This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.

1. The GO-GN Guide to
Conceptual Frameworks
Dr. Robert Farrow
Open Education Research Hub
Institute of Educational Technology
The Open University, UK
rob.farrow@open.ac.uk
@philosopher1978

2. 2
0
1 Why a Conceptual Frameworks Handbook?
Rationale and concept
0
2 Desk Research
What has been written about conceptual frameworks?
0
3 Production Process
Crowdsourcing research insights
0
4 Presentation & Style
Aiming for accessibility
0
5 Next Steps & Timeline
How to get involved
STRUCTURE
Introduction to GO-GN
Background on the Global OER Graduate
Network and its members
0
6 Discussion
Critical reflections
0
7

3. 3
SUPPORTING DOCTORAL RESEARCH IN OPEN EDUCATION
GLOBAL OER GRADUATE NETWORK
http://go-gn.net/

4. 4
GLOBAL OER GRADUATE NEWORK
GO-GN started in 2013 as an initiative from Fred Mulder, UNESCO Chair in OER at the Dutch Open
Universiteit, in collaboration with Rory McGreal, UNESCO / COL Chair in OER at Athabasca University
(Canada).
GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and
administered by the Open Education Research Hub from the Institute of Educational Technology at The Open
University, UK.
The aims of the GO-GN are:
• to raise the profile of research into open education,
• to offer support for those conducting PhD research in
this area, and
• to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers
form the core of the network with more than 200 experts,
supervisors, mentors and interested parties forming a
community of practice

5. Why a Conceptual
Frameworks Handbook?
Rationale and concept

6. 6
Farrow, R., Iniesto, F., Weller, M. &
Pitt., R. (2020). The GO-GN Research
Methods Handbook. Open Education
Education Research Hub. The Open
University, UK. CC-BY 4.0.
http://go-
gn.net/gogn_outputs/research-
methods-handbook/
Images by Visual Thinkery
CC BY

7. 7
What’s next?
• A companion volume focused on
theoretical perspectives
• Future editions to include ongoing input
from researchers
• Expand to include discussion of other
research methods in open education
(e.g. textbook research; COUP
framework)
• Expand and refine presentation of open
research
• Build more detailed guidance for
research design

8. 8
What’s next?
• A companion volume focused on
theoretical perspectives
• Future editions to include ongoing input
from researchers
• Expand to include discussion of other
research methods in open education
(e.g. textbook research; COUP
framework)
• Expand and refine presentation of open
research
• Build more detailed guidance for
research design

9. 9

10. 10

11. Desk Research
What has been written about conceptual frameworks?

12. 12
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
Passey, D. (2020). Theories, theoretical and conceptual frameworks, models and
constructs: Limiting research outcomes through misconceptions and misunderstandings.
Studies in Technology Enhanced Learning 1(1).
https://assets.pubpub.org/bcha1jdt/21595481330398.pdf
• Doctoral studies usually involve a theoretical or conceptual framework
• How this is defined or understood has implications
• Selecting a conceptual framework could be considered a characteristic challenge of
doctoral research

13. 13
Passey, D. (2019). Technology-enhanced learning: Rethinking the term, the concept and its theoretical
background. British Journal of Educational Technology, 50(3), 972-986. https://doi.org/10.1111/bjet.12783

14. 14

16. 16
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
Passey, D. (2020). Theories, theoretical and conceptual frameworks, models and
constructs: Limiting research outcomes through misconceptions and misunderstandings.
Studies in Technology Enhanced Learning 1(1).
https://assets.pubpub.org/bcha1jdt/21595481330398.pdf
• Identify & recognise originating research; be explicit about particular areas of
contribution
• Recognise the importance of the context of originating research
• Criticality should apply to models, frameworks and theories
• Epistemological and ontological stance within a study may shape the choice and role(s)
of models, frameworks and theories
• Methodological design that is underpinned by appropriate models, frameworks or
theories does not mean that the design itself cannot be questioned
• Research questions should be framed in ways that allow alternative ways to view
factors and features relating to underpinning models, frameworks or theories. Finding
contextual matches, shifts, amendments or additions can all offer important
contributions to the field
• Contributions to policy and practice should be considered in the context of underpinning
models, frameworks or theories

17. 18
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
Berman, J. & Smyth, R. (2015) Conceptual frameworks in the doctoral research process: a
pedagogical model. Innovations in Education and Teaching International, 52(2) 125-136,
https://www.tandfonline.com/doi/abs/10.1080/14703297.2013.809011

18. 19
Berman, J. & Smyth, R. (2015) Conceptual frameworks in the doctoral research process: a
pedagogical model. Innovations in Education and Teaching International, 52(2) 125-136,
https://www.tandfonline.com/doi/abs/10.1080/14703297.2013.809011
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS

19. 20
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and
Conceptual Framework: A Systematic Review of Lessons from the Field. International
Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44
• Argues (on the basis of experience as a supervisor, external examiner and teacher of
research methods) that “problematic for many students is the inability to articulate
differences between theory, theoretical framework and a conceptual framework for a
proposed research project”
• Poses 5 questions:
• What does each of these terms mean?
• When and how should each be used?
• What purposes does a theoretical framework serve?
• How do you develop a theoretical framework for your research proposal or thesis?
• What does a good theoretical framework look like?

20. 21
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and
Conceptual Framework: A Systematic Review of Lessons from the Field. International
Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44
Kerlinger and Lee (2000, p. 11) define and explain the meaning of a theory very well, as
follows:
A theory is a set of interrelated constructs (concepts), definitions, and propositions that
present a systematic view of phenomena by specifying relations among variables, with the
purpose of explaining and predicting the phenomena. This definition says three things: (1)
a theory is a set of propositions consisting of defined and interrelated constructs, (2) a
theory sets out the interrelations among a set of variables (constructs), and in so doing,
presents a systematic view of the phenomena described by the variables, and (3) a theory
explains phenomena; it does so by specifying which variables are related to which
variables and how they are related, thus enabling the researcher to predict from certain
variables to certain other variables.

21. 22
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and
Conceptual Framework: A Systematic Review of Lessons from the Field. International
Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44

22. 23
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and
Conceptual Framework: A Systematic Review of Lessons from the Field. International
Journal of Higher Education 7(6). https://doi.org/10.5430/ijhe.v7n6p44

23. 25
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS
O’Sullivan, P. & Uijtdehaage, S. (2013). Example Conceptual Frameworks: To Guide
Educational Scholarship. Teaching Academy of the Consortium of Western Regional
Colleges of Veterinary Medicine. https://medicine.utah.edu/faculty-dev/programs/academy-
med-education/files/symposium_2015_powerpoints/conceptual-framework-booklet-how-
succeed.pdf
• Presents a series of conceptual frameworks and contextualises them for medical
research
• “The purpose of this booklet is to provide a range of examples of conceptual
frameworks to help an educator become oriented to using frameworks and to peruse a
sampling of ones often found in medical education.”

24. 26
INITIAL DESK RESEARCH
CONCEPTUAL FRAMEWORKS

25. 27

26. Production Process
Crowdsourcing research insights

27. Presentation & Style
Aiming for accessibility

28. 30

29. 31

30. 32
Research Design Process (based on E891) (Open University, n.d.)

31. 33
Progression through the Research Process (based on Brown & Dueñas, 2020)

32. 34
Farrow, R. and Mathers, B. (2020),
"Conceptualising Research Methodology for
Doctoral Researchers in Open Education (with
penguins)", International Journal of Management
and Applied Research, Vol. 7, No. 3, pp. 349-
pp. 349-359.
https://doi.org/10.18646/2056.73.20-025

33. Next Steps & Timeline
How to get involved

34. 36
NEXT STEPS AND TIMELINE
CONCEPTUAL FRAMEWORKS
Feb 2021 – Distribution of short survey on use of conceptual frameworks in PhD to GO-GN
members
Apr 2021 – Online workshop
May/Jun 2021 – Drafting (OU team)
July 2021 – Editing and Reviewing
August 2021 – Publication
November 2021 – GO-GN at OE Global?

35. 37
Farrow, R. (ed.) et al. (2020). GO-GN
Research Review (Summer 2020). Global
OER Graduate Network. http://go-
gn.net/gogn_outputs/research-review-
summer-2020/
• Marjon Baas (Leiden University, Netherlands)
• Natasha Chtena (University of California Los
Angeles, USA)
• Glenda Cox (University of Cape Town, South
Africa)
• Michael Dabrowski (Athabasca University,
Canada)
• Helen De Waard (Lakehead University,
Canada)
• Kathy Essmiller (Oklahoma State University,
USA)
• Paco Iniesto (Open University, UK)
• Caroline Kuhn (Bath Spa University, UK)
• Rebecca Pitt (Open University, UK)
• Hélène Pulker (Open University, UK)
• Martin Weller (Open University, UK)

36. 38
Farrow, R. (ed.) et al. (2020). GO-GN
Research Review (Summer 2020). Global
OER Graduate Network. http://go-
gn.net/gogn_outputs/research-review-
summer-2020/
• Marjon Baas (Leiden University, Netherlands)
• Natasha Chtena (University of California Los
Angeles, USA)
• Glenda Cox (University of Cape Town, South
Africa)
• Michael Dabrowski (Athabasca University,
Canada)
• Helen De Waard (Lakehead University,
Canada)
• Kathy Essmiller (Oklahoma State University,
USA)
• Paco Iniesto (Open University, UK)
• Caroline Kuhn (Bath Spa University, UK)
• Rebecca Pitt (Open University, UK)
• Hélène Pulker (Open University, UK)
• Martin Weller (Open University, UK)
Look out for the 2021 call for contributions!
(June 2021)

37. Discussion
Critical Reflections

38. 40
DISCUSSION POINTS
CONCEPTUAL FRAMEWORKS
Conceptual Frameworks are less commonly referred to in the discourse than something
like Research Methods, but interest in them seems to be increasing.
Conceptual Frameworks tend to be quite abstract – are they well understood? Do they
need to be?
Making a link between Conceptual Frameworks and Open Education/Research – how can
this be done? Will it emerge from the data we collect?
• Is openness even relevant to this?
• Maybe for some CFs more than others?
Are Conceptual Frameworks necessarily oriented towards “the truth”? Do they need to
be? Is this the value of a Conceptual Framework, or does it have a different aspect?

39. Discussion
Critical Reflections

40. THANK YOU
rob.farrow@open.ac.uk
@philosopher1978
go-gn.net
oerhub.net