Scholarly papers may describe the results of experiments or research or be more theoretical, offering new research approaches or conceptual frameworks. Hallinger’s (2013) paper provides a conceptual framework for conducting systematic reviews so that the description of the results meets the standards for publications. The author focused on educational leadership and management, studying the reviews conducted in this field and highlighting the approaches used to create his unified model. Consequently, Hallinger (2013) identified five questions that make up the conceptual framework and eight criteria for the quality of the review. Even though such articles are not empirical and have some limitations, they may be helpful for research.
Conducting systematic reviews can be helpful for various disciplines and researchers. Hallinger (2013) notes that they can bring research and practice closer. Moreover, reviews help to systematize and validate existing studies by highlighting significant and reliable findings. Conceptual articles can also contribute to other research by providing them with convenient tools and concepts to use. However, such studies may have limitations; for example, combining all the necessary data in one article is complex and carries the risk of error and bias. At the same time, conceptual papers require much effort and time but have limited possibilities for application.
Despite all the highlighted limitations, I can apply such an article in my dissertation work. First, reviews identify gaps in knowledge, which can help authors choose a relevant topic. Moreover, reviews can provide an understanding of what is already known about the issues that interest the author. I can also adapt the conceptual framework presented in the paper to create a literature review guide, which is an essential part of the dissertation. Thus, I can use the considered article and the ideas proposed to carry out effective work on my dissertation.
Reference
Hallinger, P. (2013). A conceptual framework for systematic reviews of research in educational leadership and management. Journal of Educational Administration, 51(2), 126-149.