Conceptual Framework Resources I found useful

Conceptual frameworks should form a core component of some aspect of 801 or 802, in line with Leshem’s (2007) intentional use of communities of practice (cohortness) to assist with this "unfamiliar level of conceptualization" and to "avoid the isolationism traditionally associated with doctoral study."

The conceptual framework was one of the most challenging aspects of 802 for me, and it was partly due to the topic I chose (lots of independent and dependent variables), which drove me towards a mixed methods paradigmatic approach, where one needs to demonstrate “methodological bilingualism,” and because I was in unfamiliar territory. As a first time doctoral student, I have never built a conceptual framework, and much like framing a window, it is not a skill one just “picks up.” Here are some resources I found useful on conceptual frameworks: 

Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2^nd Ed.). Thousand Oaks, CA: SAGE Publications. Retrieved from http://crlte.engin.umich.edu/wp-content/uploads/sites/7/2013/06/Maxwell-Conceptual-Framework.pdf

The conceptual framework is the "underlying context of assumptions" and "the system of concepts, assumptions, expectations, beliefs, and theories that supports and informs your research" and is a "key part of the design" that "explains, either graphically or in narrative form, the main things to be studied - the key factors, concepts or variables-and the presumed relationships among them. . .  The most important thing to understand about your conceptual framework is that it is primarily a conception or model of what is out there that you plan to study, and of what is going on with these things and why - a tentative theory of the phenomena that you are investigating. The function of this theory is to inform the rest of your design - to help you to assess and refine your goals, develop realistic and relevant research questions, select appropriate methods, and identify potential validity threats to your conclusion. It also help you justify your research."

Greene. J., Caracelli, V. J., Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis. 11(3). 255-274. doi: 10.3102/01623737011003255

Contains various mixed methods conceptual frameworks as very simple designs.

Finally,

Ivey, J. (2015). Demystifying research: How important is a conceptual framework? Pediatric Nursing, 41(3), 145-153.

“Others consider the conceptual framework to be a relic of early research with little value in application to current practice. . . . conceptual frameworks are a group of ideas related in some way. . . provides the researcher with guidance about what variables to include in the study design. . . and helps explain findings that are expected or unexpected. . . comparing the findings to the framework can have the payoff of new ideas, debunking myths, and discovering the underlying structure of ideas previously known only on the surface.”

It was this last bit that was liberating - the conceptual framework is your best understanding at the outset. It could be (and probably is) flawed and incomplete.

The other resource that provided useful information was a simple Google Images search on conceptual frameworks. Seeing the many different visual representations of how other doctoral students from different disciplines conceived their projects was tremendously useful in conceiving mine visually, rather than verbally.

Reflection

During my struggle, I ignited a conversation on conceptual frameworks. First off, I benefitted from seeing the conceptual frameworks others in the cohort were developing. It provided an insight into the work and interests of my fellow learners as learners, which was invisible to me. It also helped me make some decisions about what I did, and did not, want mine to be.

Secondly, I learned (yet again!) that my preferences are not universal. Many students lamented the loss of threaded Moodle discussions and did not want the discussion to take place in email. I live in Gmail, but this was not a universally popular decision. Still, I received numerous posts from others showing appreciation for at least starting the discussion, even if they venue was flawed.

Virtual location: This conversation did not take place on The Landing because I find The Landing is like an octopus eating spaghetti. It contains a great community and tremendous resources, but it is not optimal from a navigation/user experience/knowledge management perspective. Through The Landing, however, I was able to see previous cohort examples and read some of Terry Anderson’s comments and reviews, and it was suddenly like having two instructors. This was probably the most important reflection for me because I began to build a supplemental cohort, which included our college President, AVP, and more aggressive correspondence with my faculty advisor.

This was “the fruit of this experience,” realizing I am a socializing learner (Drago-Severson, 2004, Becoming Adult Learners). This probably fuels my social constructivist orientation, where my focus is on figuring out the best way to achieve the learning goal with others. I have a strong sense of loyalty to the cohort, and I am working to follow guidance from experts regarding the best way to plan and reach that goal - the CF being a crucial component of that goal. The challenge for me is to develop a way to evaluate my own progress in absence from ongoing feedback from peers and experts. 802 has been a lonely experience, and I know I am not alone, as several readings mention the isolationism, which is not as uncomfortable for instrumental and self-authoring knowers. So, I have become both more aggressive in developing my own support network and am trying to heed Rilke’s advice to a young poet: “You are looking outward, and that above all you should not do now. Nobody can counsel and help you, nobody. There is only one single way. Go into yourself.”