Discussion:Theoretical and Conceptual Frameworks
Frameworks, both conceptual and theoretical, guides the qualitative research process (Ravitch & Carl, 2016; Laureate Education, 2016).
Conceptual and theoretical frameworks serve as lenses that guide qualitative researchers in their processes of thinking, planning, acting, sensemaking, reflecting, conceptualizing, theorizing, literature reviewing, and research problem, purpose, and question developing (Ravitch & Carl, 2016; Laureate Education, 2016). As lenses, they enable the researcher to comprehend and focus the research work through and through (Ravitch & Carl, 2016; Laureate Education, 2016). Although both frameworks are related and complementary as guiding lenses in the qualitative research process, a conceptual framework is essentially about identifying key concepts regarding the research process while a theoretical framework serves as a rationale, argument, justification, or blueprint. (Creswell, 2009; Grant & Osanloo, 2014).
An explanation of Grant and Osanloo's (2014) insight regarding the differences between conceptual and theoretical framework is offered in this discursive writeup to contribute towards the argument that both are unique and complementary in qualitative research.
Grant and Osanloo's Idea of Conceptual and Theoretical Frameworks:
To emphasize the nature of information flow during a qualitative research, Grant and Osanloo (2014) metaphorically referred to conceptual and theoretical frameworks as constituting the "elevation blueprint" and the "floor plan blueprint" respectively for a house. Thus, to Grant and Osanloo (2014) conceptual framework is factored within the discussion of a theoretical framework although there are variations between them based on method, style, and employment regarding the research. Notwithstanding of Grant and Osanloo's (2014) view, a different perspective can also be considered regarding the difference and relationship between the two frameworks. Ravitch and Carl (2016) believe a conceptual framework, a theoretical framework is a component within the conceptual frameworks. To Ravitch and Carl's (2016) "the conceptual framework helps you situate the study in its theoretical, conceptual, and practical contexts" . Put explicitly; a conceptual framework precedes a theoretical framework.
Invariably, a distinction between a theoretical and a conceptual framework can be observed by how each framework is derived (Grant & Osanloo, 2014). For example, whiles theoretical frameworks are generated from established theories identified through a review of credible scholarly literature, (Grant & Osanloo, 2014, Creswell, 2009) a conceptual framework arises from a researcher's subjective orientation towards a phenomenon (Grant & Osanloo, 2014).
Grant and Osanloo (2014) also believe a researcher uses a conceptual framework to provide a logically undergird or anchor for related concepts towards developing a view of connections between ideas within a theoretical framework.
Examples of Developing Conceptual and Theoretical Frameworks:
The uniqueness and complementarity of the frameworks-theoretical and conceptual-in qualitative research can be put in perspective. Grant and Osanloo (2014) in a research regarding interventions concerning children with special needs for example, explained that a conceptual framework was developed from reviewing principles of national policies and procedures related to Response to Intervention (RtI) vis-à-vis parental views on the provision of services for children and literature on best practices regarding the phenomenon of interest in question. According to Grant and Osanloo (2014) however, the educational equity theory was the theoretical framework employed per the study.
Another example of how conceptual and theoretical frameworks are developed was demonstrated by Ravitch and Carl (2016). Ravitchand Carl (2016) explained that in a proposed study of autoethnography of resilience regarding the persistence of native student in a white dominated college the researchers will use positive deviance (PD) research as a theoretical framework. Ravitch and Carl (2016) also explained that developing the related but emerging conceptual framework would however, be based on a pilot data from a university climate survey and ideas of resilience, persistence, selfconceptualization, relationship, selfidentification, and institutionalization regarding related literature and subjective experience of coresearchers involved among others.
Conclusion:
Findings prove that theoretical and conceptual frameworks are like dynamic roadmaps that guide qualitative researchers through the research process. However, as clearly indicated by Grant and Osanloo (2014) although among identified challenges a notable number of research students still struggle to grapple with the criticality of this distinction, a simple understanding can be acknowledged per the realization that in a qualitative dissertation the direct or indirect articulation of both frameworks towards the beginning of a research is inevitably critical just as the consistency regarding principles and concepts and the flexibility of concepts is critically required throughout the study.
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