Md3: Discussion What Is Theory? Leave The Question We 695435

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

The notion and term of theory are essential components of any scholarly or scientific discipline. 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 refers to concepts and principles that explain specific phenomena, providing insights into why or how certain occurrences happen. It also offers guidelines for predicting actions and behaviors, serving as a foundation for describing the research project and setting expectations for the reader.

Weick (1995) emphasized that most theories within organizational studies are approximations, thus existing in many forms along a continuum. A theory in doctoral research should typically include a theoretical framework—a broad explanation-based theory that contextualizes the study. In dissertations, theory responds to the research problem, frames the research's summary, and offers implications of the findings. It is important to note that data, diagrams, or standalone hypotheses are not considered theory, which instead involves activities such as abstracting, generalizing, relating, explaining, synthesizing, and idealizing (Weick, 1995). These activities generate references, data variables, diagrams, and hypotheses that underpin the theoretical structure, whether for theory verification or theory generation.

Most doctoral dissertations in our program, such as at Trident University, focus on theory verification—deducing hypotheses from a starting theory and testing them through research. Conversely, theory generation aims to develop new theories systematically from collected data, highlighting the dynamic and evolving nature of theorizing in research (Weick, 1995). For example, in my area of research, Organizational Learning Theory is particularly relevant, as it explains how organizations adapt and improve through knowledge acquisition and sharing. This theory can guide investigations into how organizational learning influences overall performance and innovation process.

Paper For Above instruction

The role of theory in academic research, particularly in doctoral dissertations, is fundamental to advancing knowledge and understanding within a specific field. Theories serve as the conceptual frameworks that underpin research, providing explanations, guiding hypotheses, and framing the interpretation of data. They are not merely summaries of observed phenomena but are constructed activities involving abstracting, synthesizing, and relating ideas that help scholars understand complex patterns of behavior and phenomena. The importance of theory lies not only in explaining observed relationships but also in predicting future occurrences and guiding practical applications within organizations or systems.

In the context of doctoral dissertations, the scope and application of theory vary significantly. Some dissertations aim to verify existing theories by testing hypotheses derived from them, while others seek to generate new theories grounded in systematic data collection and analysis. Both approaches contribute uniquely to scholarly knowledge. Theory verification dissertations start with an established theoretical framework, from which specific hypotheses are deduced. The researcher then designs a study to empirically test these hypotheses. Confirming or disconfirming existing theories enhances their robustness or indicates areas that need refinement (Weick, 1995).

On the other hand, theory generation is a more exploratory process. It involves collecting rich, detailed data from typically new or underrepresented phenomena and then abstracting patterns and relationships to develop potential new theories. This approach can lead to innovative insights and expand the boundaries of existing knowledge structures. Both approaches are essential to scientific progress, as verification ensures the stability and applicability of theories, while generation fosters creativity and discovery.

Understanding how theories function in research also involves recognizing what is and isn’t considered theory. According to Weick (1995), data, diagrams, and hypotheses are not theories themselves. Instead, they are components that support the development of a theoretical explanation. The activities involved in theorizing include relating concepts, explaining phenomena, synthesizing disparate ideas, and idealizing models—these are fundamental to constructing a coherent theory (Weick, 1995).

In practice, theories like Organizational Learning Theory provide a valuable lens through which researchers can examine how entities adapt and evolve in complex environments. This theory asserts that organizations continuously acquire, interpret, and retain knowledge, facilitating their ability to innovate and respond to dynamic external conditions. For research in leadership, management, or organizational development, employing this theory helps to frame studies aimed at understanding the processes and behaviors that underpin effective learning and change (Senge, 1990).

Overall, the role of theory in doctoral research extends beyond providing explanations; it guides the entire research process—from conceptualization, hypothesis formulation, and data interpretation to the development of substantive knowledge. As Weick (1995) highlighted, theorizing is an active, iterative process that involves abstraction and synthesis, emphasizing the dynamic and creative aspects of scholarly inquiry.

References

• Bacharach, S. (1989). Organizational Theories: Some Criteria for Evaluation. Academy of Management Review, 14(4), 496-512.
• Senge, P.M. (1990). The Fifth Discipline: The Art & Practice of The Learning Organization. Doubleday.
• Weick, K. (1995). What theory is not, theorizing is. Administrative Science Quarterly, 40(3), 385-390.
• Crossan, M. M., Lane, H. W., & White, R. E. (1999). An Organizational Learning Framework: From Intuition to Institution. Academy of Management Review, 24(3), 522-537.
• Argyris, C., & Schön, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Addison-Wesley.
• Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press.
• Eisenhardt, K. M., & Graebner, M. E. (2007). Theory Building from Cases: Opportunities and Challenges. Academy of Management Journal, 50(1), 25-32.
• Milkman, R. (2006). Organizational Learning and Change in the Service Sector. Harvard Business Review, 84(4), 86-92.
• Fiol, C. M., & Lyles, M. A. (1985). Organizational Learning. Academy of Management Review, 10(4), 803-813.
• Levitt, B., & March, J. G. (1988). Organizational Learning. Annual Review of Sociology, 14, 319-340.