The rationale for incorporating the review of the literature in the research is that when
you substantiate what you say, you usually substantiate it through the literature you have
read. Therefore, you must document your source for your rationale and your
The literature review is a series of references, not a bibliography. Only the literature that
you have used to substantiate your problem is included in your literature review. Not
everything that you have read about your problem is relevant to your research and
therefore should not be included.
Remember, a theory is a discussion of related concepts, while a concept is a word or
phrase that symbolizes several interrelated ideas. Unlike a theory, a concept does not
need to be discussed to be understood. However, since you are using several interrelated
concepts in a new way, your conceptual framework must explain the relationship among
these concepts. Even if your question does not include a theory, there is no doubt that it
contains at least one concept that needs to be explained or described in relation to the
question as a whole.
Look at your question again. How many ideas-as expressed in words does your question
contain? Look at each of your definitions. More than likely the question is a sequence of
related ideas that form a concept rather than a single idea. If so, you must write a
conceptual framework that explains the interrelationship of all of the ideas in your
You have already learned that the level of your question is closely related to the extent of
literature on your topic. The same is true for the theoretical or conceptual frameworks,
they relate closely to the level of the question.
Level I questions do not have theoretical frameworks as a rule, but your rationale,
including the significance of your question to transportation and the potential
contribution of the results of your study to the profession, is a framework within which
your topic is examined. If you are basing your Level I study on a theory or concept that
has been studied in a different setting or with a different population, you have a
theoretical framework that can be developed as described.
At Level II, there is a conceptual framework to explain the possible connection between the variables. Each variable or concept will have been studied before, and, even though it is being used differently in your study, you will find previous research useful in helping to develop your framework.
Level III questions require a theoretical framework which explains the cause-and-effect
relationship among the variables. The \u201cwhy? Question cannot be answered with a
theoretical explanation, and then the question is at a wrong level.
When you develop your problem essay, be sure that you are consistent with the level of
your question, and use this as an opportunity to cross-check all the parts of the problem
for consistency. When you write your problem essay, you will be incorporating your
rationale for the development of the question, your theoretical or conceptual framework,
and your literature review into one (not three) definitive statement of what you are
studying and why, and its relevance to you and your reader.
A theoretical framework is a collection of interrelated concepts, like a theory but not
necessarily so well worked-out. A theoretical framework guides your research,
determining what things you will measure, and what statistical relationships you will look
Theoretical frameworks are obviously critical in deductive, theory-testing sorts of studies
(see Kinds of Research for more information). In those kinds of studies, the theoretical
framework must be very specific and well-thought out.
Surprisingly, theoretical frameworks are also important in exploratory studies, where you
really don't know much about what is going on, and are trying to learn more. There are
two reasons why theoretical frameworks are important here. First, no matter how little
you think you know about a topic, and how unbiased you think you are, it is impossible
for a human being not to have preconceived notions, even if they are of a very general
nature. For example, some people fundamentally believe that people are basically lazy
and untrustworthy, and you have keep your wits about you to avoid being conned. These
fundamental beliefs about human nature affect how you look things when doing
personnel research. In this sense, you are always being guided by a theoretical
framework, but you don't know it. Not knowing what your real framework is can be a
problem. The framework tends to guide what you notice in an organization, and what you
don't notice. In other words, you don't even notice things that don't fit your framework!
We can never completely get around this problem, but we can reduce the problem
considerably by simply making our implicit framework explicit. Once it is explicit, we
can deliberately consider other frameworks, and try to see the organizational situation
measure or record. For example, if the cases are persons, the variables could be sex, age,
height, weight, feeling of empowerment, math ability, etc. Variables are called what they
are because it is assumed that the cases will vary in their scores on these attributes. For
example, if the variable is age, we obviously recognize that people can be different ages.
Of course, sometimes, for a given sample of people, there might not be any variation on
some attribute. For example, the variable 'number of children' might be zero for all
members of this class. It's still a variable, though, because in principle it could have
the outcome variable, the one you are trying to predict. Variation in the dependent
variable is what you are trying to explain. For example, if we do a study to determine
why some people are more satisfied in their jobs than others, job satisfaction is the
The independent variables, also known as the predictor or explanatory variables, are the factors that you think explain variation in the dependent variable. In other words, these are the causes. For example, you may think that people are more satisfied with their jobs if they are given a lot of freedom to do what they want, and if they are well-paid. So 'job freedom' and 'salary' are the independent variables, and 'job satisfaction' is the dependent variable. This is diagrammed as follows:
There are actually two other kinds of variables, which are basically independent
variables, but work a little differently. These arem oder ator andinter vening variables. A
moderator variable is one that modifies the relationship between two other variables.
Now bringing you back...
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