conceptual framework for capstone project example

How To Make Conceptual Framework (With Examples and Templates)

We all know that a research paper has plenty of concepts involved. However, a great deal of concepts makes your study confusing.

A conceptual framework ensures that the concepts of your study are organized and presented comprehensively. Let this article guide you on how to make the conceptual framework of your study.

Related: How to Write a Concept Paper for Academic Research

Table of Contents

At a glance: free conceptual framework templates.

Too busy to create a conceptual framework from scratch? No problem. We’ve created templates for each conceptual framework so you can start on the right foot. All you need to do is enter the details of the variables. Feel free to modify the design according to your needs. Please read the main article below to learn more about the conceptual framework.

Conceptual Framework Template #1: Independent-Dependent Variable Model

Conceptual framework template #2: input-process-output (ipo) model, conceptual framework template #3: concept map, what is a conceptual framework.

A conceptual framework shows the relationship between the variables of your study.  It includes a visual diagram or a model that summarizes the concepts of your study and a narrative explanation of the model presented.

Why Should Research Be Given a Conceptual Framework?

Imagine your study as a long journey with the research result as the destination. You don’t want to get lost in your journey because of the complicated concepts. This is why you need to have a guide. The conceptual framework keeps you on track by presenting and simplifying the relationship between the variables. This is usually done through the use of illustrations that are supported by a written interpretation.

Also, people who will read your research must have a clear guide to the variables in your study and where the research is heading. By looking at the conceptual framework, the readers can get the gist of the research concepts without reading the entire study. 

Related: How to Write Significance of the Study (with Examples)

What Is the Difference Between Conceptual Framework and Theoretical Framework?

Both of them show concepts and ideas of your study. The theoretical framework presents the theories, rules, and principles that serve as the basis of the research. Thus, the theoretical framework presents broad concepts related to your study. On the other hand, the conceptual framework shows a specific approach derived from the theoretical framework. It provides particular variables and shows how these variables are related.

Let’s say your research is about the Effects of Social Media on the Political Literacy of College Students. You may include some theories related to political literacy, such as this paper, in your theoretical framework. Based on this paper, political participation and awareness determine political literacy.

For the conceptual framework, you may state that the specific form of political participation and awareness you will use for the study is the engagement of college students on political issues on social media. Then, through a diagram and narrative explanation, you can show that using social media affects the political literacy of college students.

What Are the Different Types of Conceptual Frameworks?

The conceptual framework has different types based on how the research concepts are organized 1 .

1. Taxonomy

In this type of conceptual framework, the phenomena of your study are grouped into categories without presenting the relationship among them. The point of this conceptual framework is to distinguish the categories from one another.

2. Visual Presentation

In this conceptual framework, the relationship between the phenomena and variables of your study is presented. Using this conceptual framework implies that your research provides empirical evidence to prove the relationship between variables. This is the type of conceptual framework that is usually used in research studies.

3. Mathematical Description

In this conceptual framework, the relationship between phenomena and variables of your study is described using mathematical formulas. Also, the extent of the relationship between these variables is presented with specific quantities.

How To Make Conceptual Framework: 4 Steps

1. identify the important variables of your study.

There are two essential variables that you must identify in your study: the independent and the dependent variables.

An independent variable is a variable that you can manipulate. It can affect the dependent variable. Meanwhile, the dependent variable is the resulting variable that you are measuring.

You may refer to your research question to determine your research’s independent and dependent variables.

Suppose your research question is: “Is There a Significant Relationship Between the Quantity of Organic Fertilizer Used and the Plant’s Growth Rate?” The independent variable of this study is the quantity of organic fertilizer used, while the dependent variable is the plant’s growth rate.

2. Think About How the Variables Are Related

Usually, the variables of a study have a direct relationship. If a change in one of your variables leads to a corresponding change in another, they might have this kind of relationship.

However, note that having a direct relationship between variables does not mean they already have a cause-and-effect relationship 2 . It takes statistical analysis to prove causation between variables.

Using our example earlier, the quantity of organic fertilizer may directly relate to the plant’s growth rate. However, we are not sure that the quantity of organic fertilizer is the sole reason for the plant’s growth rate changes.

3. Analyze and Determine Other Influencing Variables

Consider analyzing if other variables can affect the relationship between your independent and dependent variables 3 .

4. Create a Visual Diagram or a Model

Now that you’ve identified the variables and their relationship, you may create a visual diagram summarizing them.

Usually, shapes such as rectangles, circles, and arrows are used for the model. You may create a visual diagram or model for your conceptual framework in different ways. The three most common models are the independent-dependent variable model, the input-process-output (IPO) model, and concept maps.

a. Using the Independent-Dependent Variable Model

You may create this model by writing the independent and dependent variables inside rectangles. Then, insert a line segment between them, connecting the rectangles. This line segment indicates the direct relationship between these variables. 

Below is a visual diagram based on our example about the relationship between organic fertilizer and a plant’s growth rate. 

b. Using the Input-Process-Output (IPO) Model

If you want to emphasize your research process, the input-process-output model is the appropriate visual diagram for your conceptual framework.

To create your visual diagram using the IPO model, follow these steps:

• Determine the inputs of your study . Inputs are the variables you will use to arrive at your research result. Usually, your independent variables are also the inputs of your research. Let’s say your research is about the Level of Satisfaction of College Students Using Google Classroom as an Online Learning Platform. You may include in your inputs the profile of your respondents and the curriculum used in the online learning platform.
• Outline your research process. Using our example above, the research process should be like this: Data collection of student profiles → Administering questionnaires → Tabulation of students’ responses → Statistical data analysis.
• State the research output . Indicate what you are expecting after you conduct the research. In our example above, the research output is the assessed level of satisfaction of college students with the use of Google Classroom as an online learning platform.
• Create the model using the research’s determined input, process, and output.

Presented below is the IPO model for our example above.

c. Using Concept Maps

If you think the two models presented previously are insufficient to summarize your study’s concepts, you may use a concept map for your visual diagram.

A concept map is a helpful visual diagram if multiple variables affect one another. Let’s say your research is about Coping with the Remote Learning System: Anxiety Levels of College Students. Presented below is the concept map for the research’s conceptual framework:

5. Explain Your Conceptual Framework in Narrative Form

Provide a brief explanation of your conceptual framework. State the essential variables, their relationship, and the research outcome.

Using the same example about the relationship between organic fertilizer and the growth rate of the plant, we can come up with the following explanation to accompany the conceptual framework:

Figure 1 shows the Conceptual Framework of the study. The quantity of the organic fertilizer used is the independent variable, while the plant’s growth is the research’s dependent variable. These two variables are directly related based on the research’s empirical evidence.

Conceptual Framework in Quantitative Research

You can create your conceptual framework by following the steps discussed in the previous section. Note, however, that quantitative research has statistical analysis. Thus, you may use arrows to indicate a cause-and-effect relationship in your model. An arrow implies that your independent variable caused the changes in your dependent variable.

Usually, for quantitative research, the Input-Process-Output model is used as a visual diagram. Here is an example of a conceptual framework in quantitative research:

Research Topic : Level of Effectiveness of Corn (Zea mays) Silk Ethanol Extract as an Antioxidant

Conceptual Framework in Qualitative Research

Again, you can follow the same step-by-step guide discussed previously to create a conceptual framework for qualitative research. However, note that you should avoid using one-way arrows as they may indicate causation . Qualitative research cannot prove causation since it uses only descriptive and narrative analysis to relate variables.

Here is an example of a conceptual framework in qualitative research:

Research Topic : Lived Experiences of Medical Health Workers During Community Quarantine

Conceptual Framework Examples

Presented below are some examples of conceptual frameworks.

Research Topic : Hypoglycemic Ability of Gabi (Colocasia esculenta) Leaf Extract in the Blood Glucose Level of Swiss Mice (Mus musculus)

Figure 1 presents the Conceptual Framework of the study. The quantity of gabi leaf extract is the independent variable, while the Swiss mice’s blood glucose level is the study’s dependent variable. This study establishes a direct relationship between these variables through empirical evidence and statistical analysis . 

Research Topic : Level of Effectiveness of Using Social Media in the Political Literacy of College Students

Figure 1 shows the Conceptual Framework of the study. The input is the profile of the college students according to sex, year level, and the social media platform being used. The research process includes administering the questionnaires, tabulating students’ responses, and statistical data analysis and interpretation. The output is the effectiveness of using social media in the political literacy of college students.

Research Topic: Factors Affecting the Satisfaction Level of Community Inhabitants

Figure 1 presents a visual illustration of the factors that affect the satisfaction level of community inhabitants. As presented, environmental, societal, and economic factors influence the satisfaction level of community inhabitants. Each factor has its indicators which are considered in this study.

Tips and Warnings

• Please keep it simple. Avoid using fancy illustrations or designs when creating your conceptual framework. 
• Allot a lot of space for feedback. This is to show that your research variables or methodology might be revised based on the input from the research panel. Below is an example of a conceptual framework with a spot allotted for feedback.

Frequently Asked Questions

1. how can i create a conceptual framework in microsoft word.

First, click the Insert tab and select Shapes . You’ll see a wide range of shapes to choose from. Usually, rectangles, circles, and arrows are the shapes used for the conceptual framework. 

Next, draw your selected shape in the document.

Insert the name of the variable inside the shape. You can do this by pointing your cursor to the shape, right-clicking your mouse, selecting Add Text , and typing in the text.

Repeat the same process for the remaining variables of your study. If you need arrows to connect the different variables, you can insert one by going to the Insert tab, then Shape, and finally, Lines or Block Arrows, depending on your preferred arrow style.

2. How to explain my conceptual framework in defense?

If you have used the Independent-Dependent Variable Model in creating your conceptual framework, start by telling your research’s variables. Afterward, explain the relationship between these variables. Example: “Using statistical/descriptive analysis of the data we have collected, we are going to show how the <state your independent variable> exhibits a significant relationship to <state your dependent variable>.”

On the other hand, if you have used an Input-Process-Output Model, start by explaining the inputs of your research. Then, tell them about your research process. You may refer to the Research Methodology in Chapter 3 to accurately present your research process. Lastly, explain what your research outcome is.

Meanwhile, if you have used a concept map, ensure you understand the idea behind the illustration. Discuss how the concepts are related and highlight the research outcome.

3. In what stage of research is the conceptual framework written?

The research study’s conceptual framework is in Chapter 2, following the Review of Related Literature.

4. What is the difference between a Conceptual Framework and Literature Review?

The Conceptual Framework is a summary of the concepts of your study where the relationship of the variables is presented. On the other hand, Literature Review is a collection of published studies and literature related to your study. 

Suppose your research concerns the Hypoglycemic Ability of Gabi (Colocasia esculenta) Leaf Extract on Swiss Mice (Mus musculus). In your conceptual framework, you will create a visual diagram and a narrative explanation presenting the quantity of gabi leaf extract and the mice’s blood glucose level as your research variables. On the other hand, for the literature review, you may include this study and explain how this is related to your research topic.

5. When do I use a two-way arrow for my conceptual framework?

You will use a two-way arrow in your conceptual framework if the variables of your study are interdependent. If variable A affects variable B and variable B also affects variable A, you may use a two-way arrow to show that A and B affect each other.

Suppose your research concerns the Relationship Between Students’ Satisfaction Levels and Online Learning Platforms. Since students’ satisfaction level determines the online learning platform the school uses and vice versa, these variables have a direct relationship. Thus, you may use two-way arrows to indicate that the variables directly affect each other.

• Conceptual Framework – Meaning, Importance and How to Write it. (2020). Retrieved 27 April 2021, from https://afribary.com/knowledge/conceptual-framework/
• Correlation vs Causation. Retrieved 27 April 2021, from https://www.jmp.com/en_ph/statistics-knowledge-portal/what-is-correlation/correlation-vs-causation.html
• Swaen, B., & George, T. (2022, August 22). What is a conceptual framework? Tips & Examples. Retrieved December 5, 2022, from https://www.scribbr.com/methodology/conceptual-framework/

Written by Jewel Kyle Fabula

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Last Updated May 6, 2023 10:37 AM

Jewel Kyle Fabula

Jewel Kyle Fabula is a Bachelor of Science in Economics student at the University of the Philippines Diliman. His passion for learning mathematics developed as he competed in some mathematics competitions during his Junior High School years. He loves cats, playing video games, and listening to music.

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How to Make a Conceptual Framework

• 6-minute read
• 2nd January 2022

What is a conceptual framework? And why is it important?

A conceptual framework illustrates the relationship between the variables of a research question. It’s an outline of what you’d expect to find in a research project.

Conceptual frameworks should be constructed before data collection and are vital because they map out the actions needed in the study. This should be the first step of an undergraduate or graduate research project.

What Is In a Conceptual Framework?

In a conceptual framework, you’ll find a visual representation of the key concepts and relationships that are central to a research study or project . This can be in form of a diagram, flow chart, or any other visual representation. Overall, a conceptual framework serves as a guide for understanding the problem being studied and the methods being used to investigate it.

Steps to Developing the Perfect Conceptual Framework

• Pick a question
• Conduct a literature review
• Identify your variables
• Create your conceptual framework

1. Pick a Question

You should already have some idea of the broad area of your research project. Try to narrow down your research field to a manageable topic in terms of time and resources. From there, you need to formulate your research question. A research question answers the researcher’s query: “What do I want to know about my topic?” Research questions should be focused, concise, arguable and, ideally, should address a topic of importance within your field of research.

An example of a simple research question is: “What is the relationship between sunny days and ice cream sales?”

2. Conduct a Literature Review

A literature review is an analysis of the scholarly publications on a chosen topic. To undertake a literature review, search for articles with the same theme as your research question. Choose updated and relevant articles to analyze and use peer-reviewed and well-respected journals whenever possible.

For the above example, the literature review would investigate publications that discuss how ice cream sales are affected by the weather. The literature review should reveal the variables involved and any current hypotheses about this relationship.

3. Identify Your Variables

There are two key variables in every experiment: independent and dependent variables.

Independent Variables

The independent variable (otherwise known as the predictor or explanatory variable) is the expected cause of the experiment: what the scientist changes or changes on its own. In our example, the independent variable would be “the number of sunny days.”

Dependent Variables

The dependent variable (otherwise known as the response or outcome variable) is the expected effect of the experiment: what is being studied or measured. In our example, the dependent variable would be “the quantity of ice cream sold.”

Next, there are control variables.

Control Variables

A control variable is a variable that may impact the dependent variable but whose effects are not going to be measured in the research project. In our example, a control variable could be “the socioeconomic status of participants.” Control variables should be kept constant to isolate the effects of the other variables in the experiment.

Finally, there are intervening and extraneous variables.

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Intervening Variables

Intervening variables link the independent and dependent variables and clarify their connection. In our example, an intervening variable could be “temperature.”

Extraneous Variables

Extraneous variables are any variables that are not being investigated but could impact the outcomes of the study. Some instances of extraneous variables for our example would be “the average price of ice cream” or “the number of varieties of ice cream available.” If you control an extraneous variable, it becomes a control variable.

4. Create Your Conceptual Framework

Having picked your research question, undertaken a literature review, and identified the relevant variables, it’s now time to construct your conceptual framework. Conceptual frameworks are clear and often visual representations of the relationships between variables.

We’ll start with the basics: the independent and dependent variables.

Our hypothesis is that the quantity of ice cream sold directly depends on the number of sunny days; hence, there is a cause-and-effect relationship between the independent variable (the number of sunny days) and the dependent and independent variable (the quantity of ice cream sold).

Next, introduce a control variable. Remember, this is anything that might directly affect the dependent variable but is not being measured in the experiment:

Finally, introduce the intervening and extraneous variables. 

The intervening variable (temperature) clarifies the relationship between the independent variable (the number of sunny days) and the dependent variable (the quantity of ice cream sold). Extraneous variables, such as the average price of ice cream, are variables that are not controlled and can potentially impact the dependent variable.

Are Conceptual Frameworks and Research Paradigms the Same?

In simple terms, the research paradigm is what informs your conceptual framework. In defining our research paradigm we ask the big questions—Is there an objective truth and how can we understand it? If we decide the answer is yes, we may be working with a positivist research paradigm and will choose to build a conceptual framework that displays the relationship between fixed variables. If not, we may be working with a constructivist research paradigm, and thus our conceptual framework will be more of a loose amalgamation of ideas, theories, and themes (a qualitative study). If this is confusing–don’t worry! We have an excellent blog post explaining research paradigms in more detail.

Where is the Conceptual Framework Located in a Thesis?

This will depend on your discipline, research type, and school’s guidelines, but most papers will include a section presenting the conceptual framework in the introduction, literature review, or opening chapter. It’s best to present your conceptual framework after presenting your research question, but before outlining your methodology.

Can a Conceptual Framework be Used in a Qualitative Study?

Yes. Despite being less clear-cut than a quantitative study, all studies should present some form of a conceptual framework. Let’s say you were doing a study on care home practices and happiness, and you came across a “happiness model” constructed by a relevant theorist in your literature review. Your conceptual framework could be an outline or a visual depiction of how you will use this model to collect and interpret qualitative data for your own study (such as interview responses). Check out this useful resource showing other examples of conceptual frameworks for qualitative studies .

Expert Proofreading for Researchers

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Capstone Components

8 The Project Framework

The story continues….

Harry and Physicus spent hours exploring research and finding some fascinating information. Nothing directly explained why a Siamese cat would not have an interest in catching mice. However, Physicus found a study in which researchers concluded that the obesity of small animals was related to their playing and hunting habits. The more overweight the animal, the less they played or hunted.

“This makes sense,” argued Physicus. “When an animal is not hungry, it does not need to be very active in hunting food.”

Another study interestingly connected the number of prey to the lack of engagement in the hunt. Researchers found that a lizard would hunt for a single cricket placed in its cage.  However, the lizard would not hunt any of the crickets when 100 were released simultaneously.  Further, researchers noted when 10 crickets were released into the lizard’s cage, they were immediately hunted and eaten.

Physicus was so excited. “You see,” he exclaimed, “somewhere between 10 and 100 crickets is where the lizard lost interest in the hunt!”

“I wonder if this has anything to do with how Pickles behaves?” Harry said.  Possibilities, but no answers, thought Harry.

Physicus continued, “Now we have two ways we can use to think about the problem. Maybe Pickles is overweight or overwhelmed.”

Interpreting the Story

Physicus and Harry investigated research findings to see what they could learn about the problem. What they discovered were two possible reasons for Pickles’ behavior. This information gave Harry and Physicus two ways to think about the problem. Harry and Physicus will choose one of these ways to provide a direction for exploring published theories that are related to the problem.  The friends will choose one theory as the basis for their inquiry. The chosen theory guides the development of the research project. This is called a Project Framework.

The Project Framework

The role of the Project Frame is to outline how the problem will be studied. This component details the perspective or angle from which the research story will be viewed. The Project Frame provides the lens for how the researcher will focus their attention on certain features of the problem and disregard others.

A starting point to frame a project is use a published theory. However, advanced researchers may base their projects on more than one theory, so you may encounter this when reading published articles. In educational research, theories about learning, development, cognition, psychology, teaching, etc., are used to frame how an educational problem is studied. Examples of published theories are Bandura’s Social Cognitive Theory, Knowles’ Adult Learning Theory, Theories of Behavior, Teaching as Inquiry, and Professional Development Theories. The Project Frame is bounded by the chosen, published theory.

A published theory is chosen by how it connects to the research problem. The connection can be found in the Background of the Problem, such as a feature of the setting or participants, or the theory connects to your hypothesis about how to solve the problem. For example, if the problem occurs in a classroom, a social learning theory might be in order; if the problem occurs in a rural school, we might select the psychology of poverty to frame the study. If we hypothesize that professional development (PD) training is needed to solve the research problem, then we would choose an appropriate theory of PD.

The theory provides the parameters for how a project is developed. The theory acts as guard rails to keep the methodology focused and to ensure the purpose of the study is realized. Different frames for the same problem will yield very different results. Think about the problem of low test scores, as an example. If a social cognitive learning theory (learner-focused) is used to frame a project involving low test scores, the project design will be different from the design of a project involving low test scores using a professional development theory (teacher-focused).

The writing of the Project Frame includes a full description of the published theory citing the original theorist’s work. The writer must explain why this theory is the best choice to frame your problem. The specific aspects of the theory that relate to your problem are discussed. The discussion details how the theory relates to the background or context of the problem, and how the theory connects to the purpose of the capstone project.

Telling the Research Story

The Project Frame explains the “point of view” of the research story. It is based on a published theory. In our example problem of low test scores, the point of view was from a social cognitive learning perspective. This point-of-view is focused on how low test scores can be explored by using a student-focused perspective that employs social cognitive strategies.

The elements in this heading can be written in a variety of ways, however, the elements must be there. Often, the Project Frame is written by presenting the theory, how it addresses the problem, and why it is the best choice first. This is followed by how it relates to the background and/or context and then how it connects to the purpose of the project. In other cases, the theory is presented first, followed by how it addresses the problem, is the best choice, relates to the history and current situation, and ends with how the theory supports the purpose of the project.

Since the Project Frame functions as the point of view in the research story, elements of the theory or framing perspective are found throughout the rest of the capstone project. This means that the other components of the research story are told from this point of view. The perspective of the Project Frame keeps your research story structured and on track.

The Project Frame component appears in Chapter 1 of the capstone project. The framework used to develop a capstone project can be a theory, or it can be related to the type of practical product the project aims to create or implement. For example, professional development training, informational literature (handbook), or policy development.

Capstone Projects in Education: Learning the Research Story Copyright © 2023 by Kimberly Chappell and Greg I. Voykhansky is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Framework and Syllabus: Introduction to Capstone Projects—A Hidden Gem of Engineering Education

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What is a good example of a conceptual framework?

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• The importance of a conceptual framework

The main purpose of a conceptual framework is to improve the quality of a research study. A conceptual framework achieves this by identifying important information about the topic and providing a clear roadmap for researchers to study it.

Through the process of developing this information, researchers will be able to improve the quality of their studies in a few key ways.

Clarify research goals and objectives

A conceptual framework helps researchers create a clear research goal. Research projects often become vague and lose their focus, which makes them less useful. However, a well-designed conceptual framework helps researchers maintain focus. It reinforces the project’s scope, ensuring it stays on track and produces meaningful results.

Provide a theoretical basis for the study

Forming a hypothesis requires knowledge of the key variables and their relationship to each other. Researchers need to identify these variables early on to create a conceptual framework. This ensures researchers have developed a strong understanding of the topic before finalizing the study design. It also helps them select the most appropriate research and analysis methods.

Guide the research design

As they develop their conceptual framework, researchers often uncover information that can help them further refine their work.

Here are some examples:

Confounding variables they hadn’t previously considered

Sources of bias they will have to take into account when designing the project

Whether or not the information they were going to study has already been covered—this allows them to pivot to a more meaningful goal that brings new and relevant information to their field

• Steps to develop a conceptual framework

There are four major steps researchers will follow to develop a conceptual framework. Each step will be described in detail in the sections that follow. You’ll also find examples of how each might be applied in a range of fields.

Step 1: Choose the research question

The first step in creating a conceptual framework is choosing a research question . The goal of this step is to create a question that’s specific and focused.

By developing a clear question, researchers can more easily identify the variables they will need to account for and keep their research focused. Without it, the next steps will be more difficult and less effective.

Here are some examples of good research questions in a few common fields:

Natural sciences: How does exposure to ultraviolet radiation affect the growth rate of a particular type of algae?

Health sciences: What is the effectiveness of cognitive-behavioral therapy for treating depression in adolescents?

Business: What factors contribute to the success of small businesses in a particular industry?

Education: How does implementing technology in the classroom impact student learning outcomes?

Step 2: Select the independent and dependent variables

Once the research question has been chosen, it’s time to identify the dependent and independent variables .

The independent variable is the variable researchers think will affect the dependent variable . Without this information, researchers cannot develop a meaningful hypothesis or design a way to test it.

The dependent and independent variables for our example questions above are:

Natural sciences

Independent variable: exposure to ultraviolet radiation

Dependent variable: the growth rate of a particular type of algae

Health sciences

Independent variable: cognitive-behavioral therapy

Dependent variable: depression in adolescents

Independent variables: factors contributing to the business’s success

Dependent variable: sales, return on investment (ROI), or another concrete metric

Independent variable: implementation of technology in the classroom

Dependent variable: student learning outcomes, such as test scores, GPAs, or exam results

Step 3: Visualize the cause-and-effect relationship

This step is where researchers actually develop their hypothesis. They will predict how the independent variable will impact the dependent variable based on their knowledge of the field and their intuition.

With a hypothesis formed, researchers can more accurately determine what data to collect and how to analyze it. They will then visualize their hypothesis by creating a diagram. This visualization will serve as a framework to help guide their research.

The diagrams for our examples might be used as follows:

Natural sciences : how exposure to radiation affects the biological processes in the algae that contribute to its growth rate

Health sciences : how different aspects of cognitive behavioral therapy can affect how patients experience symptoms of depression

Business : how factors such as market demand, managerial expertise, and financial resources influence a business’s success

Education : how different types of technology interact with different aspects of the learning process and alter student learning outcomes

Step 4: Identify other influencing variables

The independent and dependent variables are only part of the equation. Moderating, mediating, and control variables are also important parts of a well-designed study. These variables can impact the relationship between the two main variables and must be accounted for.

A moderating variable is one that can change how the independent variable affects the dependent variable. A mediating variable explains the relationship between the two. Control variables are kept the same to eliminate their impact on the results. Examples of each are given below:

Moderating variable: water temperature (might impact how algae respond to radiation exposure)

Mediating variable: chlorophyll production (might explain how radiation exposure affects algae growth rate)

Control variable: nutrient levels in the water

Moderating variable: the severity of depression symptoms at baseline might impact how effective the therapy is for different adolescents

Mediating variable: social support might explain how cognitive-behavioral therapy leads to improvements in depression

Control variable: other forms of treatment received before or during the study

Moderating variable: the size of the business (might impact how different factors contribute to market share, sales, ROI, and other key success metrics)

Mediating variable: customer satisfaction (might explain how different factors impact business success)

Control variable: industry competition

Moderating variable: student age (might impact how effective technology is for different students)

Mediating variable: teacher training (might explain how technology leads to improvements in learning outcomes)

Control variable: student learning style

• Conceptual versus theoretical frameworks

Although they sound similar, conceptual and theoretical frameworks have different goals and are used in different contexts. Understanding which to use will help researchers craft better studies.

Conceptual frameworks describe a broad overview of the subject and outline key concepts, variables, and the relationships between them. They provide structure to studies that are more exploratory in nature, where the relationships between the variables are still being established. They are particularly helpful in studies that are complex or interdisciplinary because they help researchers better organize the factors involved in the study.

Theoretical frameworks, on the other hand, are used when the research question is more clearly defined and there’s an existing body of work to draw upon. They define the relationships between the variables and help researchers predict outcomes. They are particularly helpful when researchers want to refine the existing body of knowledge rather than establish it.

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Home » Conceptual Framework – Types, Methodology and Examples

Conceptual Framework – Types, Methodology and Examples

Table of Contents

Conceptual Framework

Definition:

A conceptual framework is a structured approach to organizing and understanding complex ideas, theories, or concepts. It provides a systematic and coherent way of thinking about a problem or topic, and helps to guide research or analysis in a particular field.

A conceptual framework typically includes a set of assumptions, concepts, and propositions that form a theoretical framework for understanding a particular phenomenon. It can be used to develop hypotheses, guide empirical research, or provide a framework for evaluating and interpreting data.

Conceptual Framework in Research

In research, a conceptual framework is a theoretical structure that provides a framework for understanding a particular phenomenon or problem. It is a key component of any research project and helps to guide the research process from start to finish.

A conceptual framework provides a clear understanding of the variables, relationships, and assumptions that underpin a research study. It outlines the key concepts that the study is investigating and how they are related to each other. It also defines the scope of the study and sets out the research questions or hypotheses.

Types of Conceptual Framework

Types of Conceptual Framework are as follows:

Theoretical Framework

A theoretical framework is an overarching set of concepts, ideas, and assumptions that help to explain and interpret a phenomenon. It provides a theoretical perspective on the phenomenon being studied and helps researchers to identify the relationships between different concepts. For example, a theoretical framework for a study on the impact of social media on mental health might draw on theories of communication, social influence, and psychological well-being.

Conceptual Model

A conceptual model is a visual or written representation of a complex system or phenomenon. It helps to identify the main components of the system and the relationships between them. For example, a conceptual model for a study on the factors that influence employee turnover might include factors such as job satisfaction, salary, work-life balance, and job security, and the relationships between them.

Empirical Framework

An empirical framework is based on empirical data and helps to explain a particular phenomenon. It involves collecting data, analyzing it, and developing a framework to explain the results. For example, an empirical framework for a study on the impact of a new health intervention might involve collecting data on the intervention’s effectiveness, cost, and acceptability to patients.

Descriptive Framework

A descriptive framework is used to describe a particular phenomenon. It helps to identify the main characteristics of the phenomenon and to develop a vocabulary to describe it. For example, a descriptive framework for a study on different types of musical genres might include descriptions of the instruments used, the rhythms and beats, the vocal styles, and the cultural contexts of each genre.

Analytical Framework

An analytical framework is used to analyze a particular phenomenon. It involves breaking down the phenomenon into its constituent parts and analyzing them separately. This type of framework is often used in social science research. For example, an analytical framework for a study on the impact of race on police brutality might involve analyzing the historical and cultural factors that contribute to racial bias, the organizational factors that influence police behavior, and the psychological factors that influence individual officers’ behavior.

Conceptual Framework for Policy Analysis

A conceptual framework for policy analysis is used to guide the development of policies or programs. It helps policymakers to identify the key issues and to develop strategies to address them. For example, a conceptual framework for a policy analysis on climate change might involve identifying the key stakeholders, assessing their interests and concerns, and developing policy options to mitigate the impacts of climate change.

Logical Frameworks

Logical frameworks are used to plan and evaluate projects and programs. They provide a structured approach to identifying project goals, objectives, and outcomes, and help to ensure that all stakeholders are aligned and working towards the same objectives.

Conceptual Frameworks for Program Evaluation

These frameworks are used to evaluate the effectiveness of programs or interventions. They provide a structure for identifying program goals, objectives, and outcomes, and help to measure the impact of the program on its intended beneficiaries.

Conceptual Frameworks for Organizational Analysis

These frameworks are used to analyze and evaluate organizational structures, processes, and performance. They provide a structured approach to understanding the relationships between different departments, functions, and stakeholders within an organization.

Conceptual Frameworks for Strategic Planning

These frameworks are used to develop and implement strategic plans for organizations or businesses. They help to identify the key factors and stakeholders that will impact the success of the plan, and provide a structure for setting goals, developing strategies, and monitoring progress.

Components of Conceptual Framework

The components of a conceptual framework typically include:

• Research question or problem statement : This component defines the problem or question that the conceptual framework seeks to address. It sets the stage for the development of the framework and guides the selection of the relevant concepts and constructs.
• Concepts : These are the general ideas, principles, or categories that are used to describe and explain the phenomenon or problem under investigation. Concepts provide the building blocks of the framework and help to establish a common language for discussing the issue.
• Constructs : Constructs are the specific variables or concepts that are used to operationalize the general concepts. They are measurable or observable and serve as indicators of the underlying concept.
• Propositions or hypotheses : These are statements that describe the relationships between the concepts or constructs in the framework. They provide a basis for testing the validity of the framework and for generating new insights or theories.
• Assumptions : These are the underlying beliefs or values that shape the framework. They may be explicit or implicit and may influence the selection and interpretation of the concepts and constructs.
• Boundaries : These are the limits or scope of the framework. They define the focus of the investigation and help to clarify what is included and excluded from the analysis.
• Context : This component refers to the broader social, cultural, and historical factors that shape the phenomenon or problem under investigation. It helps to situate the framework within a larger theoretical or empirical context and to identify the relevant variables and factors that may affect the phenomenon.
• Relationships and connections: These are the connections and interrelationships between the different components of the conceptual framework. They describe how the concepts and constructs are linked and how they contribute to the overall understanding of the phenomenon or problem.
• Variables : These are the factors that are being measured or observed in the study. They are often operationalized as constructs and are used to test the propositions or hypotheses.
• Methodology : This component describes the research methods and techniques that will be used to collect and analyze data. It includes the sampling strategy, data collection methods, data analysis techniques, and ethical considerations.
• Literature review : This component provides an overview of the existing research and theories related to the phenomenon or problem under investigation. It helps to identify the gaps in the literature and to situate the framework within the broader theoretical and empirical context.
• Outcomes and implications: These are the expected outcomes or implications of the study. They describe the potential contributions of the study to the theoretical and empirical knowledge in the field and the practical implications for policy and practice.

Conceptual Framework Methodology

Conceptual Framework Methodology is a research method that is commonly used in academic and scientific research to develop a theoretical framework for a study. It is a systematic approach that helps researchers to organize their thoughts and ideas, identify the variables that are relevant to their study, and establish the relationships between these variables.

Here are the steps involved in the conceptual framework methodology:

Identify the Research Problem

The first step is to identify the research problem or question that the study aims to answer. This involves identifying the gaps in the existing literature and determining what specific issue the study aims to address.

Conduct a Literature Review

The second step involves conducting a thorough literature review to identify the existing theories, models, and frameworks that are relevant to the research question. This will help the researcher to identify the key concepts and variables that need to be considered in the study.

Define key Concepts and Variables

The next step is to define the key concepts and variables that are relevant to the study. This involves clearly defining the terms used in the study, and identifying the factors that will be measured or observed in the study.

Develop a Theoretical Framework

Once the key concepts and variables have been identified, the researcher can develop a theoretical framework. This involves establishing the relationships between the key concepts and variables, and creating a visual representation of these relationships.

Test the Framework

The final step is to test the theoretical framework using empirical data. This involves collecting and analyzing data to determine whether the relationships between the key concepts and variables that were identified in the framework are accurate and valid.

Examples of Conceptual Framework

Some realtime Examples of Conceptual Framework are as follows:

• In economics , the concept of supply and demand is a well-known conceptual framework. It provides a structure for understanding how prices are set in a market, based on the interplay of the quantity of goods supplied by producers and the quantity of goods demanded by consumers.
• In psychology , the cognitive-behavioral framework is a widely used conceptual framework for understanding mental health and illness. It emphasizes the role of thoughts and behaviors in shaping emotions and the importance of cognitive restructuring and behavior change in treatment.
• In sociology , the social determinants of health framework provides a way of understanding how social and economic factors such as income, education, and race influence health outcomes. This framework is widely used in public health research and policy.
• In environmental science , the ecosystem services framework is a way of understanding the benefits that humans derive from natural ecosystems, such as clean air and water, pollination, and carbon storage. This framework is used to guide conservation and land-use decisions.
• In education, the constructivist framework is a way of understanding how learners construct knowledge through active engagement with their environment. This framework is used to guide instructional design and teaching strategies.

Applications of Conceptual Framework

Some of the applications of Conceptual Frameworks are as follows:

• Research : Conceptual frameworks are used in research to guide the design, implementation, and interpretation of studies. Researchers use conceptual frameworks to develop hypotheses, identify research questions, and select appropriate methods for collecting and analyzing data.
• Policy: Conceptual frameworks are used in policy-making to guide the development of policies and programs. Policymakers use conceptual frameworks to identify key factors that influence a particular problem or issue, and to develop strategies for addressing them.
• Education : Conceptual frameworks are used in education to guide the design and implementation of instructional strategies and curriculum. Educators use conceptual frameworks to identify learning objectives, select appropriate teaching methods, and assess student learning.
• Management : Conceptual frameworks are used in management to guide decision-making and strategy development. Managers use conceptual frameworks to understand the internal and external factors that influence their organizations, and to develop strategies for achieving their goals.
• Evaluation : Conceptual frameworks are used in evaluation to guide the development of evaluation plans and to interpret evaluation results. Evaluators use conceptual frameworks to identify key outcomes, indicators, and measures, and to develop a logic model for their evaluation.

Purpose of Conceptual Framework

The purpose of a conceptual framework is to provide a theoretical foundation for understanding and analyzing complex phenomena. Conceptual frameworks help to:

• Guide research : Conceptual frameworks provide a framework for researchers to develop hypotheses, identify research questions, and select appropriate methods for collecting and analyzing data. By providing a theoretical foundation for research, conceptual frameworks help to ensure that research is rigorous, systematic, and valid.
• Provide clarity: Conceptual frameworks help to provide clarity and structure to complex phenomena by identifying key concepts, relationships, and processes. By providing a clear and systematic understanding of a phenomenon, conceptual frameworks help to ensure that researchers, policymakers, and practitioners are all on the same page when it comes to understanding the issue at hand.
• Inform decision-making : Conceptual frameworks can be used to inform decision-making and strategy development by identifying key factors that influence a particular problem or issue. By understanding the complex interplay of factors that contribute to a particular issue, decision-makers can develop more effective strategies for addressing the problem.
• Facilitate communication : Conceptual frameworks provide a common language and conceptual framework for researchers, policymakers, and practitioners to communicate and collaborate on complex issues. By providing a shared understanding of a phenomenon, conceptual frameworks help to ensure that everyone is working towards the same goal.

When to use Conceptual Framework

There are several situations when it is appropriate to use a conceptual framework:

• To guide the research : A conceptual framework can be used to guide the research process by providing a clear roadmap for the research project. It can help researchers identify key variables and relationships, and develop hypotheses or research questions.
• To clarify concepts : A conceptual framework can be used to clarify and define key concepts and terms used in a research project. It can help ensure that all researchers are using the same language and have a shared understanding of the concepts being studied.
• To provide a theoretical basis: A conceptual framework can provide a theoretical basis for a research project by linking it to existing theories or conceptual models. This can help researchers build on previous research and contribute to the development of a field.
• To identify gaps in knowledge : A conceptual framework can help identify gaps in existing knowledge by highlighting areas that require further research or investigation.
• To communicate findings : A conceptual framework can be used to communicate research findings by providing a clear and concise summary of the key variables, relationships, and assumptions that underpin the research project.

Characteristics of Conceptual Framework

key characteristics of a conceptual framework are:

• Clear definition of key concepts : A conceptual framework should clearly define the key concepts and terms being used in a research project. This ensures that all researchers have a shared understanding of the concepts being studied.
• Identification of key variables: A conceptual framework should identify the key variables that are being studied and how they are related to each other. This helps to organize the research project and provides a clear focus for the study.
• Logical structure: A conceptual framework should have a logical structure that connects the key concepts and variables being studied. This helps to ensure that the research project is coherent and consistent.
• Based on existing theory : A conceptual framework should be based on existing theory or conceptual models. This helps to ensure that the research project is grounded in existing knowledge and builds on previous research.
• Testable hypotheses or research questions: A conceptual framework should include testable hypotheses or research questions that can be answered through empirical research. This helps to ensure that the research project is rigorous and scientifically valid.
• Flexibility : A conceptual framework should be flexible enough to allow for modifications as new information is gathered during the research process. This helps to ensure that the research project is responsive to new findings and is able to adapt to changing circumstances.

Advantages of Conceptual Framework

Advantages of the Conceptual Framework are as follows:

• Clarity : A conceptual framework provides clarity to researchers by outlining the key concepts and variables that are relevant to the research project. This clarity helps researchers to focus on the most important aspects of the research problem and develop a clear plan for investigating it.
• Direction : A conceptual framework provides direction to researchers by helping them to develop hypotheses or research questions that are grounded in existing theory or conceptual models. This direction ensures that the research project is relevant and contributes to the development of the field.
• Efficiency : A conceptual framework can increase efficiency in the research process by providing a structure for organizing ideas and data. This structure can help researchers to avoid redundancies and inconsistencies in their work, saving time and effort.
• Rigor : A conceptual framework can help to ensure the rigor of a research project by providing a theoretical basis for the investigation. This rigor is essential for ensuring that the research project is scientifically valid and produces meaningful results.
• Communication : A conceptual framework can facilitate communication between researchers by providing a shared language and understanding of the key concepts and variables being studied. This communication is essential for collaboration and the advancement of knowledge in the field.
• Generalization : A conceptual framework can help to generalize research findings beyond the specific study by providing a theoretical basis for the investigation. This generalization is essential for the development of knowledge in the field and for informing future research.

Limitations of Conceptual Framework

Limitations of Conceptual Framework are as follows:

• Limited applicability: Conceptual frameworks are often based on existing theory or conceptual models, which may not be applicable to all research problems or contexts. This can limit the usefulness of a conceptual framework in certain situations.
• Lack of empirical support : While a conceptual framework can provide a theoretical basis for a research project, it may not be supported by empirical evidence. This can limit the usefulness of a conceptual framework in guiding empirical research.
• Narrow focus: A conceptual framework can provide a clear focus for a research project, but it may also limit the scope of the investigation. This can make it difficult to address broader research questions or to consider alternative perspectives.
• Over-simplification: A conceptual framework can help to organize and structure research ideas, but it may also over-simplify complex phenomena. This can limit the depth of the investigation and the richness of the data collected.
• Inflexibility : A conceptual framework can provide a structure for organizing research ideas, but it may also be inflexible in the face of new data or unexpected findings. This can limit the ability of researchers to adapt their research project to new information or changing circumstances.
• Difficulty in development : Developing a conceptual framework can be a challenging and time-consuming process. It requires a thorough understanding of existing theory or conceptual models, and may require collaboration with other researchers.

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Muhammad Hassan

Researcher, Academic Writer, Web developer

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• JOLE 2023 Special Issue
• Editorial Staff
• 20th Anniversary Issue
• Leadership for Dummies: A Capstone Project for Leadership Students

Lori L. Moore, Summer F. Odom, Lexi M. Wied 10.12806/V10/I1/IB2

Introduction and Conceptual Framework

Within the leadership education literature, the goals of leadership educators have been well documented. According to Huber (2002), “As leadership educators, we help people to understand what it means to be a leader” (p. 31). To that end, we generally hope that at or near the end of their undergraduate education, our students are able to synthesize what they have learned about the various aspects of leadership. Many in higher education incorporate capstone assignments and courses into the curriculum to accomplish this goal. In fact, Morgan, Rudd, and Kaufman (2004) found that leadership faculty considered a capstone experience to be an essential component of leadership programs. Furthermore, Cannon, Gifford, Stedman, and Telg (2010) noted that leadership educators should not overlook the importance of providing leadership students with a meaningful and valuable capstone experience. While capstone experiences have been defined in many different ways, many have noted that capstone courses provide students the opportunity to synthesize the prior knowledge and make connections between the various parts of their education (AAC, 1985; Schmid, 1993; Steele, 1993).

For several years, many have advocated the need for students to develop strong synthesis abilities, such as those developed in capstone courses and assignments. According to Cleveland (2002), “The trouble is, our whole educational system is still geared more toward categorizing and analyzing the patches of knowledge than to threading them together – even though it’s the people who learn how to thread them together who will be the leaders of the next generation” (p. 215).

Pink (2006) further argued that success in today’s world requires a more creative or artistic mindset than what has previously been required. According to Pink, “The last few decades have belonged to a certain kind of person with a certain kind of mind – computer programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But, the keys to the kingdom are changing hands. The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers, and meaning makers” (p. 1). He suggested such people as “artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards and share its greatest joys” (p. 1).

Based on his work as a psychological researcher, Gardner (2008) published the book 5 Minds for the Future in which he identified “minds” he believes individuals should develop to command a premium in the years ahead. These minds are (a) The Disciplined Mind, (b) The Synthesizing Mind, (c) The Creating Mind, (d) The Respectful Mind, and (e) The Ethical Mind. Below are brief descriptions of each of these “minds.”

• “The disciplined mind has mastered at least one way of thinking — a distinctive mode of cognition that characterizes a specific scholarly discipline, craft, or profession” (Gardner, 2008, p. 3).
• “The synthesizing mind takes information from disparate sources, understands and evaluates that information objectively, and puts it together in ways that make sense to the synthesizer and also to other persons” (Gardner, 2008, p. 3).
• “Building on discipline and synthesis, the creating mind breaks new grounds. It puts forth new ideas, poses unfamiliar questions, conjures up fresh ways of thinking, arrives at unexpected answers” (Gardner, 2008, p. 3).
• “The respectful mind notes and welcomes differences between human individuals and between human groups, tries to understand these ‘others,’ and seeks to work effectively with them” (Gardner, 2008, p. 3).
• “The ethical mind ponders the nature of one’s work and the needs and desires of the society in which one lives” (Gardner, 2008, p. 3).

Gardner’s minds served as the conceptual framework for the development of a capstone assignment to help students develop the new ways of thinking needed by tomorrow’s leaders.

Description of the Project and Learning Outcomes

A quick trip through any book store shows a thriving self-help market. Numerous books are readily available as references and resources for readers. The “for Dummies” series of books is especially popular. Within this series books range from leisure activity books such as Facebook for Dummies (Pearlman & Abram, 2010) and Sewing for Dummies (Maresh, 2010) to fitness books such as Yoga for Dummies (Feuerstein & Payne, 2010) to more academic books such as Psychology for Dummies (Cash, 2002) and Chemistry for Dummies (Moore, 2003). And yes, there is even a Leadership for Dummies (Loeb & Kindel, 1999).

These books offer many things to many people, not the least of which is a synthesized view of a particular topic from which readers can make meaning.

Wren (1994) noted that students in leadership courses “should have enhanced powers of analysis, and increased capabilities in oral and written communication” (p. 77). Coupling this notion with the popularity of the “for Dummies” series, the authors developed the Leadership for Dummies capstone project.

The primary learning outcomes for this project were centered on the first three of Gardner’s (2008) minds . The first three minds deal primarily with cognitive forms while the last two deal with our relations to other human beings. While all five are no doubt important, this capstone project requires students to focus on the first three. Specific learning outcomes include:

• Using their disciplined mind , students should reflect on their study of leadership as a discipline within the major. In order to accomplish this, students must have completed or be enrolled in at least four of the five foundational leadership courses included in their degree plan. Students then select three facets of leadership that they consider to be the most fundamental and powerful concepts impacting leadership.
• Using their synthesizing mind , students assimilate what they learned about each facet of leadership and put that into their own words. They are not to regurgitate the information from the course(s); rather they are to teach it to an individual who is unfamiliar with leadership jargon.
• Using their creating mind , students then write an 8-10 page “chapter” appropriate for a Leadership for Dummies book for each of the facets of leadership they selected. Students are asked to add clip art, graphics, pull quotations, spotlight sections, and other relevant items to enhance the overall presentation of their final product.

To accomplish these learning outcomes, the following items were identified as required components of the project:

• A creative title for each chapter, based on the course/content of the “chapter” (related to the concept that inspired the chapter).
• A quotation related to the concept, to be used as the sub-title.
• Important, pertinent information related to each of the concepts selected. NOTE: This information must be in the student ’ s own words – they are the author/expert. In cases where information is cited directly or indirectly from a source then they are to use proper citations.
• Examples of how the material was learned and how it is relevant to everyday life.
• Students may reference (or use excerpts from) assignments completed in their courses as an example for the readers, but must also include a reflection related to that assignment, describing its importance in helping others learn about that particular facet of leadership.
• There may be no more than two typed pages (total) of excerpts or examples of course assignments completed for that particular concept.
• Examples from famous leaders/leadership styles or real-life leadership examples from the student’s life that illustrate the idea of the chapter.
• A discussion of how readers can apply this information to their lives.
• At least five action items for readers to practice in their own lives (the “now what”).
• Images, additional quotations, and even more creativity to support chapter content.
• A “Top 10” list: At the end of the chapter on each respective topic, a list of the “Top 10” things to remember about that particular facet of leadership. This list includes the “nuggets” of information most important for readers to take away from the chapter.

Discussion and Conclusions

Crunkilton (as cited in Andreasen & Trede, 2000) identified six educational outcomes of capstone courses. These outcomes included:

• Decision making.
• Critical thinking.
• Collaborative/professional relationships.
• Oral communications.
• Written communications.
• Problem solving.

The authors believe the Leadership for Dummies capstone project helps students not only use their disciplined mind, the synthesizing mind, and their creating mind, but also meet several of Crunkilton’s educational outcomes (e.g., decision making, critical thinking, and written communications).

In his discussion of capstone courses Wagenaar (1993) noted that students in his capstone course should view material from a holistic, synthetic perspective. Wagenaar noted, “It might even be conceptualized as an “advanced introductory” course. The introductory course exposes students to the basics of the discipline. The capstone course revisits these basics” (p. 211). The authors kept this notion in mind as they developed the requirements for “the Dummies” assignment. Students must decide on the most fundamental and powerful concepts they found related to their courses, perhaps even the introductory and survey courses.

Furthermore, anecdotal evidence suggests students enjoy being able to choose what to write about as opposed to being assigned specific topics. This freedom encourages students to take ownership of their own learning.

In writing their “chapters” the students essentially provide their own definition of leadership and explicit knowledge related to it. According to Cartwright (2002), “A key aspect of leadership education is that everyone has his or her own definition of leadership, most often at the tacit level. We all know what a leader is, but we find definitions and explicit knowledge hard to come by” (p. 70).

The authors also discussed timing of this assignment within the undergraduate program. Dickinson (1993) noted the effects of senioritis as an issue for having capstone courses. “In their last semester, perfectly good majors mysteriously weaken and become reluctant to engage in serious work, especially if they have already secured a job or a place in graduate school ” (p. 218). Sargent, Pennington, and Sitton (2003) also found evidence of the senioritis syndrome in their study. Based on such findings, the authors of the Leadership for Dummies assignment arrived at the requirement that four of the five foundational leadership classes must be completed or currently in progress. Because three of the four classes are not offered to students until they are juniors, the majority of students would not be able to complete this assignment until the end of their junior, probably the beginning of their senior year.

The authors have just begun using this capstone project on a trial basis with a limited number of students. The purpose of this pilot test is to gain feedback from students prior to determining if it should be implemented as a required assignment for all students. Anecdotal evidence suggests the project is helping students make meaning out of their undergraduate experience. One student who has completed the capstone project commented that “the assignment helped me further understand all of the leadership concepts that I chose to write about. It did this because in order to explain and relate it to real life situations I had to grasp the concept and really apply it. It did help me gain a greater knowledge of leadership because now I know the different types of leaders, styles of leaders, and how they may differ.”

The authors further hope that a project such as this will provide valuable feedback about the program as a whole. As Steele (1993) noted, “The capstone course cannot correct the deficiencies in a department’s curriculum or teaching. It can, however, enable faculty members to identify and address such deficiencies, and it can enable students to see themselves as rooted in an important tradition of social analysis” (p. 244).

Andreasen, R. J., & Trede, L. D. (2000) Perceived benefits of an agricultural capstone course at Iowa State University. NACTA Journal, 44 (1), 51-56.

Association of American Colleges. (1985). Integrity in the college: A report to the academic community . Washington, DC: Association of American Colleges.

Cannon, K. J., Gifford, G. T., Stedman, N., & Telg, R. W. (2010). Preparation for full time employment: A capstone experience for students in leadership programs . Paper presented at the Annual Conference of the Association of Leadership Educators, Milwaukee, WI.

Cartwright, S. (2002). Double-loop learning: A concept and process for leadership educators. Journal of Leadership Education, 1 (1), 68-71.

Cash, A. (2002). Psychology for dummies . New York: Hungry Minds. Cleveland, H. (2002). Nobody in charge: Essays on the future of leadership . San Francisco, CA: Jossey-Bass.

Dickinson, J. (1993). The senior seminar at Rider College. Teaching Sociology, 21 (3), 215-218.

Feuerstein, G., & Payne, L. (2010). Yoga for dummies (2nd ed.). Hoboken, NJ: Wiley.

Gardner, H. (2008). 5 minds for the future . Boston: Harvard Business Press. Huber, N. S. (2002). Approaching leadership education in the new millennium. Journal of Leadership Education, 1 (1), 25-34.

Loeb, M., & Kindel, S. (1999). Leadership for dummies . Foster City, CA: IDG Books Worldwide.

Maresh, J. S. (2010). Sewing for dummies (3rd ed.). Hoboken, NJ: Wiley. Moore, J. T. (2003). Chemistry for dummies . New York: Wiley.

Morgan, A. C., Rudd, R. D., & Kaufman, E. K. (2004). Elements of an undergraduate leadership program: A Delphi study . Paper presented at the Annual Conference of the Association of Leadership Educators, Memphis, TN.

Pearlman, L., & Abram, C. (2010). Facebook for dummies (2nd ed.). Hoboken, NJ: Wiley.

Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future . New York: Riverhead Books.

Sargent, S. D., Pennington, P., & Sitton, S. (2003). Developing leadership through capstone experiences . Paper presented at the Annual Conference of the Association of Leadership Educators, Anchorage, AK.

Schmid, T. J. (1993). Bringing sociology to life: The other capstone mandate. Teaching Sociology, 21 (3), 219-222.

Steele, J. L. (1993). The laden cart: The senior capstone course. Teaching Sociology, 21 (3), 242-245.

Wagennar, T. C. (1993). The capstone course. Teaching Sociology, 21 (3), 209- 214.

Wren, J. T. (1994). Teaching leadership: The art of the possible. Journal of Leadership Studies, 1 (2), 73-93. doi:10.1177/107179199400100208

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Point of Sale and Inventory System Conceptual Framework

This post will walk you through the process of developing a conceptual framework for a capstone project titled Point of Sale and Inventory System using PHP. The input, process, output (IPO) model was used to develop the conceptual framework for the investigation.

• About the Project

Table of Contents

What is a conceptual framework?

Objectives of the study, conceptual framework diagram.

The way businesses function has shifted as a result of technological advancements. Businesses can completely optimize their services and operations by using computer technology and the internet. Big and small firms were able to increase their business efficiency and overall consumer experience by utilizing various technologies. The point of sale and inventories play an important role in the company. Business transactions take place at the point of sale (POS). The usage of a POS and inventory system will boost the company’s productivity and efficiency. The rapid advancement of technology has resulted in the expansion of point-of-sale and inventory systems, both of which give extra capabilities that businesses may integrate into their operations. The capstone project, titled “Point of Sale and Inventory System Using PHP,” is geared toward the business world, notably pharmacies and drugstores. Drug-related firms will be able to automate sales operations, as well as track sales and inventories, according to the project.

A conceptual framework is a set of concepts and ideas that provide a broad, abstract understanding of a specific topic or subject. In the context of an IT capstone project, a conceptual framework is a theoretical foundation that guides the research and development of the project. It helps to define the key concepts and ideas that are relevant to the project and to provide a structure for understanding and analysing the problem or opportunity being addressed.

The importance of a conceptual framework in an IT capstone project lies in its ability to help the researcher or developer to focus their efforts and to provide a clear and coherent basis for the project. By providing a set of guiding principles and a theoretical foundation, a conceptual framework can help to ensure that the project is grounded in a solid understanding of the relevant concepts and ideas, and that it is focused on addressing the problem or opportunity in a meaningful and impactful way. Additionally, a conceptual framework can help to provide a common language and understanding for the project team, which can facilitate communication and collaboration among team members. Overall, a conceptual framework is an essential element of an IT capstone project and can help to ensure that the project is well-planned, well-executed, and ultimately successful.

• To create a point-of-sale and inventory system for drugstores that will allow for faster and easier transactions.
• To provide clients with various payment options.
• To increase a company’s customer base.
• To automate the drugstore’s sales processes.
• To keep track of sales and inventories online.
• To easily generate reports on the business’s transactions that have been processed and completed.

The figure above depicts the project’s conceptual structure, entitled Point of Sale and Inventory System using PHP. The input, process, and output (IPO) model is used.

User Requirement – This is the area where the researchers obtained information about the system’s unique properties. It is vital to consider their opinions because they will be using the Point of Sale and Inventory System using PHP.

Review of Related Literature – The researchers have conducted investigations and studies in the proposed system’s region. This procedure will be useful to the researchers as they develop the project or system.

Programming Knowledge – This is where the researchers can now use their knowledge in programming to design and develop the system.

This is the part where the researchers will select and choose the best software development life cycle model for the project.

Data gathering

During this phase, the study’s researcher gathered all conceivable needs for the system’s development, including those obtained from the system’s beneficiaries, the end users. The survey questionnaire was created by the researcher and was validated by specialists. The surveys were used to collect information in order to improve the performance of the proposed system for future community use.

Data analysis

Consultation is used to gather requirements from the end user and generate ideas. We also administered a survey questionnaire, which was accepted by the three experts (IT Expert, English Grammarian, and Researcher). These questionnaires also functioned as our data collection tool for evaluating the performance of the manual system, which served as the foundation for creating our suggested system.

System Design

During this phase, the prototype and planned system features are developed. A concrete grasp of how the system will work is also formed. In this section, we identify all of the necessary system inputs and outputs, as well as the design of data, processes, and interfaces.

Programming

In this stage, we materialized the whole idea of the software to be designed. We created the program for the proposed system. The actual coding of the software is based on the system design and the requirements needs to be met. This is where the proper execution of the previous stages ensures a smooth implementation.

Program testing

In this phase, the researcher performed series of testing to check for any possible problems may arise during implementation and operation of the software and if the specification has been met.

System acceptance 

This is the final stage, where the system is being installed and to be maintained after actual implementation. One must take into consideration are the hardware and the software requirements for the proper installation of the system. As part of the acceptance of this phase, the client is required to have a user training to enable them to familiarize fully the whole system.

After all of the relevant procedures have been completed, the project comes to life and is carried out in the actual world. A new project is born, and it will be maintained for the long-term existence of the project. At this point, the Barcode Based Document Control and Management System will be implemented, used, and maintained.

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The input, process, and output (IPO) model will be used to provide the conceptual framework for the investigation. The researchers determine the project’s user needs and assess relevant literature for the study before utilizing their programming skills to develop the project. To complete the system, the researchers will employ the Software Development Life Cycle (SDLC) technique. Its purpose is to ensure that the project progresses through several stages in order to give comprehensive functionality that meets the expectations of the users. The Point of Sale and Inventory System using PHP will be implemented, used, and maintained as a result of this project.

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