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The role of theory in research

Theoretical and conceptual


frameworks
Three ways of thinking about theory
• That which underpins research design
– Theory as paradigm
• That which may inform our understanding of
the phenomenon under investigation
– Theory as a ‘lens’
• That which may emerge from our study
– Theory as new knowledge
Theory as paradigm
• Philosophical assumptions about what
constitutes social reality (ontology)
• What we accept as valid evidence of that
reality (epistemology)
• The means by which we investigate that
context (methodology)
• The means by which we gather evidence
(methods)
4 key ‘paradigm’ questions
1. What do we believe exists? (Ontology)
– Fundamental beliefs that someone holds about the
nature of the social world and its relationship to
individual social actors.
• Social reality exists independent of the observer
• Social reality is constructed by people in particular social,
cultural and historical contexts

2. What constitutes reliable & valid knowledge?


(Epistemology)
• Causal relationships between observable phenomena
• Interpretations of meaning
4 key ‘paradigm questions (contd.)
• How we produce reliable and valid knowledge?
(Methodology)
– What ‘Strategies of inquiry’ (Creswell) are appropriate
to our ontological/epistemological position
– (descriptive/confirmatory <-> explanatory/exploratory)
(‘Flat world’ theory <-> Exploring other cultures)
• How can we collect data to test our theories or
describe social phenomena? (Methods)
– What data collection approaches/tools are appropriate
to the the methodology
Models of social research
1. Qualitative study
• An inquiry which seeks to understand social phenomena
through the exploration and interpretation of the
meanings people attach to, and make sense of, their
experiences of the social world “
• Associated with the Interpretive paradigm
• Key principle: Subjectivity/interpretation
• Theory developed: during and/or after (‘a
posteriori’) the study (theory generation)
• Process: Inductive
Models of social research
2. Quantitative study
• An inquiry based on testing a theory composed of variables,
measured with numbers and analysed with statistical
procedures, in order to determine whether the predictive
generalisations of the theory hold true
• Associated with: Post/positivist paradigm
• Key principle: Objectivity
• Theory stated: before (‘a priori’) the study
(theory verification)
• Process: Deductive
Models of social research
3. Mixed-method study
• Qualitative and quantitative strategies used in a
single study

Concurrent:
Quantitative and qualitative strategies employed in
parallel
Sequential:
Qualitative informs quantitative (or vice versa)

Brannen
Denscombe
Denzin
Johnson & Onwuegbuzie
Teddlie & Tashakkori
Theory as a lens
• Existing theory(s) which seek to explain how aspects of
social reality ‘work’ (models). E.g.
– Models of learning
• Behaviourist (Skinner); Constructivist (Piaget); Social
constructivist (Vygotsky); Deep learning (Anderson)
– Models of professional/expertise development
• Situated learning; Communities of practice (Lave; Wenger)
– Models of second language acquisition
• Krashen’s SLA theory; Oxford’s S2R;
Theory as new knowledge
• Adaptation, revision or confirmation of
existing theory
• Generation of new theory

• Relates to conceptual framework


Conceptual framework
• A written or visual presentation that:
– “explains either graphically, or in narrative
form, the main things to be studied – the key
factors, concepts or variables - and the
presumed relationship among them”
(Miles and Huberman, 1994, P18)
Conceptual framework
• Quantitative research
• Typically developed after literature review
• Provides the structure/content for the whole study
based on literature and personal experience
• Revisited at the conclusion of the study
• Qualitative research
• Initial framework after literature review
• Further developed as participants’ views and issues are
gathered and analysed.

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