Md3: Discussion What Is Theory? Leave The Question We Had Ab

Md3: Discussion What is theory? Leave The Question We Had About Theory

The notion and term of theory are fundamental components of scholarly and scientific disciplines. Theory can be described as a statement of relationships among concepts within a set of boundary assumptions and constraints (Bacharach, 1989). In the context of doctoral dissertations, theory often refers to concepts and principles that explain specific phenomena, addressing the questions of "why" and "how" certain occurrences happen. Furthermore, theory provides guidelines for predicting actions and behaviors, thereby serving as a foundational element in framing research projects.

In dissertations, theory sets the stage by describing the research, preparing the reader for upcoming findings, and responding to the research problem. According to Weick (1995), theories in organizational studies are often approximations and can exist in many forms along a continuum. A theoretical framework, which is a broad explanation based on theory, is typically included in doctoral studies. This framework helps situate the research within existing knowledge and guides data collection and analysis.

Theorizing involves activities such as abstracting, generalizing, relating, selecting, explaining, synthesizing, and idealizing (Weick, 1995). These activities produce key elements such as reference lists, data variables, diagrams, and hypotheses, which collectively form the backbone of the research's theoretical structure. Within this context, dissertations can aim to verify existing theories or generate new ones. Theory verification starts with a hypothesis deduced from an existing theory and designed to be tested empirically. Conversely, theory generation involves developing a new theory systematically from collected data, often through qualitative or inductive research methods.

In your own research area, an example of a relevant theory is Organizational Learning Theory. This theory explains how organizations adapt and improve through continuous learning processes, which is crucial in understanding organizational change, innovation, and development. For instance, Senge’s (1990) concept of the "learning organization" provides insights into how organizations can foster environments conducive to knowledge sharing and adaptability, essential aspects in organizational change management.

Paper For Above instruction

The role of theory in academic dissertations is a pivotal element that underpins the entire research process, offering both explanatory and predictive power. Theories serve as the backbone of scholarly inquiry, providing a systematic way to understand phenomena, derive hypotheses, and interpret data. Their significance is particularly pronounced in doctoral research, where clarity of conceptual frameworks enhances the robustness and credibility of the findings (Bacharach, 1989).

Fundamentally, a theory acts as a statement of relationships among concepts, bounded by specific assumptions and constraints. This conceptualization allows researchers to frame their investigations within a coherent structure, fostering a comprehensive understanding of the subject matter (Bacharach, 1989). In practice, theory provides answers to fundamental questions of "why" and "how" phenomena occur, guiding researchers in constructing meaningful hypotheses and expectations.

Within the context of dissertations, theories facilitate the delineation of research boundaries and objectives. They help in formulating the research problem, designing data collection instruments, and interpreting results in relation to existing knowledge. A theoretical framework, often a broad and explanatory construct, anchors the dissertation and links empirical data to established theories, thereby ensuring scholarly contribution and coherence (Weick, 1995).

Weick (1995) emphasizes that theorizing is an active process involving activities like relating ideas, abstracting details, synthesizing concepts, and explaining phenomena. These activities produce essential research components such as hypotheses, variables, diagrams, and references, which collectively form the research's theoretical core. Dissertations can either verify existing theories—by testing hypotheses derived from them—or generate new theories through inductive analysis of collected data, leading to new conceptual insights.

For example, in organizational research, Organizational Learning Theory provides a relevant lens through which to examine how entities adapt to environmental changes. Senge (1990) introduces the concept of a "learning organization," emphasizing the importance of continuous learning, shared vision, and systemic thinking. Such theories are invaluable in understanding how organizations foster innovation, resilience, and sustainable change.

The significance of theory extends beyond mere explanations; it offers predictive insights that inform managerial practices and policy decisions. It also directs future research by highlighting gaps or inconsistencies in existing knowledge. Therefore, a well-articulated theoretical framework not only guides the research but also enhances its relevance and utility in real-world applications.

In conclusion, theory is an indispensable component of scholarly research, especially in doctoral dissertations. It provides a structured lens for understanding complex phenomena, guides hypothesis development, and contextualizes findings within broader knowledge frameworks. As such, the careful selection and application of theory are critical for advancing knowledge and contributing meaningfully to a discipline.

References

• Bacharach, S. (1989). Organizational Theories: Some Criteria for Evaluation. Academy of Management Review, 14(4), 512-531.
• Weick, K. E. (1995). What theory is not, theorizing is. Administrative Science Quarterly, 40(3), 385-390.
• Senge, P. M. (1990). The Fifth Discipline: The Art & Practice of The Learning Organization. Doubleday.
• Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
• Kim, D. H. (1993). The Link Between Individual and Organizational Learning. Organizational Dynamics, 22(2), 5-22.
• Levinthal, D. A., & March, J. G. (1993). A Model of adaptive learning in organizations. Management Science, 39(5), 680-693.
• Crossan, M., Lane, H. W., & White, R. E. (1999). An Organizational Learning Framework: From Theory to Practice. MIS Quarterly, 23(3), 399-423.
• Eisenhardt, K. M., & Martin, J. A. (2000). Dynamic Capabilities: What Are They? Strategic Management Journal, 21(10-11), 1105-1121.
• Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company. Oxford University Press.