Using lead models to organize theoretical framework [level 1]: a note

This note explains the value of using lead models to organize theoretical framework [level 1] in the agile literature review approach. The following level-1 theoretical framework (diagram 1) is employed for illustration:

Diagram 1

Diagram 1 shows a set of components with a number of academic ideas (to be employed). There is a high risk that the actual literature review produced can be quite disorganized. For example, for component 1: "Evaluate the complex external environment", the intention to use consumer theory (a major marketing subject) to evaluate the complex external environment may not be able to produce reasonably condensed and focused findings expressed in external environmental terms. This is especially the case as other other academic ideas are also not sufficiently relevant, e.g., Ansoff's product/market matrix and business innovation theory. In this case, there is a high risk that the resultant literature review would result in a quite work with weak analytical focus. (The cause  of the problem might actually begin at the literature search exercise stage and, subsequently, insufficient intellectual learning along the way; this is not the main study aim of this note.)

Suggested improvements are made on it, as indicated in Diagram 2, as follows:

Diagram 2

Diagrams show the employment of lead models to organize academic ideas/ research tasks in the theoretical framework components. It also specifies the core-focus domain.

For component 1, the lead model is Ansoff's model of environmental turbulence (A).

For component 2, the lead model is Business Model Canvas (B).

For component 3, the lead model is core competence model (C).

For component 4, the lead model is the market entry model (D).

For component 5, no lead model is suggested, but the ideas should be organized around 3 to 4 major suggested strategic options. 

Lead model offers a way to synthesize academic ideas/ research tasks of a theoretical framework component under an overall organizing model. Students could choose their favoured academic ideas to populate the theoretical framework, as long as they can be assimilated into lead models that direct analysis attention to address chiefly the evaluation tasks as specified in the theoretical framework component labels. Without the lead models, the discussion on the theoretical framework components can become quite disorganized and confusing.

The lead models examples here are for illustration; students could choose other models as lead models as long as they serve the same organizing purpose well. Alternatively, it is possible for students to invent their own lead models, if they are intellectually sophisticated enough.

In short, lead model usage reduces uncertainty (thus confusion) in the conduct of literature review at the upfront cost of lesser conceptual space of imagination. This usage is suitable for inexperienced literature reviewers who need a more structured literature review pathway.