DOCTOR OF PHILOSOPHY

in ………….

Graduate Studies of Western University

By

Kieng Rotana, Ph.D.

President of Western University

A conceptual framework is a representation of the relationship you expect to

see between your variables, or the characteristics or properties that you want

to study. Conceptual frameworks can be written or visual and are generally

developed based on a literature review of existing studies about your topic.

A conceptual framework allows you to draw your own conclusions, mapping
out the variables you may use in your study and the interplay between them.

In other words, the conceptual framework presents the overall structure of

the study, and the theoretical frame- work within it explains the relationships
that are explored within the study.

There are three sources for a conceptual framework:

1. Experience

2. Literature

3. Theory.
What is theoretical and conceptual framework in PhD research?

When used well together, a theoretical and a conceptual framework provides

a researcher with sufficient support to explain the need and the relevance for
the study in the field; in addition, the researcher who chooses to have a
theoretical and a conceptual framework in the research study demonstrates
appropriate.
2.2. Theoretical and Previous Frameworks

Resource: Martirosyan, N. (2014). An examination of factors contributing to

student satisfaction in Armenian higher education, Department of Educational
Leadership and Counseling, Sam Houston State University, Huntsville, Texas, USA.
Resource: Chandra et al. (2018). The influence of service quality, university image
on student satisfaction, and student loyalty in Indonesian HEIs
Resource: Ali et al. (2015). Does higher education service quality affect student
satisfaction, image, and loyalty? A study of international students in Malaysian
public universities.
Resource: Annamdevula, S. & Bellamkonda, R.S. (2014). “The effects of service
quality on student loyalty.” the mediating role of student in India.
Resources: Alves and Raposo (2007). Conceptual model of student
satisfaction in higher education, Portuguese HEIs. Total Quality
Management, 18(5), 571-588.

Resource: Helgesen and Nesset (2007). Images, satisfaction and antecedents:

Drivers of student loyalty? A case study of a Norwegian university
college. Corporate reputation review, 10 (1), 38-59.
Figure 2.1. The Previous Research Framework titled “An examination of
factors contributing to student satisfaction in Armenian higher education.”

Martirosyan, N. (2014).

Academic Student
Experience Support
Facilities

Faculty Student
Services Satisfaction
Campus Life
& Social
Integration

Demographics
Figure 2.2. The Previous Research Framework titled “The influence of service
quality, university image on student satisfaction, and student loyalty, Indonesia.”
Chandra et al. (2018).

Service Quality H1 Student Satisfaction

(X1) (Y1)

H2

H5

H3

University Image Student Loyalty

(X2) (Y2)
H4
Figure 2.3. The Previous Research Framework titled “Does higher education
service quality affect student satisfaction, image, and loyalty? A study of
international students in Malaysian public universities.” Ali et al. (2015)

Images
NonA- cAadcaedmeimc
iAc sAp sepctescts
H1

H6
Non Academic Aspects
H2

H8

H3 Student Satisfaction
Program Issues

H4
Reputation H7
H5
Student Loyalty

Access
Figure 2.4. The Previous Research Framework titled “The effects of service quality
on student loyalty: the mediating role of student satisfaction, in India.”
Annamdevula, S. & Bellamkonda, R.S. (2014).

Mediator

Student
Satisfaction

H1
H3

Services Quality Student Loyalty

H2

Independent Variable Dependent Variable

 Figure 2.5. The Previous Research Framework titled “Conceptual model of
student satisfaction in higher education.”
Resources: Alves and Raposo (2007). Conceptual model of student satisfaction in
higher education, Portuguese HEIs. Total Quality Management, 18(5), 571-588.
Figure 2.6. The Previous Research Framework titled “Images, satisfaction and
antecedents.”
Resource: Helgesen and Nesset (2007). Images, satisfaction and antecedents: Drivers
of student loyalty? A case study of a Norwegian university college. Corporate
reputation review, 10 (1), 38-59.

Image of study program

Service Quality H5 (+)

H2 (+) H1 (+)

H3 (+)
Image Loyalty
of UC

Facilities H4 (+) H6 (+)

Satisfaction
2. 3. The Conceptual Framework & the Relationship
Between Variables and Research Hypotheses
The Conceptual Framework
Figure 2.7. Critical Factors Affecting Student Satisfaction and Loyalty: An Empirical Study in Cambodia.
Resource: Kieng, R., Phothikitti, K., & Vongurai, R. (2021). Critical Factors Affecting Student Satisfaction
and Loyalty: An Empirical Study in Cambodia. The Journal of Asian Finance, Economics and Business,
8(7), 225-234.
The Conceptual Framework (Cont. )
Figure shows the conceptual framework of this study. The variables have been
measured such as academic experience, faculty services, campus life, social
integration, student support facilities, student satisfaction, university image, and
student loyalty. Hence, there are seven hypotheses proposed for this study to
determine factors affecting student satisfaction and loyalty in Cambodian Higher
Education Institutions.
The Relationship Between Variables and Research Hypotheses

H1: Academic Experience had a significant impact on Student Satisfaction.

H2: Student Support Facilities had a significant impact on student Satisfaction.

H3: Campus Life and Social Integration had a significant impact on Student

Satisfaction.

H4: Faculty Services had a significant impact on Student Satisfaction.

H5: University Image had a significant impact on Student Satisfaction.

H6: Student Satisfaction had a significant impact on Student Loyalty.

H7: University Image had a significant impact on Student Loyalty.

- Theoretical and Previous Frameworks

- The Conceptual Framework & the Relationship

Between Variables and Research Hypotheses
the PhD Journey
“Success requires Action”
“Progress, not Perfection”
“Eat the Elephant one bite at a time”
“Enjoy Climbing the Mountain”