

Conceptual frameworks describe a broad overview of the subject and outline key concepts, variables, and the relationships between them. They provide structure to studies that are more exploratory in nature, where the relationships between the variables are still being established. They are particularly helpful in studies that are complex or interdisciplinary because they help researchers better organize the factors involved in the study.

Theoretical frameworks, on the other hand, are used when the research question is more clearly defined and there’s an existing body of work to draw upon. They define the relationships between the variables and help researchers predict outcomes. They are particularly helpful when researchers want to refine the existing body of knowledge rather than establish it.

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How to Use a Conceptual Framework for Better Research

A conceptual framework in research is not just a tool but a vital roadmap that guides the entire research process. It integrates various theories, assumptions, and beliefs to provide a structured approach to research. By defining a conceptual framework, researchers can focus their inquiries and clarify their hypotheses, leading to more effective and meaningful research outcomes.

What is a Conceptual Framework?

A conceptual framework is essentially an analytical tool that combines concepts and sets them within an appropriate theoretical structure. It serves as a lens through which researchers view the complexities of the real world. The importance of a conceptual framework lies in its ability to serve as a guide, helping researchers to not only visualize but also systematically approach their study.

Key Components and to be Analyzed During Research

• Theories: These are the underlying principles that guide the hypotheses and assumptions of the research.
• Assumptions: These are the accepted truths that are not tested within the scope of the research but are essential for framing the study.
• Beliefs: These often reflect the subjective viewpoints that may influence the interpretation of data.
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Together, these components help to define the conceptual framework that directs the research towards its ultimate goal. This structured approach not only improves clarity but also enhances the validity and reliability of the research outcomes. By using a conceptual framework, researchers can avoid common pitfalls and focus on essential variables and relationships.

For practical examples and to see how different frameworks can be applied in various research scenarios, you can Explore Conceptual Framework Examples .

Different Types of Conceptual Frameworks Used in Research

Understanding the various types of conceptual frameworks is crucial for researchers aiming to align their studies with the most effective structure. Conceptual frameworks in research vary primarily between theoretical and operational frameworks, each serving distinct purposes and suiting different research methodologies.

Theoretical vs Operational Frameworks

Theoretical frameworks are built upon existing theories and literature, providing a broad and abstract understanding of the research topic. They help in forming the basis of the study by linking the research to already established scholarly works. On the other hand, operational frameworks are more practical, focusing on how the study’s theories will be tested through specific procedures and variables.

• Theoretical frameworks are ideal for exploratory studies and can help in understanding complex phenomena.
• Operational frameworks suit studies requiring precise measurement and data analysis.

Choosing the Right Framework

Selecting the appropriate conceptual framework is pivotal for the success of a research project. It involves matching the research questions with the framework that best addresses the methodological needs of the study. For instance, a theoretical framework might be chosen for studies that aim to generate new theories, while an operational framework would be better suited for testing specific hypotheses.

Benefits of choosing the right framework include enhanced clarity, better alignment with research goals, and improved validity of research outcomes. Tools like Table Chart Maker can be instrumental in visually comparing the strengths and weaknesses of different frameworks, aiding in this crucial decision-making process.

Real-World Examples of Conceptual Frameworks in Research

Understanding the practical application of conceptual frameworks in research can significantly enhance the clarity and effectiveness of your studies. Here, we explore several real-world case studies that demonstrate the pivotal role of conceptual frameworks in achieving robust research conclusions.

• Healthcare Research: In a study examining the impact of lifestyle choices on chronic diseases, researchers used a conceptual framework to link dietary habits, exercise, and genetic predispositions. This framework helped in identifying key variables and their interrelations, leading to more targeted interventions.
• Educational Development: Educational theorists often employ conceptual frameworks to explore the dynamics between teaching methods and student learning outcomes. One notable study mapped out the influences of digital tools on learning engagement, providing insights that shaped educational policies.
• Environmental Policy: Conceptual frameworks have been crucial in environmental research, particularly in studies on climate change adaptation. By framing the relationships between human activity, ecological changes, and policy responses, researchers have been able to propose more effective sustainability strategies.

Adapting conceptual frameworks based on evolving research data is also critical. As new information becomes available, it’s essential to revisit and adjust the framework to maintain its relevance and accuracy, ensuring that the research remains aligned with real-world conditions.

For those looking to visualize and better comprehend their research frameworks, Graphic Organizers for Conceptual Frameworks can be an invaluable tool. These organizers help in structuring and presenting research findings clearly, enhancing both the process and the presentation of your research.

Step-by-Step Guide to Creating Your Own Conceptual Framework

Creating a conceptual framework is a critical step in structuring your research to ensure clarity and focus. This guide will walk you through the process of building a robust framework, from identifying key concepts to refining your approach as your research evolves.

Building Blocks of a Conceptual Framework

• Identify and Define Main Concepts and Variables: Start by clearly identifying the main concepts, variables, and their relationships that will form the basis of your research. This could include defining key terms and establishing the scope of your study.
• Develop a Hypothesis or Primary Research Question: Formulate a central hypothesis or question that guides the direction of your research. This will serve as the foundation upon which your conceptual framework is built.
• Link Theories and Concepts Logically: Connect your identified concepts and variables with existing theories to create a coherent structure. This logical linking helps in forming a strong theoretical base for your research.

Visualizing and Refining Your Framework

Using visual tools can significantly enhance the clarity and effectiveness of your conceptual framework. Decision Tree Templates for Conceptual Frameworks can be particularly useful in mapping out the relationships between variables and hypotheses.

Map Your Framework: Utilize tools like Creately’s visual canvas to diagram your framework. This visual representation helps in identifying gaps or overlaps in your framework and provides a clear overview of your research structure.

Analyze and Refine: As your research progresses, continuously evaluate and refine your framework. Adjustments may be necessary as new data comes to light or as initial assumptions are challenged.

By following these steps, you can ensure that your conceptual framework is not only well-defined but also adaptable to the changing dynamics of your research.

Practical Tips for Utilizing Conceptual Frameworks in Research

Effectively utilizing a conceptual framework in research not only streamlines the process but also enhances the clarity and coherence of your findings. Here are some practical tips to maximize the use of conceptual frameworks in your research endeavors.

• Setting Clear Research Goals: Begin by defining precise objectives that are aligned with your research questions. This clarity will guide your entire research process, ensuring that every step you take is purposeful and directly contributes to your overall study aims. \
• Maintaining Focus and Coherence: Throughout the research, consistently refer back to your conceptual framework to maintain focus. This will help in keeping your research aligned with the initial goals and prevent deviations that could dilute the effectiveness of your findings.
• Data Analysis and Interpretation: Use your conceptual framework as a lens through which to view and interpret data. This approach ensures that the data analysis is not only systematic but also meaningful in the context of your research objectives. For more insights, explore Research Data Analysis Methods .
• Presenting Research Findings: When it comes time to present your findings, structure your presentation around the conceptual framework . This will help your audience understand the logical flow of your research and how each part contributes to the whole.
• Avoiding Common Pitfalls: Be vigilant about common errors such as overcomplicating the framework or misaligning the research methods with the framework’s structure. Keeping it simple and aligned ensures that the framework effectively supports your research.

By adhering to these tips and utilizing tools like 7 Essential Visual Tools for Social Work Assessment , researchers can ensure that their conceptual frameworks are not only robust but also practically applicable in their studies.

How Creately Enhances the Creation and Use of Conceptual Frameworks

Creating a robust conceptual framework is pivotal for effective research, and Creately’s suite of visual tools offers unparalleled support in this endeavor. By leveraging Creately’s features, researchers can visualize, organize, and analyze their research frameworks more efficiently.

• Visual Mapping of Research Plans: Creately’s infinite visual canvas allows researchers to map out their entire research plan visually. This helps in understanding the complex relationships between different research variables and theories, enhancing the clarity and effectiveness of the research process.
• Brainstorming with Mind Maps: Using Mind Mapping Software , researchers can generate and organize ideas dynamically. Creately’s intelligent formatting helps in brainstorming sessions, making it easier to explore multiple topics or delve deeply into specific concepts.
• Centralized Data Management: Creately enables the importation of data from multiple sources, which can be integrated into the visual research framework. This centralization aids in maintaining a cohesive and comprehensive overview of all research elements, ensuring that no critical information is overlooked.
• Communication and Collaboration: The platform supports real-time collaboration, allowing teams to work together seamlessly, regardless of their physical location. This feature is crucial for research teams spread across different geographies, facilitating effective communication and iterative feedback throughout the research process.

Moreover, the ability t Explore Conceptual Framework Examples directly within Creately inspires researchers by providing practical templates and examples that can be customized to suit specific research needs. This not only saves time but also enhances the quality of the conceptual framework developed.

In conclusion, Creately’s tools for creating and managing conceptual frameworks are indispensable for researchers aiming to achieve clear, structured, and impactful research outcomes.

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

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Chiraag George is a communication specialist here at Creately. He is a marketing junkie that is fascinated by how brands occupy consumer mind space. A lover of all things tech, he writes a lot about the intersection of technology, branding and culture at large.

Home » Feature » How to Make a Conceptual Framework (with Samples)

How to Make a Conceptual Framework (with Samples)

In this article, you will learn everything you need to know about conceptual frameworks, from what they are to how to make your own. Whether you are a novice or an experienced researcher, this article is for you. And by the end of this article, you will have a better understanding of scientific literature and a better grasp of conceptual frameworks.

What is a conceptual framework?

Research involves creating ideas and concepts about the world around you. It requires higher-level thinking like interpreting, criticizing, applying, and creating. For research to be clear to those interested in the findings, it needs to be well organized and easy to understand. Because research is a complex mental task, you need a detailed plan to explain its parts and how they connect.

You must create a conceptual framework for your study if you want to explain the ins and outs of your research in a nutshell. A conceptual framework is a graphical representation of your conceptions or ideas about the fundamental structure or components of your research, as well as the interactions between these pieces. It is a graph or non-prose material, specifically a schematic diagram that depicts well-ordered research elements. A conceptual framework is a comprehensive overview or strategy that gives meaning to your research by providing a well-planned arrangement of the components of your investigation.

Conceptual frameworks, on the other hand, are not usually necessary to be published in scientific publications. Even the average person can make their own. True scientific and authoritative examples, on the other hand, are often found in scientific journals. Furthermore, academics do not just create conceptual frameworks at random. They perform extensive literature evaluations to support their conceptual frameworks, ultimately increasing their legitimacy.

Purposes of a Conceptual Framework

The conceptual framework illustrates the organization, sequence, and purpose of your research. It is a crucial first step in your research because a schematic diagram, which is also discussed vocally, enables readers to have a general understanding of your work. It describes the research activities you want to conduct, the manner in which you intend to conduct these activities, and the knowledge you possess to demonstrate your expertise with your study topic or research challenge. In a research study, it also serves the goal of illustrating the concepts and their interrelationships.

How to Make a Conceptual Framework?

Before you prepare your conceptual framework, you need to do the following things:

1. Choose your topic

As a researcher, you have the option of focusing on a wide range of topics. However, we must remember that not all of the world’s resources are available to us. The research could also be time-limited. It is therefore important to select a topic that can be completed within the time and resources available.

2. Make your research question

The research question, on the other hand, must be narrowly focused. All of the specifics must be laid out in a clear and concise manner. To put it simply, this is where your conceptual framework comes into play. For your research, you need to come up with a clear and reasonable question. This question should be one you’re really interested in to have a concise conceptual framework.

An important part of your conceptual framework and research is the development of a question that will guide your investigation. As a result, you won’t get lost while writing the paper.

3. Conduct a review of the literature

A review of literature is a process in which a researcher examines previously published work on a particular subject from reputable sources. You and your readers will benefit from a literature review if it reveals the current state of knowledge on your chosen topic, including its strengths and weaknesses. When conducting a literature review, keep in mind that it should be relevant to the topic under consideration, synthesize the findings of the publications you have read, and identify any areas in which additional information or evidence is needed to support the claim under consideration. A review of the literature narrows down what you will be putting in your conceptual framework.

4. Choose your variables

Since you have done your research, by this time, you will already be able to identify and pinpoint the variables that have been discussed in the publications you have studied and try to make a connection or decipher how they are linked. As you must have already read a lot of literature, you will find many possible variables to choose from when conducting your study. However, when creating research in general, it is vital that you only select the essential variables, as not all of them will be significant. As you must have read much scientific literature, you should be able to discern the important ones by this point. And when creating a conceptual framework in particular, even though you can choose all the variables in the world, it would be best not to since too many variables in a conceptual framework will be confusing. It is also not a good idea to choose too few variables, or else your study might be too simple. As mentioned in the previous step, you have to find the right level of intricacy in your research that will fit your resources and time allocation.

5. Choose your relationships

Now that you have chosen your variables, you have to decide how these variables are related to one another. Given that you have already read much literature on your topic, you should already define how each of your variables is connected. This is especially important to note as this will largely impact how your conceptual framework will look once you start making the diagram.

6. Create the conceptual framework

Now that you have completed all the previous steps, the final step is to illustrate the diagram. How you demonstrate the diagram will differ on a case-to-case basis. Still, variable names have to be laid out clearly and put into rectangles, variables have to be connected with lines and arrows, and the arrowheads will differ depending on the nature of the relationships. Single-head arrows are for one-directional relationships (i.e. A affects B and B does not affect A), and double-headed arrows are for relationships that are 2-directional (i.e. A affects B and B also affects A). Also, lines do not have to be limited to connecting only 2 variables (i.e. A and B); some relationships can be between more variables (i.e. A affects B and also C).

Tips for Writing a Conceptual Framework

• Familiarize yourself with the objective of the conceptual framework.
• Create the conceptual framework based on your own knowledge of the components and their interrelationships.
• Make sure that everything in the conceptual framework relates back to the study’s stated goals.
• Share your conceptual framework with others to solicit feedback and suggestions for development.

Conceptual Framework Examples

To have a clearer idea of the process of making a conceptual framework, let us try to make concrete examples of it.

Background:  I am a co-owner of a branch of Burger Prince.

I am interested to know what affects the satisfaction of our customers. My goal is to know what specific parts of our business can influence our customers’ experience.

The research question I can formulate is, “What affects customer satisfaction at Burger Prince?

I read up on different publications related to food establishments, specifically burger joints, and customer satisfaction. From here, I can already get an idea of the variables I can pinpoint from those publications that have been proven to affect customer satisfaction.

With all the books, scholarly articles, and research I have gone through, it can be determined that there are three main variables: food taste, speed of service, and staff performance. Customers are very concerned with the taste of the product. The amount of time it takes to serve them also affects how pleased or dissatisfied they are. Lastly, the performance of the staff that serves also affects their experience.

I was able to determine that the three variables—food taste, speed of service, and staff performance—are determining factors of customer satisfaction.

Research Problem of Topic : “Improving Critical Thinking through Systemic Functional Grammar”

Systemic Functional Grammar or SFG, is a modern language theory that states that man’s critical thinking increases whenever he uses language for these reasons: first, for ideational function or for knowledge acquisition; second, for interpersonal function or creating human relationships, and third, for textual functions or for strategic and coherent expression of ideas, In this case, the independent variables are the SFG components (ideational, interpersonal, and textual functions) and the dependent variable is critical thinking. Here is the conceptual framework to present the concepts underlying this study. (Ravich & Riggan 2012)

Conceptual Framework vs Theoretical Framework

The conceptual framework shows and illustrates all of your plans, concepts, or ideas regarding the various aspects of your research, both graphically and verbally. However, the conceptual framework does not fully and completely explain all of the study’s elements, both concrete and abstract, when seen in such a broad or numerous manner. The theoretical framework, which is a separate section of your research paper, provides and discusses the theories, principles, generalizations, and research findings that are related to your research topic.

The conceptual framework gives readers a clear mental image of the fundamental organization of the study, the relationships between variables, and other relevant facts. theoretical framework, on the other hand, helps individuals comprehend the relationships between the many research elements and the evidence-based truths, concepts, theories, and assumptions that support each part of the study.

Having a thorough understanding of the theoretical principles governing or controlling those things will help you to think clearly and accurately about the many different aspects of your study. As a result, you have a better understanding of both the central issues in your research as well as its other elements. The theoretical framework provides the theoretical underpinnings of the research, while the conceptual framework provides a general sketch of how the research will be conducted using theories, principles, or generalizations that have been supported by facts and logical reasoning.

how do I create a conceptual framework for Logistics management performance and customer service satisfaction

After 1000’s of search trying to understand conceptual frame, your explanations made it so easy for me. Thank you for this useful work put together

thank you for providing such important idea and now i would like to ask one question let my research paper has five chapters so in which chapter will I include my conceptual framework?

Interesting reading

Very useful explanation. Got a point

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How To Make Conceptual Framework (With Examples and Templates)

We all know that a research paper has plenty of concepts involved. However, a great deal of concepts makes your study confusing.

A conceptual framework ensures that the concepts of your study are organized and presented comprehensively. Let this article guide you on how to make the conceptual framework of your study.

Related: How to Write a Concept Paper for Academic Research

Table of Contents

At a glance: free conceptual framework templates.

Too busy to create a conceptual framework from scratch? No problem. We’ve created templates for each conceptual framework so you can start on the right foot. All you need to do is enter the details of the variables. Feel free to modify the design according to your needs. Please read the main article below to learn more about the conceptual framework.

Conceptual Framework Template #1: Independent-Dependent Variable Model

Conceptual framework template #2: input-process-output (ipo) model, conceptual framework template #3: concept map, what is a conceptual framework.

A conceptual framework shows the relationship between the variables of your study.  It includes a visual diagram or a model that summarizes the concepts of your study and a narrative explanation of the model presented.

Why Should Research Be Given a Conceptual Framework?

Imagine your study as a long journey with the research result as the destination. You don’t want to get lost in your journey because of the complicated concepts. This is why you need to have a guide. The conceptual framework keeps you on track by presenting and simplifying the relationship between the variables. This is usually done through the use of illustrations that are supported by a written interpretation.

Also, people who will read your research must have a clear guide to the variables in your study and where the research is heading. By looking at the conceptual framework, the readers can get the gist of the research concepts without reading the entire study. 

Related: How to Write Significance of the Study (with Examples)

What Is the Difference Between Conceptual Framework and Theoretical Framework?

Both of them show concepts and ideas of your study. The theoretical framework presents the theories, rules, and principles that serve as the basis of the research. Thus, the theoretical framework presents broad concepts related to your study. On the other hand, the conceptual framework shows a specific approach derived from the theoretical framework. It provides particular variables and shows how these variables are related.

Let’s say your research is about the Effects of Social Media on the Political Literacy of College Students. You may include some theories related to political literacy, such as this paper, in your theoretical framework. Based on this paper, political participation and awareness determine political literacy.

For the conceptual framework, you may state that the specific form of political participation and awareness you will use for the study is the engagement of college students on political issues on social media. Then, through a diagram and narrative explanation, you can show that using social media affects the political literacy of college students.

What Are the Different Types of Conceptual Frameworks?

The conceptual framework has different types based on how the research concepts are organized 1 .

1. Taxonomy

In this type of conceptual framework, the phenomena of your study are grouped into categories without presenting the relationship among them. The point of this conceptual framework is to distinguish the categories from one another.

2. Visual Presentation

In this conceptual framework, the relationship between the phenomena and variables of your study is presented. Using this conceptual framework implies that your research provides empirical evidence to prove the relationship between variables. This is the type of conceptual framework that is usually used in research studies.

3. Mathematical Description

In this conceptual framework, the relationship between phenomena and variables of your study is described using mathematical formulas. Also, the extent of the relationship between these variables is presented with specific quantities.

How To Make Conceptual Framework: 4 Steps

1. identify the important variables of your study.

There are two essential variables that you must identify in your study: the independent and the dependent variables.

An independent variable is a variable that you can manipulate. It can affect the dependent variable. Meanwhile, the dependent variable is the resulting variable that you are measuring.

You may refer to your research question to determine your research’s independent and dependent variables.

Suppose your research question is: “Is There a Significant Relationship Between the Quantity of Organic Fertilizer Used and the Plant’s Growth Rate?” The independent variable of this study is the quantity of organic fertilizer used, while the dependent variable is the plant’s growth rate.

2. Think About How the Variables Are Related

Usually, the variables of a study have a direct relationship. If a change in one of your variables leads to a corresponding change in another, they might have this kind of relationship.

However, note that having a direct relationship between variables does not mean they already have a cause-and-effect relationship 2 . It takes statistical analysis to prove causation between variables.

Using our example earlier, the quantity of organic fertilizer may directly relate to the plant’s growth rate. However, we are not sure that the quantity of organic fertilizer is the sole reason for the plant’s growth rate changes.

3. Analyze and Determine Other Influencing Variables

Consider analyzing if other variables can affect the relationship between your independent and dependent variables 3 .

4. Create a Visual Diagram or a Model

Now that you’ve identified the variables and their relationship, you may create a visual diagram summarizing them.

Usually, shapes such as rectangles, circles, and arrows are used for the model. You may create a visual diagram or model for your conceptual framework in different ways. The three most common models are the independent-dependent variable model, the input-process-output (IPO) model, and concept maps.

a. Using the Independent-Dependent Variable Model

You may create this model by writing the independent and dependent variables inside rectangles. Then, insert a line segment between them, connecting the rectangles. This line segment indicates the direct relationship between these variables. 

Below is a visual diagram based on our example about the relationship between organic fertilizer and a plant’s growth rate. 

b. Using the Input-Process-Output (IPO) Model

If you want to emphasize your research process, the input-process-output model is the appropriate visual diagram for your conceptual framework.

To create your visual diagram using the IPO model, follow these steps:

• Determine the inputs of your study . Inputs are the variables you will use to arrive at your research result. Usually, your independent variables are also the inputs of your research. Let’s say your research is about the Level of Satisfaction of College Students Using Google Classroom as an Online Learning Platform. You may include in your inputs the profile of your respondents and the curriculum used in the online learning platform.
• Outline your research process. Using our example above, the research process should be like this: Data collection of student profiles → Administering questionnaires → Tabulation of students’ responses → Statistical data analysis.
• State the research output . Indicate what you are expecting after you conduct the research. In our example above, the research output is the assessed level of satisfaction of college students with the use of Google Classroom as an online learning platform.
• Create the model using the research’s determined input, process, and output.

Presented below is the IPO model for our example above.

c. Using Concept Maps

If you think the two models presented previously are insufficient to summarize your study’s concepts, you may use a concept map for your visual diagram.

A concept map is a helpful visual diagram if multiple variables affect one another. Let’s say your research is about Coping with the Remote Learning System: Anxiety Levels of College Students. Presented below is the concept map for the research’s conceptual framework:

5. Explain Your Conceptual Framework in Narrative Form

Provide a brief explanation of your conceptual framework. State the essential variables, their relationship, and the research outcome.

Using the same example about the relationship between organic fertilizer and the growth rate of the plant, we can come up with the following explanation to accompany the conceptual framework:

Figure 1 shows the Conceptual Framework of the study. The quantity of the organic fertilizer used is the independent variable, while the plant’s growth is the research’s dependent variable. These two variables are directly related based on the research’s empirical evidence.

Conceptual Framework in Quantitative Research

You can create your conceptual framework by following the steps discussed in the previous section. Note, however, that quantitative research has statistical analysis. Thus, you may use arrows to indicate a cause-and-effect relationship in your model. An arrow implies that your independent variable caused the changes in your dependent variable.

Usually, for quantitative research, the Input-Process-Output model is used as a visual diagram. Here is an example of a conceptual framework in quantitative research:

Research Topic : Level of Effectiveness of Corn (Zea mays) Silk Ethanol Extract as an Antioxidant

Conceptual Framework in Qualitative Research

Again, you can follow the same step-by-step guide discussed previously to create a conceptual framework for qualitative research. However, note that you should avoid using one-way arrows as they may indicate causation . Qualitative research cannot prove causation since it uses only descriptive and narrative analysis to relate variables.

Here is an example of a conceptual framework in qualitative research:

Research Topic : Lived Experiences of Medical Health Workers During Community Quarantine

Conceptual Framework Examples

Presented below are some examples of conceptual frameworks.

Research Topic : Hypoglycemic Ability of Gabi (Colocasia esculenta) Leaf Extract in the Blood Glucose Level of Swiss Mice (Mus musculus)

Figure 1 presents the Conceptual Framework of the study. The quantity of gabi leaf extract is the independent variable, while the Swiss mice’s blood glucose level is the study’s dependent variable. This study establishes a direct relationship between these variables through empirical evidence and statistical analysis . 

Research Topic : Level of Effectiveness of Using Social Media in the Political Literacy of College Students

Figure 1 shows the Conceptual Framework of the study. The input is the profile of the college students according to sex, year level, and the social media platform being used. The research process includes administering the questionnaires, tabulating students’ responses, and statistical data analysis and interpretation. The output is the effectiveness of using social media in the political literacy of college students.

Research Topic: Factors Affecting the Satisfaction Level of Community Inhabitants

Figure 1 presents a visual illustration of the factors that affect the satisfaction level of community inhabitants. As presented, environmental, societal, and economic factors influence the satisfaction level of community inhabitants. Each factor has its indicators which are considered in this study.

Tips and Warnings

• Please keep it simple. Avoid using fancy illustrations or designs when creating your conceptual framework. 
• Allot a lot of space for feedback. This is to show that your research variables or methodology might be revised based on the input from the research panel. Below is an example of a conceptual framework with a spot allotted for feedback.

Frequently Asked Questions

1. how can i create a conceptual framework in microsoft word.

First, click the Insert tab and select Shapes . You’ll see a wide range of shapes to choose from. Usually, rectangles, circles, and arrows are the shapes used for the conceptual framework. 

Next, draw your selected shape in the document.

Insert the name of the variable inside the shape. You can do this by pointing your cursor to the shape, right-clicking your mouse, selecting Add Text , and typing in the text.

Repeat the same process for the remaining variables of your study. If you need arrows to connect the different variables, you can insert one by going to the Insert tab, then Shape, and finally, Lines or Block Arrows, depending on your preferred arrow style.

2. How to explain my conceptual framework in defense?

If you have used the Independent-Dependent Variable Model in creating your conceptual framework, start by telling your research’s variables. Afterward, explain the relationship between these variables. Example: “Using statistical/descriptive analysis of the data we have collected, we are going to show how the <state your independent variable> exhibits a significant relationship to <state your dependent variable>.”

On the other hand, if you have used an Input-Process-Output Model, start by explaining the inputs of your research. Then, tell them about your research process. You may refer to the Research Methodology in Chapter 3 to accurately present your research process. Lastly, explain what your research outcome is.

Meanwhile, if you have used a concept map, ensure you understand the idea behind the illustration. Discuss how the concepts are related and highlight the research outcome.

3. In what stage of research is the conceptual framework written?

The research study’s conceptual framework is in Chapter 2, following the Review of Related Literature.

4. What is the difference between a Conceptual Framework and Literature Review?

The Conceptual Framework is a summary of the concepts of your study where the relationship of the variables is presented. On the other hand, Literature Review is a collection of published studies and literature related to your study. 

Suppose your research concerns the Hypoglycemic Ability of Gabi (Colocasia esculenta) Leaf Extract on Swiss Mice (Mus musculus). In your conceptual framework, you will create a visual diagram and a narrative explanation presenting the quantity of gabi leaf extract and the mice’s blood glucose level as your research variables. On the other hand, for the literature review, you may include this study and explain how this is related to your research topic.

5. When do I use a two-way arrow for my conceptual framework?

You will use a two-way arrow in your conceptual framework if the variables of your study are interdependent. If variable A affects variable B and variable B also affects variable A, you may use a two-way arrow to show that A and B affect each other.

Suppose your research concerns the Relationship Between Students’ Satisfaction Levels and Online Learning Platforms. Since students’ satisfaction level determines the online learning platform the school uses and vice versa, these variables have a direct relationship. Thus, you may use two-way arrows to indicate that the variables directly affect each other.

• Conceptual Framework – Meaning, Importance and How to Write it. (2020). Retrieved 27 April 2021, from https://afribary.com/knowledge/conceptual-framework/
• Correlation vs Causation. Retrieved 27 April 2021, from https://www.jmp.com/en_ph/statistics-knowledge-portal/what-is-correlation/correlation-vs-causation.html
• Swaen, B., & George, T. (2022, August 22). What is a conceptual framework? Tips & Examples. Retrieved December 5, 2022, from https://www.scribbr.com/methodology/conceptual-framework/

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Jewel Kyle Fabula

Jewel Kyle Fabula is a Bachelor of Science in Economics student at the University of the Philippines Diliman. His passion for learning mathematics developed as he competed in some mathematics competitions during his Junior High School years. He loves cats, playing video games, and listening to music.

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How to Write the Conceptual Framework in a Research Proposal

Many of the users of Simplyeducate.me post a lot of queries in the high traffic article I wrote titled:  Conceptual Framework: A Step-by-Step Guide on How to Make One . The article intends to provide useful tips on how to write the conceptual framework in a research proposal. 

Interest in the topic is quite high. At this writing, more than 2,500 (update on 2/23/20: 8,000) users read the article daily. Aside from grateful comments, readers keep on asking a lot of questions about how to go about their conceptual framework despite the illustrative example.

Detailed Questions on Conceptual Framework

Did you read it.

Many of those questions make sense, while others show the dilemma of a beginning researcher. Some users did not read the article at all. The material already discussed answers to their questions.

Among those common questions asked pertains to the determination of the independent and the dependent variables. Discernment of the difference between these types of variables appears to be difficult for many. 

Also, questions indicate a failure to relate one’s research topic in the article on how to write the conceptual framework in a research proposal. Nevertheless, I oblige by answering so fundamental questions giving detailed suggestions and examples.

Reviewing the Literature Takes Time

Although I enjoyed answering the questions, I cannot respond to all the specific queries on how to build one’s conceptual framework.

Writing in Simplyeducate.me is a hobby, a way to share my understanding of the research process. I admit that my ideas are subject to scrutiny, and I thankfully respond to readers who point out overlooked points or glaring errors.

E-book on How to Write the Conceptual Framework in a Research Proposal

I combined lecture materials in graduate school and personal experience in researching to enrich the discussion. Further, recognizing the effectiveness of examples to illustrate the concept, I added five concrete examples using actual  scientific papers  to the e-book. The task was tedious, but it seems the e-book has fulfilled its purpose. 

Thus, for those who find difficulty in writing the conceptual framework in a research proposal, the e-book detailing the steps on how to write the conceptual framework in a research proposal is a must-have. For those who have availed of this publication, the author will be happy to receive comments, suggestions, and healthy criticisms to further enrich this work— all for the sake of better research outputs and discovery.

If you are patient enough to browse in this site, chances are, you will find answers to your research-related questions. If not, then my e-book on How to Write a Thesis in the Information Age compiles all the research tips I wrote in this site and other websites with review questions as well as exercises.

Please message me about that specific topic you would like to know more about, and I will respond with an article related to your query.

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Hi my name mutasse. Am phd studwnt at malaysia and suppose submit my entire work by 2 weeks so actually my prof ask me to redo the framework So i want to buy your items -the book but it saying need to 20 days for delivery so can o get it as pdf and im willing to pay by visa plz

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• What Is a Conceptual Framework? | Tips & Examples

What Is a Conceptual Framework? | Tips & Examples

Published on 4 May 2022 by Bas Swaen and Tegan George. Revised on 18 March 2024.

A conceptual framework illustrates the expected relationship between your variables. It defines the relevant objectives for your research process and maps out how they come together to draw coherent conclusions.

Keep reading for a step-by-step guide to help you construct your own conceptual framework.

Table of contents

Developing a conceptual framework in research, step 1: choose your research question, step 2: select your independent and dependent variables, step 3: visualise your cause-and-effect relationship, step 4: identify other influencing variables, frequently asked questions about conceptual models.

A conceptual framework is a representation of the relationship you expect to see between your variables, or the characteristics or properties that you want to study.

Conceptual frameworks can be written or visual and are generally developed based on a literature review of existing studies about your topic.

Your research question guides your work by determining exactly what you want to find out, giving your research process a clear focus.

However, before you start collecting your data, consider constructing a conceptual framework. This will help you map out which variables you will measure and how you expect them to relate to one another.

In order to move forward with your research question and test a cause-and-effect relationship, you must first identify at least two key variables: your independent and dependent variables .

• The expected cause, ‘hours of study’, is the independent variable (the predictor, or explanatory variable)
• The expected effect, ‘exam score’, is the dependent variable (the response, or outcome variable).

Note that causal relationships often involve several independent variables that affect the dependent variable. For the purpose of this example, we’ll work with just one independent variable (‘hours of study’).

Now that you’ve figured out your research question and variables, the first step in designing your conceptual framework is visualising your expected cause-and-effect relationship.

It’s crucial to identify other variables that can influence the relationship between your independent and dependent variables early in your research process.

Some common variables to include are moderating, mediating, and control variables.

Moderating variables

Moderating variable (or moderators) alter the effect that an independent variable has on a dependent variable. In other words, moderators change the ‘effect’ component of the cause-and-effect relationship.

Let’s add the moderator ‘IQ’. Here, a student’s IQ level can change the effect that the variable ‘hours of study’ has on the exam score. The higher the IQ, the fewer hours of study are needed to do well on the exam.

Let’s take a look at how this might work. The graph below shows how the number of hours spent studying affects exam score. As expected, the more hours you study, the better your results. Here, a student who studies for 20 hours will get a perfect score.

But the graph looks different when we add our ‘IQ’ moderator of 120. A student with this IQ will achieve a perfect score after just 15 hours of study.

Below, the value of the ‘IQ’ moderator has been increased to 150. A student with this IQ will only need to invest five hours of study in order to get a perfect score.

Here, we see that a moderating variable does indeed change the cause-and-effect relationship between two variables.

Mediating variables

Now we’ll expand the framework by adding a mediating variable . Mediating variables link the independent and dependent variables, allowing the relationship between them to be better explained.

Here’s how the conceptual framework might look if a mediator variable were involved:

In this case, the mediator helps explain why studying more hours leads to a higher exam score. The more hours a student studies, the more practice problems they will complete; the more practice problems completed, the higher the student’s exam score will be.

Moderator vs mediator

It’s important not to confuse moderating and mediating variables. To remember the difference, you can think of them in relation to the independent variable:

• A moderating variable is not affected by the independent variable, even though it affects the dependent variable. For example, no matter how many hours you study (the independent variable), your IQ will not get higher.
• A mediating variable is affected by the independent variable. In turn, it also affects the dependent variable. Therefore, it links the two variables and helps explain the relationship between them.

Control variables

Lastly,  control variables must also be taken into account. These are variables that are held constant so that they don’t interfere with the results. Even though you aren’t interested in measuring them for your study, it’s crucial to be aware of as many of them as you can be.

A mediator variable explains the process through which two variables are related, while a moderator variable affects the strength and direction of that relationship.

No. The value of a dependent variable depends on an independent variable, so a variable cannot be both independent and dependent at the same time. It must be either the cause or the effect, not both.

Yes, but including more than one of either type requires multiple research questions .

For example, if you are interested in the effect of a diet on health, you can use multiple measures of health: blood sugar, blood pressure, weight, pulse, and many more. Each of these is its own dependent variable with its own research question.

You could also choose to look at the effect of exercise levels as well as diet, or even the additional effect of the two combined. Each of these is a separate independent variable .

To ensure the internal validity of an experiment , you should only change one independent variable at a time.

A control variable is any variable that’s held constant in a research study. It’s not a variable of interest in the study, but it’s controlled because it could influence the outcomes.

A confounding variable , also called a confounder or confounding factor, is a third variable in a study examining a potential cause-and-effect relationship.

A confounding variable is related to both the supposed cause and the supposed effect of the study. It can be difficult to separate the true effect of the independent variable from the effect of the confounding variable.

In your research design , it’s important to identify potential confounding variables and plan how you will reduce their impact.

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Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers

Julie a. luft.

† Department of Mathematics, Social Studies, and Science Education, Mary Frances Early College of Education, University of Georgia, Athens, GA 30602-7124

Sophia Jeong

‡ Department of Teaching & Learning, College of Education & Human Ecology, Ohio State University, Columbus, OH 43210

Robert Idsardi

§ Department of Biology, Eastern Washington University, Cheney, WA 99004

Grant Gardner

∥ Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132

Associated Data

To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.

INTRODUCTION

Discipline-based education research (DBER) involves the purposeful and situated study of teaching and learning in specific disciplinary areas ( Singer et al. , 2012 ). Studies in DBER are guided by research questions that reflect disciplines’ priorities and worldviews. Researchers can use quantitative data, qualitative data, or both to answer these research questions through a variety of methodological traditions. Across all methodologies, there are different methods associated with planning and conducting educational research studies that include the use of surveys, interviews, observations, artifacts, or instruments. Ensuring the coherence of these elements to the discipline’s perspective also involves situating the work in the broader scholarly literature. The tools for doing this include literature reviews, theoretical frameworks, and conceptual frameworks. However, the purpose and function of each of these elements is often confusing to new education researchers. The goal of this article is to introduce new biology education researchers to these three important elements important in DBER scholarship and the broader educational literature.

The first element we discuss is a review of research (literature reviews), which highlights the need for a specific research question, study problem, or topic of investigation. Literature reviews situate the relevance of the study within a topic and a field. The process may seem familiar to science researchers entering DBER fields, but new researchers may still struggle in conducting the review. Booth et al. (2016b) highlight some of the challenges novice education researchers face when conducting a review of literature. They point out that novice researchers struggle in deciding how to focus the review, determining the scope of articles needed in the review, and knowing how to be critical of the articles in the review. Overcoming these challenges (and others) can help novice researchers construct a sound literature review that can inform the design of the study and help ensure the work makes a contribution to the field.

The second and third highlighted elements are theoretical and conceptual frameworks. These guide biology education research (BER) studies, and may be less familiar to science researchers. These elements are important in shaping the construction of new knowledge. Theoretical frameworks offer a way to explain and interpret the studied phenomenon, while conceptual frameworks clarify assumptions about the studied phenomenon. Despite the importance of these constructs in educational research, biology educational researchers have noted the limited use of theoretical or conceptual frameworks in published work ( DeHaan, 2011 ; Dirks, 2011 ; Lo et al. , 2019 ). In reviewing articles published in CBE—Life Sciences Education ( LSE ) between 2015 and 2019, we found that fewer than 25% of the research articles had a theoretical or conceptual framework (see the Supplemental Information), and at times there was an inconsistent use of theoretical and conceptual frameworks. Clearly, these frameworks are challenging for published biology education researchers, which suggests the importance of providing some initial guidance to new biology education researchers.

Fortunately, educational researchers have increased their explicit use of these frameworks over time, and this is influencing educational research in science, technology, engineering, and mathematics (STEM) fields. For instance, a quick search for theoretical or conceptual frameworks in the abstracts of articles in Educational Research Complete (a common database for educational research) in STEM fields demonstrates a dramatic change over the last 20 years: from only 778 articles published between 2000 and 2010 to 5703 articles published between 2010 and 2020, a more than sevenfold increase. Greater recognition of the importance of these frameworks is contributing to DBER authors being more explicit about such frameworks in their studies.

Collectively, literature reviews, theoretical frameworks, and conceptual frameworks work to guide methodological decisions and the elucidation of important findings. Each offers a different perspective on the problem of study and is an essential element in all forms of educational research. As new researchers seek to learn about these elements, they will find different resources, a variety of perspectives, and many suggestions about the construction and use of these elements. The wide range of available information can overwhelm the new researcher who just wants to learn the distinction between these elements or how to craft them adequately.

Our goal in writing this paper is not to offer specific advice about how to write these sections in scholarly work. Instead, we wanted to introduce these elements to those who are new to BER and who are interested in better distinguishing one from the other. In this paper, we share the purpose of each element in BER scholarship, along with important points on its construction. We also provide references for additional resources that may be beneficial to better understanding each element. Table 1 summarizes the key distinctions among these elements.

Comparison of literature reviews, theoretical frameworks, and conceptual reviews

This article is written for the new biology education researcher who is just learning about these different elements or for scientists looking to become more involved in BER. It is a result of our own work as science education and biology education researchers, whether as graduate students and postdoctoral scholars or newly hired and established faculty members. This is the article we wish had been available as we started to learn about these elements or discussed them with new educational researchers in biology.

LITERATURE REVIEWS

Purpose of a literature review.

A literature review is foundational to any research study in education or science. In education, a well-conceptualized and well-executed review provides a summary of the research that has already been done on a specific topic and identifies questions that remain to be answered, thus illustrating the current research project’s potential contribution to the field and the reasoning behind the methodological approach selected for the study ( Maxwell, 2012 ). BER is an evolving disciplinary area that is redefining areas of conceptual emphasis as well as orientations toward teaching and learning (e.g., Labov et al. , 2010 ; American Association for the Advancement of Science, 2011 ; Nehm, 2019 ). As a result, building comprehensive, critical, purposeful, and concise literature reviews can be a challenge for new biology education researchers.

Building Literature Reviews

There are different ways to approach and construct a literature review. Booth et al. (2016a) provide an overview that includes, for example, scoping reviews, which are focused only on notable studies and use a basic method of analysis, and integrative reviews, which are the result of exhaustive literature searches across different genres. Underlying each of these different review processes are attention to the s earch process, a ppraisa l of articles, s ynthesis of the literature, and a nalysis: SALSA ( Booth et al. , 2016a ). This useful acronym can help the researcher focus on the process while building a specific type of review.

However, new educational researchers often have questions about literature reviews that are foundational to SALSA or other approaches. Common questions concern determining which literature pertains to the topic of study or the role of the literature review in the design of the study. This section addresses such questions broadly while providing general guidance for writing a narrative literature review that evaluates the most pertinent studies.

The literature review process should begin before the research is conducted. As Boote and Beile (2005 , p. 3) suggested, researchers should be “scholars before researchers.” They point out that having a good working knowledge of the proposed topic helps illuminate avenues of study. Some subject areas have a deep body of work to read and reflect upon, providing a strong foundation for developing the research question(s). For instance, the teaching and learning of evolution is an area of long-standing interest in the BER community, generating many studies (e.g., Perry et al. , 2008 ; Barnes and Brownell, 2016 ) and reviews of research (e.g., Sickel and Friedrichsen, 2013 ; Ziadie and Andrews, 2018 ). Emerging areas of BER include the affective domain, issues of transfer, and metacognition ( Singer et al. , 2012 ). Many studies in these areas are transdisciplinary and not always specific to biology education (e.g., Rodrigo-Peiris et al. , 2018 ; Kolpikova et al. , 2019 ). These newer areas may require reading outside BER; fortunately, summaries of some of these topics can be found in the Current Insights section of the LSE website.

In focusing on a specific problem within a broader research strand, a new researcher will likely need to examine research outside BER. Depending upon the area of study, the expanded reading list might involve a mix of BER, DBER, and educational research studies. Determining the scope of the reading is not always straightforward. A simple way to focus one’s reading is to create a “summary phrase” or “research nugget,” which is a very brief descriptive statement about the study. It should focus on the essence of the study, for example, “first-year nonmajor students’ understanding of evolution,” “metacognitive prompts to enhance learning during biochemistry,” or “instructors’ inquiry-based instructional practices after professional development programming.” This type of phrase should help a new researcher identify two or more areas to review that pertain to the study. Focusing on recent research in the last 5 years is a good first step. Additional studies can be identified by reading relevant works referenced in those articles. It is also important to read seminal studies that are more than 5 years old. Reading a range of studies should give the researcher the necessary command of the subject in order to suggest a research question.

Given that the research question(s) arise from the literature review, the review should also substantiate the selected methodological approach. The review and research question(s) guide the researcher in determining how to collect and analyze data. Often the methodological approach used in a study is selected to contribute knowledge that expands upon what has been published previously about the topic (see Institute of Education Sciences and National Science Foundation, 2013 ). An emerging topic of study may need an exploratory approach that allows for a description of the phenomenon and development of a potential theory. This could, but not necessarily, require a methodological approach that uses interviews, observations, surveys, or other instruments. An extensively studied topic may call for the additional understanding of specific factors or variables; this type of study would be well suited to a verification or a causal research design. These could entail a methodological approach that uses valid and reliable instruments, observations, or interviews to determine an effect in the studied event. In either of these examples, the researcher(s) may use a qualitative, quantitative, or mixed methods methodological approach.

Even with a good research question, there is still more reading to be done. The complexity and focus of the research question dictates the depth and breadth of the literature to be examined. Questions that connect multiple topics can require broad literature reviews. For instance, a study that explores the impact of a biology faculty learning community on the inquiry instruction of faculty could have the following review areas: learning communities among biology faculty, inquiry instruction among biology faculty, and inquiry instruction among biology faculty as a result of professional learning. Biology education researchers need to consider whether their literature review requires studies from different disciplines within or outside DBER. For the example given, it would be fruitful to look at research focused on learning communities with faculty in STEM fields or in general education fields that result in instructional change. It is important not to be too narrow or too broad when reading. When the conclusions of articles start to sound similar or no new insights are gained, the researcher likely has a good foundation for a literature review. This level of reading should allow the researcher to demonstrate a mastery in understanding the researched topic, explain the suitability of the proposed research approach, and point to the need for the refined research question(s).

The literature review should include the researcher’s evaluation and critique of the selected studies. A researcher may have a large collection of studies, but not all of the studies will follow standards important in the reporting of empirical work in the social sciences. The American Educational Research Association ( Duran et al. , 2006 ), for example, offers a general discussion about standards for such work: an adequate review of research informing the study, the existence of sound and appropriate data collection and analysis methods, and appropriate conclusions that do not overstep or underexplore the analyzed data. The Institute of Education Sciences and National Science Foundation (2013) also offer Common Guidelines for Education Research and Development that can be used to evaluate collected studies.

Because not all journals adhere to such standards, it is important that a researcher review each study to determine the quality of published research, per the guidelines suggested earlier. In some instances, the research may be fatally flawed. Examples of such flaws include data that do not pertain to the question, a lack of discussion about the data collection, poorly constructed instruments, or an inadequate analysis. These types of errors result in studies that are incomplete, error-laden, or inaccurate and should be excluded from the review. Most studies have limitations, and the author(s) often make them explicit. For instance, there may be an instructor effect, recognized bias in the analysis, or issues with the sample population. Limitations are usually addressed by the research team in some way to ensure a sound and acceptable research process. Occasionally, the limitations associated with the study can be significant and not addressed adequately, which leaves a consequential decision in the hands of the researcher. Providing critiques of studies in the literature review process gives the reader confidence that the researcher has carefully examined relevant work in preparation for the study and, ultimately, the manuscript.

A solid literature review clearly anchors the proposed study in the field and connects the research question(s), the methodological approach, and the discussion. Reviewing extant research leads to research questions that will contribute to what is known in the field. By summarizing what is known, the literature review points to what needs to be known, which in turn guides decisions about methodology. Finally, notable findings of the new study are discussed in reference to those described in the literature review.

Within published BER studies, literature reviews can be placed in different locations in an article. When included in the introductory section of the study, the first few paragraphs of the manuscript set the stage, with the literature review following the opening paragraphs. Cooper et al. (2019) illustrate this approach in their study of course-based undergraduate research experiences (CUREs). An introduction discussing the potential of CURES is followed by an analysis of the existing literature relevant to the design of CUREs that allows for novel student discoveries. Within this review, the authors point out contradictory findings among research on novel student discoveries. This clarifies the need for their study, which is described and highlighted through specific research aims.

A literature reviews can also make up a separate section in a paper. For example, the introduction to Todd et al. (2019) illustrates the need for their research topic by highlighting the potential of learning progressions (LPs) and suggesting that LPs may help mitigate learning loss in genetics. At the end of the introduction, the authors state their specific research questions. The review of literature following this opening section comprises two subsections. One focuses on learning loss in general and examines a variety of studies and meta-analyses from the disciplines of medical education, mathematics, and reading. The second section focuses specifically on LPs in genetics and highlights student learning in the midst of LPs. These separate reviews provide insights into the stated research question.

Suggestions and Advice

A well-conceptualized, comprehensive, and critical literature review reveals the understanding of the topic that the researcher brings to the study. Literature reviews should not be so big that there is no clear area of focus; nor should they be so narrow that no real research question arises. The task for a researcher is to craft an efficient literature review that offers a critical analysis of published work, articulates the need for the study, guides the methodological approach to the topic of study, and provides an adequate foundation for the discussion of the findings.

In our own writing of literature reviews, there are often many drafts. An early draft may seem well suited to the study because the need for and approach to the study are well described. However, as the results of the study are analyzed and findings begin to emerge, the existing literature review may be inadequate and need revision. The need for an expanded discussion about the research area can result in the inclusion of new studies that support the explanation of a potential finding. The literature review may also prove to be too broad. Refocusing on a specific area allows for more contemplation of a finding.

It should be noted that there are different types of literature reviews, and many books and articles have been written about the different ways to embark on these types of reviews. Among these different resources, the following may be helpful in considering how to refine the review process for scholarly journals:

• Booth, A., Sutton, A., & Papaioannou, D. (2016a). Systemic approaches to a successful literature review (2nd ed.). Los Angeles, CA: Sage. This book addresses different types of literature reviews and offers important suggestions pertaining to defining the scope of the literature review and assessing extant studies.
• Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & Fitzgerald, W. T. (2016b). The craft of research (4th ed.). Chicago: University of Chicago Press. This book can help the novice consider how to make the case for an area of study. While this book is not specifically about literature reviews, it offers suggestions about making the case for your study.
• Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). Routledge. This book offers guidance on writing different types of literature reviews. For the novice researcher, there are useful suggestions for creating coherent literature reviews.

THEORETICAL FRAMEWORKS

Purpose of theoretical frameworks.

As new education researchers may be less familiar with theoretical frameworks than with literature reviews, this discussion begins with an analogy. Envision a biologist, chemist, and physicist examining together the dramatic effect of a fog tsunami over the ocean. A biologist gazing at this phenomenon may be concerned with the effect of fog on various species. A chemist may be interested in the chemical composition of the fog as water vapor condenses around bits of salt. A physicist may be focused on the refraction of light to make fog appear to be “sitting” above the ocean. While observing the same “objective event,” the scientists are operating under different theoretical frameworks that provide a particular perspective or “lens” for the interpretation of the phenomenon. Each of these scientists brings specialized knowledge, experiences, and values to this phenomenon, and these influence the interpretation of the phenomenon. The scientists’ theoretical frameworks influence how they design and carry out their studies and interpret their data.

Within an educational study, a theoretical framework helps to explain a phenomenon through a particular lens and challenges and extends existing knowledge within the limitations of that lens. Theoretical frameworks are explicitly stated by an educational researcher in the paper’s framework, theory, or relevant literature section. The framework shapes the types of questions asked, guides the method by which data are collected and analyzed, and informs the discussion of the results of the study. It also reveals the researcher’s subjectivities, for example, values, social experience, and viewpoint ( Allen, 2017 ). It is essential that a novice researcher learn to explicitly state a theoretical framework, because all research questions are being asked from the researcher’s implicit or explicit assumptions of a phenomenon of interest ( Schwandt, 2000 ).

Selecting Theoretical Frameworks

Theoretical frameworks are one of the most contemplated elements in our work in educational research. In this section, we share three important considerations for new scholars selecting a theoretical framework.

The first step in identifying a theoretical framework involves reflecting on the phenomenon within the study and the assumptions aligned with the phenomenon. The phenomenon involves the studied event. There are many possibilities, for example, student learning, instructional approach, or group organization. A researcher holds assumptions about how the phenomenon will be effected, influenced, changed, or portrayed. It is ultimately the researcher’s assumption(s) about the phenomenon that aligns with a theoretical framework. An example can help illustrate how a researcher’s reflection on the phenomenon and acknowledgment of assumptions can result in the identification of a theoretical framework.

In our example, a biology education researcher may be interested in exploring how students’ learning of difficult biological concepts can be supported by the interactions of group members. The phenomenon of interest is the interactions among the peers, and the researcher assumes that more knowledgeable students are important in supporting the learning of the group. As a result, the researcher may draw on Vygotsky’s (1978) sociocultural theory of learning and development that is focused on the phenomenon of student learning in a social setting. This theory posits the critical nature of interactions among students and between students and teachers in the process of building knowledge. A researcher drawing upon this framework holds the assumption that learning is a dynamic social process involving questions and explanations among students in the classroom and that more knowledgeable peers play an important part in the process of building conceptual knowledge.

It is important to state at this point that there are many different theoretical frameworks. Some frameworks focus on learning and knowing, while other theoretical frameworks focus on equity, empowerment, or discourse. Some frameworks are well articulated, and others are still being refined. For a new researcher, it can be challenging to find a theoretical framework. Two of the best ways to look for theoretical frameworks is through published works that highlight different frameworks.

When a theoretical framework is selected, it should clearly connect to all parts of the study. The framework should augment the study by adding a perspective that provides greater insights into the phenomenon. It should clearly align with the studies described in the literature review. For instance, a framework focused on learning would correspond to research that reported different learning outcomes for similar studies. The methods for data collection and analysis should also correspond to the framework. For instance, a study about instructional interventions could use a theoretical framework concerned with learning and could collect data about the effect of the intervention on what is learned. When the data are analyzed, the theoretical framework should provide added meaning to the findings, and the findings should align with the theoretical framework.

A study by Jensen and Lawson (2011) provides an example of how a theoretical framework connects different parts of the study. They compared undergraduate biology students in heterogeneous and homogeneous groups over the course of a semester. Jensen and Lawson (2011) assumed that learning involved collaboration and more knowledgeable peers, which made Vygotsky’s (1978) theory a good fit for their study. They predicted that students in heterogeneous groups would experience greater improvement in their reasoning abilities and science achievements with much of the learning guided by the more knowledgeable peers.

In the enactment of the study, they collected data about the instruction in traditional and inquiry-oriented classes, while the students worked in homogeneous or heterogeneous groups. To determine the effect of working in groups, the authors also measured students’ reasoning abilities and achievement. Each data-collection and analysis decision connected to understanding the influence of collaborative work.

Their findings highlighted aspects of Vygotsky’s (1978) theory of learning. One finding, for instance, posited that inquiry instruction, as a whole, resulted in reasoning and achievement gains. This links to Vygotsky (1978) , because inquiry instruction involves interactions among group members. A more nuanced finding was that group composition had a conditional effect. Heterogeneous groups performed better with more traditional and didactic instruction, regardless of the reasoning ability of the group members. Homogeneous groups worked better during interaction-rich activities for students with low reasoning ability. The authors attributed the variation to the different types of helping behaviors of students. High-performing students provided the answers, while students with low reasoning ability had to work collectively through the material. In terms of Vygotsky (1978) , this finding provided new insights into the learning context in which productive interactions can occur for students.

Another consideration in the selection and use of a theoretical framework pertains to its orientation to the study. This can result in the theoretical framework prioritizing individuals, institutions, and/or policies ( Anfara and Mertz, 2014 ). Frameworks that connect to individuals, for instance, could contribute to understanding their actions, learning, or knowledge. Institutional frameworks, on the other hand, offer insights into how institutions, organizations, or groups can influence individuals or materials. Policy theories provide ways to understand how national or local policies can dictate an emphasis on outcomes or instructional design. These different types of frameworks highlight different aspects in an educational setting, which influences the design of the study and the collection of data. In addition, these different frameworks offer a way to make sense of the data. Aligning the data collection and analysis with the framework ensures that a study is coherent and can contribute to the field.

New understandings emerge when different theoretical frameworks are used. For instance, Ebert-May et al. (2015) prioritized the individual level within conceptual change theory (see Posner et al. , 1982 ). In this theory, an individual’s knowledge changes when it no longer fits the phenomenon. Ebert-May et al. (2015) designed a professional development program challenging biology postdoctoral scholars’ existing conceptions of teaching. The authors reported that the biology postdoctoral scholars’ teaching practices became more student-centered as they were challenged to explain their instructional decision making. According to the theory, the biology postdoctoral scholars’ dissatisfaction in their descriptions of teaching and learning initiated change in their knowledge and instruction. These results reveal how conceptual change theory can explain the learning of participants and guide the design of professional development programming.

The communities of practice (CoP) theoretical framework ( Lave, 1988 ; Wenger, 1998 ) prioritizes the institutional level , suggesting that learning occurs when individuals learn from and contribute to the communities in which they reside. Grounded in the assumption of community learning, the literature on CoP suggests that, as individuals interact regularly with the other members of their group, they learn about the rules, roles, and goals of the community ( Allee, 2000 ). A study conducted by Gehrke and Kezar (2017) used the CoP framework to understand organizational change by examining the involvement of individual faculty engaged in a cross-institutional CoP focused on changing the instructional practice of faculty at each institution. In the CoP, faculty members were involved in enhancing instructional materials within their department, which aligned with an overarching goal of instituting instruction that embraced active learning. Not surprisingly, Gehrke and Kezar (2017) revealed that faculty who perceived the community culture as important in their work cultivated institutional change. Furthermore, they found that institutional change was sustained when key leaders served as mentors and provided support for faculty, and as faculty themselves developed into leaders. This study reveals the complexity of individual roles in a COP in order to support institutional instructional change.

It is important to explicitly state the theoretical framework used in a study, but elucidating a theoretical framework can be challenging for a new educational researcher. The literature review can help to identify an applicable theoretical framework. Focal areas of the review or central terms often connect to assumptions and assertions associated with the framework that pertain to the phenomenon of interest. Another way to identify a theoretical framework is self-reflection by the researcher on personal beliefs and understandings about the nature of knowledge the researcher brings to the study ( Lysaght, 2011 ). In stating one’s beliefs and understandings related to the study (e.g., students construct their knowledge, instructional materials support learning), an orientation becomes evident that will suggest a particular theoretical framework. Theoretical frameworks are not arbitrary , but purposefully selected.

With experience, a researcher may find expanded roles for theoretical frameworks. Researchers may revise an existing framework that has limited explanatory power, or they may decide there is a need to develop a new theoretical framework. These frameworks can emerge from a current study or the need to explain a phenomenon in a new way. Researchers may also find that multiple theoretical frameworks are necessary to frame and explore a problem, as different frameworks can provide different insights into a problem.

Finally, it is important to recognize that choosing “x” theoretical framework does not necessarily mean a researcher chooses “y” methodology and so on, nor is there a clear-cut, linear process in selecting a theoretical framework for one’s study. In part, the nonlinear process of identifying a theoretical framework is what makes understanding and using theoretical frameworks challenging. For the novice scholar, contemplating and understanding theoretical frameworks is essential. Fortunately, there are articles and books that can help:

• Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: Sage. This book provides an overview of theoretical frameworks in general educational research.
• Ding, L. (2019). Theoretical perspectives of quantitative physics education research. Physical Review Physics Education Research , 15 (2), 020101-1–020101-13. This paper illustrates how a DBER field can use theoretical frameworks.
• Nehm, R. (2019). Biology education research: Building integrative frameworks for teaching and learning about living systems. Disciplinary and Interdisciplinary Science Education Research , 1 , ar15. https://doi.org/10.1186/s43031-019-0017-6 . This paper articulates the need for studies in BER to explicitly state theoretical frameworks and provides examples of potential studies.
• Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice . Sage. This book also provides an overview of theoretical frameworks, but for both research and evaluation.

CONCEPTUAL FRAMEWORKS

Purpose of a conceptual framework.

A conceptual framework is a description of the way a researcher understands the factors and/or variables that are involved in the study and their relationships to one another. The purpose of a conceptual framework is to articulate the concepts under study using relevant literature ( Rocco and Plakhotnik, 2009 ) and to clarify the presumed relationships among those concepts ( Rocco and Plakhotnik, 2009 ; Anfara and Mertz, 2014 ). Conceptual frameworks are different from theoretical frameworks in both their breadth and grounding in established findings. Whereas a theoretical framework articulates the lens through which a researcher views the work, the conceptual framework is often more mechanistic and malleable.

Conceptual frameworks are broader, encompassing both established theories (i.e., theoretical frameworks) and the researchers’ own emergent ideas. Emergent ideas, for example, may be rooted in informal and/or unpublished observations from experience. These emergent ideas would not be considered a “theory” if they are not yet tested, supported by systematically collected evidence, and peer reviewed. However, they do still play an important role in the way researchers approach their studies. The conceptual framework allows authors to clearly describe their emergent ideas so that connections among ideas in the study and the significance of the study are apparent to readers.

Constructing Conceptual Frameworks

Including a conceptual framework in a research study is important, but researchers often opt to include either a conceptual or a theoretical framework. Either may be adequate, but both provide greater insight into the research approach. For instance, a research team plans to test a novel component of an existing theory. In their study, they describe the existing theoretical framework that informs their work and then present their own conceptual framework. Within this conceptual framework, specific topics portray emergent ideas that are related to the theory. Describing both frameworks allows readers to better understand the researchers’ assumptions, orientations, and understanding of concepts being investigated. For example, Connolly et al. (2018) included a conceptual framework that described how they applied a theoretical framework of social cognitive career theory (SCCT) to their study on teaching programs for doctoral students. In their conceptual framework, the authors described SCCT, explained how it applied to the investigation, and drew upon results from previous studies to justify the proposed connections between the theory and their emergent ideas.

In some cases, authors may be able to sufficiently describe their conceptualization of the phenomenon under study in an introduction alone, without a separate conceptual framework section. However, incomplete descriptions of how the researchers conceptualize the components of the study may limit the significance of the study by making the research less intelligible to readers. This is especially problematic when studying topics in which researchers use the same terms for different constructs or different terms for similar and overlapping constructs (e.g., inquiry, teacher beliefs, pedagogical content knowledge, or active learning). Authors must describe their conceptualization of a construct if the research is to be understandable and useful.

There are some key areas to consider regarding the inclusion of a conceptual framework in a study. To begin with, it is important to recognize that conceptual frameworks are constructed by the researchers conducting the study ( Rocco and Plakhotnik, 2009 ; Maxwell, 2012 ). This is different from theoretical frameworks that are often taken from established literature. Researchers should bring together ideas from the literature, but they may be influenced by their own experiences as a student and/or instructor, the shared experiences of others, or thought experiments as they construct a description, model, or representation of their understanding of the phenomenon under study. This is an exercise in intellectual organization and clarity that often considers what is learned, known, and experienced. The conceptual framework makes these constructs explicitly visible to readers, who may have different understandings of the phenomenon based on their prior knowledge and experience. There is no single method to go about this intellectual work.

Reeves et al. (2016) is an example of an article that proposed a conceptual framework about graduate teaching assistant professional development evaluation and research. The authors used existing literature to create a novel framework that filled a gap in current research and practice related to the training of graduate teaching assistants. This conceptual framework can guide the systematic collection of data by other researchers because the framework describes the relationships among various factors that influence teaching and learning. The Reeves et al. (2016) conceptual framework may be modified as additional data are collected and analyzed by other researchers. This is not uncommon, as conceptual frameworks can serve as catalysts for concerted research efforts that systematically explore a phenomenon (e.g., Reynolds et al. , 2012 ; Brownell and Kloser, 2015 ).

Sabel et al. (2017) used a conceptual framework in their exploration of how scaffolds, an external factor, interact with internal factors to support student learning. Their conceptual framework integrated principles from two theoretical frameworks, self-regulated learning and metacognition, to illustrate how the research team conceptualized students’ use of scaffolds in their learning ( Figure 1 ). Sabel et al. (2017) created this model using their interpretations of these two frameworks in the context of their teaching.

Conceptual framework from Sabel et al. (2017) .

A conceptual framework should describe the relationship among components of the investigation ( Anfara and Mertz, 2014 ). These relationships should guide the researcher’s methods of approaching the study ( Miles et al. , 2014 ) and inform both the data to be collected and how those data should be analyzed. Explicitly describing the connections among the ideas allows the researcher to justify the importance of the study and the rigor of the research design. Just as importantly, these frameworks help readers understand why certain components of a system were not explored in the study. This is a challenge in education research, which is rooted in complex environments with many variables that are difficult to control.

For example, Sabel et al. (2017) stated: “Scaffolds, such as enhanced answer keys and reflection questions, can help students and instructors bridge the external and internal factors and support learning” (p. 3). They connected the scaffolds in the study to the three dimensions of metacognition and the eventual transformation of existing ideas into new or revised ideas. Their framework provides a rationale for focusing on how students use two different scaffolds, and not on other factors that may influence a student’s success (self-efficacy, use of active learning, exam format, etc.).

In constructing conceptual frameworks, researchers should address needed areas of study and/or contradictions discovered in literature reviews. By attending to these areas, researchers can strengthen their arguments for the importance of a study. For instance, conceptual frameworks can address how the current study will fill gaps in the research, resolve contradictions in existing literature, or suggest a new area of study. While a literature review describes what is known and not known about the phenomenon, the conceptual framework leverages these gaps in describing the current study ( Maxwell, 2012 ). In the example of Sabel et al. (2017) , the authors indicated there was a gap in the literature regarding how scaffolds engage students in metacognition to promote learning in large classes. Their study helps fill that gap by describing how scaffolds can support students in the three dimensions of metacognition: intelligibility, plausibility, and wide applicability. In another example, Lane (2016) integrated research from science identity, the ethic of care, the sense of belonging, and an expertise model of student success to form a conceptual framework that addressed the critiques of other frameworks. In a more recent example, Sbeglia et al. (2021) illustrated how a conceptual framework influences the methodological choices and inferences in studies by educational researchers.

Sometimes researchers draw upon the conceptual frameworks of other researchers. When a researcher’s conceptual framework closely aligns with an existing framework, the discussion may be brief. For example, Ghee et al. (2016) referred to portions of SCCT as their conceptual framework to explain the significance of their work on students’ self-efficacy and career interests. Because the authors’ conceptualization of this phenomenon aligned with a previously described framework, they briefly mentioned the conceptual framework and provided additional citations that provided more detail for the readers.

Within both the BER and the broader DBER communities, conceptual frameworks have been used to describe different constructs. For example, some researchers have used the term “conceptual framework” to describe students’ conceptual understandings of a biological phenomenon. This is distinct from a researcher’s conceptual framework of the educational phenomenon under investigation, which may also need to be explicitly described in the article. Other studies have presented a research logic model or flowchart of the research design as a conceptual framework. These constructions can be quite valuable in helping readers understand the data-collection and analysis process. However, a model depicting the study design does not serve the same role as a conceptual framework. Researchers need to avoid conflating these constructs by differentiating the researchers’ conceptual framework that guides the study from the research design, when applicable.

Explicitly describing conceptual frameworks is essential in depicting the focus of the study. We have found that being explicit in a conceptual framework means using accepted terminology, referencing prior work, and clearly noting connections between terms. This description can also highlight gaps in the literature or suggest potential contributions to the field of study. A well-elucidated conceptual framework can suggest additional studies that may be warranted. This can also spur other researchers to consider how they would approach the examination of a phenomenon and could result in a revised conceptual framework.

It can be challenging to create conceptual frameworks, but they are important. Below are two resources that could be helpful in constructing and presenting conceptual frameworks in educational research:

• Maxwell, J. A. (2012). Qualitative research design: An interactive approach (3rd ed.). Los Angeles, CA: Sage. Chapter 3 in this book describes how to construct conceptual frameworks.
• Ravitch, S. M., & Riggan, M. (2016). Reason & rigor: How conceptual frameworks guide research . Los Angeles, CA: Sage. This book explains how conceptual frameworks guide the research questions, data collection, data analyses, and interpretation of results.

CONCLUDING THOUGHTS

Literature reviews, theoretical frameworks, and conceptual frameworks are all important in DBER and BER. Robust literature reviews reinforce the importance of a study. Theoretical frameworks connect the study to the base of knowledge in educational theory and specify the researcher’s assumptions. Conceptual frameworks allow researchers to explicitly describe their conceptualization of the relationships among the components of the phenomenon under study. Table 1 provides a general overview of these components in order to assist biology education researchers in thinking about these elements.

It is important to emphasize that these different elements are intertwined. When these elements are aligned and complement one another, the study is coherent, and the study findings contribute to knowledge in the field. When literature reviews, theoretical frameworks, and conceptual frameworks are disconnected from one another, the study suffers. The point of the study is lost, suggested findings are unsupported, or important conclusions are invisible to the researcher. In addition, this misalignment may be costly in terms of time and money.

Conducting a literature review, selecting a theoretical framework, and building a conceptual framework are some of the most difficult elements of a research study. It takes time to understand the relevant research, identify a theoretical framework that provides important insights into the study, and formulate a conceptual framework that organizes the finding. In the research process, there is often a constant back and forth among these elements as the study evolves. With an ongoing refinement of the review of literature, clarification of the theoretical framework, and articulation of a conceptual framework, a sound study can emerge that makes a contribution to the field. This is the goal of BER and education research.

Supplementary Material

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• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on September 5, 2024.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

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As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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Conceptual Framework: Complete Guide With Definition, Tips, & Examples

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A conceptual framework is a structure that guides the research process and provides a basis for interpreting and analyzing data. It helps researchers to understand how various factors and variables interact with each other in a study. The conceptual framework allows to identify the most important aspects of a research topic and figure out how to go about investigating it. It's usually presented as a diagram or flowchart that shows how the different variables influence fit together.

If you are reading this, chances are you are engaged in serious research and wondering what a conceptual framework means and why it matters. One of the requirements when conducting a study or preparing a research proposal , whether you are a novice or experienced scholar, is writing a conceptual framework. Therefore, it is essential to have a clear understanding of what a conceptual framework is and how to develop it. This guide offers a detailed conceptual framework definition, describes a step-by-step process of creating it, highlights its importance in qualitative research, and identifies which types you can use. The article also provides conceptual framework examples and additional tips to enhance your research skills and help you grasp ways of presenting a scientific paper.  Alternatively, you can simply reach out to our professional dissertation writers and get your study finished for you effort-free.

What Is a Conceptual Framework: Definition

Conducting research is an integral part of life because it serves as a source of knowledge, innovation, and reliable information. It is also a demanding activity requiring one to assess information about specific issues. This is normally realized through formulating research questions or writing a hypothesis , investigating and analyzing data critically, and identifying solutions to a problem.  To ensure the study is presented coherently to readers, a conceptual framework must be created. It allows you to explain the elements of the work, provide a detailed and logical view of concepts, and highlight how the various components of a project are interrelated. Conceptual frameworks are usually used as visual depictions that help in clarifying and organizing ideas or identifying relationships that will be used in framing your work. They are considered a way of synthesizing existing knowledge and helping readers understand the issues a study is focusing on. Conceptual frameworks can be built around new ideas, existing viewpoints, or new interpretations of preexisting problems. The purpose of a conceptual framework is to create a structure that maps out interconnected concepts across the investigation.

Conceptual Framework in Research

The conceptual framework can be a confusing component of qualitative research . This term is often incorrectly used interchangeably with a theoretical model . However, the two differ in their basis and extent.  A conceptual framework is a broad representation of key concepts and their relationships that researchers develop based on their own experiences, observations, or ideas. It is used to organize and clarify ideas and variables within a study. On the other hand, a theoretical framework is based on established theories or models from prior research studies or academic literature. It provides a lens or perspective through which to view the research problem and guides the selection of research methods, data collection , and analysis. In essence, a conceptual framework is more subjective and developed by the researcher, while a theoretical framework is more objective and grounded in established theories or models.  Think of a conceptual framework in research as a bridge that connects the context, theory, and structure of your work. Specifically, you use it to integrate your knowledge of different aspects of an investigation and create a logical tool that shows how various distinct parts are interlinked. Ideally, you will reflect on this part when deliberating on the implications of your results.

Importance of Conceptual Frameworks

Now that you have a clear understanding of what a conceptual framework is in research and its role, it is essential to highlight the significance of conceptual frameworks. Here are some additional points to consider:

• Offer a structure to organize your ideas about the research problem and look into your work’s objectives
• Help address questions comprehensively by providing a basis for refining your research design and methodology
• Function as a frame for choosing suitable techniques to assist in collecting and analyzing data, which directs your focus to relevant information
• Act as a system that you use to identify, select, engage with, and integrate appropriate theories and studies
• Make your findings understandable and relatable to other works
• Keep you on track by simplifying and presenting the association between complex variables
• Help conceptualize your position, reflect on how you approach an inquiry, and select relevant methodological direction
• Serve as a mechanism for considering and thinking about the significance of your dissertation or thesis and further research in the field.

Types of Conceptual Framework

The different types of conceptual frameworks arise mainly because studies are unique and have various purposes. Scholars usually select the most suitable model based on their hypothesis and objectives. Note that no particular structure is superior to another since each fulfills a specific aim. Here is a list of conceptual framework styles you may be interested in:

• Taxonomy Apply this in organizing your concepts logically or classifying relevant elements of a framework.
• Conceptual model Is used as the basis for developing a conceptual framework by helping you establish a solid understanding of vital ideas.
• Visual representation You can also create a visual map to illustrate how different thoughts are linked together in your work. Consider this as a mind map.
• Mathematical description If your focus is on technical subjects such as computer science or mathematics, this one is for you. It allows to explain and gain insights into how mathematical objects or notations are related.
• Working hypothesis Used for testing new ideas by focusing your study on specific details.
• Descriptive categories Suitable for creating, organizing, and understanding complex systems/problems by dividing them into small units/parts.
• Pillar questions Focuses on exploring factors influencing success within organizations.
• Practical type Applicable to programming where it helps in developing, managing, and manipulating types such as their hierarchies, how they are related, or safety issues.
• Models of operations research Emphasizes the scientific method when approaching research in which facts are established objectively through experimentation and testing.
• Formal hypothesis Requires identifying an issue, relevant dependent and independent variables, and controls.

Conceptual Framework Example Diagram

Various sample illustrations can help you in developing your understanding if you need to learn more about how to write a conceptual framework. For instance, you can use a conceptual framework template and fill in your project’s details. This is a quick and effective way of presenting your underlying variables and elements, as well as demonstrating how they are related. Below is an example of a conceptual framework diagram.

How to Create a Conceptual Framework?

After learning the basics of creating a conceptual framework, it is necessary to start developing your own. This should be a straightforward undertaking if you follow the process described here below. Remember that it does not have to look exactly like others because factors such as amount of ideas to be incorporated, your research phenomenon, and the extent of your model must be considered. In this section, we offer a deeper description of how to develop a conceptual framework through a step-by-step process. 

1. Determine Key Concepts in Existing Literature

Commence developing a conceptual framework by examining the existing body of literature on your research topic to find key ideas that other researchers have used. Focus on specific factors described in publications that are important for your work or dissertation proposal , what the literature says about them, and how they are related. Also, you should attend to what you read by looking at section’s titles as this helps orient you in a direction of the most essential information. Besides, consider the beginning and end of a study because most authors respectively introduce and summarize important issues in these sections. Additionally, take note of recurring phrases or words in documents because the frequency with which some variables occur demonstrates their relative value and will point you toward that main concept.

2. Come Up With a Research Question

After conducting the literature review, you have insights into the main ideas surrounding your topic. A vital phase of developing your conceptual frame work that follows involves formulating a research question to guide the exploration. You need to be specific here by laying out specific details about the what, who, where, when, how , and why of your theme. Keep in mind that providing concise and defined answers to anything you come up with is essential at this stage. If you cannot address an issue wholly and accurately, create another one. This is important because a problem forms a foundation of the conceptual framework as it influences the selection of appropriate designs and approaches to be used in your work. For example, you can formulate a question such as: 

“What is the influence of service quality on service loyalty ?”

 Potential methods for a study here may include surveys, questionnaires, and an experiment.

3. Identify Your Independent and Dependent Variables

The next step, as you continue creating a conceptual framework, necessitates identifying your independent and dependent variables . This is usually done after you have explored other studies thoroughly and identified essential concepts for your work.  An independent variable is that which you can control, such as “ service quality ” from our previous example.  A dependent variable is what you will measure, e.g. “ service loyalty ”.  While the two differ, they are related directly because if one changes, the other acts correspondingly. As can be seen, the question formulated earlier determines the ideas selected in this part of developing a research paper , thesis, or dissertation conceptual framework.

4. Create a Model Representing Causal Relationship

Now that you have your essential variables, you must establish how they relate to each other. Note that any direct connection between them does not automatically mean that there is already a cause-and-effect type of association. You should still demonstrate how they affect each other. An effective technique here entails creating a visual representation with an arrow indicating how your ideas interact. This acts as the framework and conceptual map for a study that clarifies how an independent variable causes changes in your dependent variable.  A pictorial example of conceptual framework demonstrating a cause-and-effect relationship between service quality and service loyalty is provided below.

5. Include Other Variables

You also need to define other variables and include them in your conceptual framework. After reviewing other studies, you must have encountered numerous concepts that affect your topic. However, since you cannot select all the existing ideas for your research, it is important to focus on the most relevant ones. Additional variables that you should consider include:

Moderating Variables

Moderating variables are those that influence the relationship between your two main variables in the research conceptual framework by altering their strength or direction. They are represented by illustrating when or based on which conditions a certain effect is anticipated.  You can use them to reinforce, refute, or influence how your independent construct relates to the dependent one. This helps in determining your findings’ external validity.  Using moderating variables is beneficial as they demonstrate the association between different ideas in your topic, enhance your study design, and offer an explanation of why a specific outcome happened.  In turn, this provides more accurate and realistic findings by presenting insights into connotations that could otherwise not have been achieved. In our sample of conceptual framework in the research paper, the customer’s income is an example of a moderator variable .

Mediating Variables

Mediating variables are also essential in a conceptual framework because they help you understand the mechanism by which your two primary variables are connected. You can either include them in your research design, in which case the study will focus on changing the mediator, or in your findings to explain how a specific effect happened.  Mediating variables are usually caused by an independent variable and affect your dependent variable . This enables you to describe the kind of linkage between them. In turn, this contributes to determining the nature of your work more functionally and accurately.  Based on our previous question, an example of a mediator in a conceptual framework would be customer satisfaction .

Control variables

You should also consider control variables in your conceptual framework. They allow you to define the factors under your control . These elements may potentially affect your project’s findings. However, they are not very important when developing your model, meaning that you will not be studying them.  Control variables have an ability to decrease the impact of other elements outside your work’s scope. This enhances your study’s validity by ensuring that nothing affects the relationship you are examining. As you continue learning about how to make a conceptual framework, remember that these variables are generally kept constant throughout the investigation.  You can depict them directly by altering only an independent construct, indirectly through random selection to lessen their influence, or statistically to isolate their effects.  An example of a control variable in a conceptual model is a health condition requiring a special diet.

6. Revise Your Conceptual Framework

Now that you have followed all previous steps, the final phase is to edit and revise your conceptual framework and make any necessary changes. Regardless of how you demonstrate your model, ensure that all variables, including their names, are laid out. Also, make sure that your diagram illustrates connections between concepts using arrows, lines, and boxes. Remember that you should reflect on your research question at this stage as this makes the framework relevant to your topic.

Conceptual Framework Examples

At this point, you have what it takes to prepare your framework. However, you must examine numerous samples concerning your topic since this makes the creation process more accurate and significant. If you still need a better understanding of the entire process of developing a model, look at the following concrete examples of conceptual framework. Example of conceptual framework in research paper

Tips on Developing a Conceptual Framework

Here are extra tips to help you make a conceptual framework:

• Keep things simple by avoiding fancy designs during the development process.
• Seek feedback and suggestions by sharing your model with the research panel or peers in your field. This leaves room for revisions and improvements based on the response you will get.
• Always double-check whether you clearly understand your model’s objective.
• Focus on your comprehension of different variables and how they relate to each other during the creation process.
• Ensure that all the included concepts are aligned with your work’s aims.

Bottom Line on Conceptual Framework

In this article, you have learned what a conceptual framework is. Defining this term should not be troublesome now. It is a key part of any research study because it helps you articulate your main ideas, their relationship, and why your work is important.  The guide also offered an extensive description of this model’s role in research, its structure, and how to write a conceptual framework for your project. You can now start writing to practically secure grasping all the stated points. If you face any difficulties, look at the examples of conceptual framework templates offered here to reinforce your understanding.

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FAQ on Conceptual Frameworks

1. what is the purpose of having a conceptual framework.

Use a conceptual framework as:

• An analytical tool to examine the state of concepts or variables through research and how they interact.
• A guide for identifying your study methodology and hypotheses.
• An illustration of your research approach.
• A way of generating new interpretations of a topic or concept.
• A means for revealing gaps in knowledge.

2. Is a conceptual framework used in qualitative research?

The basic building blocks of a conceptual framework are concepts, not theories, as used in most quantitative studies. Thus, it is common for scholars to use a conceptual framework in qualitative research because of the exploratory nature of these kinds of investigations. Another reason is that a single concept often cannot address a topic fully in these types of inquiries. Therefore, several ideas and empirical evidence must be extracted, relationships among them highlighted, and their relevance to your investigation mentioned.

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Defining The Conceptual Framework

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What is it?

• The researcher’s understanding/hypothesis/exploration of either an existing framework/model or how existing concepts come together to inform a particular problem. Shows the reader how different elements come together to facilitate research and a clear understanding of results.
• Informs the research questions/methodology (problem statement drives framework drives RQs drives methodology)
• A tool (linked concepts) to help facilitate the understanding of the relationship among concepts or variables in relation to the real-world. Each concept is linked to frame the project in question.
• Falls inside of a larger theoretical framework (theoretical framework = explains the why and how of a particular phenomenon within a particular body of literature).
• Can be a graphic or a narrative – but should always be explained and cited
• Can be made up of theories and concepts

What does it do?

• Explains or predicts the way key concepts/variables will come together to inform the problem/phenomenon
• Gives the study direction/parameters
• Helps the researcher organize ideas and clarify concepts
• Introduces your research and how it will advance your field of practice. A conceptual framework should include concepts applicable to the field of study. These can be in the field or neighboring fields – as long as important details are captured and the framework is relevant to the problem. (alignment)

What should be in it?

• Variables, concepts, theories, and/or parts of other existing frameworks

How to make a conceptual framework

• With a topic in mind, go to the body of literature and start identifying the key concepts used by other studies. Figure out what’s been done by other researchers, and what needs to be done (either find a specific call to action outlined in the literature or make sure your proposed problem has yet to be studied in your specific setting). Use what you find needs to be done to either support a pre-identified problem or craft a general problem for study. Only rely on scholarly sources for this part of your research.
• Begin to pull out variables, concepts, theories, and existing frameworks explained in the relevant literature.
• If you’re building a framework, start thinking about how some of those variables, concepts, theories, and facets of existing frameworks come together to shape your problem. The problem could be a situational condition that requires a scholar-practitioner approach, the result of a practical need, or an opportunity to further an applicational study, project, or research. Remember, if the answer to your specific problem exists, you don’t need to conduct the study.
• The actionable research you’d like to conduct will help shape what you include in your framework. Sketch the flow of your Applied Doctoral Project from start to finish and decide which variables are truly the best fit for your research.
• Create a graphic representation of your framework (this part is optional, but often helps readers understand the flow of your research) Even if you do a graphic, first write out how the variables could influence your Applied Doctoral Project and introduce your methodology. Remember to use APA formatting in separating the sections of your framework to create a clear understanding of the framework for your reader.
• As you move through your study, you may need to revise your framework.
• Note for qualitative/quantitative research: If doing qualitative, make sure your framework doesn’t include arrow lines, which could imply causal or correlational linkages.
• Conceptural and Theoretical Framework for DMFT Students This document is specific to DMFT students working on a conceptual or theoretical framework for their applied project.
• Conceptual Framework Guide Use this guide to determine the guiding framework for your applied dissertation research.

Let’s say I’ve just taken a job as manager of a failing restaurant. Throughout the first week, I notice the few customers they have are leaving unsatisfied. I need to figure out why and turn the establishment into a thriving restaurant. I get permission from the owner to do a study to figure out exactly what we need to do to raise levels of customer satisfaction. Since I have a specific problem and want to make sure my research produces valid results, I go to the literature to find out what others are finding about customer satisfaction in the food service industry. This particular restaurant is vegan focused – and my search of the literature doesn’t say anything specific about how to increase customer service in a vegan atmosphere, so I know this research needs to be done.

I find out there are different types of satisfaction across other genres of the food service industry, and the one I’m interested in is cumulative customer satisfaction. I then decide based on what I’m seeing in the literature that my definition of customer satisfaction is the way perception, evaluation, and psychological reaction to perception and evaluation of both tangible and intangible elements of the dining experience come together to inform customer expectations. Essentially, customer expectations inform customer satisfaction.

I then find across the literature many variables could be significant in determining customer satisfaction. Because the following keep appearing, they are the ones I choose to include in my framework: price, service, branding (branched out to include physical environment and promotion), and taste. I also learn by reading the literature, satisfaction can vary between genders – so I want to make sure to also collect demographic information in my survey. Gender, age, profession, and number of children are a few demographic variables I understand would be helpful to include based on my extensive literature review.

Note: this is a quantitative study. I’m including all variables in this study, and the variables I am testing are my independent variables. Here I’m working to see how each of the independent variables influences (or not) my dependent variable, customer satisfaction. If you are interested in qualitative study, read on for an example of how to make the same framework qualitative in nature.

Also note: when you create your framework, you’ll need to cite each facet of your framework. Tell the reader where you got everything you’re including. Not only is it in compliance with APA formatting, but also it raises your credibility as a researcher. Once you’ve built the narrative around your framework, you may also want to create a visual for your reader.

See below for one example of how to illustrate your framework:

If you’re interested in a qualitative study, be sure to omit arrows and other notations inferring statistical analysis. The only time it would be inappropriate to include a framework in qualitative study is in a grounded theory study, which is not something you’ll do in an applied doctoral study.

A visual example of a qualitative framework is below:

Some additional helpful resources in constructing a conceptual framework for study:

• Problem Statement, Conceptual Framework, and Research Question. McGaghie, W. C.; Bordage, G.; and J. A. Shea (2001). Problem Statement, Conceptual Framework, and Research Question. Retrieved on January 5, 2015 from http://goo.gl/qLIUFg
• Building a Conceptual Framework: Philosophy, Definitions, and Procedure
• https://www.scribbr.com/dissertation/conceptual-framework/
• https://www.projectguru.in/developing-conceptual-framework-in-a-research-paper/

Conceptual Framework Research

A conceptual framework is a synthetization of interrelated components and variables which help in solving a real-world problem. It is the final lens used for viewing the deductive resolution of an identified issue (Imenda, 2014). The development of a conceptual framework begins with a deductive assumption that a problem exists, and the application of processes, procedures, functional approach, models, or theory may be used for problem resolution (Zackoff et al., 2019). The application of theory in traditional theoretical research is to understand, explain, and predict phenomena (Swanson, 2013). In applied research the application of theory in problem solving focuses on how theory in conjunction with practice (applied action) and procedures (functional approach) frames vision, thinking, and action towards problem resolution. The inclusion of theory in a conceptual framework is not focused on validation or devaluation of applied theories. A concise way of viewing the conceptual framework is a list of understood fact-based conditions that presents the researcher’s prescribed thinking for solving the identified problem. These conditions provide a methodological rationale of interrelated ideas and approaches for beginning, executing, and defining the outcome of problem resolution efforts (Leshem & Trafford, 2007).

The term conceptual framework and theoretical framework are often and erroneously used interchangeably (Grant & Osanloo, 2014). Just as with traditional research, a theory does not or cannot be expected to explain all phenomenal conditions, a conceptual framework is not a random identification of disparate ideas meant to incase a problem. Instead it is a means of identifying and constructing for the researcher and reader alike an epistemological mindset and a functional worldview approach to the identified problem.

Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your “House. ” Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 12–26

Imenda, S. (2014). Is There a Conceptual Difference between Theoretical and Conceptual Frameworks? Sosyal Bilimler Dergisi/Journal of Social Sciences, 38(2), 185.

Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education & Teaching International, 44(1), 93–105. https://doi-org.proxy1.ncu.edu/10.1080/14703290601081407

Swanson, R. (2013). Theory building in applied disciplines . San Francisco: Berrett-Koehler Publishers.

Zackoff, M. W., Real, F. J., Klein, M. D., Abramson, E. L., Li, S.-T. T., & Gusic, M. E. (2019). Enhancing Educational Scholarship Through Conceptual Frameworks: A Challenge and Roadmap for Medical Educators . Academic Pediatrics, 19(2), 135–141. https://doi-org.proxy1.ncu.edu/10.1016/j.acap.2018.08.003

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A Conceptual Decision-Making Framework for River Ecological Flow Based on a Dynamic Balance Between the Supply and Demand of Stakeholders

• Published: 26 September 2024

Cite this article

• Lei Liu 1 , 2 ,
• Xingqi Luo 1 ,
• Bo Cheng 1 ,
• Huaien Li 1 ,
• Wenjuan Cheng 1 &
• Xijun Wu 1  

Improving the protection level of river ecological flow (e-flow) can disrupt the balance of interests among various stakeholders in a region, potentially slowing down the protection process. To mitigate these negative impacts, we introduce a conceptual decision-making framework for modeling river e-flow, based on a dynamic equilibrium between the supply and demand of stakeholders. In this model, the willingness to pay for river e-flow protection is defined as the compensation supply from beneficiaries, while agricultural economic losses represent the compensation demand from affected parties. Illustrated with the Linjiacun section of the Baoji segment of the Weihe River (BSWHR), the main conclusions are as follows: (1) A conceptual decision-making framework for modeling the river e-flow is proposed, and deemed reasonable and feasible through rational analysis; (2) The e-flow of rivers in a typical dry year was 6.64 m 3 /s, and it increased with the increasing runoff; (3) The impact of changes in living standards and runoff on the e-flow in rivers was revealed, leading to the proposal of two policies for e-flow management; (4) This paper qualitatively analyzed the contrasts and relationships between the newly proposed model and mainstream methods (detailed in introduction), discussing the advantages, applicability, and prospect of this decision-making model. This model can provide an important theoretical and technical basis for the optimal management of water resources.

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Acknowledgements

This research were supported by the National Natural Science Foundation of China (No.52309033) and the Open Fund of Key Laboratory of Xi’an University of technology(No.2019KFKT-13). And we are so grateful to the editors and the anonymous reviewers for their insightful comments and suggestions.

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Lei Liu, Xingqi Luo, Bo Cheng, Huaien Li, Wenjuan Cheng & Xijun Wu

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Lei Liu, Xingqi Luo, Bo Cheng, Huaien Li, Wenjuan Cheng and Xijun Wu conceived and designed the framework; Bo Cheng finished the manuscript.

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Liu, L., Luo, X., Cheng, B. et al. A Conceptual Decision-Making Framework for River Ecological Flow Based on a Dynamic Balance Between the Supply and Demand of Stakeholders. Water Resour Manage (2024). https://doi.org/10.1007/s11269-024-03994-7

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Received : 23 July 2024

Accepted : 20 September 2024

Published : 26 September 2024

DOI : https://doi.org/10.1007/s11269-024-03994-7

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