thesis conceptual framework chapter

Educational resources and simple solutions for your research journey

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

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

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

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

Table of Contents

What is a Conceptual Framework in Research

Definition of a conceptual framework.

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

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

Figure 1: Definition of a conceptual framework explained diagrammatically

Conceptual Framework Origin

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

Purpose and Importance of a Conceptual Framework in Research

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

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

What to Include in a Conceptual Framework

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

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

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

How to Make a Conceptual Framework

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

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

In short, the steps are as follows:

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

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

Developing a Conceptual Framework

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

1. Identify a research question

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

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

 2. Choose independent and dependent variables

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

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

3. Consider cause-and-effect relationships

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

4. Identify other influencing variables

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

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

Example of a Conceptual Framework

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

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

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

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

Key Takeaways

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

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

Frequently Asked Questions

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

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

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

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

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

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

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

What is a confounding variable?

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

What is a control variable?

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

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of research at your fingertips.  

Try R Discovery Prime FREE for 1 week or upgrade at just US$72 a year to access premium features that let you listen to research on the go, read in your language, collaborate with peers, auto sync with reference managers, and much more. Choose a simpler, smarter way to find and read research – Download the app and start your free 7-day trial today !  

Related Posts

Research in Shorts: R Discovery’s New Feature Helps Academics Assess Relevant Papers in 2mins 

How Does R Discovery’s Interplatform Capability Enhance Research Accessibility 

• Link to facebook
• Link to linkedin
• Link to twitter
• Link to youtube
• Writing Tips

How to Make a Conceptual Framework

6-minute read

• 2nd January 2022

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

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

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

What Is In a Conceptual Framework?

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

Steps to Developing the Perfect Conceptual Framework

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

1. Pick a Question

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

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

2. Conduct a Literature Review

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

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

3. Identify Your Variables

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

Independent Variables

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

Dependent Variables

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

Next, there are control variables.

Control Variables

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

Finally, there are intervening and extraneous variables.

Find this useful?

Subscribe to our newsletter and get writing tips from our editors straight to your inbox.

Intervening Variables

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

Extraneous Variables

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

4. Create Your Conceptual Framework

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

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

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

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

Finally, introduce the intervening and extraneous variables. 

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

Are Conceptual Frameworks and Research Paradigms the Same?

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

Where is the Conceptual Framework Located in a Thesis?

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

Can a Conceptual Framework be Used in a Qualitative Study?

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

Expert Proofreading for Researchers

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

Share this article:

Post A New Comment

Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.

5-minute read

Free Email Newsletter Template (2024)

Promoting a brand means sharing valuable insights to connect more deeply with your audience, and...

How to Write a Nonprofit Grant Proposal

If you’re seeking funding to support your charitable endeavors as a nonprofit organization, you’ll need...

9-minute read

How to Use Infographics to Boost Your Presentation

Is your content getting noticed? Capturing and maintaining an audience’s attention is a challenge when...

8-minute read

Why Interactive PDFs Are Better for Engagement

Are you looking to enhance engagement and captivate your audience through your professional documents? Interactive...

7-minute read

Seven Key Strategies for Voice Search Optimization

Voice search optimization is rapidly shaping the digital landscape, requiring content professionals to adapt their...

4-minute read

Five Creative Ways to Showcase Your Digital Portfolio

Are you a creative freelancer looking to make a lasting impression on potential clients or...

Make sure your writing is the best it can be with our expert English proofreading and editing.

Introduction

In the realm of doctoral research, the development of a conceptual framework stands as a pivotal component, marking the transition from theoretical understanding to practical investigation. This framework serves as the backbone of a research study, providing a structured approach to exploring complex research questions. It is essentially a conceptual map that guides researchers in elucidating the relationships among various variables defined in their research title and questions.

The process of constructing a conceptual framework involves an intricate interplay of theory and application. It begins with a thorough dissection of the research title and questions, delving deep into each element to unearth the underlying variables and their potential interconnections. This preliminary step is crucial, as it sets the foundation upon which the entire framework is built.

Following this, a comprehensive literature review becomes essential. This phase is not just about gathering information; it’s about critically analyzing existing theories and models related to the research topic, and identifying any gaps or shortcomings in the current knowledge. This step ensures that the framework is grounded in existing scholarship, providing a robust base for the study.

The choice of a theoretical framework is perhaps one of the most critical decisions in this process. This framework acts as a lens through which the research is viewed, interpreted, and understood. It should align seamlessly with the research questions and objectives, providing a clear pathway to explore and understand the identified variables.

Defining and clarifying these variables is the next crucial step. This involves distinguishing between independent and dependent variables and providing operational definitions for each. This clarity is vital for the framework’s effectiveness, as it dictates how the research will be conducted and how data will be interpreted.

The actual development of the conceptual framework involves synthesizing all these elements into a coherent, visual representation. This representation not only illustrates the relationships between the variables but also serves as a guide throughout the research process, ensuring that every aspect of the study remains focused and aligned with the overall research objectives. Here’s a detailed guide to developing a conceptual framework based on your research title and questions.

Step 1: Understanding Your Research Title and Questions

Analyzing the Research Title

The initial step in constructing a conceptual framework is to analyze your research title meticulously. This analysis is crucial as it lays the groundwork for your entire study. The research title often encapsulates the core essence of your study, and dissecting it helps in identifying the key variables around which your research will revolve.

• Identifying Key Concepts : Start by pinpointing the primary concepts or themes inherent in your title. These are usually the nouns or noun phrases that hint at the main focus of your study.
• Understanding Variable Relationships : Look for any verbs or action words in your title that suggest a relationship between these key concepts. These verbs often indicate the nature of the study, such as an examination, comparison, analysis, or exploration.
• Contextualizing the Study : Consider any contextual elements present in the title, such as specific geographical locations, time periods, or populations. These elements frame your study and can significantly influence the direction of your research.

Dissecting the Research Questions

After analyzing the research title, the next step is to dissect your research questions. Each question should be examined to understand the specific aspects of the key concepts that you will investigate.

• Main and Sub-Variables Identification : Break down each question to identify the main variables (these could be the subjects or main concepts of your study) and sub-variables (these could be specific aspects or characteristics of the main variables). For instance, in a question like “How does social media usage impact academic performance among college students?”, the main variables are ‘social media usage’ and ‘academic performance’, while ‘college students’ is a sub-variable providing the population context.
• Objective of Each Question : Determine what each question aims to achieve or uncover. Is it seeking to establish a cause-and-effect relationship, understand a phenomenon, or describe a situation? This understanding will guide how you approach these variables in your conceptual framework.
• Questions Alignment with the Research Title : Ensure that your research questions are in line with the concepts and context outlined in your research title. They should be seen as an extension of the title, delving deeper into the specifics of the study.

By thoroughly understanding your research title and questions in this manner, you create a solid foundation upon which to build your conceptual framework. This understanding ensures that your framework is closely aligned with your research objectives and adequately addresses the key aspects of your study.

Step 2: Literature Review

Conduct a comprehensive literature review.

• Explore Theories and Models : Look for existing theories and models related to your research topic. Analyze how these theories explain the variables in your study.
• Identify Gaps : Note where current theories or models fall short in explaining your research questions or title.

Step 3: Choose Your Theoretical Framework

Conducting a Comprehensive Literature Review

A thorough literature review is a critical step in developing your conceptual framework. It involves an extensive exploration and analysis of existing scholarly work related to your research topic. This process not only informs you of the current state of knowledge in your area of study but also helps in grounding your research in established theories and models.

• Exploring Theories and Models : Begin by identifying and examining relevant theories and models that have been previously developed in your field. Pay close attention to how these theories explain the variables and concepts that are central to your research. For instance, if your research is about organizational behavior, you might explore theories related to leadership styles, employee motivation, or workplace culture. The aim is to understand the theoretical underpinnings that could potentially guide your research.
• Analyzing the Theoretical Fit : Assess how well these theories and models align with your research questions. Do they provide a comprehensive explanation of the phenomena you are studying, or are there aspects that they do not fully address?
• Identifying Gaps : One of the most crucial aspects of the literature review is to identify gaps in the existing research. These gaps could be in terms of unexplored variables, insufficient evidence, limited scope, or even contradictory findings in existing studies. Note any areas where current theories or models fall short in explaining your research questions or title. These gaps will not only justify the need for your study but also guide you in framing your conceptual framework in a way that addresses these unexplored or under-explored aspects.

A comprehensive literature review sets the stage for a well-informed conceptual framework. By critically analyzing existing literature, you lay a solid foundation for your research, ensuring that your conceptual framework is both relevant and robust, effectively bridging existing knowledge and your unique research inquiry.

Step 4: Define Key Variables and Constructs

Clarifying Variables and Constructs in Research

A crucial phase in formulating a conceptual framework is the clear definition of key variables and constructs. This clarity not only enhances the precision of your research but also guides the methodology and analysis.

• Identifying Independent and Dependent Variables : Begin by distinguishing between independent and dependent variables within your study. Independent variables are those that you predict will influence other variables, while dependent variables are those expected to be influenced or changed. For instance, in a study examining the effect of training on employee productivity, ‘training’ would be the independent variable, and ’employee productivity’ would be the dependent variable. This distinction is crucial as it sets the foundation for your research design and data analysis.
• Operational Definitions : Once you have identified the variables, it’s important to provide operational definitions for each. An operational definition explains how a variable or construct will be measured and observed in your study. It translates abstract concepts into measurable entities. For example, if ‘stress’ is a variable in your study, how will you define and measure it? Will it be through self-reported surveys, cortisol levels, or another method? These definitions should be clear, concise, and specific, making it easier for anyone reading your research to understand exactly what you mean by each term.

Defining your variables and constructs with precision is a vital step in research preparation. It not only ensures that your study is methodologically sound but also aids in clear communication of your research to the academic community. Accurate definitions lead to more reliable and valid results, contributing significantly to the overall quality of your research.

Step 5: Develop Your Conceptual Framework

Creating a Visual Representation of Variable Relationships

The development of a conceptual framework involves synthesizing your understanding of the research topic, literature review and identified variables into a coherent visual model. This model illustrates the hypothesized relationships and interactions between the various elements of your study.

• Drawing a Diagram : Begin by creating a diagram that visually represents how the variables in your study are interrelated. This diagram serves as a map of your research territory. It should include all the key constructs and variables you have identified and show the presumed relationships between them. For instance, arrows can be used to depict the direction of influence between independent and dependent variables. The diagram doesn’t have to be complex but should be clear and easy to understand, accurately reflecting the theoretical underpinnings and assumptions of your study.
• Explaining the Relationships : Accompany your diagram with a narrative that elucidates the relationships depicted. This explanation should detail how each variable or construct in the diagram interacts with others and the nature of these interactions. For example, if your research investigates the impact of digital literacy (independent variable) on academic performance (dependent variable), your narrative should explain the theoretical basis for this relationship, any mediating or moderating variables, and how these interactions align with your research questions.
• Ensuring Alignment with Research Components : It’s crucial that your conceptual framework aligns cohesively with your research title, questions, and theoretical framework. Ensure that the relationships portrayed in the diagram are a direct reflection of your research questions and that they are grounded in the theoretical framework established from your literature review. This alignment ensures consistency across your research and reinforces the validity of your proposed study.

Developing a conceptual framework is a creative yet methodical process. It requires the researcher to not only visualize the theoretical aspects of the study but also to articulate them in a manner that is understandable and logical. A well-constructed conceptual framework not only guides your research approach but also communicates your study’s theoretical basis clearly to your audience. It is a fundamental tool in ensuring that your research is grounded, coherent, and methodically sound.

Step 6: Link the Framework to the Research Questions

Integrating Conceptual Framework with Research Questions

In this pivotal step, the conceptual framework is explicitly connected to the research questions, demonstrating how it addresses and informs each query.

• Direct Correlation : Your conceptual framework should not exist in isolation; instead, it must directly correlate with your research questions. This involves mapping each element of your framework to specific research questions. For instance, if your research question pertains to the impact of digital literacy on academic success, your framework should visually and narratively illustrate how digital literacy (as an independent variable) is expected to affect academic success (the dependent variable). This direct correlation ensures that every aspect of your framework is relevant and contributes towards answering your research questions.
• Justifying Choices : It’s crucial to articulate the rationale behind the selection of specific relationships and variables within your framework. This justification should be rooted in the insights gained from your literature review and the gaps or needs identified therein. Explain why these variables and their interrelations are critical to answering your research questions. For example, if your framework includes mediators or moderators, justify their inclusion by explaining how they add depth or context to the understanding of the primary relationship you are investigating.

Linking your conceptual framework to your research questions is a fundamental step in reinforcing the coherence and relevance of your study. This linkage not only provides a clear direction for your research but also substantiates the theoretical underpinnings of your work, demonstrating a well-thought-out approach to addressing your research queries.

Step 7: Discuss Assumptions and Limitations

Acknowledging the Framework’s Assumptions and Limitations

A critical aspect of developing a conceptual framework is recognizing and articulating its assumptions and limitations. This transparency enhances the credibility of your research.

• Assumptions : Every conceptual framework operates on certain theoretical or practical assumptions that should be explicitly stated. These assumptions could pertain to the generalizability of the theory, the nature of the relationships between variables, or the context in which the study is applicable. For example, you might assume that the behavioral patterns observed in one demographic are applicable to another, or that certain theoretical models are universally relevant. Clearly articulating these assumptions helps to define the parameters of your study.
• Limitations : It’s equally important to discuss the limitations inherent in your chosen theoretical framework and how they might impact your research. Limitations can arise from the scope of the theory, the specificity of variables, or methodological constraints. For instance, if your framework is based on a theory that has predominantly been tested in Western contexts, its applicability to non-Western settings might be limited. Or, if your framework focuses on certain variables to the exclusion of others, it may not capture the full complexity of the phenomenon under study.

Discussing the assumptions and limitations of your framework is not just about acknowledging its potential weaknesses; it’s about demonstrating a deep understanding of the theoretical and practical implications of your research approach. This step is crucial for setting realistic expectations for your study and for preparing a robust methodology that can effectively address these considerations.

Step 8: Finalize Your Conceptual Framework

Refining and Integrating Your Conceptual Framework

Finalizing your conceptual framework is a crucial step that demands attention to detail and a commitment to integrating it cohesively into your broader research project.

• Revisions Based on Feedback : The development of a conceptual framework is an iterative process. Once you have a draft of your framework, it’s essential to seek feedback from knowledgeable sources, such as academic advisors, mentors, or peers specializing in your research area. This feedback can provide new insights or highlight aspects you may have overlooked. Use this feedback constructively to revise your framework. Revisions might involve redefining variables, rethinking relationships, or even incorporating additional elements to ensure your framework comprehensively addresses your research questions. Be open to making significant changes if they enhance the clarity and effectiveness of your framework.
• Integration into Your Research Proposal or Dissertation : After revising your framework, the next step is to integrate it seamlessly into your overall research proposal or dissertation. This integration involves ensuring that your framework aligns with and supports every aspect of your research, from the literature review to the methodology, data analysis, and discussion of findings. It should be evident how your conceptual framework informs your research design and the interpretation of your results. In your written document, clearly articulate how the framework guides your study and refer back to it as you discuss your research methods and analyze your data.

The finalized conceptual framework should not only serve as a theoretical guide for your research but also as a tool for communicating the foundational concepts and relationships that underpin your study. It is the blueprint upon which your research is built and should be reflected throughout your doctoral work. By carefully revising and integrating your conceptual framework into your research, you ensure that your study is grounded in a solid theoretical base, enhancing its academic rigor and potential contribution to your field of study.

The conceptual framework is a crucial component of your academic research, providing a clear model for understanding and investigating your research topic. A well-developed conceptual framework not only guides your research approach but also strengthens the theoretical basis of your study. By following these steps, you can construct a framework that is both robust and aligned with your research objectives.

Recent Posts

• Pilot Study
• Doctoral Research

Recent Comments

• January 2024

We are a diverse group of seasoned academic professionals, including PhD scholars, research experts, and experienced editors. Our team brings together a wealth of knowledge from different fields, united by a shared dedication to academic integrity and excellence. We understand the challenges of graduate-level research and are here to offer our expertise and support.

Trending now

Graduate Scribe acts as an external guide, helping you refine your ideas into a structured research framework. Engaging with a mentor or tutor is a well-accepted practice in academia, and we recommend informing your research committee about our involvement. Our services are exclusively designed for researchers’ active participation. We function as a bridge in their research journey, focusing on accelerating their process. Our offerings encompass a range of services: from conceptualizing ideas to their written manifestation, editing, proofreading, rectifying plagiarism, conducting statistical analysis,  as well as providing assistance with illustrations and formatting.

Main programs

Join Graduate Scribe: Access expert guidance and essential tools to elevate your research journey.

© 2024 Graduate Scribe

Theoretical and Conceptual Framework Chapter Guide

• UnisaIR Home
• Open Education Resources
• Unisa Open Teaching and Learning Materials

Show full item record

Files in this item

Copyright Statement

This item appears in the following collection(s).

• Unisa Open Teaching and Learning Materials [129] Teaching and learning materials, consisting of single file objects (for example presentations, digital images and videos) authored by Unisa staff and licensed with an open license.

Search UnisaIR

All of unisair.

• Communities & Collections
• By Issue Date

This Collection

• View Usage Statistics

Conceptual and Theoretical Frameworks for Thesis Studies: What you must know

A theoretical framework is a conceptual model that provides a systematic and structured way of thinking about a research problem or question. It helps to identify key variables and the relationships between them and to guide the selection and interpretation of data. Theoretical frameworks draw on existing theories and research and can be used to develop new hypotheses or test existing ones. They provide a foundation for research design, data collection, and analysis and can help to ensure that research is relevant, rigorous, and coherent. Theoretical frameworks are common in many disciplines, including social sciences, natural sciences, and humanities, and are essential for building knowledge and advancing understanding in a field.

This article explains the importance of frameworks in a thesis study and the differences between conceptual frameworks and theoretical frameworks. It provides guidelines on how to write a thesis framework, definitions of variable types, and examples of framework types.

What is a research framework and why do I need one?

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

When planning your thesis study, you need to justify your research and explain its design to your readers. This is called the research framework. Think of it as the foundation of a building. A good building needs a strong foundation. Similarly, your research needs to be supported by reviewing and explaining the existing knowledge in the field, describing how your research study will fit within or contribute to the existing literature (e.g., it could challenge or test an existing theory or address a knowledge gap), and informing the reader how your study design aligns with your thesis question or hypothesis.

Important components of the framework are a literature review of recent studies associated with your thesis topic as well as theories/models used in your field of research. The literature review acts as a filtering tool to select appropriate thesis questions and guide data collection, analysis, and interpretation of your findings. Think broadly! Apart from reviewing relevant published papers in your field of research, also explore theories that you have come across in your undergraduate courses, other published thesis studies, encyclopedias, and handbooks.

There are two types of research frameworks: theoretical and conceptual .

What is a conceptual framework?

A conceptual framework is a written or visual representation that explains the study variables and their relationships with each other. The starting point is a literature review of existing studies and theories about your topic.

Steps to develop a conceptual framework

• Clarify your study topic by identifying and defining key concepts in your thesis problem statement and thesis question. Essentially, your thesis should address a knowledge gap.
• Perform a literature review to provide a background to interpret and explain the study findings. Also, draw on empirical knowledge that you have gained from personal experience.
• Identify crucial variables from the literature review and your empirical knowledge, classify them as dependent or independent variables, and define them.
• Brainstorm all the possible factors that could affect each dependent variable.
• Propose relationships among the variables and determine any associations that exist between all variables.
• Use a flowchart or tree diagram to present your conceptual framework.

Types of variables

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

• Independent variables
• Dependent variables
• Moderating variables
• Mediating variables
• Control variables

First, identify the independent (cause) and dependent (effect) variables in your study. Then, identify variables that influence this relationship, such as moderating variables, mediating variables, and control variables. A moderating variable changes the relationship between independent and dependent variables when its value increases or decreases. A mediating variable links independent and dependent variables to better explain the relationship between them. A control variable could potentially impact the cause-and-effect relationship but is kept constant throughout the study so that its effects on the findings/outcomes can be ruled out.

Example of a conceptual framework

You want to investigate the hours spent exercising (cause) on childhood obesity (effect).

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

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

Finally, you need to consider control variables. In this example, because we do not want to investigate the role of age in obesity, we can use this as a control variable. Thus, the study subjects would be children of a specific age (e.g., aged 6–10 years).

What is a theoretical framework?

A theoretical framework provides a general framework for data analysis. It defines the concepts used and explains existing theories and models in your field of research.

A theoretical framework provides a general framework for data analysis. It defines the concepts used and explains existing theories and models in your field of research. It also explains any assumptions that were used to inform your approach and your choice of specific rationales. Theoretical frameworks are often used in the fields of social sciences.

Purpose of a theoretical framework

• Test and challenge existing theories
• Establish orderly connections between observations and facts
• Predict and control situations
• Develop hypotheses

Steps to develop a theoretical framework

• Identify and define key concepts in your thesis problem statement and thesis question.
• Explain and evaluate existing theories by writing a literature review that describes the concepts, models, and theories that support your study.
• Choose the theory that best explains the relationships between the key variables in your study.
• Explain how your research study fills a knowledge gap or fits into existing studies (e.g., testing if an established theory applies to your thesis context).
• Discuss the relevance of any theoretical assumptions and limitations.

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

• In psychology, a behavioral approach would use different methods and assumptions compared with a cognitive approach when treating anxiety.
• In literature, a book could be analyzed using different literary theories, such as Marxism or poststructuralism.

Structuring a theoretical framework

The structure of a theoretical framework is fluid, and there are no specific rules that need to be followed, as long as it is clearly and logically presented.

The theoretical framework is a natural extension of your literature review. The literature review should identify gaps in the field of your research, and reviewing existing theories will help to determine how these can be addressed. The structure of a theoretical framework is fluid, and there are no specific rules that need to be followed, as long as it is clearly and logically presented. The theoretical framework is sometimes integrated into the literature review chapter of a thesis, but it can also be included as a separate chapter, depending on the complexity of the theories.

Example of a theoretical framework

The sales staff at Company X are unmotivated and struggling to meet their monthly targets. Some members of the management team believe that this could be achieved by implementing a comprehensive product-training program, but others believe that introducing a sales commission structure will help.

Company X is not achieving their monthly sales targets

To increase monthly sales.

Research question:

How can Company X motivate their sales team to achieve its monthly sales targets?

Sub-questions:

• Why do the sales staff feel unmotivated?
• What is the relationship between motivation and monetary rewards?
• Do the sales staff feel that they have sufficient product knowledge?

Theoretical framework:

A literature search will need to be performed to understand the background of the many different theories of motivation in psychology. For example, Maslow’s Hierarchy of Needs (basic human needs—physiological, safety, love/belonging, esteem, and self-actualization—have to be fulfilled before one can live up to their true potential), Vroom’s Theory of Expectancy (people decide upon their actions based on the outcomes they expect), and Locke’s Goal-Setting Theory (goals are a key driver of one’s behavior). These theories would need to be investigated to determine which would be the best approach to increase the motivation of the sales staff in Company X so that the monthly sales targets are met.

A robust conceptual or theoretical framework is crucial when writing a thesis/dissertation. It defines your research gap, identifies your approach, and guides the interpretation of your results.

A thesis is the most important document you will write during your academic studies. For professional thesis editing and thesis proofreading services, check out Enago's Thesis Editing service s for more information.

Editor’s pick

Get free updates.

Subscribe to our newsletter for regular insights from the research and publishing industry!

What type of framework is used in the Humanities and Social Sciences (HSS) domain? +

Theoretical frameworks are typically used in the HSS domain, while conceptual frameworks are used in the Sciences domain.

What is the difference between mediating versus moderating variables? +

The difference between mediators and moderators can be confusing. A moderating variable is unaffected by the independent variable and can increase or decrease the strength of the relationship between the independent and dependent variables. A mediating variable is affected by the independent variable and can explain the relationship between the independent and dependent variables. T he statistical correlation between the independent and dependent variables is higher when the mediating variable is excluded.

What software should I use to present my conceptual framework? +

The software program Creately provides some useful templates that can help you get started. Other recommended programs are SmartDraw , Inkscape , and diagrams.net .

Growing Up Global: The Changing Transitions to Adulthood in Developing Countries (2005)

Chapter: part i introduction and conceptual framework--1 introduction, part i introduction and conceptual framework.

This page intentionally left blank.

1 Introduction

In many parts of the developing world, simultaneous changes in technology, economics, culture, politics, demographics, the environment, and education have become so pervasive and globally inclusive as to create new and emergent conditions for the coming of age of recent cohorts. These changes are reaching across national boundaries and into the smallest rural communities, carrying with them both the transformative force of markets, technology, and democracy, but also the risk of marginalization. Adolescents and young adults whose lives are affected by these changes can be beneficiaries when they are prepared for them but can also bear their scars if they are not. Those who do not feel the immediate impact of these changes will nonetheless be affected indirectly as the overall pace and pervasiveness of change continue to accelerate.

While young people—a term used in this report to capture this phase of the life cycle roughly equivalent to the age range 10 to 24—have little opportunity to affect the speed and direction of change, some will soon be taking responsibility for its management as adults. Their success in making a well-timed and proficient transition from childhood to adulthood will fundamentally affect the extent to which they will be able to become active participants in and beneficiaries of global change in the future.

Concerns about how global forces are altering the passage into adulthood are all the more urgent because of the changing demographic profile of many developing countries. The acceleration of these global changes has coincided with unprecedented growth in the size of the population of young people in developing countries. In 2005, the total number of 10-24-year-olds is estimated to reach 1.5 billion, constituting nearly 30 percent of the

population of these regions. The population of young people of the world is quite unevenly distributed: 86 percent of all young people live in developing countries, and 71 percent of young people in developing countries currently live in Asia (United Nations, 2003b). Furthermore, rates of growth vary widely. In terms of absolute size, each subsequent cohort of young people in the developing world is projected to continue to increase until 2035, as the rapid growth in Africa and parts of Asia counteracts some slow declines in absolute numbers in other parts of Asia and in Latin America.

Across the developing world, the life experience of many young people today is profoundly different from the experience of their parents or even of young people growing up a decade ago. While change in and of itself is not new, the rapidity and scale of recent change has profound implications for both the opportunities and the risks faced by the current generation of young people and for relationships between the generations.

Improvements in health and survival have ensured for a great many more infants and children the opportunity to enjoy life into adolescence and beyond. These improvements, moreover, have meant that these children have developed better cognitively as well as in terms of physical health. Furthermore, the fertility transition, which is in process in most of the developing world, means that many young people are growing up with fewer siblings and in smaller households. Rapid urbanization also means that a higher percentage of young people are growing up in cities or moving to cities during their formative years. School enrollment and attainment are increasing around the world at the same time that ages of labor force entry are rising. With rising levels of education, young people have more possibilities to participate in a rapidly modernizing economy—in their local village, a nearby town, the capital city, or even another country—and experience and enjoy freer and more fulfilling lives. However, that promise cannot be realized without certain legal rights and protections and supportive institutions, including good schools, a sufficient number of remunerative and satisfying jobs, the opportunity for community participation and political voice, the absence of discrimination, good nutrition and health, access to health services, and, for women, a choice about freedom from premature marriage and childbearing.

Barriers to mobility have lessened due to reduced costs of transportation and increasingly available means of transportation at the same time that greater access to information conveys news of a wider range of geographic opportunities for schooling, jobs, and marriage partners. The development of a global youth culture is facilitated by the growing accessibility of international media and the Internet but at the same time fully effective connectivity requires adequate income to afford access, language competency, and computer literacy—skills that are hard for many young people to acquire without more and better schooling opportunities. Later ages of

marriage and childbearing increase opportunities for further schooling, but they also increase the time during which adolescents are exposed to premarital pregnancy and childbearing.

Young people in less developed regions are confronting opportunities and challenges unique to this historical time. Young people today, especially in urban areas, are the first generation to grow up with widespread access to a radio and increasingly also to television and with the growing potential for Internet connectivity at an early age. They are also the first generation to grow up in a world in which there has always been AIDS and, at least in some parts of the developing world, the first generation with nearly universal knowledge of and access to some form of contraception. This is the first generation to be covered during their childhood by the broad protections internationally recognized in the United Nations Convention on the Rights of the Child (adopted in 1991) and supported, in many diverse local contexts, by the work of many international agencies as well as international, national, and local nongovernmental organizations.

In the context of today’s rapid changes, gender role socialization, which is itself undergoing change, combines conflicting messages and contradictory experiences as the global culture interacts with cultural realities on the ground. Girls have historically experienced the transition to adulthood very differently from boys. Although gender role socialization begins at birth, it has generally led to an increasingly sharp differentiation of roles, behaviors, and expectations beginning at the time boys and girls experience puberty and continuing through the assumption of adult roles. This process of socialization is reinforced through social norms, laws, and institutions that in many countries progressively restrict the mobility and public participation of adolescent girls and in some settings makes them seemingly invisible while providing expanded liberties, opportunities, and agency for adolescent boys. Boys and girls usually enter adulthood having experienced differences in the duration and content of schooling, having taken up different work roles in the home and workplace, and having been offered different opportunities for community participation. Furthermore, young women typically assume adult family roles sooner than young men because they marry younger, while young men often assume more public adult roles sooner through their participation in work and their greater opportunities for leadership in schools, communities, work, and sports.

These broad statements capture only the average tendencies for young people in developing countries. At the same time that young people everywhere are becoming part of a more integrated world, at least some people in every country are experiencing transitions to adulthood that increasingly resemble those that are typical of young people in developed countries. But differential rates of change have led, in some cases, to growing differences among adolescents within and across countries, as some young people

experience progress and others are left behind. Although poverty rates have been declining for developing countries as a whole, significant fractions of young people still live in poverty. Trends in poverty rates vary across regions, with big declines in Asia but an increase in poverty in Africa. In the panel’s view, the successful achievement by 2015 of many of the United Nations Millennium Development Goals will require that policy makers center their attention on adolescents (see Box 1-1 ).

Critics of globalization argue that it has been associated with growing income inequality and social polarization, as some local participants in global change improve their economic situation while the livelihoods of others remain largely unchanged or decline (see, for example, Milanovic, 2003; United Nations, 2004; Wade, 2004). Over time the situation of those left behind may actually deteriorate, as their skills and assets become less

and less valued. Relative and absolute poverty may increase within countries as well as across them. Growing economic inequality has reverberating consequences for the next generation. Young people growing up in poverty are the most vulnerable to the negative consequences of globalization and are in the greatest need of protection and support.

The very different demographic, political, and economic circumstances of countries throughout the developing world mean that the experiences of today’s young people, and the implications of globalization for them, vary enormously. From young women in garment factories in Bangladesh, to child soldiers in Sierra Leone, to university students in Mexico, to unemployed youth in refugee communities in Palestine, to young workers in the Silicon Valley of India, to family farm workers in Egypt, to young Pakistani migrant workers in the Persian Gulf, to young wives of polygamous husbands in Senegal, one can only begin to imagine the range of experience that these examples encompass. Indeed, the diversity of experiences can only be growing, as traditional roles persist, albeit experienced in qualitatively different ways than in the past, and at the same time new opportunities and experiences emerge. Young people are adaptable and continue to demonstrate resilience in handling the contradictions of today’s world. However, the challenge is to ensure successful transitions to adulthood in these rapidly changing circumstances and to spread opportunities for success more equitably given the enormous gaps that persist between rich and poor and between boys and girls. Policies and programs, if they are to be effective, will need to be evidence-based, appropriate to the local context, and embraced and supported by the local community.

THE PANEL’S CHARGE

Recognizing the critical gaps in knowledge of the transitions to adulthood in developing countries in this time of rapid change, the National Academies convened a panel of experts to review the research in this area and related implications for policies and programs. Specifically, the panel’s charge was to

document the situation and status of adolescents and young adults in developing countries, highlighting what is known about various (and multiple) transitions to adulthood, with special emphasis on gender differences;

ascertain the changes that are occurring in the nature, timing, sequencing, and interrelationships of transitions to adulthood in developing countries;

assess the knowledge base regarding the causes and consequences of these changes;

identify the implications of this knowledge for policy and program interventions affecting adolescent reproductive health; and

identify research priorities that are scientifically promising and relevant for integrating adolescent research and policy.

The charge to the panel was intentionally very broad because the National Academies recognized that the transition to adulthood is multifaceted and comprises multiple and interrelated transitions across different spheres of life. To implement the charge, the panel reviewed knowledge on the full range of transitions to adulthood—schooling, health, work, citizenship, marriage, and parenthood, as well as policies and programs affecting all of these transitions. This was necessary because transitions are interrelated and interventions directed at any single transition can affect other transitions. The panel therefore addressed both the direct and indirect effects of policies and programs on adolescent reproductive health, to the extent possible given existing research and data.

The juxtaposition of diversity in the lives of young people in less developed regions and incomplete data coverage of the full range of contemporary experiences presented special challenges to the panel. The recognition that a study, no matter how comprehensive and empirically grounded, would inevitably neglect the experience of some young people led the panel to set the study in a conceptual framework that is neither time nor context specific. This allows the reader to adapt the framework (presented in the next chapter) to an understanding of the lives of the many young people whose stories will not be told or will be told only with respect to a specific time and place that is undergoing rapid change. Furthermore, in assessing the experiences of young people, the panel developed its own set of definitions of successful transitions to adulthood against which the actual experiences of young people could be compared. These definitions build on our understanding of adolescent development and of the contemporary global context and provide an essential yardstick with which data and research findings can be interpreted.

The panel’s approach was to build on the positive while not ignoring the negative. Thus, while the emphasis is on opportunity and how it can be enhanced, the panel did not ignore the risks and constraints of contemporary life. Indeed, special attention was paid to examining both success stories and failures from past policies and programs designed to reduce risks and lift constraints, particularly as they apply to the disadvantaged. The panel gives special emphasis throughout the report to the different experiences of young men and women and to the circumstances of the poor regardless of gender. The panel views the achievement and maintenance of health, in particular reproductive health during the adolescent years, as integrally connected to success in other developmental domains.

We therefore emphasize in the report the interrelationships between these developmental domains and policies and programs that may affect these interrelationships.

The panel defined adulthood as a set of culturally, historically, and gender-specific activities, rights, and responsibilities that people acquire over time by means of a process of transition. The transition to adulthood begins during adolescence, but it continues beyond adolescence, sometimes even into the late 20s or early 30s. Therefore, in several places in the subsequent descriptive analysis, we make reference to

an early phase of the transition (between ages 10 and 14),

a middle phase of the transition (between ages 15 and 20), and

a later phase of the transition (21+).

It is important for a report such as this to define terms such as “children,” “adolescents,” “youth,” and “young people” and then use them consistently since the definitions and nuances of these terms vary from country to country and no common consensus exists. Even within the international community there is no ready and straightforward agreement. For example, the United Nations Convention on the Rights of the Child covers all children, defined as anyone under the age of 18, while the International Labour Organization (ILO)’s Minimum Age Convention (No. 138) distinguishes between acceptable “child labor” that is performed by children under the age of 15 and “child work” that may contribute to a child’s healthy development. Light work may be allowed for children 12 and older (National Research Council, 2004). Given the panel’s broad definition of the process of transition, developed to encompass diversities both within and across countries, our definition and terminology differ slightly from those adopted by some international agencies, for example the World Health Organization (UNICEF and WHO, 1995), which has used the terms “adolescent” for those ages 10-19, “youth” for those ages 15-24, and “young people” for those ages 10-24. Although the panel has frequently used the terms in the same way, for the most part, we prefer to use the term “young people” to refer to the relevant age range, roughly corresponding to 10- to 24-year-olds, during which time the transition to adulthood generally occurs. Note again, however, that in some cases, the transition can continue into one’s late 20s or even early 30s. Recent analysis of the transition to adulthood in the West shows that the transition is being prolonged well into the third decade of life and sometimes even beyond (Arnett, 2000, 2004; Furstenberg et al., 2002). It is likely that a narrow focus on the age range 10 to 24 at this time in history in the developing world would risk missing important aspects of recent change. Consequently, in some of our detailed statistical analysis, the panel thought it more informative to present

data for the broader age group 10 to 29. (See also Arnett, 2002, for a discussion of how transitions to adult roles are becoming delayed, creating a distinct period of “emerging adulthood” among the [minority but growing] middle class in developing countries.)

While the panel views marriage as an important marker of adulthood, we do not think that marriage is sufficient in and of itself to confer adulthood on a young person who has not yet achieved the age of majority or completed other transitions to adulthood. This is an important caution, because much contemporary literature on adolescents focuses primarily on the unmarried, neglecting the concerns of the married, particularly young women, who are not yet fully prepared to assume adult roles and are particularly vulnerable because society provides them with few protections.

WHAT CONSTITUTES A SUCCESSFUL TRANSITION?

The concept of a successful transition to adulthood is inherent in the panel’s larger mission: to advance understanding of the impact of rapid and pervasive global change on the adolescent-to-young-adult phase of the life course and to propose interventions for enhancing that transition in developing countries. In particular, the panel is not concerned with traditional rites of passage, such as circumcision or (arranged) marriage, or solely with the acquisition of skills that will enable young people to become more productive as adults, but more fundamentally about the enhancement of capabilities that will allow them “to lead lives they have reason to value and to enhance the substantive choices they have” (Sen, 1997:1959). This represents a very different approach to the study of adolescent development than that taken in the United States over the last few decades, in which the focus has been primarily on problem behaviors rather than on normative development (Steinberg and Morris, 2001). It is also very different from the approach to the study of child outcomes in developing countries, which views parents as decision-makers and children as having no agency of their own (Levison, 2000). Defining what is meant by “a successful transition,” however, remains problematic, and it engages several important considerations about adolescent development in general.

First, the transition to adulthood has to be seen as embedded in the larger developmental life course, reflecting and constrained by what has gone before as well as by what lies ahead. From this perspective, the experiences and events of earlier adolescence—and of infancy and childhood—are not only precursors of, but also preparation for, making that transition. From this perspective, too, the opportunities and barriers of future adulthood, both real and perceived, also shape the course and content of that transition. It follows, then, that efforts to safeguard or enhance a successful transition cannot be confined to that brief segment of the life trajectory

between adolescence and young adulthood alone; rather, interventions must engage both earlier and later developmental periods as well.

The interrelationship between success in adolescence and opportunities at later phases of the life cycle is particularly salient in the case of gender inequalities that are socially and institutionally embedded. There is now clear evidence that countries with more equal rights for women in various domains, including politics and the law, social and economic matters, and marriage and divorce, have smaller gender gaps in such key outcome indicators as health, schooling, and political participation (King and Mason, 2001). It is rarely noted, however, that these gender gaps, which are measured for adults, take shape during adolescence. Indeed, in most societies, local definitions of success may differ profoundly for girls and boys. By contrast, the panel’s definitions of success are gender neutral and embody an emerging set of international norms about gender equality that have been embodied in many international agreements and conventions.

A second consideration in defining what is meant by successful transition to adulthood is the need to make it sensitive to the enormous diversity of developing societies, appropriate to local situations, and responsive to the dynamics of historical change. It is clear that there are prevailing cultural expectations and traditions about what constitutes the attainment of maturity, and these may vary not only in different parts of the world but also across different subgroups in the same country. For example, in some contexts, the establishment of an independent household may be a marker of adulthood, whereas in others living with one’s parents is entirely consistent with the assumption of all other adult roles. Furthermore, in some cultures in which strong family and community linkages are valued more than autonomy, success may be measured by the ability to mobilize social networks rather than by the ability to act autonomously (Mensch et al., 2003c).

Finally, it is also necessary to conceptualize successful transitions relative to a particular time in history (for this report, it is the present) and to the dynamics and speed of societal change that may be under way. What might have been considered a successful transition to adulthood before the globalization of production, the pervasive spread of information technology, and the greater access to a transnational and homogenizing youth culture may no longer be considered so today. In the contemporary world, success requires competence in coping with the reverberations of rapid global and societal change on daily life—a competence that cannot be entirely provided within the family but that requires extrafamilial inputs. In short, a successful transition entails being prepared for a changing future rather than one based on extrapolations of the past.

While success is ultimately measured at the individual level, nothing is clearer than that the burden of enhancing successful transitions to adult-

hood in developing countries is primarily on society and its institutions at the local, national, and international level, rather than on particular individuals or their families. Essential social supports for success include access to quality schooling and other educational resources outside the classroom, adequate health care, livelihood training and job opportunities, resources for civic engagement and family and community models, and supports for positive social development. The existence of norms and the availability and effectiveness of laws and institutions that can support the accomplishment of the major developmental tasks of adolescence must become a major and obligatory concern of any society seeking to enhance successful transitions to adulthood.

In light of these various considerations, the panel sought a conceptualization of successful transitions to adulthood that is both generally and locally applicable; that is predicated on preparation in prior developmental stages, especially adolescence, but also childhood; that is appropriate despite pervasive gender and socioeconomic disparities as well as different endowments and capabilities; that is open to shaping by both antecedent and subsequent life course interventions; and that recognizes the imperatives of contemporary global change. The defining attributes of such a conceptualization of successful transition to adulthood, which must be seen within the constraints of personal endowments and capabilities, include at least the following:

Good mental and physical health, including reproductive health, and the knowledge and means to sustain health during adulthood.

An appropriate stock of human and social capital to enable an individual to be a productive adult member of society.

The acquisition of prosocial values and the ability to contribute to the collective well-being as citizen and community participant.

Adequate preparation for the assumption of adult social roles and obligations, including the roles of spouse or partner, parent, and household and family manager.

The capability to make choices through the acquisition of a sense of self and a sense of personal competence.

A sense of general well-being.

Although no claim can be made that this is an exhaustive listing of the attributes of successful transition to adulthood, it does capture what the panel views as essential components of that process. What can be claimed is that the essential components listed can serve as a guide for the interpretation of a conceptual framework (presented in the next chapter) as well as for the design and targeting of societal interventions to maximize the attainability of those attributes.

Furthermore, the panel was concerned not only about the acquisition of certain personal values and attributes necessary for success, but also about the timing and sequencing of their acquisition. When young people take on adult work or family obligations before finishing school, success may be compromised. If young men who have assumed other adult roles are unable to marry until their 30s because of escalating financial demands, their need for sexual expression may compromise their health and the health of others and deprive them of the pleasures of and social status that accompanies a family life. The panel recognizes that all adulthood roles are not acquired at the same time, and therefore the report refers to multiple transitions rather than a single transition. Indeed, the panel expects that success in one domain will foster success in other domains of adult life, allowing transitions in various domains to occur in a steady succession. Ultimately, the benefit and enjoyment of each role is enhanced by the acquisition of the others.

STUDY SCOPE AND APPROACH

The panel agreed early in its deliberations that our approach to the charge would be highly empirical. The panel set high standards for evidence, placing an emphasis on comparative quantitative data of high quality, supplemented by well-designed and statistically sound experimental and observational studies along with country case studies and qualitative materials.

The panel developed its own conceptual framework in order to guide our interpretation of the empirical evidence and assess claims of causal inference. This conceptual framework is presented in Chapter 2 . While the panel’s ambitions were as broad as the conceptual framework, the actual scope of the report was constrained by the availability of comparative and time-series data as well as by the limitations of existing empirical analyses of transitions to adulthood in developing countries, which are largely based on cross-sectional data.

The panel’s approach to addressing the questions outlined in the charge flows logically from the conceptual framework presented below and includes the following six elements:

To use the conceptual framework as a guide to the identification of key research questions.

To review existing research studies on trends in the contextual factors, transitions, and outcomes laid out in the conceptual framework and to supplement these with analysis of comparative data sets.

To review existing literature for insights about possible factors explaining recent changes in the transition to adulthood.

To review existing literature for insights into the longer term consequences of alternative individual and societal outcomes.

To review recent evaluations of the impact of policies and programs in order to identify promising (and ideally cost-effective) approaches to the promotion of adolescent reproductive health and other important health outcomes.

To identify research priorities by situating the panel’s findings within the conceptual framework.

To the extent that resources would permit, in Chapters 3 through 8 , the panel went beyond a mere review of the existing literature and exploited available data in new ways in order to build a more complete picture of recent trends. Whenever possible, estimates of trends that are applicable to all young people or to young people from a particular region were generated by weighting data from different countries by population size, thus allowing conclusions that are more representative of the underlying population of young people.

The panel relied on the best and most up-to-date data available for each topic, while remaining mindful of data quality issues (see Appendix A for a discussion of data quality issues.) Thus the report includes data on trends in education, marriage, childbearing, and other aspects of reproductive behavior from the Demographic and Health Surveys, data on attitudes and participation from the World Value Surveys, data on marriage trends from a United Nations data bank of censuses and national surveys, data on employment and unemployment from International Labour Organization labor force statistics, data on mortality and morbidity by age from the World Health Organization, other selected census and survey data that allow comparisons over time, and data on time use from recent Population Council surveys. While readily acknowledging that the extent of high-quality studies is highly uneven across regions, for most topics, the panel decided that we were able to make statements and draw conclusions about recent change since the 1980s or 1990s. (See Appendix A for more information about the panel’s approach to data analysis, the coverage of the report, and sources of data.)

One of the important roles of the conceptual framework is to guide the interpretation of empirical evidence on causal effects in the rest of the report. Simple associations in observed data, such as between schooling and age of marriage or childbearing, are useful for describing the reality of the transition to adulthood and how those patterns have changed. But descriptions of patterns do not lead to confident assessment of causality for several reasons. Different behaviors are likely to be embedded in a “web of causality,” as described above. So the association between, say, schooling and age of marriage may reflect two-way or reverse causality, or that both are

determined by some third factor, such as changing labor market opportunities, and not simply that schooling affects the age of marriage or that age of marriage affects schooling. The panel’s goal of comprehensively addressing the factors that determine observed outcomes, and not just measured factors and their effects, required a systematic thoughtful and rigorous approach to the sifting of evidence (Bachrach and McNicoll, 2003; Smith, 2003). 1

One scientific method for dealing with such problems of empirical inference is to use well-designed and well-implemented double-blind experiments, with random assignment to treatment and control groups and control for such factors as spillovers. There are some empirical areas for which such experiments have been undertaken and provide some of the evidence regarding what is known about transitions to adulthood in developing countries. But these are relatively limited because of costs and ethical concerns. There are no good experiments for many questions of interest, and they may not even be feasible. Furthermore, such randomized controlled trials “championed by many economists, maximize internal validity, but often at the expense of generalizability and the ability to extrapolate findings” (Moffitt, 2003:445).

In many cases, therefore, the empirical evidence must be based on observational (or sometimes called behavioral) data. These data include imperfect measures of the transitions to adulthood that are determined directly and indirectly, with feedback in many cases, by other factors. The best empirical evidence from such behavioral data makes explicit the behavioral model underlying the determination of the transitions to adulthood. It also uses estimation techniques and data that permit control for various estimation problems, such as selectivity, measurement error, and endogeneity (or the correlation of measured variables with unobservables).

For example, if there is interest in the impact of early childbearing on some other aspects of the transition to adulthood, the best empirical studies control for measurement errors in data on childbearing and for what determines childbearing—family background, ability, motivations, cultural beliefs related to gender, labor market options—in the estimation of the impact of early childbearing on other transitions to adulthood. The failure to do so is likely to lead to misunderstanding of the impact of early childbearing—confounding the effects of childbearing with other effects, such as of those determinants of childbearing noted above.

Undertaking such systematic empirical research is difficult. Many studies in the literature are not explicit about what conceptual framework is being used to interpret behavioral data and often implicitly make very strong assumptions. For example, many studies of the impact of early childbearing make the implicit assumption that childbearing is assigned randomly, or that there are no factors that affect both the outcome being studied as well as the timing of childbearing itself.

This report tries to make clear the quality of the empirical evidence that is being used. At times, simple descriptions are presented because they are of interest in themselves, but they should not be confused with assertions about causality. In a few cases, good experimental evidence is summarized. In other cases, there are good systematic studies using behavioral data with explicit models and methods, so the nature of the underlying assumptions is transparent and the assumptions themselves are plausible. To the extent possible, this report relies on evidence from these high-quality sources. But for some topics that are important, the evidence is much weaker. Too much would be lost by complete omission of these topics. Therefore in such cases the report presents what is known and tries to be clear about why that knowledge is qualified—and thus, why more and better research is warranted in certain areas.

The panel has paid special attention to policy and programs that hold promise of supporting successful transitions in resource-constrained environments. This is an area in which the empirical evidence is particularly uneven. Most interventions that have been rigorously evaluated have relatively narrowly defined intended outcomes and a limited time frame for assessing impact (Knowles and Berhman, 2005). Various policies and programs that are designed to benefit younger children may have important benefits that extend into the second decade of life, but that are generally not measured or evaluated. Furthermore, the impact of many national policies and programs with potentially profound importance to the life course and life chances of young people, such as school reforms, marriage laws, abortion laws, and child labor laws, may never have been assessed. Whether assessing policies and programs in the area of reproductive health or in other important areas, such as education, work, and marriage, the report sets the panel’s review of the empirical evidence on interventions in the larger context of the policies and programs that have the potential to affect the lives of young people.

STRUCTURE OF THE REPORT

The report has the following plan. Part I sets the stage with this introduction, and in the next chapter, we introduce our conceptual framework

and use it to guide a discussion of the key elements of global change. Because of the diversity of experiences among young people, the implications of these changes for national and local environments are illustrated using examples from the empirical literature. These serve to make more tangible the many ways in which global change is affecting the daily lives of young people.

Part II looks at the two critical elements of individual resources for which we have relatively rich data and evidence: changes in education ( Chapter 3 ) and changes in health and reproductive health ( Chapter 4 ). Each chapter starts by describing recent data on patterns and trends, then reviews critically what is known from the empirical literature about the factors affecting these patterns and changes and finishes with a review of relevant policies and programs designed to positively affect the necessary resources and attributes for successful transitions, including evidence (when available) about their effectiveness.

Part III is organized around four adult roles: worker ( Chapter 5 ), citizen ( Chapter 6 ), spouse or partner ( Chapter 7 ), and parent ( Chapter 8 ). As there are very few data on the role of household manager, this adult role is not treated separately, although the panel recognizes its potential importance. In Part III , we are particularly interested in how changes at the global level are affecting the very nature of the transition itself, in terms of timing, sequencing, duration, and content. Each successive chapter in this part of the report considers not just that particular adult role in isolation but explores the ways in which one transition relates to another. While considerations of the timing of work in relation to schooling or the timing of marriage in relation to parenthood are more familiar in the literature, the links between work and marriage or schooling and childbearing are less familiar. The interrelationships among transitions is a key theme in each chapter whenever data permit.

It will become obvious to the reader in proceeding from the conceptual framework in Part I to the substantive chapters in Part II and Part III that the panel’s knowledge falls far short of its curiosity. The gaps between the conceptual framework and the empirical evidence remain huge. Nonetheless, the panel’s comparative empirical approach does allow new facts and insights to emerge, some of which have implications for the design of policies and programs. The panel’s conceptual framework highlights the gap between theory and evidence with clear implications for future research priorities. Part IV’s Chapter 9 summarizes the findings from Chapters 2 through 8 and identifies promising avenues for future research that can provide important insights for understanding and for policy choices.

The challenges for young people making the transition to adulthood are greater today than ever before. Globalization, with its power to reach across national boundaries and into the smallest communities, carries with it the transformative power of new markets and new technology. At the same time, globalization brings with it new ideas and lifestyles that can conflict with traditional norms and values. And while the economic benefits are potentially enormous, the actual course of globalization has not been without its critics who charge that, to date, the gains have been very unevenly distributed, generating a new set of problems associated with rising inequality and social polarization. Regardless of how the globalization debate is resolved, it is clear that as broad global forces transform the world in which the next generation will live and work, the choices that today's young people make or others make on their behalf will facilitate or constrain their success as adults. Traditional expectations regarding future employment prospects and life experiences are no longer valid.

Growing Up Global examines how the transition to adulthood is changing in developing countries, and what the implications of these changes might be for those responsible for designing youth policies and programs, in particular, those affecting adolescent reproductive health. The report sets forth a framework that identifies criteria for successful transitions in the context of contemporary global changes for five key adult roles: adult worker, citizen and community participant, spouse, parent, and household manager.

READ FREE ONLINE

Welcome to OpenBook!

You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

Do you want to take a quick tour of the OpenBook's features?

Show this book's table of contents , where you can jump to any chapter by name.

...or use these buttons to go back to the previous chapter or skip to the next one.

Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

Switch between the Original Pages , where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

To search the entire text of this book, type in your search term here and press Enter .

Share a link to this book page on your preferred social network or via email.

View our suggested citation for this chapter.

Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

Get Email Updates

Do you enjoy reading reports from the Academies online for free ? Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released.

• Introduction to Problem Statements, Purpose Statements, and Research Questions

Worksheets and Guides

Chapter 1 playlist.

• Student Experience Feedback Buttons
• Narrowing Your Topic
• Problem Statement
• Purpose Statement
• Conceptual Framework
• Theoretical Framework
• Quantitative Research Questions This link opens in a new window
• Qualitative Research Questions This link opens in a new window
• Qualitative & Quantitative Research Support with the ASC This link opens in a new window
• Library Research Consultations This link opens in a new window

Jump to DSE Guide

Need help ask us.

Chapter 1 introduces the research problem and the evidence supporting the existence of the problem. It outlines an initial review of the literature on the study topic and articulates the purpose of the study. The definitions of any technical terms necessary for the reader to understand are essential. Chapter 1 also presents the research questions and theoretical foundation (Ph.D.) or conceptual framework (Applied Doctorate) and provides an overview of the research methods (qualitative or quantitative) being used in the study.  

• Research Feasibility Checklist Use this checklist to make sure your study will be feasible, reasonable, justifiable, and necessary.
• Alignment Worksheet Use this worksheet to make sure your problem statement, purpose, and research questions are aligned. Alignment indicates the degree to which the purpose of the study follows logically from the problem statement; and the degree to which the research questions help address the study’s purpose. Alignment is important because it helps ensure that the research study is well-designed and based on logical arguments.
• SOBE Research Design and Chapter 1 Checklist If you are in the School of Business and Economics (SOBE), use this checklist one week before the Communication and Research Design Checkpoint. Work with your Chair to determine if you need to complete this.

Was this resource helpful?

• Next: Narrowing Your Topic >>
• Last Updated: Apr 24, 2024 2:48 PM
• URL: https://resources.nu.edu/c.php?g=1006886

© Copyright 2024 National University. All Rights Reserved.

Privacy Policy | Consumer Information

What is a good example of a conceptual framework?

Last updated

18 April 2023

Reviewed by

Miroslav Damyanov

Short on time? Get an AI generated summary of this article instead

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

Make research less tedious

Dovetail streamlines research to help you uncover and share actionable insights

• 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.

Should you be using a customer insights hub?

Do you want to discover previous research faster?

Do you share your research findings with others?

Do you analyze research data?

Start for free today, add your research, and get to key insights faster

Editor’s picks

Last updated: 18 April 2023

Last updated: 27 February 2023

Last updated: 22 August 2024

Last updated: 5 February 2023

Last updated: 16 August 2024

Last updated: 9 March 2023

Last updated: 30 April 2024

Last updated: 12 December 2023

Last updated: 11 March 2024

Last updated: 4 July 2024

Last updated: 6 March 2024

Last updated: 5 March 2024

Last updated: 13 May 2024

Latest articles

Related topics, .css-je19u9{-webkit-align-items:flex-end;-webkit-box-align:flex-end;-ms-flex-align:flex-end;align-items:flex-end;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:row;-ms-flex-direction:row;flex-direction:row;-webkit-box-flex-wrap:wrap;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;row-gap:0;text-align:center;max-width:671px;}@media (max-width: 1079px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}}@media (max-width: 799px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}} decide what to .css-1kiodld{max-height:56px;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;}@media (max-width: 1079px){.css-1kiodld{display:none;}} build next, decide what to build next, log in or sign up.

Get started for free

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Dissertation
• Dissertation & Thesis Outline | Example & Free Templates

Dissertation & Thesis Outline | Example & Free Templates

Published on June 7, 2022 by Tegan George . Revised on November 21, 2023.

A thesis or dissertation outline is one of the most critical early steps in your writing process . It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding the specifics of your dissertation topic and showcasing its relevance to your field.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review, research methods, avenues for future research, etc.)

In the final product, you can also provide a chapter outline for your readers. This is a short paragraph at the end of your introduction to inform readers about the organizational structure of your thesis or dissertation. This chapter outline is also known as a reading guide or summary outline.

Table of contents

How to outline your thesis or dissertation, dissertation and thesis outline templates, chapter outline example, sample sentences for your chapter outline, sample verbs for variation in your chapter outline, other interesting articles, frequently asked questions about thesis and dissertation outlines.

While there are some inter-institutional differences, many outlines proceed in a fairly similar fashion.

• Working Title
• “Elevator pitch” of your work (often written last).
• Introduce your area of study, sharing details about your research question, problem statement , and hypotheses . Situate your research within an existing paradigm or conceptual or theoretical framework .
• Subdivide as you see fit into main topics and sub-topics.
• Describe your research methods (e.g., your scope , population , and data collection ).
• Present your research findings and share about your data analysis methods.
• Answer the research question in a concise way.
• Interpret your findings, discuss potential limitations of your own research and speculate about future implications or related opportunities.

For a more detailed overview of chapters and other elements, be sure to check out our article on the structure of a dissertation or download our template .

To help you get started, we’ve created a full thesis or dissertation template in Word or Google Docs format. It’s easy adapt it to your own requirements.

 Download Word template    Download Google Docs template

It can be easy to fall into a pattern of overusing the same words or sentence constructions, which can make your work monotonous and repetitive for your readers. Consider utilizing some of the alternative constructions presented below.

Example 1: Passive construction

The passive voice is a common choice for outlines and overviews because the context makes it clear who is carrying out the action (e.g., you are conducting the research ). However, overuse of the passive voice can make your text vague and imprecise.

Example 2: IS-AV construction

You can also present your information using the “IS-AV” (inanimate subject with an active verb ) construction.

A chapter is an inanimate object, so it is not capable of taking an action itself (e.g., presenting or discussing). However, the meaning of the sentence is still easily understandable, so the IS-AV construction can be a good way to add variety to your text.

Example 3: The “I” construction

Another option is to use the “I” construction, which is often recommended by style manuals (e.g., APA Style and Chicago style ). However, depending on your field of study, this construction is not always considered professional or academic. Ask your supervisor if you’re not sure.

Example 4: Mix-and-match

To truly make the most of these options, consider mixing and matching the passive voice , IS-AV construction , and “I” construction .This can help the flow of your argument and improve the readability of your text.

As you draft the chapter outline, you may also find yourself frequently repeating the same words, such as “discuss,” “present,” “prove,” or “show.” Consider branching out to add richness and nuance to your writing. Here are some examples of synonyms you can use.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

• Anchoring bias
• Halo effect
• The Baader–Meinhof phenomenon
• The placebo effect
• Nonresponse bias
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

The title page of your thesis or dissertation goes first, before all other content or lists that you may choose to include.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. (2023, November 21). Dissertation & Thesis Outline | Example & Free Templates. Scribbr. Retrieved August 29, 2024, from https://www.scribbr.com/dissertation/dissertation-thesis-outline/

Is this article helpful?

Tegan George

Other students also liked, dissertation table of contents in word | instructions & examples, figure and table lists | word instructions, template & examples, thesis & dissertation acknowledgements | tips & examples, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

• Universiti Malaysia Sabah (UMS)

Where to put the theoretical and conceptual framework in thesis?

Most recent answer.

Popular answers (1)

Get help with your research

Join ResearchGate to ask questions, get input, and advance your work.

All Answers (10)

Similar questions and discussions

• Asked 20 March 2020

• Asked 22 October 2018

• Asked 9 March 2023

• Asked 4 October 2019

• Asked 6 December 2017

• Asked 4 April 2015

• Asked 7 January 2015

• Asked 7 November 2019

• Asked 2 November 2022

Related Publications

• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up