Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities. The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK. One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence. In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work. This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.

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

2. 2
01
Why a Conceptual Frameworks Handbook?
Rationale and concept
02
03
Conceptual Frameworks: Perspectives
What has been written about conceptual frameworks?
04
Use Cases and ‘Doctorateness’
Appropriate application of conceptual frameworks
05
Overview of Conceptual Frameworks
What’s in the Guide?
Introduction to GO-GN
Background on the Global OER Graduate Network
and its members
06
What’s next?
Next steps for GO-GN publications
07
Presentation & Style
Aiming for accessibility

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

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

5. Why a Conceptual
Frameworks Handbook?
Rationale and concept

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

7. 7
• A companion volume focused
on theoretical perspectives
• Collaborative, open practices
• Contributions from 20
researchers
• Overview of perspectives on
conceptual frameworks and
their role in research
• Testimony about using a range
of different frameworks in
open education research
• A range of tips and guides to
best practice
https://go-gn.net/project-outputs/

8. Presentation & Style
Aiming for accessibility

9. 9

10. 10

11. 11

12. 12
Farrow, R. and Mathers, B. (2020).
Conceptualising Research Methodology for
Doctoral Researchers in Open Education
(with penguins). International Journal of
Management and Applied Research, Vol. 7,
No. 3, pp. 349-359.
https://doi.org/10.18646/2056.73.20-025

13. 13
Illustration concepts:
• Conceptual Frameworks as vehicles
• Workshop/homebrew engineering
• ‘Wacky Races’ / Gumball Rally

14. Perspectives: Conceptual
Frameworks
What has been written about conceptual frameworks?

15. 15

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PROBLEM STATEMENT
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
““[P]roblematic for many students is the inability to articulate differences
between theory, theoretical framework and a conceptual framework for a
proposed research project” (Kivunja, 2018)
Ph.D candidates’ comprehension of conceptualising research
(Leshem & Trafford, 2007:104)

17. 17
1. No framework!
The reader cannot clearly understand the theoretical, conceptual,
or methodological assumptions that underlie a study
2. Inappropriate framework
The chosen framework does not align theories with data appropriately
3. Framework/data misalignment
Framework does not connect with the rest of the study
4. Imbalance between a framework and data
Big ideas, big concepts… but without the data to support them
5. Incomplete, superficial or inconsistent treatment of a framework
Inconsistency in theoretical focus
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
10 PROBLEMS WITH CONCEPTUAL/THEORETICAL FRAMING (CASANAVE & LI, 2005)

18. 18
10 PROBLEMS WITH CONCEPTUAL/THEORETICAL FRAMING (CASANAVE & LI, 2005)
6. Misinterpretation of a theory
Relying on buzzwords instead of developing a thorough understanding
7. Lip service
Using big names and big concepts without evidence of understanding
8. Attraction to popular theories
Popular theories still need to fit a study well
9. Conspicuous absence
Influential name or concept missing, suggesting failure to read widely
10.Methodology missing
Failure to explain underlying principles of inquiry; epistemological stance
CONCEPTUAL FRAMEWORKS: PERSPECTIVES

19. 19
WHAT IS A CONCEPTUAL FRAMEWORK?
“[W]hile personal interests and goals, social location and positionality, topical research, and
theoretical frameworks are what comprise a conceptual framework, we would never expect to
see them organized according to these elements. In finished form, a conceptual framework is
organized and expressed as an argument. Each step of that argument is a proposition
justified by the topical and/or theoretical literature.” (Ravitch and Riggan, 2017:13)
Conceptual frameworks are generally treated more flexibly than ‘theory’ and may be used to
bring together a range of different perspectives and ideas that are important to a research
project.
• Because this is often highly contextual, there aren’t really any general rules that cover how
to create and/or use conceptual frameworks.
• Conceptual frameworks can bring together topical research and theoretical insights.
• Their value is in practical application rather than the most complicated / comprehensive
approach.
Two fundamental approaches:
1. Conceptual framework as organising principle: operationalising and metacognising
2. Conceptual framework as part of a mesh of different ‘constructs’ used in research
CONCEPTUAL FRAMEWORKS: PERSPECTIVES

20. 20
METAPHORS
Categorisation of conceptual framework metaphors
(based on Leshem & Trafford, 2007:104)
CONCEPTUAL FRAMEWORKS: PERSPECTIVES

21. 21
POSITIONALITY
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
Elements of a Conceptual Framework
(Adapted from Rogers, 2016:1710)

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UNDERPINNING CONSTRUCTS
Passey (2020) instead sees conceptual frameworks as one possible perspective rather
than the defining or guiding point of orientation for other aspects of a study. Multiple
‘constructs’ might be used for different purposes in a study
• Model – A model holds for a given case or stated population, arising from context-
specific research, often indicating main features of influence or contribution
• Conceptual Framework – Conceptual frameworks tend to be more flexible and
descriptive, identifying factors or criteria that have influence on a particular field within
the more major features
• Theoretical Framework – A theoretical framework arises from outcomes beyond a
single study, based on one or more theories
• Theory - Theories consider a broader and deeper concern or context, suggesting the
detail of what might be more general, beyond a given context
Passey presents a stronger link between ‘constructs’ and epistemological and
methodological stance; the relationship between conceptual framework and method is
ideally going to be close, explicable and defensible.
CONCEPTUAL FRAMEWORKS: PERSPECTIVES

23. 23
UNDERPINNING CONSTRUCTS
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
Underpinning Description Examples
Model A model holds for a given
case or stated population,
arising from context-specific
research, often indicating
main features of influence or
contribution
Technology Acceptance Model (TAM) (Davis, 1989)
Diffusion of Innovation (Rogers, 2003)
Pathways to Implementing Change (Corbett & Rossman,
1989)
Conceptual Framework Conceptual frameworks tend
to be more flexible and
descriptive, identifying
factors or criteria that have
influence on a particular field
within the more major
features
Technological, Pedagogical and Content knowledge (TPACK)
(Mishra & Koehler, 2006)
Discovery Learning (Bruner, 1961)
Experiential Learning (Kolb, 1984)
Theoretical framework A theoretical framework
arises from outcomes
beyond a single study, based
on one or more theories
Social Creative Constructivism (Passey, Dagien, Atieno &
Baumann, 2019)
Human Motivation (Maslow, 1943)
Theory Theories consider a broader
and deeper concern or
context, suggesting the
detail of what might be more
general, beyond a given
context
Unified Theory of Acceptance and Use of Technology
(UTAUT) (Venkatesh, Morris, Davis & Davis, 2003)
Social Constructivism (Vygotsky, 1978)
Constructionism (Papert, 1986)
Behaviourism (Skinner, 1953)
Examples of forms of underpinning constructs (Passey, 2020:3)

24. 24
UNDERPINNING CONSTRUCTS
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
Uses of Theory in Research (based on Passey, 2020)

25. 25
DECONSTRUCTING THE CONCEPT
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
Jabareen (2009) offers a post-structuralist account of ‘concepts’ as
historical and defined by their component parts and relation to other
concepts.
A conceptual framework is here understood as a collection of linked
concepts which represents an interpretation of social reality.

26. 26
DECONSTRUCTING THE CONCEPT
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
Jabareen (2009) emphasizes the multivalent nature of conceptual
frameworks and sees this as a way to bring together important ideas from
different disciplines or sectors.
Jabareen’s response to the vagueness or ambiguity around conceptual
frameworks is to reserve them for qualitative attempts to draw an
understanding from several “texts” through a process of theorization.

27. 27
NETWORK ANALYSIS
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
An alternative approach is to take a more quantitative, neutral stance and
through data mining and analysis, allow a framework to emerge. One
such approach is to use citation or social network analysis (SNA).
Timeline Visualisation of Distance Education
(Bozkurt, 2019)

28. 28
NETWORK ANALYSIS
CONCEPTUAL FRAMEWORKS: PERSPECTIVES
What these analyses have in common is that they do not impose a
framework on the literature, but rather allow one to emerge from the
relationships between citations. (A conceptual framework may also be
applied to interpret the emergent structure, however.)
This technique can be used to provide quantitative support for claims
about discourse over time, or to describe how paradigms and practices
evolve. One effective approach can be to combine network analysis
with more traditional analysis in order to triangulate or contrast
perspectives.
Examples: Bozkurt (2019); Dawson, Gašević, Siemens and Joksimovic
(2014); Weller et al. (2018)

29. 29
USE AN EXISTING FRAMEWORK, OR CREATE A NEW ONE?
CONCEPTUAL FRAMEWORKS: PERSPECTIVES

30. Use Cases and
‘Doctorateness’
Appropriate application of conceptual frameworks

31. 31
USE CASES AND ’DOCTORATENESS’
CONCEPTUAL FRAMEWORKS
Leshem & Trafford (2007) see one of the main benefits of using conceptual
frameworks in doctoral research as introducing more granular and explicit
descriptions into the research process. This can include things like:
• modelling relationships between theories;
• reducing theoretical data into statements or models;
• explicating theories that influence the research;
• providing theoretical bases to design, or interpret, research;
• creating theoretical links between extant research, current theories, research
design, interpretations of findings and conceptual conclusions.
The research process is more focused and holistic when an effective conceptual
framework is in place.
Passey (2020) suggests that selecting a conceptual framework could be
considered a characteristic challenge of doctoral research

33. Leshem & Trafford suggest that higher order cognition is required
to successfully navigate the process of moving through practical
stages such as the analysis and interpretation of data, and the
conceptual level is where the reflective and meta-reflective
advances are made.
They present this metacognitive aspect as the essence of doctoral
learning which is explored in a viva: “doctoral candidates who raise
their levels of thinking beyond descriptive and content aspects of
research will increasingly display doctorateness” (Leshem &
Trafford, 2007:102). Conversely, research which produces data
which is descriptive of some phenomenon but doesn’t reflectively
connect this to wider concepts might be seen as failing to meet the
standards expected.
USE CASES AND ’DOCTORATENESS’
CONCEPTUAL FRAMEWORKS

34. Technical, practical and conceptual aspects of doctoral research
(based on Leshem & Trafford, 2007:103)

35. Overview of Conceptual
Frameworks
Brief descriptions and reflections from GO-GN members

36. 36
OVERVIEW OF CONCEPTUAL FRAMEWORKS
CONCEPTUAL FRAMEWORKS
Activity Theory Equity Online Collaborative
Learning
Big & Little OER Learning Analytics Online Engagement
Framework
Boundaries Linguistic Accessibility Open Educational Practices
Capability MOOC Accessibility PRAXIS Framework
Cathedral/Bazaar MOOC Learner-Centred
Outcomes
Rhizomatic Learning
Community MOOC Knowledge
Framework
Social Justice
Connectivism Network Theory Social Realism
COUP Framework OER Adoption TPACK Framework
Design Thinking OER Impact Unified Theory of
Acceptance and Use of
Technology (UTAUT)
Diffusion of Innovations OER Reuse Value Creation Framework

37. 37
ADDITIONAL THEORETICAL FRAMEWORKS
CONCEPTUAL FRAMEWORKS
(Adapted from Mittelmeier (n.d.) on a CC BY licence.
https://internationalpedagogies.home.blog/potential-theoretical-frameworks/)
Learner Transitions and Experiences – ecological systems theory;
multidimensional transition theory; academic resilience; student engagement
model; liminality
Identity Development and Selfhood – student agency theory; identity theory;
capability approach; possible selves; intersectional theory; critical race theory;
gendered radicalization
Pedagogies – critical pedagogies; engaged pedagogy; academic hospitality;
Bernstein’s pedagogic devices; transformative learning
Curricula – hidden curriculum; internationalization of curriculum; glocalisation;
tourist gaze

38. 38
ADDITIONAL THEORETICAL FRAMEWORKS
CONCEPTUAL FRAMEWORKS
(Adapted from Mittelmeier (n.d.) on a CC BY licence.
https://internationalpedagogies.home.blog/potential-theoretical-frameworks/)
Learning – communities of practice; figured worlds; cultural-historical activity
theory
Sociological Theories of Power - Bourdieu; Foucault; Gramsci
Decolonization / Postcolonialism – orientalism; subjugation; third space /
hybridity; double consciousness
Mobilities – spatial theories; migration infrastructures

39. 39
ACKNOWLEDGMENTS
CONCEPTUAL FRAMEWORKS
Many thanks to everyone who contributed!
Suggested citation: Farrow, R., Iniesto, F., Weller, M., Pitt., R., Algers, A., Baas,
M., Bozkurt, A., Cox, G., Czerwonogora, A., Elias, T., Essmiller, K., Funk, J.,
Lambert, S., Mittelmeier, J., Nagashima, T., Rabin, E., Rets, I., Spica, E.,
Vladimirschi, V. & Witthaus, G. (2021). GO-GN Guide to Conceptual
Frameworks. Open Education Research Hub. The Open University, UK. CC-BY
4.0. http://go-gn.net/gogn_outputs/conceptual-frameworks/

40. What’s Next?
Next steps for GO-GN publications

41. 41
2021 - Publish Conceptual Frameworks Guide (Sept)
Publish Research Review 2021 (Nov)
Publish Annual Review 2021 (Dec)
2022 - Publish Research Review 2022
2nd edition of Research Methods Handbook
2nd edition of Conceptual Frameworks Guide
The GO-GN Open Education Research Manual (title TBC)

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