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What Is a Conceptual Framework? | Tips & Examples

What Is a Conceptual Framework? | Tips & Examples

Published on August 2, 2022 by Bas Swaen and Tegan George. Revised on March 18, 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.

Developing a conceptual framework in research, step 1: choose your research question, step 2: select your independent and dependent variables, step 3: visualize 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 visualizing your expected cause-and-effect relationship.

We demonstrate this using basic design components of boxes and arrows. Here, each variable appears in a box. To indicate a causal relationship, each arrow should start from the independent variable (the cause) and point to the dependent variable (the effect).

Sample-conceptual-framework-using-an-independent-variable-and-a-dependent-variable

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.

Sample-conceptual-framework-with-a-moderator-variable

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.

A confounding variable is closely related to both the independent and dependent variables in a study. An independent variable represents the supposed cause , while the dependent variable is the supposed effect . A confounding variable is a third variable that influences both the independent and dependent variables.

Failing to account for confounding variables can cause you to wrongly estimate the relationship between your independent and dependent variables.

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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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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Conceptual Framework – How to Develop it for Research

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In academic writing, a conceptual framework serves as a key component of the research methodology , providing a schematic representation of the concepts and their proposed relationships. This tool not only guides data collection and interpretation but also clarifies the research question and hypothesis. The conceptual framework aims to make research conclusions more meaningful and generalizable. It outlines the purpose and the importance of the research topic .

Inhaltsverzeichnis

1 Conceptual Framework – In a Nutshell
2 Definition: Conceptual framework
3 Conceptual framework: Independent vs. Dependent variables
4 Conceptual framework: Moderating variables
5 Conceptual framework: Mediating variables
6 Conceptual framework: Control variables

Conceptual Framework – In a Nutshell

The conceptual framework is a model used to show the relationship between the independent vs. dependent variables in a research problem .
Researchers consider several variables in a conceptual framework, including control variables, mediating variables, and monitoring variables.
It is important to identify control variables in a conceptual framework to minimize their effect on the findings of a study.

Definition: Conceptual framework

A conceptual framework is a visual model that illustrates the anticipated relationship between the cause and effect variables. It highlights the research goals and creates a layout of their relationship to form meaningful conclusions. The conceptual framework is usually drawn from the literature review during the early stages of research to form appropriate research questions .

Conceptual framework: Independent vs. Dependent variables

Researchers define independent vs. dependent variables to test for cause and effect when developing a conceptual framework.

Example of dependent vs. independent variables

You want to investigate whether drivers with more experience are involved in fewer accidents.

Hypothesis: The more experience a driver has, the fewer accidents they are likely to be involved in .
Independent variable: The years of experience
Dependent variable: The expected cause and the number of accidents

Unlike above, causal relationships in a conceptual framework usually have more than one independent variable .

Conceptual framework: Moderating variables

Moderating variables influence the strength of the relationship between two variables in a conceptual framework. They are used to determine the external validity of the research conclusions based on their ability to strengthen, negate or otherwise affect the association between the independent vs. dependent variables.

Moderating variables are helpful in a conceptual framework because they illustrate the relationship between different variables in a research topic .

Income levels can predict general happiness, although the relationship may be stronger for younger people than for older workers. Age is the moderating variable in this conceptual framework.

Conceptual-framework-moderating-variables

Moderators can be divided into categorical variables such as religion, blood group, or race and quantitative variables like height, age, and income.

In our study of drivers’ experience and accidents, we can introduce age as the moderating variable. In this case, a driver’s age can influence the effect of years of experience on the number of accidents. The researcher expects that ‘age’ moderates the effect of experience on road safety.

Conceptual framework: Mediating variables

A conceptual framework also takes mediating variables into account. They illustrate the impact of an independent variable on a dependent variable by showing how and why the effect occurs. A variable is considered a mediator if:

It is caused by an independent variable.
It affects the dependent variable.
The statistical correlation between the dependent and the independent variable is more significant when it is considered than when it’s not.

Conceptual-framework-mediating-variables

Researchers use mediation analysis to test if a variable is a mediator using ANOVA and linear regression analysis. ANOVA (Analysis of Variance) tests the presence and strength of the statistical differences between the means calculated from several independent samples.

ANOVA: Determines the effects of age, gender, and disposable income on average consumer spending per month.

Linear regression: Predicts the value of a dependent variable based on the value of the independent variable.

The main aims of linear regression in a conceptual framework are to test the effectiveness of a group of predictor values in predicting a result and identifying the significant predictors of the outcome.

An individual’s body weight has a linear relationship with their weight. The researcher expects that as the height of the person increases, their weight increases. A set of observations can be plotted on a scatter plot to illustrate the strength of the correlation between the variables.

Conceptual framework: Control variables

Control variables are also considered in the conceptual framework. They define factors controlled by the researcher as it may affect the findings of a study even though it is of no interest to the researcher when designing a conceptual framework.

Control variables are used to improve the validity of a research study by reducing the effect of other variables outside the scope of the study. They help researchers to determine the relationship between the key variables under observation.

Control variables can be managed directly by keeping them constant, for instance choosing participants within the same age group. They can also be managed indirectly by using random samples to reduce their effect.

Example of control variables in the conceptual framework

In our study of driver’s experience and accident rates, the weather may affect the rate of accidents. However, our primary focus is not on the relationship between the weather and accident rates, although it may affect the findings of our study. Therefore, The ‘weather’ is added as a control variable in our conceptual framework.

If a researcher fails to control some variables, it may be difficult to prove that they did not affect the research outcome. Control variables are used in experimental research to guarantee that the observable results are exclusively caused by the experimental design.

Variables in a conceptual framework can be controlled by:

Random assignment – Selecting random groups ensures there are no identifiable differences, which may skew your conclusions.
Statistical controls – You can isolate the effects of the control variable by measuring and controlling it.
Standardized procedures – Researchers should ensure the same methods are applied in all the groups in a study. Only the independent variables should be altered across groups to observe how they affect the dependent variable.

Conceptual-framework-independent-dependent-variables

What is the conceptual framework in research?

It is an illustration of the relationship between variables in a study. It is used to form the hypothesis that guides the methods of research.

What are control variables?

Control variables are factors that are directly or indirectly controlled by the researchers. They are extraneous variables that may affect the observations in a study.

Where are conceptual frameworks used?

Conceptual frameworks are used in multiple social sciences and humanities. They help in formulating and investigating the research problem.

What is a moderating variable in a conceptual framework?

A moderating variable influences the effect of an independent variable on a dependent variable. It is used to measure the impact of an additional variable on the dependent-independent variable relationship.

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What is a Conceptual Framework?

Updated on August 28, 2023

a researcher putting together their conceptual framework for a manuscript

What are frameworks in research?

Both theoretical and conceptual frameworks have a significant role in research. Frameworks are essential to bridge the gaps in research. They aid in clearly setting the goals, priorities, relationship between variables. Frameworks in research particularly help in chalking clear process details.

Theoretical frameworks largely work at the time when a theoretical roadmap has been laid about a certain topic and the research being undertaken by the researcher, carefully analyzes it, and works on similar lines to attain successful results.

It varies from a conceptual framework in terms of the preliminary work required to construct it. Though a conceptual framework is part of the theoretical framework in a larger sense, yet there are variations between them.

The following sections delve deeper into the characteristics of conceptual frameworks. This article will provide insight into constructing a concise, complete, and research-friendly conceptual framework for your project.

Definition of a conceptual framework

True research begins with setting empirical goals. Goals aid in presenting successful answers to the research questions at hand. It delineates a process wherein different aspects of the research are reflected upon, and coherence is established among them.

A conceptual framework is an underrated methodological approach that should be paid attention to before embarking on a research journey in any field, be it science, finance, history, psychology, etc.

A conceptual framework sets forth the standards to define a research question and find appropriate, meaningful answers for the same. It connects the theories, assumptions, beliefs, and concepts behind your research and presents them in a pictorial, graphical, or narrative format. Your conceptual framework establishes a link between the dependent and independent variables, factors, and other ideologies affecting the structure of your research.

A critical facet a conceptual framework unveils is the relationship the researchers have with their research. It closely highlights the factors that play an instrumental role in decision-making, variable selection, data collection, assessment of results, and formulation of new theories.

Consequently, if you, the researcher, are at the forefront of your research battlefield, your conceptual framework is the most powerful arsenal in your pocket.

What should be included in a conceptual framework?

A conceptual framework includes the key process parameters, defining variables, and cause-and-effect relationships. To add to this, the primary focus while developing a conceptual framework should remain on the quality of questions being raised and addressed through the framework. This will not only ease the process of initiation, but also enable you to draw meaningful conclusions from the same.

A practical and advantageous approach involves selecting models and analyzing literature that is unconventional and not directly related to the topic. This helps the researcher design an illustrative framework that is multidisciplinary and simultaneously looks at a diverse range of phenomena. It also emboldens the roots of exploratory research.

the components of a conceptual framework

Fig. 1: Components of a conceptual framework

How to make a conceptual framework

The successful design of a conceptual framework includes:

Selecting the appropriate research questions
Defining the process variables (dependent, independent, and others)
Determining the cause-and-effect relationships

This analytical tool begins with defining the most suitable set of questions that the research wishes to answer upon its conclusion. Following this, the different variety of variables is categorized. Lastly, the collected data is subjected to rigorous data analysis. Final results are compiled to establish links between the variables.

The variables drawn inside frames impact the overall quality of the research. If the framework involves arrows, it suggests correlational linkages among the variables. Lines, on the other hand, suggest that no significant correlation exists among them. Henceforth, the utilization of lines and arrows should be done taking into cognizance the meaning they both imply.

Example of a conceptual framework

To provide an idea about a conceptual framework, let’s examine the example of drug development research.

Say a new drug moiety A has to be launched in the market. For that, the baseline research begins with selecting the appropriate drug molecule. This is important because it:

Provides the data for molecular docking studies to identify suitable target proteins
Performs in vitro (a process taking place outside a living organism) and in vivo (a process taking place inside a living organism) analyzes

This assists in the screening of the molecules and a final selection leading to the most suitable target molecule. In this case, the choice of the drug molecule is an independent variable whereas, all the others, targets from molecular docking studies, and results from in vitro and in vivo analyses are dependent variables.

The outcomes revealed by the studies might be coherent or incoherent with the literature. In any case, an accurately designed conceptual framework will efficiently establish the cause-and-effect relationship and explain both perspectives satisfactorily.

If A has been chosen to be launched in the market, the conceptual framework will point towards the factors that have led to its selection. If A does not make it to the market, the key elements which did not work in its favor can be pinpointed by an accurate analysis of the conceptual framework.

Fig. 2: Concise example of a conceptual framework

Important takeaways

While conceptual frameworks are a great way of designing the research protocol, they might consist of some unforeseen loopholes. A review of the literature can sometimes provide a false impression of the collection of work done worldwide while in actuality, there might be research that is being undertaken on the same topic but is still under publication or review. Strong conceptual frameworks, therefore, are designed when all these aspects are taken into consideration and the researchers indulge in discussions with others working on similar grounds of research.

Conceptual frameworks may also sometimes lead to collecting and reviewing data that is not so relevant to the current research topic. The researchers must always be on the lookout for studies that are highly relevant to their topic of work and will be of impact if taken into consideration.

Another common practice associated with conceptual frameworks is their classification as merely descriptive qualitative tools and not actually a concrete build-up of ideas and critically analyzed literature and data which it is, in reality. Ideal conceptual frameworks always bring out their own set of new ideas after analysis of literature rather than simply depending on facts being already reported by other research groups.

So, the next time you set out to construct your conceptual framework or improvise on your previous one, be wary that concepts for your research are ideas that need to be worked upon. They are not simply a collection of literature from the previous research.

Final thoughts

Research is witnessing a boom in the methodical approaches being applied to it nowadays. In contrast to conventional research, researchers today are always looking for better techniques and methods to improve the quality of their research.

We strongly believe in the ideals of research that are not merely academic, but all-inclusive. We strongly encourage all our readers and researchers to do work that impacts society. Designing strong conceptual frameworks is an integral part of the process. It gives headway for systematic, empirical, and fruitful research.

Vridhi Sachdeva, MPharm

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Section 1: Home
Narrowing Your Topic
Problem Statement
Purpose Statement

Defining The Conceptual Framework

Making a conceptual framework, conceptual framework for dmft students, conceptual framework guide, example frameworks, additional framework resources.

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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 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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Research Process Guide

Step 1 - Identifying and Developing a Topic
Step 2 - Narrowing Your Topic
Step 3 - Developing Research Questions
Step 4 - Conducting a Literature Review
Step 5 - Choosing a Conceptual or Theoretical Framework
Step 6 - Determining Research Methodology
Step 6a - Determining Research Methodology - Quantitative Research Methods
Step 6b - Determining Research Methodology - Qualitative Design
Step 7 - Considering Ethical Issues in Research with Human Subjects - Institutional Review Board (IRB)
Step 8 - Collecting Data
Step 9 - Analyzing Data
Step 10 - Interpreting Results
Step 11 - Writing Up Results

Step 5: Choosing a Conceptual or Theoretical Framework

For all empirical research, you must choose a conceptual or theoretical framework to “frame” or “ground” your study. Theoretical and/or conceptual frameworks are often difficult to understand and challenging to choose which is the right one (s) for your research objective (Hatch, 2002). Truthfully, it is difficult to get a real understanding of what these frameworks are and how you are supposed to find what works for your study. The discussion of your framework is addressed in your Chapter 1, the introduction and then is further explored through in-depth discussion in your Chapter 2 literature review.

“Theory is supposed to help researchers of any persuasion clarify what they are up to and to help them to explain to others what they are up to” (Walcott, 1995, p. 189, as cited in Fallon, 2016). It is important to discuss in the beginning to help researchers “clarify what they are up to” and important at the writing stage to “help explain to others what they are up to” (Fallon, 2016).

What is the difference between the conceptual and the theoretical framework?

Often, the terms theoretical framework and conceptual framework are used interchangeably, which, in this author’s opinion, makes an already difficult to understand idea even more confusing. According to Imenda (2014) and Mensah et al. (2020), there is a very distinct difference between conceptual and theoretical frameworks, not only how they are defined but also, how and when they are used in empirical research.

Imenda (2014) contends that the framework “is the soul of every research project” (p.185). Essentially, it determines how the researcher formulates the research problem, goes about investigating the problem, and what meaning or significance the research lends to the data collected and analyzed investigating the problem.

Very generally, you would use a theoretical framework if you were conducting deductive research as you test a theory or theories. “A theoretical framework comprises the theories expressed by experts in the field into which you plan to research, which you draw upon to provide a theoretical coat hanger for your data analysis and interpretation of results” (Kivunja, 2018, p.45 ). Often this framework is based on established theories like, the Set Theory, evolution, the theory of matter or similar pre-existing generalizations like Newton’s law of motion (Imenda, 2014). A good theoretical framework should be linked to, and possibly emerge from your literature review.

Using a theoretical framework allows you to (Kivunja, 2018):

Increase the credibility and validity of your research
Interpret meaning found in data collection
Evaluate solutions for solving your research problem

According to Mensah et al.(2020) the theoretical framework for your research is not a summary of your own thoughts about your research. Rather, it is a compilation of the thoughts of giants in your field, as they relate to your proposed research, as you understand those theories, and how you will use those theories to understand the data collected.

Additionally, Jabareen (2009) defines a conceptual framework as interlinked concepts that together provide a comprehensive understanding of a phenomenon. “A conceptual framework is the total, logical orientation and associations of anything and everything that forms the underlying thinking, structures, plans and practices and implementation of your entire research project” (Kivunja, 2018, p. 45). You would largely use a conceptual framework when conducting inductive research, as it helps the researcher answer questions that are core to qualitative research, such as the nature of reality, the way things are and how things really work in a real world (Guba & Lincoln, 1994).

Some consideration of the following questions can help define your conceptual framework (Kinvunja, 2018):

What do you want to do in your research? And why do you want to do it?
How do you plan to do it?
What meaning will you make of the data?
Which worldview will you situate your study in? (i.e. Positivist? Interpretist? Constructivist?)

Examples of conceptual frameworks include the definitions a sociologist uses to describe a culture and the types of data an economist considers when evaluating a country’s industry. The conceptual framework consists of the ideas that are used to define research and evaluate data. Conceptual frameworks are often laid out at the beginning of a paper or an experiment description for a reader to understand the methods used (Mensah et al., 2020).

Writing it up

After choosing your framework is to articulate the theory or concept that grounds your study by defining it and demonstrating the rationale for this particular set of theories or concepts guiding your inquiry. Write up your theoretical perspective sections for your research plan following your choice of worldview/ research paradigm. For a quantitative study you are particularly interested in theory using the procedures for a causal analysis. For qualitative research, you should locate qualitative journal articles that use a priori theory (knowledge that is acquired not through experience) that is modified during the process of research (Creswell & Creswell, 2018). Also, you should generate or develop a theory at the end of your study. For a mixed methods study which uses a transformative (critical theoretical lens) identify how the lens specifically shapes the research process.

Creswell, J. W., & Creswell, J. D. (2 018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

Fallon, M. (2016). Writing up quantitative research in the social and behavioral sciences. Sense. https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=keaninf&db=nlebk&AN=1288374&site=ehost-live&scope=site&ebv=EB&ppid=pp_C1

Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of Qualitative Research, 2 (163-194), 105.

Hatch, J. A. ( 2002). Doing qualitative research in education settings. SUNY Press.

Imenda, S. (2014). Is there a conceptual difference between theoretical and conceptual frameworks? Journal of Social Sciences, 38 (2), 185-195.

Jabareen, Y. (2009). Building a conceptual framework: Philosophy, definitions, and procedure. International Journal of Qualitative Methods, 8 (4), 49-62.

Kivunja, C. ( 2018, December 3). Distinguishing between theory, theoretical framework, and conceptual framework. The International Journal of Higher Education, 7 (6), 44-53. https://files.eric.ed.gov/fulltext/EJ1198682.pdf

Mensah, R. O., Agyemang, F., Acquah, A., Babah, P. A., & Dontoh, J. (2020). Discourses on conceptual and theoretical frameworks in research: Meaning and implications for researchers. Journal of African Interdisciplinary Studies, 4 (5), 53-64.

Last Updated: Jun 29, 2023 1:35 PM
URL: https://libguides.kean.edu/ResearchProcessGuide

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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.

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

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.

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).

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.

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:

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

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 .

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.

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

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Theoretical vs Conceptual Framework

What they are & how they’re different (with examples)

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

If you’re new to academic research, sooner or later you’re bound to run into the terms theoretical framework and conceptual framework . These are closely related but distinctly different things (despite some people using them interchangeably) and it’s important to understand what each means. In this post, we’ll unpack both theoretical and conceptual frameworks in plain language along with practical examples , so that you can approach your research with confidence.

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.

Typically, you’ll present your theoretical framework in written form , although sometimes it will make sense to utilise some visuals to show how different theories relate to each other. Your theoretical framework may revolve around just one major theory , or it could comprise a collection of different interrelated theories and models. In some cases, there will be a lot to cover and in some cases, not. Regardless of size, the theoretical framework is a critical ingredient in any study.

Simply put, the theoretical framework is the core foundation of theory that you’ll build your research upon. As we’ve mentioned many times on the blog, good research is developed by standing on the shoulders of giants . It’s extremely unlikely that your research topic will be completely novel and that there’ll be absolutely no existing theory that relates to it. If that’s the case, the most likely explanation is that you just haven’t reviewed enough literature yet! So, make sure that you take the time to review and digest the seminal sources.

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.

As you can see, conceptual frameworks often make use of different shapes , lines and arrows to visualise the connections and relationships between different components and/or variables. Ultimately, the conceptual framework provides an opportunity for you to make explicit your understanding of how everything is connected . So, be sure to make use of all the visual aids you can – clean design, well-considered colours and concise text are your friends.

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.

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project.

17 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

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Applying Conceptual and Theoretical Frameworks to Health Professions Education Research: An Introductory Workshop

Steven rougas.

1 Associate Professor of Emergency Medicine and Medical Science and Director, Doctoring Program, Warren Alpert Medical School of Brown University

Andrea Berry

2 Executive Director of Faculty Life, University of Central Florida College of Medicine

S. Beth Bierer

3 Director of Assessment and Evaluation and Professor of Medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University

Rebecca D. Blanchard

4 Director of Faculty Development, OnlineMedEd, and Associate Professor, Department of Medicine, University of Massachusetts Medical School-Baystate

Anna T. Cianciolo

5 Associate Professor, Department of Medical Education, Southern Illinois University School of Medicine

Jorie M. Colbert-Getz

6 Assistant Dean of Education Quality Improvement and Associate Professor, Department of Internal Medicine, University of Utah School of Medicine

Heeyoung Han

7 Associate Professor and Director of Postdoctoral Program, Department of Medical Education, Southern Illinois University School of Medicine

Kaitlin Lipner

8 Second-Year Resident, Department of Emergency Medicine, Warren Alpert Medical School of Brown University

Cayla R. Teal

9 Associate Dean for Assessment and Evaluation and Education Associate Professor of Population Health, University of Kansas School of Medicine

Associated Data

Workshop Slides.pptx
Facilitators’ Guide.docx
Participant Worksheet.docx
Workshop Evaluation.docx

All appendices are peer reviewed as integral parts of the Original Publication.

Introduction

Literature suggests that the quality and rigor of health professions education (HPE) research can be elevated if the research is anchored in existing theories and frameworks. This critical skill is difficult for novice researchers to master. We created a workshop to introduce the practical application of theories and frameworks to HPE research.

We conducted two 60- to 75-minute workshops, one in 2019 at an in-person national conference and another in 2021 during an online national education conference. After a brief role-play introduction, participants applied a relevant theory to a case scenario in small groups, led by facilitators with expertise in HPE research. The workshop concluded with a presentation on applying the lessons learned when preparing a scholarly manuscript. We conducted a postworkshop survey to measure self-reported achievement of objectives.

Fifty-five individuals participated in the in-person workshop, and approximately 150 people completed the online workshop. Sixty participants (30%) completed the postworkshop survey across both workshops. As a result of participating in the workshop, 80% of participants (32) indicated they could distinguish between frameworks and theories, and 86% (32) could apply a conceptual or theoretical framework to a research question. Strengths of the workshop included the small-group activity, access to expert facilitators, and the materials provided.

The workshop has been well received by participants and fills a gap in the existing resources available to HPE researchers and mentors. It can be replicated in multiple settings to model the application of conceptual and theoretical frameworks to HPE research.

Educational Objectives

By the end of this activity, learners will be able to:

1. Describe conceptual and theoretical frameworks commonly used in health professions education research.
2. Examine how the selection of a framework affects research design.
3. Discuss strategies for presenting results relative to a conceptual or theoretical framework.

Calls for improved rigor in health professions education (HPE) research have often focused on the need to incorporate theoretical and conceptual frameworks in research design, implementation, and reflective critique. 1 , 2 Theories, which explain how/why things are related to each other, and frameworks, which explain where a study originates and the implications on study design, are critical for conducting high-quality HPE research, yet many researchers struggle to apply them. 3 Ideally, conceptual or theoretical frameworks should provide a lens through which to identify gaps in the literature, operationalize constructs, hypothesize relationships, and design appropriate methodology. 4 Frameworks allow researchers to deepen their understanding of how societies, organizations, and people interact 5 and can help HPE researchers engage in the adequate preparation needed for a scholarly inquiry. 6

A robust literature emphasizes the importance of anchoring HPE research in existing theories and frameworks. 7 – 9 Frameworks ideally should be used early to influence the what (content) and the how (methodology) of a research project and then revisited to help situate the results. 10 Recent attention to terminology 11 and application 1 , 12 , 13 has provided additional resources to support HPE researchers. Yet selection and application of a suitable conceptual or theoretical framework are still underutilized, and the lack of such frameworks is a common reason for manuscript rejection in major HPE journals. 14

One reason for poor utilization may be a lack of consensus on how HPE researchers define theory, theoretical framework, and conceptual framework. 11 Despite references to conceptual and theoretical frameworks in reviews of manuscripts and grant submissions, there is a surprising absence of consistency in how these terms are used. After a review of relevant literature, we agreed upon the following focused definitions to guide our work:

1. Theory: an explanation of how/why things are related to each other.
2. Theoretical framework: the implications of the theory for study design.
3. Conceptual framework: the conceptual heritage (i.e., the central concepts used in a field of study) of the problem to be studied.

Another reason for poor utilization is inconsistent application of these concepts. The volume of theoretical and conceptual frameworks applicable to HPE research can be overwhelming, 15 and researchers often see framework selection as the end product of their effort rather than an initial step. The framework should resonate with the researcher and the conceptual heritage of the project 16 and be used in every part of the research process from development of the research question and methodology to analysis of the results and discussion of study findings. 12 , 13 Researchers often lose sight of this guiding principle once the theory or framework is selected.

A final reason may be the fact that many educators have received minimal training in HPE research, particularly the incorporation of conceptual or theoretical frameworks to guide such work. While faculty development programs have begun to address this need, the majority of such programs still tend to focus on teaching and learning topics. 17 To improve HPE research quality, considerable training in research methods must occur. 18 Though various workshops exist to expose HPE researchers to principles of scholarly writing, 19 method design, 20 statistics, 21 and academic career development, 22 there remains a gap in the knowledge and skills needed to apply conceptual and theoretical frameworks.

As members of the AAMC's Medical Education Scholarship Research and Evaluation (MESRE) section of the Group on Educational Affairs (GEA) who provide mentorship, consultation, and critical review for various HPE research projects locally, regionally, and nationally, we recognized the need for a structured professional development opportunity for novice researchers to learn application of these concepts. The goal of our project was to develop an interactive, case-based workshop to explore the application of conceptual and theoretical frameworks to HPE research.

Workshop Design

We designed this workshop for HPE researchers seeking guidance on how to apply conceptual and theoretical frameworks. The workshop included an introductory video role-play, small-group discussion of a case, and large-group debriefing. Although the case scenario used in the workshop featured educators studying written narrative feedback in undergraduate medical education, the workshop could appeal to any HPE researcher wishing to gain experience with using conceptual and theoretical frameworks. Participants did not need prerequisite knowledge of theories in order to achieve the workshop objectives.

The workshop planners included educators serving on the MESRE steering committee in 2019. All had experience mentoring others on how to use conceptual and theoretical frameworks, and a subset served on HPE journal editorial boards or as peer reviewers. We designed workshop materials and participated in the workshop as a featured speaker and/or small-group facilitator.

We developed the workshop to be offered in person at a conference and later adapted it to be presented virtually. We initially designed the workshop as a 75-minute session but learned, during the second offering, that 60 minutes provided sufficient time to meet the workshop objectives. When offering the workshop in a face-to-face venue, we used a large conference room with projection equipment and internet access to display slides and videos. The conference room had to have enough tables for participants to work in small groups of five to 10. When conducting the session virtually, we selected a platform that enabled the workshop facilitator to assign participants to breakout rooms and permitted small-group facilitators to share their screens with workshop participants.

We had a main facilitator for the workshop and several small-group facilitators for the small-group work. All facilitators reviewed information on situated learning theory (SLT), as this theory was used in the workshop case scenario. Facilitators also needed experience with using theory to inform the elaboration of research questions, the design of research projects, and the interpretation of research findings. Ideally, facilitators had experience with publishing peer-reviewed manuscripts including conceptual or theoretical frameworks and came from any HPE field. While it would be possible to run the workshop without all these essential skills, we highly recommend recruiting small-group facilitators with them. We also advise having at least one facilitator for every 10 workshop participants. The lesson plan and timeline for the workshop are outlined in Table 1 .

An external file that holds a picture, illustration, etc.
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Preworkshop Preparation

We conducted a training session (approximately 45–60 minutes) with small-group facilitators prior to the workshop to review the workshop slides ( Appendix A ) and facilitation strategies for the case discussion ( Appendix B ).

Introduction (2 Minutes)

When feasible, participants were asked to introduce themselves at the beginning of the workshop. Following introductions, the workshop's learning objectives were presented. We kept the workshop overview short, as the first video vignette contextualized the workshop topic.

Video Vignette 1 (5 Minutes)

After introducing the session objectives, the main facilitator played a recorded role-play ( Appendix A , slide 4) demonstrating a conversation between a mentor and mentee about the importance of selecting a theory to guide the design of a research project. This case scenario provided participants with an authentic example emphasizing the importance of selecting an appropriate theory to publish a research project in HPE journals.

Define Key Terms (2 Minutes)

The main facilitator proceeded to define the key terms—conceptual framework, theory, and theoretical framework—mentioned in the role-play ( Appendix A , slides 5–6). Participants may not have fully recognized the distinction between a theoretical framework and conceptual framework at this point in the workshop.

Video Vignette 2 (3 Minutes)

The main facilitator showed a second recording of the role-play ( Appendix A , slide 7) to illustrate how theory contributes to the interpretation of key findings and, after the video, discussed how one's point of view could frame the ways in which one examined problems ( Appendix A , slides 8–11). Building upon the earlier case vignette scenario, the main facilitator presented a worked example to demonstrate how the theory of planned behavior could apply to the feedback study featured in the video vignette ( Appendix A , slides 12–13).

Small-Group Activity (25–30 Minutes)

Participants formed small groups of five to 10 (or joined breakout rooms) for a 30-minute small-group activity designed to apply a different theory to the case scenario. Small-group facilitators began the session by reviewing the key features of SLT summarized on the participant worksheet ( Appendix C ). Subsequently, small-group facilitators guided the small groups to think about how the research question provided could be refined using SLT and helped them consider how SLT could guide research design including study participants, setting, data sources, and data collection strategies. Before the small-group activity concluded, each small-group facilitator asked about any remaining questions or tips the participants wanted to share with the larger group and recorded these responses for subsequent large-group discussion.

Debriefing and Wrap-up (12 Minutes)

The main facilitator reconvened all small groups and reviewed guiding questions participants had discussed during the small-group activity. Small-group facilitators presented the remaining questions and tips their groups had identified. The main facilitator then concluded by presenting a journal editor's discussion of how these concepts applied to manuscripts and editorial review ( Appendix A , slides 15–19). Participants completed a workshop evaluation ( Appendix D ) at the end of the session.

Workshop Evaluation and Analysis

We developed the workshop evaluation ( Appendix D ) to assess the workshop's effectiveness and gather information to improve the workshop. For effectiveness questions, participants used a 3-point scale (“was able to do prior to workshop,” “am able to do as a result of the workshop,” and “unable to perform”) to rate their ability to perform workshop objectives. The workshop evaluation included four open-ended items (“What are the key points/messages you will take away?”, “How will you use them?”, “What did or did not work well and why?”, and “Please provide us with any additional comments about the session”) to identify strengths of the workshop as well as areas for improvement. For the virtual session, we also asked participants to rate their level of engagement with the large-group and breakout-room components. We calculated frequencies for scaled items using Microsoft Excel and analyzed written comments for major themes. We were particularly interested in determining the percentage of participants who could meet each workshop objective as a result of the workshop versus those who could not meet the objective; therefore, we included only those who selected these options in the denominator of the frequency calculation. Those who could meet an objective prior to the workshop were excluded from the calculations, as our goal was to guide those who lacked a skill prior to attending the workshop. We used a paper evaluation form for the face-to-face offering and an electronic form for the virtual session. We also included an item on engagement for the virtual offering, as there were fewer cues provided to facilitators in the online setting.

The workshop was delivered in person at Learn Serve Lead: the AAMC Annual Meeting in November 2019 and virtually at the GEA Regional Spring Meeting in April 2021. Workshop participants were medical school staff, faculty, and administrators. Fifty-five attendees participated in the in-person workshop, and approximately 150 participants participated in the virtual workshop. The postworkshop survey was completed by 26 individuals from the in-person session (47%) and 34 from the virtual session (23%).

Table 2 provides the frequency of participants’ self-reported ability to perform the workshop objectives relative to not being able to perform them. As a result of participating in the workshop, 80% of the included participants (32) indicated they could distinguish between conceptual frameworks and theories, 86% (32) could apply a conceptual or theoretical framework to a research question, 79% (34) could analyze how the selection of a conceptual or theoretical framework impacts research design, and 68% (27) could evaluate the results of a study through the lens of a conceptual or theoretical framework ( Figure ).

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Participant comments on what did and did not work well and why were categorized by workshop elements, and frequencies for each element were computed based on terms referring to strengths or areas for improvement. The majority of comments highlighted strengths of the workshop, including the small-group/breakout activity (12 participants), having expert facilitators (nine participants), the role-play (seven participants), and the handouts (seven participants). Other positive aspects were the large-group discussion (four participants), use of examples (four participants), and time for questions (two participants). Participants felt the small-group activity, expert facilitators, and role-playing worked well because they were active, hands-on activities. A few participants mentioned areas for improvement, including small-group variability (seven participants), additional terms needing definitions (four participants), overall complexity of the topic (two participants), and wanting more resources (two participants).

Thirty-four virtual workshop participants rated the overall engagement of the large-group presentation and small-group (breakout-room) discussion. The large-group presentation was rated as highly engaging (53%, 18) or engaging (35%, 12) by 88% of participants. The small-group discussion was rated as highly engaging (71%, 24) or engaging (9%, 3) by 80% of participants.

This workshop enabled participants to work in small groups with a facilitator to apply a theory to an example research question and discuss the implications of the effort. The workshop was well received by participants, who mostly reported self-improvement regarding each of the learning objectives and valued the small-group activity, work with facilitators, and observation of the role-play. For facilitators, the workshop offered a unique opportunity to focus teaching on the application of a theoretical or conceptual framework, separate from other aspects of HPE research mentorship. The materials included here provide an accessible avenue for HPE research champions to engage novice researchers at their own institutions in a skill that is challenging to learn and to teach.

Our reflections presented valuable insight on the preparation and execution of a workshop designed to teach about a complex and typically unfamiliar topic. While careful selection of a facilitator and thoughtful preparation of materials generally result in better experiences for learners, in this workshop, those details are particularly important.

The workshop has been designed for novice HPE researchers. As a result, learner questions can be oversimplified, while the answers are nuanced. Facilitators must be able to navigate these conversations as well as hold reasonable goals for the development of learners on this complex topic. Appropriate facilitators for this workshop include those who are comfortable using frameworks in their own research and coaching/mentoring others. Being familiar with more than one theory or conceptual framework that could apply to the case scenario is particularly valuable, as the ability to compare and contrast frameworks is helpful for answering questions and reframing complex answers in an accessible way. Conducting the workshop virtually may assist in recruiting qualified small-group facilitators from other departments or institutions. Prior to each session, facilitators should meet virtually to discuss the facilitators’ guide ( Appendix B ). This allows for discussion of the case vignette and consensus on how to approach potential questions or roadblocks.

We found that small groups struggling to address the discussion questions often did not spend an adequate amount of time exploring SLT in the beginning of the small-group activity. Though we provided a paragraph of text and references describing the theory ( Appendices B and C ), a visual schema could simplify some of the connections and give novice researchers a clearer, more succinct way into the conversation. One potential approach is to use some of the small-group time to develop the schema with participants.

Similarly, comparing the application of one theory to another provides insight into how a study can be viewed through multiple lenses. While many of our facilitators employed this approach, it proved challenging given the timing. One potential approach is to use the theory of planned behavior (reviewed in the introductory slides, Appendix A ) as the comparative theory since it has already been referenced.

The small-group exercise was rated the most valuable. Discussions and pacing varied due to participants’ knowledge and comfort with speaking up and facilitators’ ability to manage the conversation. Therefore, we recommend ensuring adequate time for completing the small-group activity. Specifically, we recommend facilitators be mindful of how much time is allotted to reviewing the theory compared to the amount allotted for the discussion. We suggest sending out the background information on SLT in advance, so that participants have a chance to review the key information prior to the workshop.

We also suggest tailoring the description of the workshop and learning objectives in order to invite the appropriate audience. This may mean novice researchers who have engaged with research or who are currently planning research. Participants do not need to have the same level of knowledge entering the workshop, but because of the emphasis on small-group discussion, wide variation in participants’ knowledge may result in some not obtaining the insight they need to meet the learning objectives.

A common refrain from workshop participants was how to select the right answers to the discussion questions rather than trying to understand how the theory selected impacted the research question. This likely stemmed from a common misconception that there was only one right theory or framework for a research study. Confronting this expectation early in the session (in both the introduction and the small-group activity) is key.

Workshops are inherently limiting in that they can accommodate only a small number of learners. However, given the complexity of this topic, the small number of learners may improve the experience, as conversation can be guided towards specific learner gaps.

This workshop has additional limitations; however, with thoughtful preparation, they can be addressed to ensure a valuable learning experience. First, the workshop requires strong facilitators, which limits workshop size for institutions without access to experienced facilitators. Second, the amount of time needed to complete the workshop requires facilitators to pay careful attention to workshop timing. Third, small-group experiences can vary considerably with facilitator expertise and familiarity with SLT. Thoughtful recruitment and training of facilitators, perhaps relying on experienced facilitators to train new ones, will maximize participant benefit.

Finally, the evaluation data we collected postsession did not adequately account for knowledge or skills that participants had prior to the workshop. While the anecdotal feedback was that most participants were not very knowledgeable or skilled, a pre/post design would have helped clarify this issue. The rating scale forced participants to mark effectiveness items as being performable either prior to or as a result of the workshop. This did not take into account that some participants had prior knowledge or skill and still benefited from the workshop, making interpretation of the responses less clear. Additionally, the evaluation response rate was low, especially for the virtual session, and may not represent the perspectives of all participants.

This workshop has the potential to increase the application of theories and frameworks in HPE research. Frameworks are helpful to organize studies in the context of a greater conversation but are difficult to learn outside of formal educational programs. The workshop enables novice HPE researchers to explore how they might begin integrating frameworks into their work and why doing so is important.

The workshop provides scaffolding for HPE research mentors to introduce frameworks to novice and emerging researchers, and the materials included constitute a valuable reference. In addition, workshops like this one provide support and structure for institutions with few HPE research mentors. Future directions should focus on increasing accessibility of this information to more HPE researchers through the creation of an interactive, online session and a searchable repository of theories and frameworks commonly used in HPE research.

Disclosures

None to report.

Funding/Support

Prior presentations.

Rougas S, Berry A, Bierer B, et al. Practical approaches to applying conceptual and theoretical frameworks to medical education research: a MESRE session. Presented at: Learn Serve Lead: the AAMC Annual Meeting; November 8–12, 2019; Phoenix, AZ.

Rougas S, Berry A, Bierer B, et al. Practical approaches to applying conceptual and theoretical frameworks to medical education research. Presented virtually at: Group on Educational Affairs Regional Spring Meeting; April 20–22, 2021.

Ethical Approval

Reported as not applicable.

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Conceptual Research: Definition, Framework, Example and Advantages

Conceptual Research: Definition

Conceptual research is defined as a methodology wherein research is conducted by observing and analyzing already present information on a given topic. Conceptual research doesn’t involve conducting any practical experiments. It is related to abstract concepts or ideas. Philosophers have long used conceptual research to develop new theories or interpret existing theories in a different light.

For example, Copernicus used conceptual research to come up with the concepts of stellar constellations based on his observations of the universe. Down the line, Galileo simplified Copernicus’s research by making his own conceptual observations which gave rise to more experimental research and confirmed the predictions made at that time.

The most famous example of conceptual research is Sir Issac Newton. He observed his surroundings to conceptualize and develop theories about gravitation and motion.

Einstein is widely known and appreciated for his work on conceptual research. Although his theories were based on conceptual observations, Einstein also proposed experiments to come up with theories to test the conceptual research.

Nowadays, conceptual research is used to answer business questions and solve real-world problems. Researchers use analytical research tools called conceptual frameworks to make conceptual distinctions and organize ideas required for research purposes.

Conceptual Research Framework

Conceptual research framework constitutes of a researcher’s combination of previous research and associated work and explains the occurring phenomenon. It systematically explains the actions needed in the course of the research study based on the knowledge obtained from other ongoing research and other researchers’ points of view on the subject matter.

Here is a stepwise guide on how to create the conceptual research framework:

01. Choose the topic for research

Before you start working on collecting any research material, you should have decided on your topic for research. It is important that the topic is selected beforehand and should be within your field of specialization.

02. Collect relevant literature

Once you have narrowed down a topic, it is time to collect relevant information about it. This is an important step, and much of your research is dependent on this particular step, as conceptual research is mostly based on information obtained from previous research. Here collecting relevant literature and information is the key to successfully completing research.

The material that you should preferably use is scientific journals , research papers published by well-known scientists , and similar material. There is a lot of information available on the internet and in public libraries as well. All the information that you find on the internet may not be relevant or true. So before you use the information, make sure you verify it.

03. Identify specific variables

Identify the specific variables that are related to the research study you want to conduct. These variables can give your research a new scope and can also help you identify how these can be related to your research design . For example, consider hypothetically you want to conduct research about the occurrence of cancer in married women. Here the two variables that you will be concentrating on are married women and cancer.

While collecting relevant literature, you understand that the spread of cancer is more aggressive in married women who are beyond 40 years of age. Here there is a third variable which is age, and this is a relevant variable that can affect the end result of your research.

04. Generate the framework

In this step, you start building the required framework using the mix of variables from the scientific articles and other relevant materials. The research problem statement in your research becomes the research framework. Your attempt to start answering the question becomes the basis of your research study. The study is carried out to reduce the knowledge gap and make available more relevant and correct information.

Example of Conceptual Research Framework

Thesis statement/ Purpose of research: Chronic exposure to sunlight can lead to precancerous (actinic keratosis), cancerous (basal cell carcinoma, squamous cell carcinoma, and melanoma), and even skin lesions (caused by loss of skin’s immune function) in women over 40 years of age.

The study claims that constant exposure to sunlight can cause the precancerous condition and can eventually lead to cancer and other skin abnormalities. Those affected by these experience symptoms like fatigue, fine or coarse wrinkles, discoloration of the skin, freckles, and a burning sensation in the more exposed areas.

Note that in this study, there are two variables associated- cancer and women over 40 years in the African subcontinent. But one is a dependent variable (women over 40 years, in the African subcontinent), and the other is an independent variable (cancer). Cumulative exposure to the sun till the age of 18 years can lead to symptoms similar to skin cancer. If this is not taken care of, there are chances that cancer can spread entirely.

Assuming that the other factors are constant during the research period, it will be possible to correlate the two variables and thus confirm that, indeed, chronic exposure to sunlight causes cancer in women over the age of 40 in the African subcontinent. Further, correlational research can verify this association further.

Advantages of Conceptual Research

1. Conceptual research mainly focuses on the concept of the research or the theory that explains a phenomenon. What causes the phenomenon, what are its building blocks, and so on? It’s research based on pen and paper.

2. This type of research heavily relies on previously conducted studies; no form of experiment is conducted, which saves time, effort, and resources. More relevant information can be generated by conducting conceptual research.

3. Conceptual research is considered the most convenient form of research. In this type of research, if the conceptual framework is ready, only relevant information and literature need to be sorted.

QuestionPro for Conceptual Research

QuestionPro offers readily available conceptual frameworks. These frameworks can be used to research consumer trust, customer satisfaction (CSAT) , product evaluations, etc. You can select from a wide range of templates question types, and examples curated by expert researchers.

We also help you decide which conceptual framework might be best suited for your specific situation.

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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

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/

Written by Jewel Kyle Fabula

in Career and Education , Juander How

Last Updated May 6, 2023 10:37 AM

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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Open access
Published: 25 March 2024

Determining the destination: a co-designed chronic advanced cancer rehabilitation conceptual framework for engagement of individuals with lived experience in rehabilitation research

Naomi Dolgoy 1 , 8 ,
Stephanie Bernard 2 ,
Fleur Huang 3 , 9 ,
Amy Driga 4 ,
Debra Hall-Lavoie 5 ,
Adam Brown 5 ,
Edith Pituskin 6 ,
Alysa Fairchild 9 &
Margaret L. McNeely 7 , 8

Research Involvement and Engagement volume 10 , Article number: 35 ( 2024 ) Cite this article

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Individuals living with chronic advanced cancer (CAC) often face distinct physical, functional, and cognitive issues. Their rehabilitation needs are not yet routinely met, warranting further CAC-specific rehabilitation-based research. Given the complexity of functional and symptom presentations, engagement of individuals living with CAC as partners in the research process is encouraged to better understand the lived perspective. Formal engagement requires both structured approaches and iterative processes. The aim was to co-design a conceptual framework to develop and integrate engagement strategies into rehabilitation research focused on CAC populations.

A multidisciplinary team of authors, including two individuals with lived experience, conducted an implementation-focused descriptive study to inform future research design, including: interviews and follow-up, review of current models and approaches, and development of a co-designed conceptual framework for engaging individuals with lived experience into CAC-specific rehabilitation research.

Emergent themes include shared understanding, transparent appreciation, iterative processes and unique partnership needs. A definition, guiding principles and tools for engagement were identified. In consultation with individuals with lived experience, and application of the emergent themes in context, a conceptual framework to guide the engagement process was developed.

A novel conceptual framework for engaging individuals with lived experience with CAC as partners in rehabilitation research is proposed to facilitate implementation-focused team-based approaches for this population.

Plain Language Summary

Living with chronic advanced cancer (CAC) affects all parts of a person’s life. Rehabilitation, such as physiotherapy, can be necessary. Healthcare data shows that rehabilitation needs of people with CAC are not yet being regularly met and that more research in this area is needed. Because CAC is complex and impacts each person differently, having people with CAC included as partners on the research team will likely help researchers better understand and explain rehabilitation needs of people with CAC.

Our group of authors include different healthcare professionals, researchers, and two individuals with lived experience. Together, we carried out an implementation study and designed a framework to guide other researchers in including individuals living with CAC on research teams.

We found that important themes for individuals with lived experience were: shared understanding, transparent appreciation, iterative processes (such as back and forth communication) and unique partnership needs.

We titled the conceptual framework a “ Co -designed Chronic ADV anced C ANC er R e habilitation” or “Co-ADVANCE” for short.

Peer Review reports

Half of North Americans will be diagnosed with cancer in their lifetime [ 1 ]. Cancer survivors are commonly considered as individuals who have completed curative-intent therapy, with ongoing care focusing on surveillance [ 2 ]. Historically, systemic therapy for many incurable cancers rarely extended life beyond one year [ 3 ]. Improved understanding of molecular drivers of malignancy has resulted in exponential medical developments targeting actionable mutations, revolutionizing treatment of many advanced cancers [ 4 ]. As a result, an entirely new survivor population has emerged—people living with incurable cancer who are receiving ongoing, recurrent, or episodic treatments [ 5 , 6 , 7 ].

Individuals live for years with chronic advanced cancer (CAC), requiring regular outpatient visits and self-management around anti-cancer maintenance treatment [ 7 ]. Side effects of treatment commonly magnify over time, producing a range of non-uniform and unpredictable toxicities [ 8 ]; treatment decisions must balance impacts on symptom burden and function [ 9 ].

Current rehabilitative programming in oncology typically addresses acute impairments or palliative diagnoses [ 5 , 7 ]. Supportive and rehabilitation-related needs for those living with long-term side effects of CAC are not easily generalizable from existing paradigms [ 7 ]. Thus there is a need for evidence on effects of rehabilitation interventions to optimize function and reduce symptom burden in this population.

Patient engagement (PE) strategies within the research process provide opportunity for individuals with lived experience (IWLE) to have their concerns and unmet needs addressed through advancements in clinical interventions informed by the research. In a research context PE refers to active participation of IWLE in research processes, including consultive and collaborative roles as informed, involved and empowered members of research teams. PE research approaches may be critical in advancing rehabilitation delivery by involving IWLE with CAC in designing and implementing research interventions [ 10 , 11 ]. This engagement in research is expected to result in better fit between healthcare provision and those who receive it, ultimately creating more effective and efficient patient outcomes. Despite increases in the breadth of literature on methods for engagement over the past decade, a validated theoretical and practical framework for best methods and impacts of PE in the context of rehabilitation settings is still lacking [ 12 ]. A recent systematic review of frameworks for supporting involvement of IWLE and members of the public at large in research included 65 frameworks with different sources, intended purposes, and strengths and limitations [ 13 ]. The authors suggest use of a menu of evidence-based resources, utilizable by research teams to co-design their own frameworks, that consider power-sharing, priority setting, patient involvement methods, reporting guidelines, and measures to support partnerships.

With the overarching intent of guiding the integration of PE strategies for future cancer rehabilitation research, the objective of this paper was to co-design a conceptual framework to develop and integrate PE strategies into rehabilitation research focused on CAC populations.

Our multidisciplinary team (including IWLE, researchers, physiotherapists, occupational therapists, nurses, oncologists) completed the following steps: 1) semi-structured interviews, 2) narrative review of PE principles in clinical research, including definitions, published models and frameworks; 3) co-design of a conceptual framework to operationalize patient-oriented oncology rehabilitation research involving IWLE with CAC. Table 1 depicts our team details.

Step 1) Patient and clinical experiences

Using semi-structured interviews, IWLE with CAC were consulted to identify key concerning issues from their lived experiences with rehabilitative services. Group discussion of clinical experiences identified limitations in how best to support individuals living with CAC for ongoing physical functioning. The perspective of IWLE as members of research teams to inform research was suggested as an essential first step, both in developing this paper, and across research. Results from this first step are apparent through the quotes in this paper and the conceptual framework. These partnerships consisted of two groups. Group one included two individuals who contributed as team members from conception to dissemination; these two individuals (DHL, AB) are living with CAC, having undergone and completed anti-cancer treatments. Group two consisted of four individuals living with metastatic disease and currently undergoing anti-cancer treatments, who acted as consultants, offering iterative independent feedback across the stages of framework development and design.

Step 2) Narrative review

Narrative review of the literature on definitions, models and frameworks of PE strategies in health research was performed, noting commonalities and gaps within the context of CAC. This review helped identify theoretical foundations of the proposed conceptual framework.

Step 3) Co-design of a conceptual framework for engagement of IWLE in oncology rehabilitation research

From findings of the previous two steps, an initial proposal for a conceptual framework was developed. All authors shared in conceptualization and development. The agreed upon initial draft was reviewed with group two. Engagement at this step ensured that perspectives of individuals with advanced disease, both current and past, are included in the framework design. Independent feedback was used to adapt and modify the framework, with ongoing iterative feedback provided through our authorship team to reach consensus.

Both groups of IWLE shared their experiences with engagement, in terms of participation in research, and importance of being included in the process and establishment of engagement.

Emergent themes are listed with guiding quotations from all groups of IWLE below:

Shared understanding : the importance of being actively engaged in a two-way process with researchers, particularly when clinical research protocols are being developed, was identified. With longer life expectancies and ongoing cancer treatment, IWLE with CAC need to be actively engaged throughout the research process, rather than passively consulted only at the start and/or conclusion. Both groups shared that token engagement only to make the research appear to have patient involvement should be avoided. Examples of solid relationships, as suggested by both groups include: understanding their health challenges, establishing tailored agreements for involvement in research or intervention development; facilitating research partnerships focusing on improvements for future patients.

“Recognize the experience of advanced cancer patients is very unique.”

Transparent appreciation : focusing on recognition in approaches to partnerships and contributions to ensure IWLE are comfortable in their roles and celebrated as part of teams. Both groups suggest this may include forms of compensation, authorship, and/or transparent acknowledgement of time and effort that individuals expend in research engagement.

“We want to clearly understand upfront, how and what the research is attempting to measure, what specifically is required and expected from us.”

Iterative processes : Both groups identified the need to feel like embedded research team members, rather than peripheral members. They suggest relationship and trust building approaches to PE require iterative processes, with ongoing dialogue to ensure that processes continue to be beneficial for all team members. Unique to CAC, both groups of IWLE identified the need for consideration of the disease prognosis and their ongoing health in establishing roles and requirements.

“Frank discussion upfront on suitability to participate: are you well enough? It is important to ask regularly how we are doing; we may not tell you otherwise.”

Unique partnership needs of the CAC population : Engagement research presents opportunities for a spectrum of roles for IWLE, including principal investigators piloting the research. However, in the CAC population, the roles presented as unique and potentially counter to the overarching principles of engagement research; both groups reported preference for reduced roles on the research team, sharing that while they felt they could provide “lived experience”, health-limitations impacted directive engagement. This emergent theme was extremely valuable in explaining the distinct nature of CAC, and the need for engagement to match health-related status.

“We may not want to ‘fly the plane’ but could serve as navigators in determining the destination.”

Step 2) Narrative review—patient engagement theoretical framework

Through narrative review and development of a theoretical framework, our multidisciplinary team identified 1) a definition for PE, 2) guiding principles for PE, and 3) tools for planning, conducting and evaluating the impacts of PE.

Definition for PE: Varying nomenclatures, purposes, theories, and definitions across major health research funding bodies blur the literature on PE in research [ 11 , 14 , 15 , 16 , 17 , 18 ]. In 2020, Harrington et al. conducted a systematic review of definitions of PE in research [ 19 ]. The authors propose adoption of a consensus definition of PE in research:

“The active, meaningful, and collaborative interaction between patients and researchers across all stages of the research process, where research decision making is guided by patients’ contributions as partners, recognizing their specific experiences, values, and expertise.” (Harrington, 2020; pg.682)

Guiding Principles for PE: Three guiding principles were determined. A first guiding principle underlying the proposed framework is that PE strategies should be applicable to all, or as many, research activities as possible. IWLE can assume varying roles in the research team, i.e., they can collaborate from setting research priorities to disseminating data. At the research planning and design stages, their input ensures that their needs are incorporated into the research agenda, and that research priorities focus on valid patient concerns [ 20 ]. Their engagement will influence the final design of outcomes and interventions, facilitate recruitment and data collection, and enrich data analysis. At the final stages of research, they can co-develop implementation and dissemination strategies. A second guiding principle for the framework is that options for varying degrees of commitment should be planned and made available. By displaying the different levels of engagement to choose from, there is less chance that individuals will self-exclude from working on the project because of poor fit. Frequent communication is recommended to validate and reassess that levels of engagement continue to be desirable and achievable. Figure 1 highlights the levels of engagement across the research continuum, showcasing lower versus higher levels of PE and corresponding roles [ 21 ]. A third guiding principle for this framework refers to best research practices for Equity, Diversity and Inclusivity [ 22 ]. Proactive consideration of the accessibility of the research setting, resources, and equipment available, in addition to a review of recruitment materials’ language and geographic distribution, are examples of recommended strategies to avoid systematic exclusion of potential engagement partnerships. Figure 1 includes a guiding quotation from group two.

Engagement across the research continuum

Tools: For rehabilitation research in CAC, two frameworks, one evaluation tool and one checklist were identified: the Patient Engagement in Research (PEIR) Conceptual Framework, the FIRST (facilitate, identify, respect, support, train) Model, the Public and Patient Engagement Evaluation Tool (PPEET) and the Guidance for Reporting Involvement of Patients and the Public (GRIPP) Checklist. PEIR extends beyond guiding principles of engagement, providing guidance and practical details on aspects of engagement in clinical research to ensure meaning for partnerships [ 23 ]. FIRST was developed to guide stakeholder involvement in health research at levels of patient and healthcare professionals, given its focus on practical components that facilitate equal collaboration and shared decision-making between IWLE and researchers [ 24 ]. PPEET evaluation tool was utilized to assess engagement of individuals, projects and organizations [ 12 ]. The GRIPP and GRIPP2 checklists were utilized for planning engagement to ensure comprehensive process and reporting [ 13 ]. Both short and long versions of GRIPP2 aim to further the evidence on patient engagement in context. Table 2 reports on our utilization of PE via the GRRIP2 checklist.

Step 3) Conceptual framework for engagement of IWLE with CAC

Figure 2 showcases our conceptual framework, titled “Co-designed Chronic ADVanced CANCer REhabilitation” or “Co-ADVANCE”, designed using a collaborative approach, wherein current models were used, and authors were asked to provide iterative feedback throughout the process. Figure 2 includes guiding quotations from both groups.

Proposed Co-designed Chronic ADVanced CANCer REhabilitation (“Co-ADVANCE”) conceptual framework, with guiding input from individuals with lived experience

The Co-ADVANCE framework combines current frameworks, a rehabilitation lens, theoretical constructs, and input from experiential, clinical, and research expertise. Co-ADVANCE focuses on unique needs of the CAC population, such that flexibility and adaptability are crucial, given the ever-changing nature of disease and symptom-burden within this population. The framework underwent four rounds of review within our team, ensuring it clearly reflects an appropriate direction for PE across rehabilitation research in cancer care.

As Fig. 2 depicts, the following key elements (in no particular order) are considered essential to teams developing PE parameters within rehabilitation research: training and support, respect and acknowledgement, contributions, benefits, facilitation and interaction, communication, transparency of procedures, and research accessibility.

With limited PE in CAC rehabilitation research to draw from, reflection on engagement experiences and evidence from other areas of health research offer a foundation to explore and address this gap. Engaging IWLE with CAC throughout the rehabilitative care continuum—starting with early identification of needs and priorities, followed by development and implementation of research approaches addressing those needs, to ultimately clinical delivery of related services at the end of the pathway—has the potential to reinforce the voice of IWLE along all aspects of the rehabilitative care continuum [ 25 ]. The Co-ADVANCE framework aims to guide upcoming oncology rehabilitation in engaging IWLE with CAC as research partners.

Preparation and readiness

Despite limited literature specific to engagement within the CAC population, there is empiric evidence from other aspects of patient and cancer care, as early as the research planning phase [ 26 , 27 ]. Introspection must be carried out by members of the research team before starting collaborations with patient partners; this reflection allows researchers to identify potential obstacles that could limit or hinder partnerships. Potential barriers can be found in several areas, such as choice of wording, resource allocation, and task management. By addressing those obstacles a priori, research teams minimize IWLE’s need for accommodations or restrictions on their ability to contribute fully and meaningfully. For instance, as consequence of ongoing cancer treatments, CAC patients often deal with various physical impairments, peripheral neuropathies, fatigue, memory loss, communication difficulties, etc. Planning carefully how to best welcome and support IWLE with CAC requires favoring open and transparent communication about health and wellbeing, targeting equity, diversity and inclusion, and empowering IWLE throughout their engagement. The benefits will be mutual for partners and researchers, including diverse inclusive teams with potential for richer research innovation [ 28 ].

Lived experience and public involvement

Early engagement of IWLE allows for different approaches to conducting research through experiential expertise [ 29 ]. Building equitable relationships between researchers and IWLE creates multifaceted teams, ensuring that research and dissemination approaches are meaningful to the population being explored and meet that populations’ needs. It also ensures that IWLE have opportunity to contribute according to their expectations and abilities. The different possible levels of engagement need to be offered, supported, and respected for meaningful contribution and good fit.

With research activities having potential to benefit from involvement of IWLE, PE strategies can be carefully planned throughout research stages. Specifically, health issues may force unexpected changes in availabilities or team membership, and treatment needs may be less chronological than in acute or palliative cancer populations [ 30 ]. Team composition must therefore be viewed dynamically and checked routinely [ 30 ]. Biases and power imbalances, real or perceived, must be proactively addressed to avoid unintended marginalization, tokenism, and to ensure that both new and existing patient partners are effectively engaged [ 10 , 26 , 31 ]. Frequent and open communication ensures that patient partners develop a sense of team belonging and remain fully informed and engaged; however, communication must be balanced with selection of convenient approaches. Meaningful engagement is built on shared interactions, celebrated uniqueness, and mutual trust [ 15 , 26 , 32 , 33 , 34 , 35 , 36 ]. As such, preference for communication (oral, virtual, telephone or written), must be discussed to foster security and comfort, promoting true openness and valuable exchanges amongst members. For example, IWLE on this paper preferred a combination of written responses and 1:1 communication, and so meetings were scheduled to best fit their preferences and needs. Namely, supporting IWLE’s time and expertise goes beyond offering accommodations and availability of support staff; it should involve appropriate financial consideration of compensating time, any expenses incurred, and contribution to the research [ 37 ].

Dissemination: Implementation through engagement

In CAC populations, implementation must coordinate and communicate mechanisms, drawing on cross-cutting and intersectionality [ 38 , 39 , 40 ]. Patient partners become part of the research collective [ 10 ]. As engagement often aligns with implementation principles, patient partners support the transition of research to clinical contexts [ 27 ]. Notably, IWLE have cancer and clinical experiences to share—in doing so, they give voice and perspective to applicability of research into clinical practice, and validation of research relevance. They can contribute beyond their experiential knowledge of disease and treatment; dissemination strategies can be reinforced by their other skills, including: writing and communication abilities, knowledge of the community, and relationships and networks. Pairing implementation research with engagement models or frameworks offers great potential in ensuring partnerships are maintained as vital to research, and engagement continues throughout the process, aligning healthcare delivery goals, rehabilitation, and research. Emergent literature supports the adoption of models of practice and approaches that consider IWLE with CAC as integral team members [ 41 , 42 ]. Our project is an example of using the PE approach to develop tools for implementation into research practice.

Assessing PE strategies

Effective PE strategies should be measurable processes leading to positive research outcomes. Essentially, when supporting engagement of IWLE with CAC, formal measurement and reporting of engagement processes, including recognizing partnership value and contributions, are vital to maintaining quality engagement throughout research [ 26 , 43 ]. Because of the sparsity of PE methods in cancer rehabilitation research with IWLE with CAC, it is essential that future research contribute to developing the evidence base in this field. A measurement tool to assess engagement experience also allows research teams interested in integrating PE practices to consistently evaluate processes, showing awareness of shortcomings, and readjusting throughout the stages of research [ 12 ].

Strengths and limitations

Strengths of this research include: involvement of IWLE with CAC in process and writing; use of a stringent scientific approach (semi-structured interviews, narrative review) in gathering information; shared knowledge from a multidisciplinary team of authors; iterative process of feedback and adaptation to reach consensus. A number of limitations are acknowledged including the scarcity of research and published literature on engagement of IWLE with CAC relative to rehabilitation interventions, and variability in both engagement and CAC terminology.

Clinical relevance

Further clinical research application of the Co-ADVANCE framework is necessary; we intend to pilot test Co-ADVANCE in upcoming studies, and share the findings and usability of our proposed framework amongst researchers focusing on CAC and rehabilitation interventions.

Currently, limited partnerships involving IWLE with CAC present in rehabilitation research. Including IWLEwith CAC as research partners promotes planned research relevant to and prioritized by those living with CAC. The proposed Co-ADVANCE conceptual framework for engaging IWLE with CAC in rehabilitation research is intended to guide future research, increasing opportunities for engaging and empowering IWLE to navigate their roles through research and dissemination.

Availability of data and materials

All relevant models and materials are presented within the manuscript; for transparency, patient-participant quotations have been included throughout the manuscript and within the figures.

Abbreviations

Chronic advanced cancer

Individuals with lived experience

Patient Engagement

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Acknowledgements

We wish to acknowledge Alberta Health Services Engagement & Patient Experience as well as Volunteer Resources groups for facilitating the initial relationship with DHL and AB.

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Department of Occupational Therapy, University of Alberta, Edmonton, AB, Canada

Naomi Dolgoy

École des sciences de la réadaptation, Faculté de Médecine, Université Laval, Quebec City, Canada

Stephanie Bernard

Department of Radiation Oncology, Cross Cancer Institute, Edmonton, AB, Canada

Fleur Huang

Alberta Health Services, Edmonton, AB, Canada

Individuals With Lived Experience, Edmonton, AB, Canada

Debra Hall-Lavoie & Adam Brown

Faculty of Nursing, Department of Oncology, Cross Cancer Institute and University of Alberta, Edmonton, AB, Canada

Edith Pituskin

Department of Physical Therapy, Department of Oncology, Cross Cancer Institute and University of Alberta, Edmonton, AB, Canada

Margaret L. McNeely

Cancer Rehabilitation Clinic, University of Alberta, Edmonton, AB, Canada

Naomi Dolgoy & Margaret L. McNeely

Faculty of Medicine and Dentistry, Department of Oncology, University of Alberta, Edmonton, AB, Canada

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All authors (ND, SB, FH, AD, DHL, AB, EP, AF, MLM) contributed to the conception, design, and development of this manuscript. Authors DHL and AB contributed their personal experiences to the creation of this manuscript and model. Authors ND, SB, and MLM facilitated the patient engagement opportunities and feedback. All authors (ND, SB, FH, AD, DHL, AB, EP, AF, MLM) participated in the writing and/or revision of the manuscript. All authors (ND, SB, FH, AD, DHL, AB, EP, AF, MLM) agreed to the submission of this manuscript for publication.

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Dolgoy, N., Bernard, S., Huang, F. et al. Determining the destination: a co-designed chronic advanced cancer rehabilitation conceptual framework for engagement of individuals with lived experience in rehabilitation research. Res Involv Engagem 10 , 35 (2024). https://doi.org/10.1186/s40900-024-00566-2

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Conceptual Framework
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 ...
Literature Reviews, Theoretical Frameworks, and 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.
PDF CHAPTER CONCEPTUAL FRAMEWORKS IN RESEARCH distribute
the conceptual framework, as well as the process of developing one, since a conceptual framework is a generative source of thinking, planning, conscious action, and reflection throughout the research process. A conceptual framework makes the case for why a study is significant and relevant
What is a Conceptual Framework and How to Make It (with Examples)
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 ...
Building a Conceptual Framework: Philosophy, Definitions, and Procedure
Current usage of the terms conceptual framework and theoretical framework are vague and imprecise. In this paper I define conceptual framework as a network, or "a plane," of interlinked concepts that together provide a comprehensive understanding of a phenomenon or phenomena. The concepts that constitute a conceptual framework support one another, articulate their respective phenomena, and ...
Conceptual Framework: Definition, Tips, and Examples
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.
Conceptual Framework: Step-by-Step Guide with Examples
A conceptual framework is a structure or a set of concepts and principles that guide and inform a research study. It serves as a foundation for understanding the research problem and for making decisions about how to investigate it. ... Components of a conceptual framework in research There are several components this model typically includes ...
PDF Conceptual Framework
For this reason, the conceptual framework of your study—the system of concepts, assumptions, expectations, beliefs, and theories that supports and informs your research—is a key part of your design (Miles & Huberman, 1994; Robson, 2011). Miles and Huberman (1994) defined a conceptual framework as a visual or written product,
Conceptual Framework ~ How to Develop it for Research
The conceptual framework is a model used to show the relationship between the independent vs. dependent variables in a research problem. Researchers consider several variables in a conceptual framework, including control variables, mediating variables, and monitoring variables. It is important to identify control variables in a conceptual ...
What is a Conceptual Framework?
A conceptual framework is an underrated methodological approach that should be paid attention to before embarking on a research journey in any field, be it science, finance, history, psychology, etc. A conceptual framework sets forth the standards to define a research question and find appropriate, meaningful answers for the same.
Conceptual Framework
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 ...
(Pdf) Theoretical and Conceptual Frameworks in Research: Conceptual
conceptual and theoretical frameworks. As conceptual defines the key co ncepts, variables, and. relationships in a research study as a roadmap that outlines the researcher's understanding of how ...
Step 5
The conceptual framework consists of the ideas that are used to define research and evaluate data. Conceptual frameworks are often laid out at the beginning of a paper or an experiment description for a reader to understand the methods used (Mensah et al., 2020).
Conceptual Models and Theories: Developing a Research Framew
Conceptual Framework in Research. Conceptual models and theories serve as the foundation on which a study can be developed or as a map to aid in the design of the study (Fawcett, 1989). ... The definitions of the concepts in the model have to be understood to enable the researcher to formulate her/his study framework which can be integrated ...
What Is a Conceptual Framework?
Developing a conceptual framework in research. 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 ...
Problem Statement, Conceptual Framework, and Research Questi ...
For example, the conceptual framework and research question would be different for a formative evaluation study than for a summative study, even though their variables might be similar. ... Scholars argue that a conceptual or theoretical framework always underlies a research study, even if the framework is not articulated. 5 This may seem ...
Theoretical vs Conceptual Framework (+ Examples)
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.
Applying Conceptual and Theoretical Frameworks to Health Professions
The framework should resonate with the researcher and the conceptual heritage of the project 16 and be used in every part of the research process from development of the research question and methodology to analysis of the results and discussion of study findings. 12,13 Researchers often lose sight of this guiding principle once the theory or ...
Theoretical and Conceptual Framework: Mandatory Ingredients of A
Theoretical and conceptual frameworks play a crucial role in research, providing a foundation for the study, guiding the research process, and establishing its credibility (Oppong, 2013; Adom et ...
Conceptual Research: Definition, Framework, Example and Advantages
Conceptual research framework constitutes of a researcher's combination of previous research and associated work and explains the occurring phenomenon. It systematically explains the actions needed in the course of the research study based on the knowledge obtained from other ongoing research and other researchers' points of view on the ...
How To Make Conceptual Framework (With Examples and Templates)
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
A Step-by-Step Process of Thematic Analysis to Develop a Conceptual
The conceptual model, grounded in a theoretical framework, also serves as a justification for the theoretical contribution of the study (Naeem & Ozuem, 2022a). Hence, researchers must exercise diligence and intellectual rigor in developing their conceptual models and leverage the strengths of thematic analysis and the specific research ...
Determining the destination: a co-designed chronic advanced cancer
A multidisciplinary team of authors, including two individuals with lived experience, conducted an implementation-focused descriptive study to inform future research design, including: interviews and follow-up, review of current models and approaches, and development of a co-designed conceptual framework for engaging individuals with lived ...
Healthcare
Methods: A conceptual evaluation of 100 nutritional intervention studies for adult malnutrition was conducted based on data from a recent umbrella review (patient population of mean age > 60 years). The complexity of interventions was categorized using the Medical Research Council 2021 Framework for Complex Interventions.
Conceptual framework for the study.
Download scientific diagram | Conceptual framework for the study. from publication: Influence of organisational climate on public service employee physical health | Background: The working ...

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What Is a Conceptual Framework? | Tips & Examples

Table of contents

Moderating variables

Mediating variables

Moderator vs. mediator

Control variables

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What is a good example of a conceptual framework?

Make research less tedious

Clarify research goals and objectives

Provide a theoretical basis for the study

Guide the research design

Step 1: Choose the research question

Step 2: Select the independent and dependent variables

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Step 3: Visualize the cause-and-effect relationship

Step 4: Identify other influencing variables

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Conceptual Framework – How to Develop it for Research

Conceptual Framework – In a Nutshell

Definition: Conceptual framework

Conceptual framework: Independent vs. Dependent variables

Conceptual framework: Moderating variables

Conceptual framework: Mediating variables

Conceptual framework: Control variables

What is the conceptual framework in research?

What are control variables?

Where are conceptual frameworks used?

What is a moderating variable in a conceptual framework?

What is a Conceptual Framework?

What are frameworks in research?

Definition of a conceptual framework

What should be included in a conceptual framework?

How to make a conceptual framework

Example of a conceptual framework

Important takeaways

Final thoughts

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Defining The Conceptual Framework

What is it?

What does it do?

What should be in it?

How to make a conceptual framework

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

Conceptual Framework Research

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Research Process Guide

Step 5: Choosing a Conceptual or Theoretical Framework

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What Is a Conceptual Framework? | Tips & Examples

Table of contents

Moderating variables

Mediating variables

Moderator vs mediator

Control variables

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Theoretical vs Conceptual Framework

Overview: Theoretical vs Conceptual

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