Introduction
Developing new theories based on academic research is challenging for both beginners and seasoned scientists. Researchers have different concepts and understandings of a theory and its criteria (Wilkins et al., 2019). This leads to confusion in the use of concepts such as theory, model, and paradigm, as well as the rejection of scientific articles for publication (Wilkins et al., 2019).
Therefore, PhD students must study the philosophy and methodology of research, as well as the creation and design of theoretical foundations and models (Wilkins et al., 2019). It is not enough for a scientist to be able to conduct research; they must also be able to interpret the results. It is necessary to develop theoretical concepts and perspectives based on this foundation.
What Constitutes a Theory?
Typically, people use the word “theory” to refer to something untested and inaccurate. However, in the scientific world, a theory is a proof-based “statement of concepts and their interrelationships that shows how and/or why a phenomenon occurs” (Corley & Gioia, 2011, p. 12). Scientific theories explain various aspects of the natural world based on knowledge repeatedly tested according to accepted scientific methods and protocols (Corley & Gioia, 2011).
Theories collect facts and build them into a single, logical, and structured picture of the world, with predictive ability (Corley & Gioia, 2011). Good theories can explain and predict the elements and phenomena of the surrounding world. The more facts a theory can explain without rejection, refutation, or revision, the stronger it is. Often, theories are only reinforced over time with the receipt of new facts. For example, the development of genetics has only added evidence to the treasury of the theory of evolution while maintaining the basic concept of Charles Darwin.
The Relationship between Academic Research Work and the Development of Theories
Academic research seeks to generate new knowledge in a specific area. Researchers are seeking irrefutable and repeatable facts that will reveal the objective laws governing the world’s functioning. Research and theoretical constructions have an ongoing, mutually evolving relationship (Grunow, 1995).
On the one hand, scientists first collect reliable evidence, facts, and concepts and then form theoretical knowledge that combines the data obtained (Grunow, 1995). On the other hand, researchers shape the goals and methods of study under the influence of existing theories (Grunow, 1995). Thus, the scientist needs to balance facts, the search for new theories, and the influence of existing ones.
Theoretical and practical knowledge work in tandem, facilitating the ongoing development of science. Research interest is determined by the zones of the unknown, which are not included in existing theories or contradict them. The researchers then formulate a study hypothesis to explain the controversy and potentially test it in practice. The data obtained in the studies are analyzed and classified, and possible links are found between them (Suddaby, 2014). Ultimately, theoretical arguments are formulated that can already establish causal relationships.
Conclusion
The primary task and goal of scientific research is to develop new theories with high explanatory and predictive ability. However, not every level of academic work leads directly to the creation of theoretical knowledge. Scholars must undergo a rigorous process of studying existing concepts and conducting independent research to develop original, insightful ideas. Creating a new theory requires both originality and utility, as the knowledge gained must be applicable to reality (Corley & Gioia, 2011). A theory’s significance and veracity are tested only when researchers supplement or try to refute it.
References
Corley, K. G., & Gioia, D. A. (2011). Building theory about theory building: What constitutes a theoretical contribution? Academy of Management Review, 36(1), 12-32.
Grunow, D. (1995). The research design in organization studies: Problems and prospects. Organization Science, 6(1), 93-103.
Suddaby, R. (2014). Editor’s comments: Why theory?Academy of Management Review, 39(4), 407-411.
Wilkins, S., Neri, S., & Lean, J. (2019). The role of theory in the business/management PhD: How students may use theory to make an original contribution to knowledge. The International Journal of Management Education, 17(3), 100316.