Enhancing students’ engagement with abstract ideas through conceptual and theoretical frameworks

ABSTRACT

The expectation for doctoral research to contribute to knowledge is closely related to examiners’ attention to conceptual and theoretical components in the thesis. These components require abstract thinking and familiarity with a number of research ideas that are difficult to teach and learn. We argue that these can be made more accessible to students using the constructs of conceptual and theoretical frameworks, which can tie them together when there is a clear understanding of ‘concept’ and ‘theory’. Our aim is to enable students to make informed decisions around the research process and enable them to defend or justify their position when utilising either conceptual or theoretical lenses to better understand the contribution of their thesis.

KEYWORDS:

• Abstract thinking
• concept
• theory
• research education
• conceptual and theoretical frameworks

Acknowledgments

The authors wish to thank Tony Harland for his advice and support throughout the process of writing this article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Navé Wald

Navé Wald, PhD, is a Research Fellow at the University of Otago’s Higher Education Development Center. He brings his critical social science skills and perspectives to the field of higher education, researching themes such as curriculum design, authenticity, students’ peer review and assessment.

Ben Kei Daniel

Ben Kei Daniel, PhD, is Associate Professor in Higher Education, and the Head of Department of Higher Education Development Center at the University of Otago, New Zealand. He researches theories and praxis of teaching Research Methodology, as well as the role of emergent technologies in enhancing learning, teaching and research.