This document discusses the dilemmas researchers face regarding the philosophical underpinnings of their dissertations and theses. Specifically, it addresses the tendency to conflate metaphysical concepts like paradigm and metatheory. The author aims to clarify key philosophical concepts used in social science research like philosophy, paradigm, and metatheory. By distinguishing these concepts, the author hopes to guide early career researchers in properly applying philosophical frameworks to their work.
The document discusses issues faced by early career researchers regarding research paradigms, methods, and methodology. It argues that while research textbooks and articles often present qualitative and quantitative research as dichotomous, the literature supports mixed methods. The authors review literature on this topic and provide definitions of key terms like paradigm to assist early career researchers in navigating these debates and making informed decisions about their own research.
Research Dilemmas Paradigms, Methods and MethodologyJairo Gomez
The document discusses issues faced by early career researchers, including confusion created by textbooks and articles that present research methodology as either qualitative or quantitative. It argues that discussions should include mixed methods and address the perceived dichotomy. The document then defines and discusses various research paradigms, including positivist/postpositivist, interpretivist/constructivist, transformative, and pragmatic. It explores how paradigms relate to methodology and methods, noting that certain paradigms are commonly associated with either qualitative or quantitative approaches.
The document discusses the importance of theoretical and conceptual frameworks in research. It defines a theoretical framework as the foundation upon which a research study is built, borrowing from existing theories. A conceptual framework organizes concepts and variables into a structure to explain the phenomenon under study. The document provides guidance on developing frameworks, including selecting relevant theories, relating concepts, and placing frameworks in a thesis. Culture and determinism theories are presented as examples.
This document provides an overview of research methodology. It discusses that research methodology is the systematic process of solving a research problem. It involves understanding which research methods and techniques are applicable to specific problems. The chapter then describes the procedural aspects used in the research process, including research philosophy, philosophical worldviews, research approach, research design, data collection strategies, data analysis, and ethical considerations. It presents the figure showing the methodological structure of research. Finally, it discusses various philosophical worldviews including postpositivism that guide researchers in determining the appropriate research design based on the research question.
Theoretical and Conceptual framework in ResearchIkbal Ahmed
A presentation on Theoretical framework and conceptual framework of a research.From this presentation you can know -
1) About theory and 4 types of theory
2) How to choose a suitable theoretical framework for your research
3) How to make a good conceptual framework for your research
4) Find out Independent variable and dependent variable of your problem statement
5) Relation between TF & CF relative to Quantitative and Qualitative methodology
This document provides an overview of theoretical perspectives and methodologies used in learning design research. It discusses how researchers come from a variety of disciplines including education, computer science, psychology, and more. Common theoretical perspectives discussed include sociocultural theories like cultural historical activity theory, communities of practice, and actor network theory. Methodologies used include qualitative approaches like ethnography, case studies, and action research as well as quantitative content analysis and evaluation. The relationship between theories, methods, and different epistemological stances is also examined.
The document discusses the important role of theory and models in nursing research and evidence-based practice. Researchers develop and use theories and models to help explain phenomena and processes they observe in the world. Theories and models provide structure and foundation for research questions and study design. They allow researchers to explore topics in meaningful ways. The document provides examples of conceptual theories and models commonly used in nursing research from sources like the Walden Library. It emphasizes that virtually all research can benefit from using an established theory or model to guide the study.
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12Grant & Osanloo
DOI: 10.5929/2014.4.2.9
a
UNDERSTANDING, SELECTING, AND INTEGRATING A
THEORETICAL FRAMEWORK IN DISSERTATION RESEARCH:
CREATING THE BLUEPRINT FOR YOUR “HOUSE”
Cynthia Grant, PhD
University of Colorado-Denver
Azadeh Osanloo, PhD
New Mexico State University
The theoretical framework is one of the most important aspects in the research process, yet is often misunderstood by
doctoral candidates as they prepare their dissertation research study. The importance of theory-driven thinking and acting
is emphasized in relation to the selection of a topic, the development of research questions, the conceptualization of the
literature review, the design approach, and the analysis plan for the dissertation study. Using a metaphor of the “blueprint”
of a house, this article explains the application of a theoretical framework in a dissertation. Steps for how to select and
integrate a theoretical framework to structure all aspects of the research process are described, with an example of how to
thread theory throughout the dissertation.
Keywords: theoretical framework, dissertation, doctoral, academic writing, research methods
The dissertation is a labor of love requiring much work, sweat, and tears, as well as organization skills and extensive resources from others who are involved with the process. The final product is a document that one can recognize as a once-in-a-lifetime achievement. We liken this experience to the task of building your own home.
As any architect or contractor knows, prior to building a house, one must develop drawings called a blueprint for the
structure. A blueprint serves as a guide for all those who are involved in the construction of the home. The drawing
permits the foundation of the home to be built, and it dictates the overall floor plan of rooms, the flow of plumbing,
electrical, and mechanical systems—even the direction in which the house will face. Like housing construction, much
critical thinking and planning must be put into developing a blueprint for the dissertation. We believe the blueprint
is an appropriate analogy of the theoretical framework of the dissertation.
The theoretical framework is one of the most important aspects in the research process, and a component that is
often minimally covered in doctoral coursework. Iqubal described the struggle to identify and prepare the theoretical
framework for the dissertation as “the most difficult but not impossible part of [the] proposal” (2007, p.17). As
professors and dissertation committee members of doctoral students in the fields of education, policy, leadership,
curriculum and instruction, and social work, we have heard students express confusion, a lack of knowledge, and
frustration with the challenge of choosing a theoretical frame.
The document discusses issues faced by early career researchers regarding research paradigms, methods, and methodology. It argues that while research textbooks and articles often present qualitative and quantitative research as dichotomous, the literature supports mixed methods. The authors review literature on this topic and provide definitions of key terms like paradigm to assist early career researchers in navigating these debates and making informed decisions about their own research.
Research Dilemmas Paradigms, Methods and MethodologyJairo Gomez
The document discusses issues faced by early career researchers, including confusion created by textbooks and articles that present research methodology as either qualitative or quantitative. It argues that discussions should include mixed methods and address the perceived dichotomy. The document then defines and discusses various research paradigms, including positivist/postpositivist, interpretivist/constructivist, transformative, and pragmatic. It explores how paradigms relate to methodology and methods, noting that certain paradigms are commonly associated with either qualitative or quantitative approaches.
The document discusses the importance of theoretical and conceptual frameworks in research. It defines a theoretical framework as the foundation upon which a research study is built, borrowing from existing theories. A conceptual framework organizes concepts and variables into a structure to explain the phenomenon under study. The document provides guidance on developing frameworks, including selecting relevant theories, relating concepts, and placing frameworks in a thesis. Culture and determinism theories are presented as examples.
This document provides an overview of research methodology. It discusses that research methodology is the systematic process of solving a research problem. It involves understanding which research methods and techniques are applicable to specific problems. The chapter then describes the procedural aspects used in the research process, including research philosophy, philosophical worldviews, research approach, research design, data collection strategies, data analysis, and ethical considerations. It presents the figure showing the methodological structure of research. Finally, it discusses various philosophical worldviews including postpositivism that guide researchers in determining the appropriate research design based on the research question.
Theoretical and Conceptual framework in ResearchIkbal Ahmed
A presentation on Theoretical framework and conceptual framework of a research.From this presentation you can know -
1) About theory and 4 types of theory
2) How to choose a suitable theoretical framework for your research
3) How to make a good conceptual framework for your research
4) Find out Independent variable and dependent variable of your problem statement
5) Relation between TF & CF relative to Quantitative and Qualitative methodology
This document provides an overview of theoretical perspectives and methodologies used in learning design research. It discusses how researchers come from a variety of disciplines including education, computer science, psychology, and more. Common theoretical perspectives discussed include sociocultural theories like cultural historical activity theory, communities of practice, and actor network theory. Methodologies used include qualitative approaches like ethnography, case studies, and action research as well as quantitative content analysis and evaluation. The relationship between theories, methods, and different epistemological stances is also examined.
The document discusses the important role of theory and models in nursing research and evidence-based practice. Researchers develop and use theories and models to help explain phenomena and processes they observe in the world. Theories and models provide structure and foundation for research questions and study design. They allow researchers to explore topics in meaningful ways. The document provides examples of conceptual theories and models commonly used in nursing research from sources like the Walden Library. It emphasizes that virtually all research can benefit from using an established theory or model to guide the study.
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12Grant & Osanloo
DOI: 10.5929/2014.4.2.9
a
UNDERSTANDING, SELECTING, AND INTEGRATING A
THEORETICAL FRAMEWORK IN DISSERTATION RESEARCH:
CREATING THE BLUEPRINT FOR YOUR “HOUSE”
Cynthia Grant, PhD
University of Colorado-Denver
Azadeh Osanloo, PhD
New Mexico State University
The theoretical framework is one of the most important aspects in the research process, yet is often misunderstood by
doctoral candidates as they prepare their dissertation research study. The importance of theory-driven thinking and acting
is emphasized in relation to the selection of a topic, the development of research questions, the conceptualization of the
literature review, the design approach, and the analysis plan for the dissertation study. Using a metaphor of the “blueprint”
of a house, this article explains the application of a theoretical framework in a dissertation. Steps for how to select and
integrate a theoretical framework to structure all aspects of the research process are described, with an example of how to
thread theory throughout the dissertation.
Keywords: theoretical framework, dissertation, doctoral, academic writing, research methods
The dissertation is a labor of love requiring much work, sweat, and tears, as well as organization skills and extensive resources from others who are involved with the process. The final product is a document that one can recognize as a once-in-a-lifetime achievement. We liken this experience to the task of building your own home.
As any architect or contractor knows, prior to building a house, one must develop drawings called a blueprint for the
structure. A blueprint serves as a guide for all those who are involved in the construction of the home. The drawing
permits the foundation of the home to be built, and it dictates the overall floor plan of rooms, the flow of plumbing,
electrical, and mechanical systems—even the direction in which the house will face. Like housing construction, much
critical thinking and planning must be put into developing a blueprint for the dissertation. We believe the blueprint
is an appropriate analogy of the theoretical framework of the dissertation.
The theoretical framework is one of the most important aspects in the research process, and a component that is
often minimally covered in doctoral coursework. Iqubal described the struggle to identify and prepare the theoretical
framework for the dissertation as “the most difficult but not impossible part of [the] proposal” (2007, p.17). As
professors and dissertation committee members of doctoral students in the fields of education, policy, leadership,
curriculum and instruction, and social work, we have heard students express confusion, a lack of knowledge, and
frustration with the challenge of choosing a theoretical frame.
A big challenge is that these are two different building types.docxrobert345678
This document discusses comparing two different building types - a mosque and a palace. It notes that they are different building types built in different places, so any comparison would need to define the terms of comparison. Some potential points of comparison include formal elements like courtyards, domes and towers; how they relate to their sites; activities they accommodate; and use of light, sound, water and ventilation. Diagrams would help identify these elements and systems, and citations are needed for any quoted or specific information.
Values in Qualitative andQuantitative ResearchMaureen Dutidwellerin392
Values in Qualitative and
Quantitative Research
Maureen Duffy and Ronald J. Chenail
The authors identify the philosophicai underpinnings and vaiue-iodenness
of major research paradigms. They argue thaf usefui and meaningfui re-
search findings for counseiing can be generated fram both qualitative and
quantitative research methodoiogies, provided that the researcher has
an appreciation of the importance of phiiosaphical coherence in working
within a particuiar research tradition. Moreover, the authors recognize that
the research worid is one of methodoiogicai piurailsm; they discuss porticuiar
criticai values central to conducting research and evaiuating research findings,
Finaily, the authors demonstrate that there is not a 1-to-l correspondence
between a research method and the research paradigm,
A
lthough quantitative research has dominated the research conducted
in counseling and other helping professions, there is increasing
recognition of the importance of qualitative research and its fit with
the values of the counseling profession, in general (Ponterotto, 2005), and
evidence-based practice, in particular (McLeod, 2000; Rowland & Goss, 2000).
Berrios and Lucca [2006) reported that in a content analysis of four major
professional counseiing journals published between 1997 and 2002, qualita-
tive research articles represented one sixth of all articles published in the
journals studied. Berrios and Lucca also called for increased awareness and
training in qualitative research methods. In this article, we identify important
unprovable philosophical assumptions underlying major research paradigms
and demonstrate how useful research findings can be derived from multiple
paradigms as long as the counselor researcher conducts the research and
presents the findings in a philosophically congruent way. We also empha-
size the value-ladenness of all research paradigms and methodologies. It is
tempting to think that learning how^ to conduct and appreciate research in
counseling and other human sciences follows a linear, step-by-step pattern.
Of course, it does not, and the complexities of conducting and understanding
qualitative and quantitative research involve an array of philosophical and
methodological concepts, activities, choices, and consequences.
In the midst of the call for more qualitative research because it fits with
the values of both the counseling profession and counseling professionals,
Ponterotto [2005) warned that although more counseling professionals are
beginning to use qualitative research methods, "some are doing so without
a firm grasp of the philosophical anchors undergirding many approaches
to qualitative inquiry. It is important that researchers understand well the
philosophy of science parameters anchoring their work" {p. 127). This concern
Maureen Duffy, Department of Counseling, Barry University; Ronald }. Chenail, Department
of Family Therapy, Nova Southeastern University. Correspondence concerning this article
s ...
A Guide to Understanding Social Science Research for Natural Scientists.pdfSamantha Vargas
This document provides a guide to help natural scientists understand social science research. It discusses three key elements of research: ontology, epistemology, and philosophical perspectives. Ontology refers to what exists in the world that can be studied. Epistemology is about how knowledge is created. Philosophical perspectives guide a researcher's methods and interpretations. Understanding these elements is important for properly designing, conducting, and interpreting interdisciplinary research in conservation science. The guide aims to promote effective integration of natural and social sciences to generate more insightful conservation outcomes.
The document discusses the use of theory in quantitative, qualitative, and mixed methods research. It states that theory provides explanations or predictions about relationships among variables in quantitative studies. Qualitative research may employ theory as a broad explanation or theoretical lens. Grounded theorists generate theories from qualitative data. Mixed methods research uses social science or transformative frameworks to inform all aspects of the study design and interpret both quantitative and qualitative data, with the goal of improving people and society in the case of transformative frameworks.
The document provides guidance for PhD researchers on the role and use of theory in a doctoral study. It discusses different types of theory, such as grand theories, middle-range theories, and substantive theories. It also outlines how theory can be used deductively to test hypotheses or inductively to generate new theories from data. The document emphasizes that researchers should characterize how they are using theory and provide details when claiming to use approaches like grounded theory.
This document summarizes a paper on research methodology in management and social sciences. It discusses key concepts in research methodology including theory, paradigm, hypothesis, and the 5 D method. It emphasizes the importance of rigor and accuracy in research. Some pitfalls in the research process are outlined, such as improperly formulating the research problem or conducting an insufficient literature review. Rigorous data collection and analysis are important to draw valid conclusions.
Research paradigms : understanding complex debatesThe Free School
This presentation defines the term ‘research paradigm’ with reference to research conducted mostly within human and social sciences disciplines. It also discusses the dominant research paradigms as theorized by leading scholarly publications in these disciplines. This presentation discusses the alternative systems that may aid the researcher to
choose the most appropriate research paradigm.
Introductory discussion provides historical context that explains the reasons why the notion of the ‘research paradigm’ remains a confusing topic within the research methods literature. This ambiguity is a core factor that causes this
principle to misunderstood by many early-career researchers.
Research paradigms : simplifying complex debatesThe Free School
The document discusses research paradigms and their definitions. It begins by defining what a research paradigm is, noting that they establish practices and beliefs that guide research. It then discusses some of the main research paradigms, including positivism, post-positivism, critical theory, and constructivism. The document concludes by explaining that paradigms can shift as new knowledge is discovered, using feminism as an example of how a paradigm has changed over time with the development of related fields like men's studies.
This document provides guidance on developing a mixed methods research study. It outlines key steps such as drafting a working title, identifying an underlying problem, specifying data collection and analysis methods, and generating research questions. Research questions in mixed methods include at least one quantitative and one qualitative question. They should match the chosen mixed methods design. Developing objectives and considering theories is also recommended during the conceptualization phase of research.
Addressing Five Common Weaknesses In Qualitative Research Sticking Feathers ...Jose Katab
This document discusses common weaknesses in qualitative social science research. It identifies five main weaknesses: 1) conceptual frameworks that do not implications for how the data will be analyzed or interpreted, 2) conceptual frameworks that dominate the findings and do not allow the data to be critically evaluated, 3) methods sections that use generic jargon rather than a transparent account of how the research was conducted, 4) superficial or anecdotal results sections that lack focus, and 5) overuse of social science jargon that does not meaningfully contribute to the analysis. The document argues that qualitative research is most valid when there is coherence between the conceptual framework, methods, and findings sections.
This document outlines key concepts in selecting research approaches. It discusses four philosophical worldviews that influence research design: positivism, constructivism, transformative, and pragmatism. Three main research approaches are also covered: qualitative, quantitative, and mixed methods. Specific research designs are described for each approach, including experimental, case study, narrative and others. The goal is to help researchers understand different options for research questions, data collection and analysis.
WTAMU Communication Research Methods
Source: The Selection of a Research Approach in "Research Design:Qualitative, Quantitative, and Mixed Methods Approaches" by John W. Creswell (2014).
Research has been very interesting discipline to scholars and researchers for the past decades, but now new researchers and even final year students might find it difficult because their experience towards it may be very limited even thought they are expected to do and present their final project proposals. The fact remains that, research is so interesting and exciting subject, all you need is to be interested your area of research, select good topic and be ready to contribute.
Looking for an expert writer who can guide you through the process of writing your research methodology? A detailed blueprint from Tutors India outlines the various types of approaches to the research, data collection methods, sampling, sample size, validity, reliability, credibility, and trustworthiness, data analysis, and ethical responsibilities.
Tutors India work with a professional team of UK researchers and writers who strictly adhere to your university guidelines and instructions will develop a methodology that is flawlessly structured, accurate, comprehensive, well-documented, well-sourced, professional, and written in perfect English.
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Towards a Relational Paradigm in Sustainability Research, Practice, and Educa...Zack Walsh
This document summarizes a research paper that examines relational approaches to sustainability research. It identifies relational thinking in fields like science and technology studies, environmental humanities, and posthumanities that understand nature and culture as interrelated. The paper conducts a literature review across disciplines to analyze how relational approaches to ontology, epistemology, and ethics have been conceptualized. It finds common themes around understanding realities as constituted by dynamic relationships rather than discrete entities. The paper concludes by calling for sustainability researchers to develop a research agenda advancing this relational paradigm in sustainability research, practice, and education.
IRJET- Is there Any Need for Theory in Research?IRJET Journal
1) The document discusses the debate around the need for theory in research work. Some scholars argue that research can be conducted without theory, while others believe theory is necessary to generalize and validate research findings.
2) Theory is defined as an organized set of concepts and principles meant to explain a phenomenon. Theories allow researchers to connect abstract and empirical concepts. Theories are useful for making predictions and providing explanations.
3) There is a close link between research and theory. Theories help explain and validate research results, while research is used to develop and test theories. The purposes of research and theory are similar in seeking to describe and explain phenomena.
The document discusses developing a theoretical and conceptual framework for research. It explains that a theoretical framework presents the theory that explains why the research problem exists, while a conceptual framework operationalizes the theory and gives direction to the study. The document provides guidance on formulating each framework, including specifying the theory, relating it to other work, and connecting it to the research objectives.
This document discusses key concepts in the philosophy of social sciences research. It defines paradigms as systems of thinking that include basic assumptions and research techniques accepted within a scientific community. Paradigms describe an established model like positivism or interpretivism. Approaches refer to specific research designs or methods. The three major paradigms discussed are positivism, interpretivism, and critical theory. The document also examines the philosophical foundations of theories, including ontology, epistemology, methodology, and axiology.
This document discusses key concepts in the philosophy of social sciences research. It defines a paradigm as a set of beliefs and assumptions shared by a scientific community that guides research. The three major paradigms are positivism, interpretivism, and critical theory. It also differentiates between paradigms and approaches, and discusses the philosophical foundations of theories, including ontology, epistemology, methodology, and axiology. Philosophical alignment between these foundations is important for valid research.
Short Stories To Write Ideas - Pagspeed. Online assignment writing service.Andrew Parish
This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if pleased. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work. The service aims to provide original, high-quality content through a bidding system and revision process.
Jacksonville- Michele Norris Communications And The Media DietAndrew Parish
The document discusses the benefits of the minimum legal driving age. It begins by stating that the minimum legal driving age should not be increased to 18 because that would not help decrease the rate of teen accidents. While some argue accidents caused by teens justify a higher age, the document counters that maturity levels vary and delaying licensure could reduce overall experience and skills. Restricting mobility may also restrict opportunities for work, education and independence. Raising the age could even have unintended consequences of increased risk-taking.
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A big challenge is that these are two different building types.docxrobert345678
This document discusses comparing two different building types - a mosque and a palace. It notes that they are different building types built in different places, so any comparison would need to define the terms of comparison. Some potential points of comparison include formal elements like courtyards, domes and towers; how they relate to their sites; activities they accommodate; and use of light, sound, water and ventilation. Diagrams would help identify these elements and systems, and citations are needed for any quoted or specific information.
Values in Qualitative andQuantitative ResearchMaureen Dutidwellerin392
Values in Qualitative and
Quantitative Research
Maureen Duffy and Ronald J. Chenail
The authors identify the philosophicai underpinnings and vaiue-iodenness
of major research paradigms. They argue thaf usefui and meaningfui re-
search findings for counseiing can be generated fram both qualitative and
quantitative research methodoiogies, provided that the researcher has
an appreciation of the importance of phiiosaphical coherence in working
within a particuiar research tradition. Moreover, the authors recognize that
the research worid is one of methodoiogicai piurailsm; they discuss porticuiar
criticai values central to conducting research and evaiuating research findings,
Finaily, the authors demonstrate that there is not a 1-to-l correspondence
between a research method and the research paradigm,
A
lthough quantitative research has dominated the research conducted
in counseling and other helping professions, there is increasing
recognition of the importance of qualitative research and its fit with
the values of the counseling profession, in general (Ponterotto, 2005), and
evidence-based practice, in particular (McLeod, 2000; Rowland & Goss, 2000).
Berrios and Lucca [2006) reported that in a content analysis of four major
professional counseiing journals published between 1997 and 2002, qualita-
tive research articles represented one sixth of all articles published in the
journals studied. Berrios and Lucca also called for increased awareness and
training in qualitative research methods. In this article, we identify important
unprovable philosophical assumptions underlying major research paradigms
and demonstrate how useful research findings can be derived from multiple
paradigms as long as the counselor researcher conducts the research and
presents the findings in a philosophically congruent way. We also empha-
size the value-ladenness of all research paradigms and methodologies. It is
tempting to think that learning how^ to conduct and appreciate research in
counseling and other human sciences follows a linear, step-by-step pattern.
Of course, it does not, and the complexities of conducting and understanding
qualitative and quantitative research involve an array of philosophical and
methodological concepts, activities, choices, and consequences.
In the midst of the call for more qualitative research because it fits with
the values of both the counseling profession and counseling professionals,
Ponterotto [2005) warned that although more counseling professionals are
beginning to use qualitative research methods, "some are doing so without
a firm grasp of the philosophical anchors undergirding many approaches
to qualitative inquiry. It is important that researchers understand well the
philosophy of science parameters anchoring their work" {p. 127). This concern
Maureen Duffy, Department of Counseling, Barry University; Ronald }. Chenail, Department
of Family Therapy, Nova Southeastern University. Correspondence concerning this article
s ...
A Guide to Understanding Social Science Research for Natural Scientists.pdfSamantha Vargas
This document provides a guide to help natural scientists understand social science research. It discusses three key elements of research: ontology, epistemology, and philosophical perspectives. Ontology refers to what exists in the world that can be studied. Epistemology is about how knowledge is created. Philosophical perspectives guide a researcher's methods and interpretations. Understanding these elements is important for properly designing, conducting, and interpreting interdisciplinary research in conservation science. The guide aims to promote effective integration of natural and social sciences to generate more insightful conservation outcomes.
The document discusses the use of theory in quantitative, qualitative, and mixed methods research. It states that theory provides explanations or predictions about relationships among variables in quantitative studies. Qualitative research may employ theory as a broad explanation or theoretical lens. Grounded theorists generate theories from qualitative data. Mixed methods research uses social science or transformative frameworks to inform all aspects of the study design and interpret both quantitative and qualitative data, with the goal of improving people and society in the case of transformative frameworks.
The document provides guidance for PhD researchers on the role and use of theory in a doctoral study. It discusses different types of theory, such as grand theories, middle-range theories, and substantive theories. It also outlines how theory can be used deductively to test hypotheses or inductively to generate new theories from data. The document emphasizes that researchers should characterize how they are using theory and provide details when claiming to use approaches like grounded theory.
This document summarizes a paper on research methodology in management and social sciences. It discusses key concepts in research methodology including theory, paradigm, hypothesis, and the 5 D method. It emphasizes the importance of rigor and accuracy in research. Some pitfalls in the research process are outlined, such as improperly formulating the research problem or conducting an insufficient literature review. Rigorous data collection and analysis are important to draw valid conclusions.
Research paradigms : understanding complex debatesThe Free School
This presentation defines the term ‘research paradigm’ with reference to research conducted mostly within human and social sciences disciplines. It also discusses the dominant research paradigms as theorized by leading scholarly publications in these disciplines. This presentation discusses the alternative systems that may aid the researcher to
choose the most appropriate research paradigm.
Introductory discussion provides historical context that explains the reasons why the notion of the ‘research paradigm’ remains a confusing topic within the research methods literature. This ambiguity is a core factor that causes this
principle to misunderstood by many early-career researchers.
Research paradigms : simplifying complex debatesThe Free School
The document discusses research paradigms and their definitions. It begins by defining what a research paradigm is, noting that they establish practices and beliefs that guide research. It then discusses some of the main research paradigms, including positivism, post-positivism, critical theory, and constructivism. The document concludes by explaining that paradigms can shift as new knowledge is discovered, using feminism as an example of how a paradigm has changed over time with the development of related fields like men's studies.
This document provides guidance on developing a mixed methods research study. It outlines key steps such as drafting a working title, identifying an underlying problem, specifying data collection and analysis methods, and generating research questions. Research questions in mixed methods include at least one quantitative and one qualitative question. They should match the chosen mixed methods design. Developing objectives and considering theories is also recommended during the conceptualization phase of research.
Addressing Five Common Weaknesses In Qualitative Research Sticking Feathers ...Jose Katab
This document discusses common weaknesses in qualitative social science research. It identifies five main weaknesses: 1) conceptual frameworks that do not implications for how the data will be analyzed or interpreted, 2) conceptual frameworks that dominate the findings and do not allow the data to be critically evaluated, 3) methods sections that use generic jargon rather than a transparent account of how the research was conducted, 4) superficial or anecdotal results sections that lack focus, and 5) overuse of social science jargon that does not meaningfully contribute to the analysis. The document argues that qualitative research is most valid when there is coherence between the conceptual framework, methods, and findings sections.
This document outlines key concepts in selecting research approaches. It discusses four philosophical worldviews that influence research design: positivism, constructivism, transformative, and pragmatism. Three main research approaches are also covered: qualitative, quantitative, and mixed methods. Specific research designs are described for each approach, including experimental, case study, narrative and others. The goal is to help researchers understand different options for research questions, data collection and analysis.
WTAMU Communication Research Methods
Source: The Selection of a Research Approach in "Research Design:Qualitative, Quantitative, and Mixed Methods Approaches" by John W. Creswell (2014).
Research has been very interesting discipline to scholars and researchers for the past decades, but now new researchers and even final year students might find it difficult because their experience towards it may be very limited even thought they are expected to do and present their final project proposals. The fact remains that, research is so interesting and exciting subject, all you need is to be interested your area of research, select good topic and be ready to contribute.
Looking for an expert writer who can guide you through the process of writing your research methodology? A detailed blueprint from Tutors India outlines the various types of approaches to the research, data collection methods, sampling, sample size, validity, reliability, credibility, and trustworthiness, data analysis, and ethical responsibilities.
Tutors India work with a professional team of UK researchers and writers who strictly adhere to your university guidelines and instructions will develop a methodology that is flawlessly structured, accurate, comprehensive, well-documented, well-sourced, professional, and written in perfect English.
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Towards a Relational Paradigm in Sustainability Research, Practice, and Educa...Zack Walsh
This document summarizes a research paper that examines relational approaches to sustainability research. It identifies relational thinking in fields like science and technology studies, environmental humanities, and posthumanities that understand nature and culture as interrelated. The paper conducts a literature review across disciplines to analyze how relational approaches to ontology, epistemology, and ethics have been conceptualized. It finds common themes around understanding realities as constituted by dynamic relationships rather than discrete entities. The paper concludes by calling for sustainability researchers to develop a research agenda advancing this relational paradigm in sustainability research, practice, and education.
IRJET- Is there Any Need for Theory in Research?IRJET Journal
1) The document discusses the debate around the need for theory in research work. Some scholars argue that research can be conducted without theory, while others believe theory is necessary to generalize and validate research findings.
2) Theory is defined as an organized set of concepts and principles meant to explain a phenomenon. Theories allow researchers to connect abstract and empirical concepts. Theories are useful for making predictions and providing explanations.
3) There is a close link between research and theory. Theories help explain and validate research results, while research is used to develop and test theories. The purposes of research and theory are similar in seeking to describe and explain phenomena.
The document discusses developing a theoretical and conceptual framework for research. It explains that a theoretical framework presents the theory that explains why the research problem exists, while a conceptual framework operationalizes the theory and gives direction to the study. The document provides guidance on formulating each framework, including specifying the theory, relating it to other work, and connecting it to the research objectives.
This document discusses key concepts in the philosophy of social sciences research. It defines paradigms as systems of thinking that include basic assumptions and research techniques accepted within a scientific community. Paradigms describe an established model like positivism or interpretivism. Approaches refer to specific research designs or methods. The three major paradigms discussed are positivism, interpretivism, and critical theory. The document also examines the philosophical foundations of theories, including ontology, epistemology, methodology, and axiology.
This document discusses key concepts in the philosophy of social sciences research. It defines a paradigm as a set of beliefs and assumptions shared by a scientific community that guides research. The three major paradigms are positivism, interpretivism, and critical theory. It also differentiates between paradigms and approaches, and discusses the philosophical foundations of theories, including ontology, epistemology, methodology, and axiology. Philosophical alignment between these foundations is important for valid research.
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2. 24 MAXIMUS MONAHENG SEFOTHO
is also applied to such recent fields as nano-
medicine (Oftedal 2014).
A Researcher’s Dilemma in Crafting
Dissertations and Theses
Beginning researchers and post graduate
students are confronted with a dilemma in mak-
ing sense of terminology sometimes used in so-
cial science research (McIntyre 1998). Emerging
from Greek etymology; the word dilemma pre-
supposes a double proposition. In this paper, a
researcher’s dilemma means multiple proposi-
tions of explanation and choice of paradigms
which make it difficult for researchers to make
the right methodological choices for their dis-
sertations and theses. It is however, important
to recognise that varieties of paradigms are in-
dicative of maturity of the philosophy of sci-
ence. What is crucial is for researchers to under-
stand all the different paradigms. Mackenzie and
Knipe (2006) identify this dilemma as paradigms,
methods and methodology. The researcher con-
tend that in and of themselves, paradigms, meth-
ods and methodology may not be a dilemma;
but understanding the intricate relationships and
making correct choices among these processes
is a dilemma for many novice researchers. The
dilemma becomes an impediment when research-
ers have to use relevant philosophical concepts
and principles (Laurence and Margolis 2003) in
crafting dissertations and theses. Generally phi-
losophy as a discipline and paradigm as a philo-
sophical concept pose a dilemma as part of the
phenomena less understood by many research-
ers (Margolis and Laurence 2007). Most of the
philosophical concepts used in research might
form part of jargon that makes it difficult for re-
searchers to apply it effectively.
One of the most outstanding challenges of
usage forming part of the dilemma may be ag-
gravated by how paradigm is used interchange-
ably with its pillar principles in the form of onto-
logical paradigm (Temple 1999; Rajbhandari and
Takala2011)orepistemologicalparadigm(Jelavic
2011). ‘Together, ontological and epistemologi-
cal assumptions make up a paradigm’ (Mack
2010: 5). How then do they become paradigms,
if not posing a researcher’s dilemma? This di-
lemma spells out ‘some perils of paradigms’ as
predicted byAtkinson (1995: 117). The overuse
of the word paradigm seems to render its mean-
ing fluid, resulting in multiple meanings (Mor-
gan 2007). Central to the dilemma is misalign-
ment between philosophy and methods used in
research projects (Knox 2004). It can be inferred
that this dilemma may be a result of less informed
understanding of the philosophical concepts
underpinning research, with a related dilemma
being that of ‘the paradox of data and theory’
(Pathirage et al. 2008: 4).Aparadigm is associat-
ed with a model for doing research (Huitt 2011).
Many models are available, but for the purpos-
es of this paper I follow a model suggested by
Muhammad et al. (2011).According to this mod-
el, a paradigm is made up of a philosophy, ontol-
ogy, epistemology and methodology. Although
acceptable for now, this model may need review-
ing but that may be the subject of another paper.
Basically, ‘All research projects have philosoph-
ical foundations’ (Hunt and Hansen 2011: 111),
however, the researchers need to state their philo-
sophical stances explicitly. In some Universities
researchers are required to explicitly state the
paradigm they follow as well as the metatheory
that guides their research. To many this a diffi-
cult task as they may not know where to begin.
In the following section the researcher re-
viewed paradigm as a philosophical concept
within the philosophy of research. Grounding
research in philosophy to guide inquiry becomes
complex to most beginning researchers. Through
this paper, the researcher attempted to demysti-
fy the relationships between research and phi-
losophy to alleviate a researcher’s dilemma in
understanding and using relevant concepts ap-
propriately. The researcher began by examining
fundamental philosophically central concepts
(Jackman 2005) such as paradigm, philosophy,
methodology and metatheory, while the research-
er described how they relate to specific parts in
the research protocol, sometimes known as the
research proposal. Stredwick (2001) recognises
‘the primacy of paradigms in directing and guid-
ing research’ (p. 7). In the following section the
researcher closely reviewed the concept para-
digm as used in the social sciences.
Paradigm
In the arena of social sciences, paradigms
are generally perceived and understood through
their core ontological and epistemological as-
sumptions emanating from distinct worldviews
(Tang 2011). ‘Paradigms of inquiry are histori-
cally based’ and, therefore, change with time and
3. A RESEARCHER’S DILEMMA 25
context (Plack 2005: 224). Notably, there are par-
adigm proliferations in many discourses current-
ly (Lather 2006). Generally paradigm refers to
scientific paradigms, philosophical paradigms or
research paradigms. The word paradigm has
become synonymous with the essence of re-
search. As Grix (2004) remarks, ‘…all research
takes place within a paradigm, whether it is ex-
plicitly stated or not’ (p. 171). However, there
appears to be no consensus in the classification
and categorisation of paradigms (Mkansi and
Acheampong 2012), which led to paradigm wars
still prevalent among researchers today (Oakley
1999;Alise and Teddlie 2010; Denzin 2010).
There are many research paradigms (Harrits
2011) and paradigm is used in this paper to refer
to research paradigms (Krauss 2005; McGregor
and Murnane 2010). Researchers need to make
conscious choices of paradigms or work towards
paradigm harmonisation, stepping beyond par-
adigm wars (Jones and Kennedy 2012). In this
paper, the researcher reviewed the social sci-
ences research paradigms such as positivism,
post positivism, interpretivism and pragmatism
(Wahyuni 2012). Tang (2011) suggested that
there are eleven foundational paradigms in so-
cial sciences. Indeed more classifications of par-
adigms exist (see Gray 2009) such as that sug-
gested by Guba and Lincoln (1994). These dif-
ferent classifications provide researchers with a
wider and appropriate choice for their studies.
The antecedents of the concept paradigm can
be traced back to ancient philosophers such as
Plato and Aristotle (Göktürk 2011), but exten-
sive and modern use of the word is attributed to
the context of science through the work of Tho-
mas Kuhn (Coletto 2013; Wray 2010).
Current usage of the word paradigm can be
traced back to Kuhn (1962) who tried to estab-
lish the difference between natural sciences and
the social sciences (Wray 2010). Kuhn’s work
on paradigms became an important milestone in
philosophy of science. Hoyningen-Huene (1989)
notes that Kuhn’s Structure of Scientific Revo-
lution of 1962 promoted the emergence of terms
among which paradigm became prominent.Wray
(2009: 2) portrays Kuhn as claiming that, “…par-
adigms are a standard feature of the natural sci-
ences, but not of the social sciences”. In later
writings, Kuhn had changed and described a
paradigm as “…examples of successful practice”
Kuhn (1977: 318) as cited in (Wray 2009: 2).In
this study, a paradigm is described as a philo-
sophical lens and a way of conducting research
which is agreed upon by a community of re-
searchers in their field and established over time
as a standard to follow. A paradigm is informed
by how such researchers view the world and
make sense if it.
World views form the bases of paradigms in
fact paradigms are sometimes known as world
views (Huitt 2011) and are the highest manifes-
tation of philosophy (Wolters 1989). It is from
worldviews that beliefs about phenomena are
formed and consequent practices follow.As with
many important concepts, paradigm has been
interpreted and defined in a plethora of ways,
but the general focus is around paradigm as a
set of beliefs and practices, as well as world
views that influence researchers (Morgan 2007).
It is important to note that paradigm is contin-
gent upon established ways of doing research
which influence sets of beliefs and research prac-
tices. Equally these may influence how research-
ers perceive the world (establish a worldview)
and subsequently understand it (Heron and
Reason 1997). Depending on their sets of be-
liefs, researchers are likely to practice research
following the beliefs they hold about phenome-
na and about the world. If a researcher is inter-
ested in the experiences of people, such a re-
searcher is likely to study those experiences as
a way of understanding the world.
Philosophers’ understanding of the world is
informed by the philosophy they espouse. Gen-
erally, the role of philosophy is a search for an-
swers about meaning of complex phenomena.
According to Wolters (1989: 3), ‘the goal of phi-
losophy is to address the highest questions of
meaning and value, and these it must deal with
on the level of worldview’. The search is aimed
at understanding the world (Kamil 2011). As it
is, the world is a broad and complex concept,
and therefore, the metaphor understanding the
world needs to be examined. The world can be
understood from own experiences and from those
of others. The world in this sense refers to a
social world and the experiences of people in
that social world. These many experiences form
one’s view of the world, popularly known as a
world view. Hart (2010: 2) elaborates that:
Worldviews are cognitive, perceptual, and
affective maps that people continuously use to
make sense of the social landscape and to find
their ways to whatever goals they seek. They
are developed throughout a person’s lifetime
4. 26 MAXIMUS MONAHENG SEFOTHO
through socialization and social interaction.
They are encompassing and pervasive in ad-
herence and influence. Yet, they are usually
unconsciously and uncritically taken for grant-
ed as the way things are. While they rarely al-
ter in any significant way, worldviews can
change slowly over time. A worldview can hold
discrepancies and inconsistencies between be-
liefs and values within the worldview. Hence,
worldviews often contain incongruencies.
The incongruence contained in the world-
views call for a continuous search for answers
to local and global phenomena. Sometimes world-
views converge, other times they diverge. Di-
vergent worldviews usually become phenome-
na for philosophical inquiry as they challenge
the status quo and Wolters (1989) affirmed that
“worldview crowns philosophy” (p. 3). For in-
stance, the worldview of family is changing lo-
cally and globally due to phenomena such as
orphan hood (Boyes and Cluver 2013), child
headed households (Phillips 2011), same-sex
marriages (Woodford et al. 2011), children born
and growing up in prison (Lejarraga et al. 2011),
children marginalised by poverty and disability
(Liasidou 2012). There are many more examples
that form worldviews with their inherent incon-
gruence. In research, approaches to research
such as qualitative, quantitative and mixed-meth-
od could also be seen as worldviews about how
to conduct research. It is the object of philoso-
phy to establish informed decision-making and
understanding about different worldviews.
Therefore, philosophy becomes instrumental in
searching for answers to incongruent phenom-
ena in the world as it supports other disciplines
in finding answers. Paradigm therefore should
be central to the crafting of research studies.
Understanding different paradigms is conse-
quently crucial for researchers to choose a par-
adigm that is appropriate for their study.
A paradigm is paramount to how people form
belief systems and develop theories as well as
how others form belief systems about the theo-
ries preceding their metatheories. A paradigm
can be seen as the main philosophical frame of
reference that guides the researcher (Tuli 2010).
Paradigms occupy a very central place in quali-
tative research. A paradigm, thus, should be-
come the driving force behind the whole research
process (Gray 2009). When researchers choose
to follow a particular paradigm, they must do so
conscious that they are aligning themselves to
the precepts, principles and methodologies of
that particular paradigm. That means there
should be alignment and harmony of the re-
search processes indicative of the paradigm cho-
sen from the topic to the conclusions of the
study. It is recommended that researchers overt-
ly declare the paradigms they use in their stud-
ies as paradigms are critical in research (Holli-
day 2007). They should then make paradigmatic
assumptions (Thota et al. 2012) stated in ways
that showed what their ontological, epistemo-
logical, methodological as well as their metathe-
oretical stances are (Bhaskar and Danermark
2006). This also helps the researcher to be con-
gruent and consistent throughout the study.
Now I review the some of the major paradigms
generally used in research starting with positiv-
ism. Please note that the pattern of how these
paradigms are presented is but just one of the
many classifications in social science research.
Many more models exist.
Positivism
Positivism has been generally regarded as a
dominant paradigm (Morgan 2007). Paradigms
are generally polarised into positivism and post
positivism as overarching research paradigms
(Castellan 2010). Positivism is purported to pro-
mote methodological monism (Nudzor 2009)
which claims that the right way to provide cer-
tain knowledge can be established through ob-
jectivity and quantification (Kamil 2011). Objec-
tivity implies that the researcher and the reality
being researched are separate and objective re-
ality exists beyond the human mind (Weber
2004). To establish meaning ‘positivist research-
ers believe that they can reach a full understand-
ing based on experiment and observation’(Ryan
2006: 13). ‘Positivism allows us to gain objective
scientific information’ (Farr n.d.: 2). The basis of
science proper is anchored upon empirical ob-
servation and experimentation and is therefore,
objective and neutral (Strauss 2012).
Positivism has been discredited however, as
having an Achilles heel (Strauss 2003) compel-
ling a paradigm shift towards post positivism
(BarrandTagg1995).Primarily,positivismiscrit-
icised for claiming that ‘…science aims at the
explanation and prediction of observable phe-
nomena by presenting these as derivable from
general laws that hold in all regions of space
and time’ (Keat 1980: 4). The central criticism
5. A RESEARCHER’S DILEMMA 27
surrounds general laws that hold in all regions
of space and time. This has seemingly been a
major failure of positivism. Caldwell (1980) notes
that critics of positivism included Karl Popper
and Herbert Marcus in the field of philosophy
while some neo-Marxists featured in the field of
economics. Indeed, one is inclined to believe
that there exist many more critiques of positiv-
ism in many other fields of knowledge. None-
theless, in this paper, the researcher does not
encourage the wholesale overturn of positiv-
ism, but rather, an adaptation of aspects that
can be found to add value to opposing para-
digms such as post positivism.
Post Positivism
The evolution of post positivism emerged
through the need for an alternative to positiv-
ism (Morgan 2007; Racher and Robinson 2003).
Paradigms seem to beget counter-paradigms.
According to Henderson (2011: 432), ‘…post-
positivism provides another paradigm that can
move positivism from a narrow perspective into
a more encompassing way to examine real world
problems’. This is perhaps the reason why in
some typologies positivism and post positivism
are classified under one paradigm (Hà 2011;
Mackenzie and Knipe 2006). Post positivism
believes in generalisation just as positivism does,
but takes a critical realist stance (Bisman 2010;
Downward et al. 2002) in recognising social real-
ity and social phenomena in the social world
(Wahyuni 2012). Post positivism does not total-
ly disqualify positivism but extends it beyond
the narrow view of looking at reality as capable
of being generalised. Post positivism considers
realityinmoreexpansiveways(Henderson2011).
Thus, Guba (1990) considers post positivism as
a modified version of positivism. If it is a modi-
fied version, has post positivism really changed
its worldview from that of positivism?
Post positivism equally fell out of favour with
many researchers because of its deficiencies as
a paradigm. Lapid (1989: 239) observed that post
positivism presents itself as incoherent and
‘loosely patched up’. It is mostly difficult to iden-
tify what exactly constitutes post positivism as
a philosophy and therefore as a paradigm. On
another level, Tekin and Kotaman (2013) per-
ceive post positivism’s foundational assump-
tion to be problematic because it denies the ex-
istence of facts and laws. Post positivism ac-
quires a distanced view or an overview of re-
search phenomena and the researcher following
post positivism is equally distanced from that
which is researched (Ryan 2005). This distanc-
ing also leads to another problem of post posi-
tivism, that of claiming to be “value free’ as val-
ues are seen as confounding variables in posi-
tivism (Guba and Lincoln 1994: 114). It becomes
apparent that the value free stance places post
positivism in an awkward position to research
social phenomena. It is virtually impossible for
researchers to completely discard their values
when they engage in research. As the primary
instruments, researchers carry their values with
them throughout the research process. These
values call for and could be accommodated with-
in the interpretivist paradigm.
Interpretivism
The term ‘‘interpretivist’’ describes a non-
positivist approach to research (Leitch et al. 2010:
68). Interpretivism discards a binary worldview
represented by positivism and post positivism
and introduces multiple paradigms which ad-
dress multiple realities as found in society; such
as the feminist paradigm, disability paradigm,
and indigenous paradigm among others (Hart
2010). DeVilliers (2005: 12) traced the origins of
interpretivism from the social sciences and the
humanities and establishes its aim as ‘…to find
new interpretations or underlying meaning from
multiple realities’. It is from interpretivism that
research begins to embrace multiple worldviews
as holding multiple realities for different re-
searchers. Phenomena are value-related and con-
sequently lead to multiple meanings depending
on time and context (DeVilliers 2005).The inter-
pretivist approach acknowledges that meaning
is socially constructed (Andrade 2009) and
‘…can reveal hidden aspects of the culture and
worldview’ (Roth and Mehta 2002: 133).
The critics of interpretivism, among whom
prominently feature ‘Giddens and Rex, have ar-
gued that interpretivism fails to acknowledge
the role of institutional structures, particularly
divisions of interest and relations of power’
(Blaikie 2004: 6). The non-acknowledgement of
institutional structures is likely to disadvantage
research related to policy; divisions of interest
contradict the multiple views and value-laden-
ness of interpretivism and power relations pose
a serious threat to marginalised groups such as
6. 28 MAXIMUS MONAHENG SEFOTHO
the disabled, the unemployed and people of dif-
ferent sexual orientations. Researchers may have
to be aware of these criticisms as they usually
further marginalise the already disadvantaged
groups. Sometimes, the practical nature of re-
search may be questioned on the grounds of
how best it addresses the day to day problems
of members of society. The researcher now re-
viewed pragmatism as a paradigm in research.
Pragmatism
Pragmatism as a research paradigm emerges
as accepting both singular and multiple realities
in the world, setting itself towards solving prac-
tical problems in the real world (Feilzer 2010).
This is a paradigm that seems to be both a pac-
ifier between paradigms as well as breaking way
from the grips of dominant paradigms (Reason
2003). Pragmatism also takes a very bold step of
pretending to solve practical problems in the
real world (Gray 2009). The phrase real world
sounds reminiscent of phenomenon as described
later in this paper. I describe the real world as the
specific and subjective contexts in which peo-
ple spend their day to day living, which pro-
vides real world research problems for social
scientists. Equally, Gray (2009: 9) identifies that
‘… the real world comprises of any setting where
human beings come together for communica-
tion, relationships or discourse’. Ormerod (2006:
892) identified that ‘the core idea of pragmatism
is that beliefs are guides to actions emphasising
the practical, commonsense, scientific approach
embedded in pragmatism’. Central to pragma-
tism is the practical nature of being, reality or
phenomenon. Ormerod (2006: 892-893) succinct-
ly explicated that:
“…the word pragmatism has for me posi-
tive connotations. I take it to be about being
practical, getting things done, doing things a
step at a time, not allowing the best to be the
enemy of the good, taking account of others’
views, not being hung up on unattainable prin-
ciples and yielding on some issues in order to
make progress on others.”
Through pragmatism, researchers become
aware and are receptive of the ideas of others.
Philosophical pragmatism acknowledges that
‘…ideas and practices should be judged in terms
of their usefulness, workability and practicality’
(Reason 2003: 104). There seems to be recogni-
tion of power relations also expected to filter
down to the participants providing their ideas in
research studies. Shields (1998), observed that
because it speaks to the world of practice, prag-
matism has the potential to unblock many roads
to research. In order to unblock many roads in
the philosophy of research, below is a discus-
sion of a model to demystify the dilemma experi-
enced by many novice researchers.
The POEM Model of Paradigm
The researcher represented and explicated
philosophies that underpin research in academia,
popularly known as research philosophies. Ac-
cording to Krauss (2005: 259), ‘understanding
the differences in epistemology among research
paradigms begins primarily as a philosophical
exercise’. Thus, philosophy precedes paradigm.
Nonetheless, the researcher acknowledged the
framework by Muhammad et al. (2011) and ac-
cepted it as providing important insight into
understanding the relationship between philos-
ophy and paradigm. The model provides a mne-
monic device which should aid easy retention
of paradigm structure by students. Considered
under the rubric of paradigm, philosophy as-
sumes the position of a research philosophy
which links well with ontology, epistemology
and methodology. First, the researcher reflected
on paradigm as an overarching concept then
philosophy, ontology, epistemology and meth-
odology as philosophical concepts that under-
pin any research paradigm which must be inher-
ent and explicitly stated in the research process
(Burke 2007). The researcher considered philos-
ophy as a researcher’s point of departure under
the framework below.
Philosophy
Identifying a research philosophy that
guides one’s life is a crucial step in self-posi-
tioning as an inhabitant of a world that is con-
tinually becoming complex. It becomes more of
an imperative as a researcher to espouse a re-
search philosophy to guide a dissertation or a
thesis and ‘make explicit what is implicit’ in or-
der to illuminate research (Pring 2012: 28). Phi-
losophy need not be intimidating in research
since it occupies a very crucial role in the re-
search process: that of a light that must not be
put under a bushelin order to illuminate re-
search (Hirshleifer et al. 2012). Philosophy must
7. A RESEARCHER’S DILEMMA 29
illuminate the research process because inquiry
into human affairs is a philosophical undertak-
ing. Given its importance in guiding humanity in
the search for meaning, philosophy has been
variously defined. A classical definition of phi-
losophy is that it is a study or pursuit of wisdom
(Sample 2009).According to Macdonald (2001:
1), ‘wisdom is not one thing; it is a whole array
of better-than-ordinary ways of being, and liv-
ing, and dealing with the world’. This definition
re-emphasises illumination as better-than-ordi-
nary ways of being and living and dealing with
the world. Thus, the better-than-ordinary ways
of being are perceived as ways of being of a
researcher as exemplified by inquiring minds
(Kvanvig 1998), living in ways that reflect an
attitude of living a life that contributes to the
betterment of humanity and interacting with the
world in ways reflective of transformation and
conservation.
Wisdom is also variously defined, but Diane
(2001: 253) defines it as ‘…a value system that
balances concern for oneself with concern for
others and extra personal concerns such as con-
cern for the environment’. It is such concerns
that lead researchers to embark on inquiries of
various sorts in attempts to bring about equilib-
rium with philosophy as guide. Dodson (1908)
identifies one of the functions of philosophy as
that of helping the researcher to organise the
content of his mind, and to attain a comprehen-
sive world-view. Reflecting back to philosophy
as love of wisdom, a relationship becomes ap-
parent with organisation of the content of the
researcher’s mind and attainment of a compre-
hensive worldview. In this paper, the researcher
defined philosophy as a process of knowledge
search and acquisition towards a comprehen-
sive worldview that allows reading the world for
understanding self and one’s environment.
Philosophy can also be defined through the
functionsitperformsintherealworld(Gray2009).
Sternberg (2001: 228) indicated that:
‘Robinson points out that, …there are three
different senses of wisdom: wisdom as (a)
sophia, which is found in those who seek a con-
templative life in search of truth; (b) phronesis,
which is the kind of practical wisdom shown by
statesmen and legislators; and (c) episteme,
which is found in those who understand things
from a scientific point of view’.
Although, all three senses of wisdom are
important in research, it is episteme that forms a
foundation for research in that it seeks knowl-
edge and understanding (Krauss 2005). Indeed,
episteme also interlinks with phronesis or prac-
tical wisdom which must be imbedded in the
methodology of the research project. Under-
standing episteme then becomes vital if research-
ers are to contribute meaningfully to human af-
fairs.Itisfundamentaltoexamineepistemewithin
the context of its use in philosophies of research,
especially in the social sciences. Below, the re-
searcher examined the role of philosophy in the
social sciences.
The Role of Philosophy in Social Science
Research
Philosophy has a specific role in qualitative
research, and that is to understand phenomena
(Bobbitt et al. 1990). What then is a phenome-
non? This is one of the central questions which
have been a concern of philosophy for centu-
ries. Dahlberg (2006: 11) explained a phenome-
non by pointing towards its essence, which is;
‘that which makes a phenomenon to be that very
phenomenon, in other words; …an essence
could be understood as a structure of essential
meanings that explicates a phenomenon of in-
terest’. By implication, a phenomenon is not tan-
gible, it is not an entity or a thing; it is an essen-
tial component of a being to be studied, a being
whose meaning philosophers speculate upon
and researchers seek. In other words, the es-
sence of a phenomenon is sub-rosa, covert, and
therefore, has to be divulged in order to be un-
derstood. Thus, through research, especially
qualitative research, the essence or meaning of
phenomena needs to be revealed for understand-
ing. In essence, ‘research paradigms address the
philosophical dimensions of social sciences’ as
phenomena to be studied (Wahyuni 2012: 69).
Qualitative research is therefore fundamen-
tally phenomenological and is referred to as in-
terpretive phenomenological research (Miner-
Romanoff2012).VanManen(2007:12)perceives
phenomenology as ‘…a fascination with mean-
ing’ and ‘‘phenomenology is the study of es-
sences’’, (Merleau-Ponty 1995: vii). More clear-
ly, Converse (2012: 28) contends that: ‘Phenom-
enology is a philosophical perspective that helps
researchers to explore and understand every-
day experiences without pre-supposing knowl-
edge of those experiences’. The words phenom-
enology, essence and meaning are profoundly
8. 30 MAXIMUS MONAHENG SEFOTHO
difficult to explain. They form part of philosoph-
ical and linguistic impasse that spans centuries
of debate and are sometimes known as complex
phenomena (Hayek 1967). It is these complex
phenomena which form the object of research,
especially qualitative research (Lauer 2013). Phe-
nomena are fundamentally important for quali-
tative researchers (Sale et al. 2002). They must
seek understanding of people’s lived experienc-
es as phenomena for inquiry.
Phenomenon is a philosophical construct
which, therefore, places philosophy at the cen-
tre of social science research. The complexity of
the construct phenomenon renders it philosoph-
ical in nature. Phenomenon is an oxymoron of
anything and not anything particularly. ‘Phe-
nomenology is a way to educate our vision, to
define our posture, to broaden the way we look
at the world …a powerful tool for research in
human science’(Mortari and Tarozzi: 10). When
a researcher conducts a phenomenological
study, it is primarily to understand a particular
phenomenon. Such a phenomenon could be
anything of interest to the researcher or one that
is suggested by the research supervisor, depart-
ment or faculty, even a University. As such, a
phenomenon would be defined by the applica-
tion of philosophy in researching the area of
interest, which could practically be anything
within the social sciences and beyond!
The affinity of philosophy with the social
sciences emerges from philosophy’s interest in
human affairs. Philosophy applies itself to the
social life of human beings and therefore stud-
ies any science relevant to social life. Philoso-
phy ought to be a part of each science in all
departments and faculties (Dodson1908). With-
in the social sciences, philosophy scientifically
studies social phenomena. The social phenom-
ena may include interactions between human
beings and their interaction with the environ-
ment. Next I turn to the concept of ontology.
Ontology
As a philosophical construct, ontology is
understood to be the study of being (Crotty
1998: 10). For Grix (2002), ‘ontology is the start-
ing point of all research’ (p. 177) as a researcher
starts asking philosophical questions about the
reality they want to study. As a philosophy of
research construct, the meaning of ontology is
extended to the study of reality (Gray 2009). Both
being and reality are in themselves complex con-
structs which can be subjected to extensive re-
search. In the paper, the researcher perceived
ontology as the study of research phenomena.
Thus, phenomena represent the being or reality
of the subject matter of research. Such subject
matter exemplifies non-entities which usually
form the subject matter of qualitative research in
the form of ideas, feelings, emotions and atti-
tudes encapsulated in experiences of research
participants (Borck 2011). Experiences are fun-
damental to social science research as they con-
stitute phenomena for inquiry.
Ontology therefore can be said to study con-
ceptions of being, reality or the phenomenon of
the presenting research problem. Researchers
then form their own conceptualisations of be-
ing, reality or phenomenon they are research-
ing. ‘Researchers need to take a position regard-
ing their perceptions of how things really are
and how things really work’ (Scotland 2012: 9).
As a result, researchers take a particular onto-
logical stance which they need to declare. Such
a stance is sometimes made public through on-
tological assumptions of studies ‘… concerned
with what constitutes reality, in other words what
is’ (Scotland 2012: 9). There existed an iterative
link between ontology and the problem state-
ment in a research study. The researcher states
the reality or being or the phenomenon to be
studied in a form of a problem. The problem state-
ment is one of the trickiest aspects of most re-
search proposals. If not adequately and suc-
cinctly stated, any research study is rendered
weak because it is not clear what the problem is
it sets to investigate. It is equally important for
researchers to explicitly state their ontological
assumptions about the being, reality or phenom-
enon they research about (Höijer 2008). Re-
searchers have or form their own beliefs about
being, reality or phenomena. The following as-
pect of a paradigm then is establishing how the
researcher knows about being, reality or phe-
nomena of research; that is, epistemology.
Epistemology
Epistemology is a branch of philosophy con-
cerned with the nature and forms of knowledge
(Cohen et al. 2007: 7). The concept of knowl-
edge, however, presents what is referred to as a
knower’s paradox in that there is no absolute
notion of knowledge (Kroon 1993). The paradox
9. A RESEARCHER’S DILEMMA 31
of the knower begets the epistemic paradox
(Burge 1984) in research in that the researcher is
faced with the task to establish what can be
known (Kroon 1993). This scenario is compound-
ed by the proliferation of epistemologies in aca-
demia (Pallas 2001). It is, perhaps, this paradox
that prompts human beings to want to know
and researchers to feel obliged to provide an-
swers. It is generally agreed that epistemology
as a theory of knowledge answers the question:
‘How, and what, can we know?’(Willig 2013: 6).
The objective of epistemology is the pro-
duction of knowledge and reflection (How, and
whatcanweknow)ondifferentknowledgeclaims
about phenomena (Soini et al. 2011). Research-
ers are expected to make explicit their epistemo-
logical positions, stances, claims, or assump-
tions (Kamil 2011). Epistemological assumptions
are concerned with how knowledge can be cre-
ated, acquired and communicated, in other words
what it means to know. Guba and Lincon (1994:
108) explained that epistemology asks the ques-
tion, ‘what is the nature of the relationship be-
tween the would-be knower and what can be
known?’ Researchers have a responsibility to
declare their epistemological positions in their
dissertations or theses in order to provide direc-
tion both for themselves and their readers. The
epistemological positions must be informed by
a paradigm followed.
METHODOLOGY
Introducing methodology, Sobh and Perry
(2006: 1195) note that: ‘Essentially, ontology is
‘reality’, epistemology is the relationship be-
tween that reality and the researcher and meth-
odology is the technique used by the research-
er to discover that reality’. Paradigm as a set of
beliefs and practices forms the basis or link to
methodology. There are varieties of research
methodologies designed to address a multiplic-
ity of problems in research (Tuli 2010). Method-
ology must be informed by a paradigm, be it a
positivist, post positivist or interpretivist para-
digm.AccordingtoHesse-BiberandLeavy(2011:
5), there are three major methodological ap-
proaches in qualitative research: (1) post-posi-
tivist, (2) interpretive, and (3) critical. Post-pos-
itivism posits that the social world is patterned
and that causal relationships can be discovered
and tested via reliable strategies. The interpre-
tive position assumes the social world is con-
stantly being constructed through group inter-
actions, and thus, social reality can be under-
stood via the perspectives of social actors en-
meshedinmeaning-makingactivities.Criticalper-
spectives also view social reality as an ongoing
construction but go further to suggest that dis-
courses created in shifting fields of social power
shape social reality and the study of it.
Usually, the researchers merely mention that
they follow a qualitative research methodology,
without being specific about which methodolo-
gy among a gamut of methodologies found in
qualitative research they are espousing. Meth-
odologies must follow a paradigm, and within
paradigms, existed a wealth of methodologies to
choose from. Methodology is the strategy or
plan of action which lies behind the choice and
use of particular methods (Crotty 1998: 3). Thus,
methodology is concerned with why, what, from
where, when and how data is collected and anal-
ysed. Guba and Lincon (1994: 108) explained that
methodology asks the question: how can the
inquirer go about finding out whatever they be-
lieve can be known? (Scotland 2012). Karatas¸-
Özkan and Murphy (2009: 455) potentially an-
swer the aforementioned question thus:
…each paradigm offers a research focus and
means of classifying and construing social phe-
nomena. Paradigmatic choices are made by the
social scientists according to the purpose of the
research endeavour and the researcher’s philo-
sophical assumptions about the nature of reali-
ty (ontology) and the best ways of enquiring
into the nature of this reality (epistemology).
Researchers have to make methodological
decisions cognisant of a paradigm within which
they are working, in other words, there has to be
alignment between methodology and paradigm
(Morgan 2007). Wahyuni (2012: 72) perceived
methodology as ‘a model to conduct a research
within the context of a particular paradigm’. The
methodology follows beliefs about ontology and
epistemological stances within a paradigm (Gray
2009). A researcher should be guided by the
underlying belief systems of a paradigm they
have chosen to study phenomena. For instance,
a researcher following an indigenous research
paradigm will do well to engage indigenous meth-
odologies based on indigenous worldviews in
their inquiry (Hart 2010). A methodological
choice has to be an informed and appropriate
participant-focused one (Kovach 2010). This
means the researcher has to think holistically of
10. 32 MAXIMUS MONAHENG SEFOTHO
the research project and the implications of un-
dertaking it given the paradigm chosen. Meth-
odology should be a fulcrum upon which the
uneven processes of research find a balance. A
paradigm then serves as a guide that gently but
firmly steers the research process in an appro-
priate direction.However, a paradigm must be
based on a particular philosophy. Methodolog-
ical choice should be rooted in a paradigm. Cen-
tral to paradigms is theorising about being, real-
ity and phenomena.
Reflecting on the model proposed by Mu-
hammad et al. (2011) leaves a critical question
unanswered: what it the relationship between
philosophy and paradigm? The researcher con-
tended that philosophy precedes paradigm and
therefore propose the following model as clari-
fying the researcher’s dilemma regarding this
intricate relationship.
Philosophy is central to the formation of a
paradigm and therefore fundamental as a guid-
ing principle for a paradigm. Different schools
of thought in philosophy provide frameworks
through which different people view the world,
for instance; existentialism, humanism, phenom-
enology, pragmatism, empiricism and rational-
ists to name but a few. Paradigms emerge from
these philosophical schools as they provide
established ways of viewing the world and do-
ing things. Paradigms provide guidance within
particular philosophical schools of thought for
ontology, epistemology and methodology. Met-
atheory relates to how researchers theorise
about phenomena and, therefore, provides di-
rection for analysis and sometimes development
of theoretical and conceptual frameworks.For
further illumination, it is pertinent to examine the
place of metatheory in a paradigm (See Fig. 1).
OBSERVATIONSANDDISCUSSION
The Place of Metatheory in a Paradigm:
Solving the Dilemma
Metatheory
Metatheory is generally conflated with par-
adigm and this causes a metatheoretical impasse
(Sklair 1988). It is imperative to clarify the rela-
tionship and solve the predicament this dilem-
ma poses for many beginning researchers. While
a theory is a set of propositions (Sklair 1988),
metatheory is ‘… about the structure and impli-
cations of existent theories’ (Turner 1990: 38).
Thus, the metatheory is indeed theory about a
particular theory in a certain field of study ‘…
engaging in philosophical debate, and offering
ideologicalcritiqueandcommentary’(p.39).Sim-
ilarly, metatheory, therefore, relates to the part
of research that concerns itself with theory within
a given paradigm (Brink et al. 2012). Metatheory
can assist researchers to be theory-specific in
the choice of theories they use to support their
research. Kari (1998: 2) explored that ‘… a meta-
theory could be called the ‘spirit’ of a theory’.
Metatheory deals with the conceptualisation of
phenomena but not with reality per se (Kari).
This definition differs from definitions of a para-
digm which refer to a worldview, a set of beliefs
or a model. Thus, in this paper metatheory and
paradigm are not conflated.
Since, the metatheory focuses on the analy-
sis of theories, it should facilitate the need to
distinguish between theoretical frameworks and
conceptual frameworks and how these add val-
ue to research and knowledge (Wallis 2010: 78).
This could rightfully be pointed out as the part
dealing with literature review. In the review, a
Fig. 1. The relationship of philosophy, paradigm and metatheory (PPM)
Different schools
of thought in
philosophy
Ontology
Epistemology
Methodology
Theoretical framework Conceptual framework
11. A RESEARCHER’S DILEMMA 33
researcher uses or analyses the phenomenon
under study from a certain established theoreti-
cal perspective. Besides, Bronfernbrenner’s bio-
ecological theory is used in many dissertations
and theses. A researcher then makes theoretical
assumptions about how the theory they use in
their study is likely to provide answers to the
research question/s, thus, metatheorising. Turn-
er (1990: 40) cautioned that metatheory should
not lead researchers towards unresolvable philo-
sophical debates, but towards clarification of
concepts used in theories. Among the 9 sug-
gestions made by Turner about what metatheo-
ry can do, the researcher subscribed to the fol-
lowing: ‘extract what is viewed as useful and
plausible in a theory from what is considered
less so and make deductions from a theory so as
to facilitate empirical assessment’. To these the
researcher added; use metatheory as a platform
to develop a conceptual framework that address-
es the phenomenon you are researching instead
of only repeating the main theory wholesale. Use
the opportunity to undertake research as a
chance to make your own contribution to schol-
arship. Finally, the researcher concurred with
Bates (2005: 2) that ‘The philosophy behind the
theory, the fundamental set of ideas about how
phenomena of interest in a particular field should
be thought about and researched’. Metatheory
is therefore pertinent to particular sciences.
Metatheoretical assumption should be declared
within the scope of the science from where the-
ories emanate. Researchers have to identify met-
atheories available in their particular disciplines,
study them and make assumptions about how
such metatheories would help them in their re-
spective dissertations and theses.
CONCLUSION
The extent of the discussion throughout the
paper indicated that novice researchers face a
dilemma in understanding fundamental philoso-
phy of research concepts such as philosophy,
paradigm and metatheory. It has been established
through this paper that it is unnecessary to be
weary of using philosophy in the crafting of dis-
sertations and theses. Through explication of
meanings of philosophy, paradigm and metathe-
ory, it may be possible to develop studies
grounded in philosophy of social science re-
search. Metatheory appeared to be tricky as it is
generally conflated with paradigm, but once clear
distinctions are made, it is possible to clear away
the dilemma faced by beginning researcher.
RECOMMENDATIONS
To alleviate a researcher’s dilemma, at post
graduate level, it is fundamentally prudent to
introduce philosophy courses at under gradu-
ate levels. The role of philosophy within the
social sciences should be clearly defined within
Universities. PhD candidates should also be
encouraged to follow specific philosophies and
craft their theses based on their choice. More
research is desirable in the area of the philoso-
phy of research and its role in informing disser-
tations and theses.
LIMITATIONS
As only a small section of the PhD study,
the area of philosophy was not adequately and
empirically informed in order to sufficiently in-
form the current paper.
ACKNOWLEDGEMENTS
This paper is part of a large-scale PhD re-
search, which was funded by the University of
Pretoria.
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