After reading and considering the differences and similarities between theoretical and conceptual frameworks from different sources, the next step is to consider what type of theoretical or conceptual framework would be appropriate for your topic of interest.

Please note that this is not always easy or obvious, as it is a rare event to find a theory or concept paper that exactly mirrors your topic. Consult with the Walden Library to be creative with keywords and search strategies that will generate a scholarly article (or articles) appropriate to your topic.

For this Discussion, you will examine the theoretical and conceptual frameworks in qualitative research.

To prepare for this Discussion:

• Review the Grant and Osanloo article (ATTACHED) related to conceptual and theoretical frameworks found in the Learning Resources and consider how a conceptual framework differs from a theoretical framework.
• Use the Course Guide and Assignment Help to help you search for a research article on your topic of interest (Burnout/Work Life Balance Attached) that uses a theoretical or conceptual framework. (Note: This can be the same article as the one you will use for your Annotated Bibliography in this week’s Assignment.)

Post:

an explanation of how Grant and Osanloo (2014) describe the differences between conceptual and a theoretical framework. Support your explanation with examples from the article as well as from your texts.

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12Grant & Osanloo
DOI: 10.5929/2014.4.2.9

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UNDERSTANDING, SELECTING, AND INTEGRATING A
THEORETICAL FRAMEWORK IN DISSERTATION RESEARCH:
CREATING THE BLUEPRINT FOR YOUR “HOUSE”
Cynthia Grant, PhD
University of Colorado-Denver

Azadeh Osanloo, PhD
New Mexico State University

The theoretical framework is one of the most important aspects in the research process, yet is often misunderstood by
doctoral candidates as they prepare their dissertation research study. The importance of theory-driven thinking and acting
is emphasized in relation to the selection of a topic, the development of research questions, the conceptualization of the
literature review, the design approach, and the analysis plan for the dissertation study. Using a metaphor of the “blueprint”
of a house, this article explains the application of a theoretical framework in a dissertation. Steps for how to select and
integrate a theoretical framework to structure all aspects of the research process are described, with an example of how to
thread theory throughout the dissertation.

Keywords: theoretical framework, dissertation, doctoral, academic writing, research methods

The dissertation is a labor of love requiring much work, sweat, and tears, as well as organization skills and extensive resources from others who are involved with the process. The final product is a document that one can recognize as a once-in-a-lifetime achievement. We liken this experience to the task of building your own home.
As any architect or contractor knows, prior to building a house, one must develop drawings called a blueprint for the
structure. A blueprint serves as a guide for all those who are involved in the construction of the home. The drawing
permits the foundation of the home to be built, and it dictates the overall floor plan of rooms, the flow of plumbing,
electrical, and mechanical systems—even the direction in which the house will face. Like housing construction, much
critical thinking and planning must be put into developing a blueprint for the dissertation. We believe the blueprint
is an appropriate analogy of the theoretical framework of the dissertation.

The theoretical framework is one of the most important aspects in the research process, and a component that is
often minimally covered in doctoral coursework. Iqubal described the struggle to identify and prepare the theoretical
framework for the dissertation as “the most difficult but not impossible part of [the] proposal” (2007, p.17). As
professors and dissertation committee members of doctoral students in the fields of education, policy, leadership,
curriculum and instruction, and social work, we have heard students express confusion, a lack of knowledge, and
frustration with the challenge of choosing a theoretical framework and understanding how to apply it throughout
the dissertation. Some students briefly make mention of a theoretical framework at the start of the dissertation and
never return to it throughout the rest of the document; others omit the inclusion of a theoretical framework in the
proposal and are required to restructure their document after committee review.

The importance of utilizing a theoretical framework in a dissertation study cannot be stressed enough. The theoretical
framework is the foundation from which all knowledge is constructed (metaphorically and literally) for a research
study. It serves as the structure and support for the rationale for the study, the problem statement, the purpose, the
significance, and the research questions. The theoretical framework provides a grounding base, or an anchor, for
the literature review, and most importantly, the methods and analysis. Lysaght (2011) highlighted the necessity of
identifying one’s theoretical framework for a dissertation study:

A researcher’s choice of framework is not arbitrary but reflects important personal beliefs and understandings

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about the nature of knowledge, how it exists (in the metaphysical sense) in relation to the observer, and the
possible roles to be adopted, and tools to be employed consequently, by the researcher in his/her work. (p.
572)

Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot
be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the
dissertation study to be strong and structured with an organized flow from one chapter to the next.

Over the past 30 years, there has been an increasing trend to include a theoretical framework in the dissertation
(Melendez, 2002). There is an expectation by most chairpersons and committee members that a dissertation study
will be informed by theory. Despite these realities, oftentimes students begin the dissertation process at a loss for
how to accomplish working with a theoretical framework. Concurrently, incorporating a theoretical framework into
research studies is a task that some may continue to struggle with post-graduation. Silver and Herbst (as cited in
Lester, 2005) have acknowledged that journal submissions are often rejected for being atheoretical, or having no
theory. This underscores the importance of teaching students how to implement a theoretical framework in their
research, as it pertains not only to the dissertation, but also to scholarship and research activities in the professorate.

Thus, the purpose of this article is to provide an overview of the theoretical framework and to outline a blueprint for
how to understand, select, and integrate a theoretical framework into one’s research when writing the dissertation.
We offer the analogy of using a blueprint when building a house to provide the reader with a visual representation of
the importance of this step in the development of a dissertation idea. We hope the necessity of this step in preparing
the dissertation will be metaphorically obvious—a contractor could not possibly know what kind of house to build
without instructions mapped out ahead of time. Similarly, one cannot guide a reader through thinking about a
dissertation study without a clear explication of the study’s theoretical framework. This article is intended to be a
resource for faculty working with doctoral students in the classroom or in an advisory role; however, it is primarily
aimed towards doctoral candidates who are seeking guidance with this foundational piece of the dissertation.

This article first covers the basics of understanding a theoretical framework, while simultaneously introducing the
analogy of the blueprint for a house, which is a running theme throughout the entire article. This section also focuses
on the differences between a theoretical and conceptual framework. Next, the article describes the important tenets
of selecting an appropriate theoretical framework for one’s research. Finally, we highlight strategies and techniques
for implementing a theoretical framework in a dissertation study.

UNDERSTANDING THE THEORETICAL FRAMEWORK
What is a Theoretical Framework?
The theoretical framework is the “blueprint” for the entire dissertation inquiry. It serves as the guide on which to build
and support your study, and also provides the structure to define how you will philosophically, epistemologically,
methodologically, and analytically approach the dissertation as a whole. Eisenhart defined a theoretical framework
as “a structure that guides research by relying on a formal theory…constructed by using an established, coherent
explanation of certain phenomena and relationships” (1991, p. 205). Thus, the theoretical framework consists of the
selected theory (or theories) that undergirds your thinking with regards to how you understand and plan to research
your topic, as well as the concepts and definitions from that theory that are relevant to your topic. Lovitts (2005)
empirically defines criteria for applying or developing theory to the dissertation that must be appropriate, logically
interpreted, well understood, and align with the question at hand.

We assert that students must select and clarify a theoretical framework from the time the dissertation topic is initially
conceptualized. Philosophers such as Dooyeweerd (as cited in Sire, 2004, p. 35) have even gone so far as to call for
“pretheoretical commitments” by the researcher to specifically identify one’s “worldview of the heart rather than the
mind.” We profess that the researcher’s choice of theory must be clearly stated and explicitly mentioned early in the
writing of the dissertation.

Mertens acknowledged that the theoretical framework “has implications for every decision made in the research
process” (1998, p. 3), which supports our belief that the theoretical framework for a study must be identified at the

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inception of dissertation work. We also believe that all research is theoretical. The importance of theory-driven
thinking and acting should be emphasized in relation to the selection of a topic, development of research questions,
focus of the literature review, the design approach, and analysis plan for the dissertation study. Anderson, Day, and
McLaughlin (2006) capture the necessity of including a sound theoretical underpinning in a dissertation study with a
quote from a dissertation supervisor who stated, “I don’t see how you can do a good piece of work that’s atheoretical”
(p. 154). Similarly, Sarter (2005, p. 494) addressed the “limited usefulness of findings and conclusions” when a study
is not justified by a theoretical framework. Evidence across disciplines is clear that the explicit identification and
inclusion of a theoretical framework is a necessity of sound research.

The Blueprint
We liken the theoretical framework to the blueprint for a house—you (the student and researcher) are the architect
who is charged with choosing what you are going to build and how the property will be constructed as you imagine
it. Once you create the blueprint, others will have a basic idea of what concepts and principles you will use to establish
the ideas and approaches to your dissertation. Only after a plan for the house has been determined can you begin to
build the dissertation study.

There are two types of blueprint drawings that are used in the construction industry that correlate to the theoretical
framework of the dissertation. First, an architect must create an elevation drawing to display the exterior of the home.
This drawing offers an outside view of the style and structure, as shown in Figure 1.

Figure 1. Traditional style elevation blueprint drawing

Types of houses vary across the country, from a ranch, bungalow, an American Four Square, adobe style, Craftsman,
split-level, etc. There is no one perfect or right style of house, although certain home styles dominate certain parts of
the country. All can provide shelter and residency. Similarly, there is no one perfect or right theory for a dissertation,
but certain theories are popular within each discipline. As an architect or construction developer must select the type
of house to build, the researcher must choose a theory to structure the dissertation.

Theories come from a multitude of sources in each discipline, and there are always more being created and applied
across fields. For example, there is a plethora of options within the realm of educational leadership for selecting a
theoretical framework. The researcher must select the appropriate theory of how his/her “house” will look on the
exterior. The following list details a sampling of commonly used theories across disciplines.

• Transformational/relational theories
• Transactional/management theories
• Servant leadership/moral theories
• Trait theories
• Situational theories

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• Behavioral theories
• Systems theory
• Developmental theory
• Cognitive theory
• Sense of community theory
• Behavioral theory
• Queer theory
• Feminist Theory
• Critical race theory
• Self-efficacy theory
• Functionalist theory
• Relational theory
• Marxist Theory
• Intersubjectivity theory
• Gender theory
• Change theory
• Identity formation
• Community of Inquiry
• Transformational theory

The researcher’s choice of a theory provides structure to the entire dissertation. It provides a common world view or
lens from which to support one’s thinking on the problem and analysis of data.

The second type of blueprint is a floor plan, which details the interior details of the construction of a home. This
drawing allows the viewer to see the floor plan as if you were looking down from above into the home itself. All homes
contain common elements such as rooms, doors, toilets, a kitchen, ventilation, electrical outlets, and an aesthetic
design. Yet how each home is organized or laid out will be in accordance with the design choice used in the elevation
drawing. For example, bungalow homes have similar floor plans and exteriors, but these floor plans are very different
than an adobe home, as shown below in Figure 2.

Figure 2. Craftsman style floor plan blueprint

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Similarly, most professional practice dissertations and research articles follow the typical format of Statement of the
Problem, Literature Review, Methods or Research Design, Presentation of the Data, and Discussion. Yet the contents
of each section or chapter will vary from student to student, and must be consistent with the theoretical framework
selected for the dissertation as a whole.

The floor plan of the dissertation blueprint contains the theoretical principles, constructs, concepts, and tenants
of a theory. Specific conceptual elements of a theory (i.e. the interior of a home) must align with the researcher’s
theoretical framework. Thus, you would not expect to walk into a bungalow style home and find massive stucco walls
with rounded edges, which are characteristic of an adobe style house. In reference to the dissertation blueprint, if you
select transformational leadership as your theoretical framework, each chapter should connect to theorists who have
written about leadership and concepts drawn from this framework. It would not be appropriate to discuss variables
that do not relate to principles of transformational leadership (e.g. gender, age, or ethnicity). This would be akin to
placing stucco, rounded walls in your Craftsman style home. Principles and constructs (the interior blueprint) that
do not derive from your theoretical worldview of the study (the exterior blueprint) would be inconsistent and out of
place.

Before committing to a research design, you must first consider the guiding principles for your inquiry so that readers
will understand how you have situated the problem of study in relation to a theoretical context. The theory selected for
your study offers a conceptual basis for understanding, analyzing, and designing ways to investigate a problem. Thus,
you need to know how you will define and approach your research problem and provide a rationale for how and why
you are conducting your study in order for the reader to get a sense for where you stand on the problem itself. This
belief is supported by Maxwell, who wrote, “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 conclusions. It also helps you justify your research” (2004, pp. 33-34).

Embedded within the discussion of a theoretical framework is an explanation of a conceptual framework. While these
two ideas are similar in nature, they do differ in their approach, style, and utilization within a dissertation. This is an
important distinction for doctoral students to understand and grasp.

The Difference Between a Theoretical and Conceptual Framework
Theoretical frameworks are sometimes referred to as a conceptual framework; however, these terms are neither
interchangeable nor synonymous. They can be vague and lead to confusion for students and dissertation committee
members alike. As such, it is important and necessary to differentiate these terms.

We distinguish the two terms by clarifying that a theoretical framework is derived from an existing theory (or theories)
in the literature that has already been tested and validated by others and is considered a generally acceptable theory
in the scholarly literature. As Merriam (2001) proposed, it is the researcher’s lens with which to view the world. It is the
responsibility of the doctoral student to make a unique application of the selected theory (or theories) so as to apply
theoretical constructs to his or her dissertation study.

Traditionally, theoretical frameworks are developed a priori, or before data collection in quantitative designs.
However, a theoretical framework may also involve a theory that is developed in the course of the dissertation
study. Qualitative research designs may begin with a structured, or perhaps less structured theoretical framework to
keep the researcher from forcing preconceptions on the findings. In the latter case, the theoretical framework often
emerges in the data analysis phase. Our dissertation committee work has focused almost exclusively on working
with students who “borrow” blueprints from someone else’s theory and use those plans to build their own home. For
example, one of our doctoral candidates used Burns (1978) transformational leadership theory to investigate how
school leaders implemented a change process in a K-12 environment. Principles and concepts of transformational
leadership were threaded throughout all chapters of the dissertation.

We believe this approach towards the utilization of theoretical frameworks can be used with qualitative, quantitative,
and mixed method designs. However, we recognize that doctoral candidates are capable of crafting their own
blueprint for a new theory to be developed a posteriori as a result of their research endeavors.

On the other hand, a conceptual framework, in our view, is the researcher’s understanding of how the research

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problem will best be explored, the specific direction the research will have to take, and the relationship between
the different variables in the study. This is best summarized by Miles & Huberman (1994), who categorized it as a
system of concepts, assumptions, and beliefs that support and guide the research plan. Specifically, the conceptual
framework “lays out the key factors, constructs, or variables, and presumes relationships among them” (1994, p. 440).
Moreover, Camp (2001) aptly described a conceptual framework, asserting that a conceptual framework is a structure
of what has been learned to best explain the natural progression of a phenomenon that is being studied.

The conceptual framework offers a logical structure of connected concepts that help provide a picture or visual
display of how ideas in a study relate to one another within the theoretical framework. It is not simply a string of
concepts, but a way to identify and construct for the reader your epistemological and ontological worldview and
approach to your topic of study. The conceptual framework also gives you an opportunity to specify and define
concepts within the problem (Luse, Mennecke, & Townsend, 2012). Once the conceptual framework for a dissertation
has been established, you can then begin to determine how to go about writing your dissertation.

In another example from our work supervising dissertations, one candidate relied on best practices in the research
literature associated with interventions with special needs children. Relying on national policies and protocols
associated with Response to Intervention (RtI), core principles of the Federal policy (screening, diagnosis, and progress
monitoring) were analyzed in relation to parent perceptions of service provisions for their children. Thus, RtI and best
practices literature served as the conceptual framework for the study. However, the theoretical framework was that
of educational equity theory, as shown in Table 1.

Table 1

Distinction Between a Theoretical and Conceptual Framework

Theoretical Framework Conceptual Framework
Theory: Educational Equity Theory Rtl Best Practices

Theorists:
Marx (1975)
Brookover & Lezotte (1981)

Core concepts: screening, diagnosis,
progress monitoring (as defined by No
Child Left Behind legislation

Key theoretical principles: equality,
justified inequality, fair process, social
justice access, participation

Returning to our analogy of how writing a dissertation is similar to building a house, we believe that the theoretical
framework and its associated tenants and principles would entail the elevation blueprints for a house, whereas the
conceptual framework would involve the floor plan blueprint of how information flows throughout the dissertation.
Although these steps may be taken in tandem or one by one, we profess that the dissertation committee must
challenge students to articulate both the conceptual and theoretical frameworks prior to beginning the dissertation.

SELECTING AN APPROPRIATE THEORETICAL FRAMEWORK
Selecting an appropriate theoretical framework for your dissertation research is an important and necessary process
with which all doctoral students should engage. The selection of a theoretical framework requires a deep and
thoughtful understanding of your problem, purpose, significance, and research questions. It is imperative that all
four constructs—the problem, purpose, significance, and research questions—are tightly aligned and intricately
interwoven so that your theoretical framework can serve as the foundation for your work and guide your choice of
research design and data analysis.

Think of the electrical system running through a house: your problem, purpose, significance, research questions,
methodology, and data analysis plan must flow through all rooms in your house, connecting all the elements explicitly
together to deliver power throughout the dissertation. All rooms of a house require electricity. Similarly, all aspects of
the dissertation research should connect to the theoretical framework.

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For the purpose of review and consistency, it is important to briefly discuss the essence of the problem, purpose, and
significance of dissertation research.

Brief Discussion of Problem, Purpose, and Significance in Dissertation Research
Problem. This is one of the most critical parts of the dissertation research. The problem statement establishes
an interaction by two or more factors that produce a dilemma or quandary that can cause for further examination. The
problem statement defines the root problem as well as the other variables and constructs inherent to the problem. It
identifies an area that needs further research or helps to resolve/address an existing problem in the field. How does
the theoretical framework emerge or connect to the problem? What does the problem look like from the outside?

Purpose. This section defines the purpose, or justification, of your study. That is to say, what are the aims and/
or outcomes for the problem you have generated? Think in terms of the following questions: The aim of this study
is to…? The purpose of this study is to…? What do you hope to do with this study that will add to, critique, or revise
current knowledge in the field? Answering these questions will allow you to describe how the chosen theoretical
framework relates to the purpose of the study.

Significance. Describe the significance, the importance of, or the “so what” of this exploration. Why is this an
important topic? To whom is it important? Why should readers in your particular field, and in general, care about this
issue? Explain the potential value of this study and how it can add to the body of existing work and knowledge in the
field. This section will help you determine the audience for your study as well. Additionally, you will need to explain
why you have chosen a specific theoretical framework in relation to the importance of your study.

Aligning your theoretical framework with the problem, purpose, and significance is an important part of the
dissertation process. Again, consider the analogy of the necessity of a blueprint when building a home—by creating
a solid, strong blueprint you can then establish the varying parts and levels for the knowledge you want to build/
know.

Understanding Your Research Questions Using the Lens of the Theoretical Framework
The development of the research questions in your dissertation has a direct impact on the other parts of your
study, including but not limited to the theoretical framework. The relationship between the research questions and
theoretical framework is complementary.

Both the main research question or hypotheses and any sub-questions of your study should embody recognizable
aspects of the theoretical framework and articulate the theoretical framework in a manner by which is can be further
explored by your dissertation research. Because the theoretical framework connects the reader to existing knowledge,
the research questions of your study act as the liaison between the existing knowledge and the problem you want
to resolve. For example, if the “lens with which you view the world” is critical of systems and institutions, then your
research questions could be framed around the ideas of in/equality, social justice, and access/barriers. A researcher
with this particular lens would investigate the issue of parental involvement in a high-needs urban setting using this
type of question: “How can school administrators and teachers encourage more active engagement by parents of
high-needs students as a way to promote equal access and use of school resources?” This question incorporates the
theoretical framework of educational equity theory (e.g., “to promote equal access”), as shown in Table 1. In contrast,
the question, “How can parents of high-needs students become more actively involved in their student’s education
and school-life?” does not include a theoretical framework.

As evidenced by the information above, the theoretical framework, your blueprint, is integral in developing the key
components of your dissertation, including the problem, purpose, significance, and research questions. Keeping this
idea in mind, the selection of a theoretical framework is one of the most important steps in moving from thinking
about your dissertation research to actually starting your dissertation research.

Choosing the Right Theoretical Framework for You
As stated earlier, most research studies in social and behavioral sciences (regardless of disciplines) have a base for
conducting research. This base is called the theoretical framework. The theoretical framework serves as a guide to
your research and assists in determining what things you will measure and examine. The theoretical framework is

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something solid and reliable on which to build your research and to inform the rest of your design.

As such, it is important to examine your own epistemological beliefs when selecting a theoretical framework. Our
beliefs are influenced by assumptions, values, and ethics, which are all personal postulates. It is impossible to not
have preconceived notions, even if they are very general in nature. Due to this, your fundamental beliefs affect how
you will examine and explore research, especially your theoretical framework. In this vein, it is important to reflect
on your own worldview and way of conceptualizing problems. What is the lens with which you view the world? For
example, if you view the world from a pragmatic lens, choosing critical theory would not be the best way for you to
proceed with a theoretical framework, whereas, if you view the world through a lens of interconnectedness of human
beings, social network theory might be a good choice as your study’s theoretical framework. There is no one theory
that fits best with any inquiry. However, it is the researcher’s responsibility to select and provide a clear rationale for
the choice of theory to ensure that it aligns and supports the structure of the study’s purpose, research questions,
significance, and design.

In order to select the most appropriate and best-suited theoretical framework for your dissertation research, consider
the following guidelines:

1. Begin by identifying your beliefs.

2. Consider several theories that intersect nicely with your epistemological values and broaden your way of
thinking about the concepts in your study.

3. Develop a working knowledge of the theories and understand why each theory is important to you.

4. Conduct a brief literature review to find support for your theories.

5. Consult the ProQuest Dissertations and Theses Database to review how others have applied the specific
theories you are considering.

6. Consider arguments that oppose your beliefs and theories.

7. Apply answers to “how” the theory connects to your problem, the study’s purpose, significance, and design.

8. Select one theoretical framework that provides a solid, descriptive ‘blueprint’ for your reader.

Rich theories will offer both an elevation blueprint (i.e., provide structure for the dissertation) and a floor plan (i.e.,
provide concepts and purpose). This will help you focus your study’s design and analysis plan to better build your
research.

INTEGRATING THE THEORETICAL FRAMEWORK
A Theoretical Framework Can Enhance Your Literature Review
In general, the literature view is a discussion of your knowledge about the topic under study and how that knowledge
is supported by the research literature. Often, the literature review acts as the foundation of your study.

When conceptualizing your literature review, it is important to understand the purpose of the literature review in
the dissertation. The literature review is designed to demonstrate the researcher’s knowledge of a particular subject
area, field, and discipline. This includes key terms, ideas, theories, vocabulary, and of course, seminal researchers and
research within the specific field. Hart (1998) asserted that the literature review plays a role in discovering important
variables relevant to the topic; synthesizing and gaining new perspective; identifying relationship between ideas and
practice; establishing the context of the topic or problem; rationalizing the significance of the problem; understanding
the structure of the subject; and relating ideas and theory to applications (p. 27). Last, and certainly important for a
burgeoning scholar, is the notion that the literature review can identify the gaps or paucity of information relevant
to specific areas in the literature. These perceived gaps are the specific areas in which the researcher can significantly
contribute to the literature and field.

The theoretical framework and the literature are intrinsically linked. Often, a theoretical framework can be used as
a guide for logically developing and understanding the different, yet interconnected, parts of the literature review.

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As you center on the “lens with which you view the world” you should in parallel develop the established empirical
literature in the field you are studying. The theoretical framework and literature can then be developed harmoniously,
and then be used to support the data, interpret the findings, and underlie the recommendations.

Using Concept Mapping to Align your Theoretical Framework and Literature Review
Concept mapping is a useful tool that can be used to define your theoretical framework and to visually display how
it is applied to your literature review. Concept mapping is a process for representing and organizing ideas using
pictures (Novak & Cañas, 2006). Ideas are written in boxes and linked with arrows carrying explanatory legends to
depict pictorial links between ideas.

The ability to construct a concept map illustrates two essential properties of understanding: the representation and
the organization of ideas. Halford (1993) stated that “to understand a concept entails having an internal representation
or mental model that reflects the structure of that concept” (p. 7). A concept map is an attempt to make explicit such a
mental model so that it can be reviewed with others (Chang, 2007). The construction of concept maps is an excellent
way to offer a preliminary organization of knowledge and to structure your understanding of how you will approach
your dissertation topic.

Concordant with our analogy of a floor plan blueprint, a concept map offers you a tool to draw a plan for how you
will approach your investigation within a specific theoretical framework. First, review literature and organize key
issues of interest related to your topic using headers with key authors noted below each issue or theme. These are the
foundational concepts that support your chosen theory. Next, arrange your ideas in a hierarchical, logical structure
to create a floor plan for your house. Start with general ideas and funnel your thinking down to more specific, related
topics. Each idea should have a clear purpose and significance in relation to the topic as a whole. The reader should be
able to begin to see a clear picture of your ideas by previewing the organization and identification of your headings.
Then, imagine you are an engineer who must add an electrical system to the floor plan blueprint of the house: use
conduit and electricity to connect your research problem, research question, and significance. Where do ideas flow?
What are the linkages from each concept to the next? Which concepts are most closely aligned (or derived) from the
literature on your chosen theory? Draw visual arrows, connectors, and boxes among concepts. Finally, frame out the
entire map with your theoretical framework and your research question.

The concept map will better help you write the literature review in an organized manner that is aligned with the
theoretical framework. The following items will be included in a strong dissertation literature review rooted in theory:

1. A brief statement of your topic

2. An introduction to the organization of the literature review

3. Identification of your chosen theoretical framework (defines the theory, identifies key theorists, history of
theory)

4. Specification of key theoretical principles to be applied to your topic, organized around conceptual
subheadings

5. Identification of conflicts and controversies in the literature

6. Identification of gaps in the existing literature

7. In the last paragraph only, an explanation of how your proposed study connects to existing literature

A holistic view of your developing concept map will allow you to view concepts that may or may not fit with your
theoretical framework. What aspects of your research question have not yet been addressed on your map? What
connections are weak or need additional detail? Does the theoretical model, the exterior elevation blueprint, “fit”
with the drawing’s interior blueprint as you imagined it? Does each space of the proverbial house to be built have an
intended purpose and rationale for being there? Your dissertation committee can help you evaluate the feasibility of
the plan and approach for your dissertation.

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Applying the Theoretical Framework to Your Research Methods
One of the many values of having a clearly identified theoretical framework for a dissertation study is the ability to
use this material to support and build the methodological plan. The use of a theoretical framework is not limited to
problem formulation and the literature review—it should guide your study throughout the dissertation (Torraco,
1997).

Theory provides clear directions for how the researcher has moved beyond intuition and “pretheoretical commitments”
to a solid basis for understanding and conceptualizing a topic within the context of the study. A theoretical framework
permits the researcher to identify the design and the evaluation of a problem in a way that will allow the theory to
be measured, tested, and extended to serve as a guide for the design of a study. A good blueprint paints a very clear
picture as to the subject matter. Similarly, a good theoretical framework will offer the reader all the pieces needed to
understand how the researcher has assembled the study.

Trifiletti et al. (2005) rated the use of theoretical application in research studies from “low” to “high” levels of how
explicitly theory is applied and threaded through all aspects of a study. In our experience, a more explicitly identified
and integrated theory used throughout the dissertation (e.g. Trifiletti’s “high” level of theoretical application), the
stronger and more descriptive the framework (or blueprint) will be for the house being built.

Whether you are constructing a quantitative, qualitative, or mixed method study, the theoretical framework will
often dictate the data collection plan that you develop and will illuminate information within the data. This can be a
fairly straightforward process when constructing a quantitative research study based on a theory that has associated
concepts, constructs, or ideas. Each of those constructs or theoretical notions can be used to structure the data
collection and data analysis plan. Lester reported, “There is no data without a framework to make sense of those
data” (2005, p. 458). Research findings can “be used to support, extend, or modify” (ibid, p. 459) a borrowed theory
presented and applied in the dissertation. Consequently, approaching one’s data with a theory that was determined
a priori offers a way to follow the blueprint for constructing the entire house.

For example, if your theoretical framework relates to Greenleaf’s servant leadership theory (1977), quantitative
measures such as a survey instrument or an observational protocol would be constructed, applied, and/or organized
around the 10 principles of servant leadership. Data analysis and testing of relationships among variables can
follow the tenants of Greenleaf’s theoretical principles. Fortunately, many existing quantitative instruments used in
dissertations are rooted in a theory, allowing for novice researchers to borrow theoretical frameworks to structure
the methodological plan in a study.

Qualitative research methods may or may not involve a theory that is explicitly determined a priori. In some instances,
the pre-determination of a theoretical framework would be the antithesis of the very nature of the method itself.
However, this does not mean that theoretical frameworks are abandoned in qualitative inquiry. In these cases,
qualitative research methods have theoretical underpinnings that guide the study with emphasis on the development
of a theory a posteriori during the data analysis phase (Munhall & Chenail, 2008). The theoretical structure would be
described after taking an inventory of available resources (e.g. data) prior to deciding on a blueprint from which to
build.

If you are seeking to understand workplace bullying, you may discover themes in interview data that establish an
emerging framework for understanding the phenomenon. Allowing theory to arise from qualitative methods may
lead to a new conceptualization of the topic, or to the alignment of findings with an existing theory that can be
compared and contrasted in the analysis. Thus, a revised supposition of workplace bullying rooted in employee
emotional intelligence may emerge from the data, which would allow you as the researcher to identify, expand, or
critique a new theoretical approach to the topic of inquiry.

Both an elevation blueprint and a floor plan blueprint must be supplied in order for a contractor to build a house.
Similarly, a theoretical framework and its associated concepts is needed to structure the methodology and analysis
of a dissertation. The use of qualitative, quantitative, mixed methods, or action research approaches in a study may
relate to the sequence of events taking place to understand, select, and apply the theoretical framework. However,
the end product (i.e. the dissertation blueprint) will provide the researcher’s audience with a clear picture to explain

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how the house was constructed based on an identified theory and conceptual framework.

APPLYING THE HOUSE ANALOGY – AN EXAMPLE
In order to assist in driving home the points we are making in the article, we will provide you with an in-depth example
of applying the house analogy to your dissertation study. Let us use the example of gender gaps in school finance
to underscore the ideas mentioned in this article. First, we describe the epistemological beliefs of the student who is
conducting this research. Second, we provide you with an example of a problem, purpose, significance, and research
questions associated with this topic. Third, we highlight some of the key components of the literature review that
should be discussed when examining school finance. Fourth, we offer an example of a theoretical framework that is
aligned with the aforementioned components of the study. And lastly, we give an example of a methodological plan
for the proposed study. The examples of sections provided below are greatly abbreviated. They do not exemplify the
actual length of these different sections. We did this for purposes of content and clarity.

An Example
Student “Alicia” is a bi-racial female who is in a doctoral program in educational leadership and who was formerly a
journalist for a national newspaper. She spent much of her early career interviewing people for newspaper articles. As
such, she has a keen knack for listening to people, taking notes while others speak, and summarizing long interviews.
In addition, because of her vast experiences as a bi-racial female she has learned to be self-reflective, become
concerned with issues of justice, and offer critiques of institutions, policies, society, and culture. She would position
herself academically as a critical theorist.

Problem. At Sunshine Desert College (a pseudonym), Alicia reviews preliminary author first name and
abstract data that reveals of 25 doctoral dissertations completed in the past five years in the entire Department of
Educational Leadership, only one dissertation completed by a female student included school finance in the abstract,
whereas eight males in the same program addressed this topic within their dissertations.

Purpose. The purpose of this study is two-fold. The first aim of the study is to understand what leads to
the large gender gap in the topic selection of the doctoral student population in the Department of Educational
Leadership. The second aim of the study is to provide educational administrators with strategies for encouraging
more female students to participate in finance reform and fiscal issues in school administration as a topic for their
doctoral dissertation.

Significance. This research is significant because it will potentially help increase the representation of
a minority population, women, to the field of education finance. Moreover, by increasing the number of female
doctoral students interested in school finance there could potentially be a greater number of educational leadership
female administrators and school board members, which in turn could provide more role models for women looking
to go into the field to better prepare female leaders in the fiscal needs of schools so as to reduce inequitable funding
practices.

Research Questions. Main research question: What is the reason for the gender gap in dissertation topics at
the Department of Educational Leadership at Sunshine Desert College? Two sub research questions: How do female
doctoral students in the Department of Educational Leadership at Sunshine Desert College perceive this gender
gap? What are the reasons why female doctoral students do not pursue topics related to school finance? How can
educational leaders work to improve this gender gap?

Literature Review. Key topics will include the history of school finance practices, school finance reform, fiscal
responsibility, inequality in funding practices, and the roles of women in school administration. Figure 3 displays an
example of a concept map for Alicia’s topic.

Theoretical Framework. Feminist Theory. Key theoretical principles include gender discrimination; social,
institutional, and political factors influencing women’s position in society; oppression and inequality of women;
hegemony; and patriarchy.

Conceptual Framework. Gender socialization in the field of education, women’s professional experiences

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Feminist Theory
Theorists: deBeauvoir (1949), Friedan (1963), Lorde (1976), Power (2004)

Feminist Theory
Theorists: deBeauvoir (1949), Friedan (1963), Lorde (1976), Power (2004)

Women’s position in society Gender Discrimination

Institutional
factors

Political
factors

Social
factors Hegemony Inequality Oppression

Patriarchy

Gender
Norms

Gender
Roles

Socialization in
higher education

Socialization in high
schools

Women’s
experiences

Male dominance

Capability
approach

includes

through

Figure 3. Concept Map

in the field of education, male dominance of math, accounting, and finance disciplines within educational
structures.

Methods. Qualitative case study of Sunshine Desert College—four data sources are interviews with
Sunshine Desert College doctoral graduates, focus groups with local area K-12 school administrators, reflective
journaling by current Sunshine Desert College educational leadership students (all fit with feminist theory), and
dissertations completed by Sunshine Desert College Department of Educational Leadership doctoral candidates
over the past 10 years.

Data analysis plan. Thematic analysis of interviews, focus groups, and reflective journal data using a
priori categories from feminist theory including gender socialization, gender inequality, patriarchy, and gender
expectations. Content analysis of dissertations categorized by pre-determined gender role ideology of topics
associated with gender ascription and norms.

Checklist for Integrating a Theoretical Framework
Doctoral students can use the following checklist as a member-check for before, during, and after you write your
dissertation. Keep these questions in mind as you write.

1. Which discipline will the theory be applied to?

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2. Is the theory an appropriate fit with the methodological plan?

3. Does the study’s methodology draw from the principles, concepts, and tenants of the theoretical framework?

4. How big is the theory? Is it well developed, with many theoretical constructs that require investigation or too
small in scope to fit with the topic? Have specific concepts and theoretical principles been selected to meet
the objectives of the study?

5. Do the problem, purpose, and significance of your study align well with the theoretical framework?

6. Can the theory be used in conjunction with the research questions being developed? Or do research
questions need to be modified to incorporate and reflect theory defined a priori?

7. How does the theoretical framework inform your literature review?

8. Does the data analysis plan utilize codes determined a priori based on the selected theoretical framework? Or
does the data analysis plan allow for the development of grounded, a posterori codes that can be connected
to a new, evolving theoretical framework?

9. Does your theoretical framework undergird your conclusions, implications, and recommendations based on
the data analysis?

SUMMARY
Multiple theories give varying perspectives on the same issue. Thus, each researcher must decide which lens to use,
or which blueprint to follow to build an argument, establish the context of the problem, and explain findings. The
researcher must keep the theoretical framework front and center in justifying the research questions, the problem,
the significance of the study, and as a way to help determine the research design and the analysis plan. Information
that is gathered for a dissertation needs to always be interpreted through a theoretical framework in order to offer
a clear explanation of what has been found or the researcher risks being saddled with the previously mentioned
“limited uselessness of findings and conclusions” (Sarter, 2006, p. 494).

The nature of the dissertation is such that it will begin with the blueprint, but over time will focus on the house itself
instead of a representative sketch or plan. You will not “see’ the blueprint anymore, and its intended purpose will be
clear to all who read your work. The theoretical framework weaves its required elements into the building process so
that it becomes indistinguishable from the house itself. What you are left with is a home to call your own.

REFERENCES
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ABOUT THE AUTHORS
At the time of this writing, Cynthia Grant, PhD, LCSW, was an Associate Professor of Research and the Chair of
the Department of Research in the Division of Research and Doctoral Programs at Concordia University Chicago.
She co-authored (with Dan Tomal) the book, How to Finish and Defend Your Dissertation: Strategies to Complete the
Professional Practice Doctorate (Rowman & Littlefield, 2013) and served primarily as the methodologist on numerous
interdisciplinary dissertation committees.

Azadeh Osanloo, Ph.D., M.P.A., is the Stan Fulton Endowed Chair for the Improvement of Border and Rural Schools
and an Associate Professor in the Department of Educational Leadership and Administration at New Mexico State
University. Her research focuses on social justice and multicultural leadership. She serves on numerous doctoral
committees in the capacity of theoretician and methodologist that focus on research in educational leadership.

Author Note:

Correspondence concerning this article should be addressed to Cynthia Grant via email at grant.LCSW@gmail.com

• Abrego and Pankake

Journalof Management, Marketing and Logistics -JMML (2016), Vol.3(2) Aydin

__________________________________________________________________________________
97

THE IMPACT OF CAREER SUCCESS ON WORK LIFE BALANCE FOR MILLENNIUM GENERATION

DOI: 10.17261/Pressacademia.2016219938

Demet Leblebici Aydin
Okan University, demet.leblebici@gmail.com

ABSTRACT
Today’s workplace consists of mainly four generations; silence, baby boomer, X and Y generations. Although each generation has different
values, beliefs, point of views, they are working altogether. This demographic diversity has brought many opportunities but also challenges
for the organization. In order to manage the opportunities and challenges in the workplace which the varieties of generations bring up,
each generation should be very well understood. Otherwise it can cause problems which in turn may influence the productivity and
efficiency of the organization. As time passes and the new generation – Millennium- is appeared it in the workplace, the needs’ and
perceptions’ of the employees also start to change too. Managing both work and private life in balance becomes important for the
employees. Thus, the notion of work life balance has been started to handle by the managers. The purpose of this paper is to investigate
the impact and consequences of work-life balance for generation Millennium which is the youngest majority of current workforce by
considering their values, and their perceptions and expectations from their career success.

Keywords: Work life balance, millennium, career success
JEL Classification: M10, M12, M15

1.INTRODUCTION
Nowadays, we witness a gradual shift in the shape and structure of organizations, companies and industries.
We can no more talk about a strict hierarchy of positions and status but a more flexible and relaxed working
environment. Since there is variety of generations working together side by side to achieve same goals;
companies and organizations have to manage different types of generations at the same time. In the light of
these changes, employers have to comprehend and appreciate the characteristics and traits of their employees
to offer a better working environment to them. Employees also need to understand their co-workers and
superiors in order to be successful, peaceful and productive. Hence, with the great transformation in the
organizational structure and working conditions, it is essential to have a reciprocal understanding of needs and
characteristics.

Every generation has different mind sets, manners, ideas and actions; therefore we can conclude that every
generation is different from the other. Obviously it is hard to manage all the differences such as beliefs, notions
and priorities in their work and private lives. In order to have a harmonized team, diversities in beliefs,
expectations and opinions should be controlled and managed properly. On the other hand, a right
management can lead to fair competition and creativity among employees. A bad management of these
differences can end up as a disaster for companies and employees such as quarrel between parties and
confusion. Each working individual has both work life and social lives as separate domains but we should accept
that these are related and sometimes overlapping concepts because every individual has a unique way to
handle effect of his work life on his social life (Judge and Watanabe, 1993).

Naturally, every individual has different ritual to spend his free time. Some people can spend more time with
their family and relatives, while others prefer to spend their free time with friends and have fun. Each method
can be seen as a part of an activity to increase his/her quality of life. Therefore, people should have a balanced
work life and non-work life to a have qualified life in both spheres and be productive and successful at all
aspects of life (Greenhaus, et al., 2003). For a healthy life, both physically and psychologically work cannot be

Year: 2016 Volume: 3 Issue: 2

Journal of Management, Marketing and Logistics – (JMML), ISSN: 2148-6670

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the only purpose in one’s life. Managing both work and private life in balance becomes important for the
employees. Thus, the notion of work life balance has been started to handle by the managers. The purpose of
this paper is to investigate the impact and consequences of work-life balance for generation Millennium which
is the youngest majority of current workforce by considering their values, and their perceptions and
expectations from their career success.

2.LITERATURE REVIEW
Realizing the change of the working conditions and alignments of different generations, first governments then
companies began to apply new regulations and laws in order to increase quality of life and stabilize work-social
life. Mainly in the developed countries such as France, UK, Germany, USA and Australia there exist limitations
to long working hours and privileges given to certain groups in order to balance their lives (Fagnani and
Letablier, 2004) (Anon., 2014). To have similar conditions with EU countries and rest of the business world,
Turkey likewise took some action and began to study on working hours and conditions (Anon., 2006).

In Turkey, some companies have already started to offer “Home Office” concept to their employees by
providing remote network infrastructure. Another popular offer is “Flexible Work Hours” which is so beneficial
for the women – specifically for the mothers. The main root cause of this newness is to shift of the perception.
Henceforth, no matter where the employees sit or how many hours’ works for, but achieving the performance
is the main expectation. Why is it so important to have a balanced work and social life? Some research indicate
that people who cannot draw borders between work and home life are unable of living cordially and perform
all their responsibilities and obligations at both domains (Scheiman, et al., 2009). Consequently, dissonance in
their lives will lead to conflicts in their health and affiliation amongst family relatives (Schabracq, et al., 2004).

On the other hand, the tension will affect their career, their behavior and performance at work. Thus there will
be a huge dissatisfaction both with their family and their career path (Hughes and Bozionelos, 2007).

Traits of Millennium Generation

Newest generation at the workplace is known as Generation Y or Millennials who were born between 1981 and
1995 (Anon., 2014). Their education, background and childhood is much more different than Gen X even
though they are also children of both working parents mostly (Weston, 2006).These shifts of childcare and
education have huge impact on formation of Gen Y’s character and rules they value (Raines, 2002). This
education involved not only school education but also sports, music and arts trainings which will end up raising
intellectual and programmed adults who did not have any spare time in their childhood (Raines, 2002),
(Weston, 2006). Members of this cohort care and value their family and worth people and words. According to
Leo (2003) and Raines (2002), they have a humanist mind set, believe that everyone is same and deserve a
good life (Leo, 2003). Since they were raised as part of different groups, they value teamwork and team
players, realized the importance of being united in early ages. Moreover, money is not the main motivator in
their lives, but time is, flexibility and work environment are much more significant as motivators (Cole, et al.,
2002). This also lies in their ideology of team work, since they need an environment which can be adoptable to
them and create sense of fitting (Cole, et al., 2002).

Furthermore, they decide and act in brief time without overthinking about the subject but assume the
consequences to be very effective and magnificent .The main reason for their great expectations and
assumptions is the technological advancement they have experienced. Patterson (2007) expressed that their
world opinion is much more different than previous generations because every corner of the globe is reachable
with networks and technology. Of course, there are some disagreements about the consequences of the
technological improvement Gen Y went through. Some writers think new technology enables Gen Y to be
independent, unique and creative whereas other academics suppose it will create a generation which is
discourteous, unfaithful and concerned about life and their career (Weston, 2006) (Kovarik, 2008).

Gen Y is now present at work place since 1998 and managers and supervisors need to learn how to deal with
hem in order to please them and increase productivity at the same time for a harmonious company (SUjansky,
2004). Yes, they have indeed very exclusive attributes and way of thinking and may be hard to manage
smoothly. Agreeing with the study of Beginning College Survey of Student Engagement (BCSSE) in 2006, Gen Y

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population consider themselves as highly educated and potential in order to achieve high ranks and prosperous
lives (UAO, 2006). Raines (2002) summarized this generation as friendly, outgoing, self-reliant, expectant,
capable of work, cooperative, unbiased about people and events, success oriented and well-read and cultured
and they are being recruited to companies in time of need for such capacity and ability (Raines, 2002).

Career Success

In the past, careers were closely linked to promotions in the organizations which are known as moving up the
ladder. (Rosenbaum, 1979; Wilensky, 1961; Whyte, 1956). Today’s organizational and environmental systems
are more dynamic which makes career more unpredictable, vulnerable and multidirectional (Baruch, 2006). In
this context, it is said that career is boundaryless (Ashkenas, Ulrich, Jick, and Kerr, 1995). Although, in some
societies, professional success is accepted as a key factor for a successful life (Wiese, Freund, and Baltes, 2002),
individuals start to change their norms, values and attitudes towards their private life and work (Baruch, 2006;
Polach, 2004). Thus, no more, career is limited to moving up the ladder but is defined and formed more
individually. That is to say, career is taken into account as a lifelong sequences which is an accumulation of role-
related experiences and both family and personal life experiences/relations which encounters over a lifetime of
the individuals. (Arnold and Cohen, 2008; Hall, 2002). Ultimately, careers are comprised of both objective and
subjective elements. Career success can defined as the sum of the positive work and psychological outcomes
which also results from an individual’s work experiences. (Seibert and Kraimer, 2001).Although career success
is important for each individual in the business life, the motivating factor and its affect may alter for
Millenniums.

3.DATA and METHODOLOGY
Research Model and Scales

In this paper, research model is built between the independent variable of career success and dependent
variable of Work Life Conflict. A survey is conducted to 196 white collar Millennium employees from different
sectors via short phone interviews and it is asked them to rate their responses by relevant ratings for each
scale.

Figure 1: Research Model

U

Under this research model, the below hypothesis is built which need to be measured by a statistical model.

Hypothesis 1: People who have high career success, experience more work-life conflict.

By the research subjective career success is measured which is career commitment. Career commitment is
measured by the scale developed by Carson and Bedeian (1994). The scale consists of three dimensions:
identity, planning, resilience. Carson and Bedeian report that the coefficient alpha reliabilities for the three
dimensions ranged from 0.79 to 0 .85. They used 7 item-likert scales for measuring (From 7- “Strongly
Disagree” to 1- “Strongly Agree”). Some items are reverse-coded. The items were translated to Turkish and
tested for conceptual equivalence by Çiçek et al. (2015). The reliabilities (Cronbach’s Alpha) of the three
components of career commitment (identity, resilience, and planning) in this study were α = .9177; 7008; and
.8788 respectively.

Independent Variable

Work Life
Conflict

Career
Success

Dependent Variable

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Table 2: Questionnaire of Career Success

The research instrument measuring work interference with family and family interference with work comprised
of five items each adapted from the work of Netemeyer, Boles, and McMurrian (1996). All items were
measured on a 5-point likert scale ranging (From 5: – “Strongly Disagree” to 1: “Strongly Disagree”). These two
five item scales have demonstrated Cronbach alphas as α = .91. The related questions are located under Part IV
of the questionnaire as follows.

Table 3: Questionnaire of Work Life Balance / Work Life Conflict

SPSS AMOS version is used for analyzing the output of the questionnaire. Output scheme of both scales are
presented on the below:

QUESTIONS

Q1 My line of work/career field is an important part of who I am.

Q2 This line of work/career field has a great deal of personal meaning to me.

Q3 I strongly identify with my chosen line of work/career field.

Q4 I do not have a strategy for achieving my goals in this line of work/career field.*

Q5 I do not identify specific goals for my development in this line of work/career field.*

Q6 I do not often think about my personal development in this line of work/ career field.*

Q7 The cost associated with my line of work/career field sometimes seems too great.*

Q8 Given the problems in this line of work/career field, I sometimes wonder if the personal
burden is worth it*

Q9 The discomforts associated with my line of work/career field sometimes seems too
great*

QUESTIONS

Q1 As I have many tasks and responsibilities at work, I cannot spend time with my
family.

Q2 Physical and mental fatigue at work makes my responsibilities at home difficult.

Q3 I cannot spare time for housework due to my job, I always postpone the
housework.

Q4 My duties and responsibilities at work get ahead of my family life.

Q5 Due to my work responsibilities, I need to change my plans with my family.

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Table 4: Career Success /Results

QUESTIONS MEAN STD.
DEVIATION

Q1 My line of work/career field is an important
part of who I am.

5,57 1,503

Q2 This line of work/career field has a great deal
of personal meaning to me.

5,34 1,631

Q3 I strongly identify with my chosen line of
work/career field.

5,19 1,663

Q4 I do not have a strategy for achieving my
goals in this line of work/career field.*

2,88 1,736

Q5 I do not identify specific goals for my
development in this line of work/career
field.*

3,01 1,886

Q6 I do not often think about my personal
development in this line of work/ career
field.*

3,09 1,809

Q7 The costs associated with my line of
work/career field sometimes seem too
great.*

3,93 1,887

Q8 Given the problems in this line of
work/career field, I sometimes wonder if the
personal burden is worth it*

4,37 1,974

Q9 The discomforts associated with my line of
work/career field sometimes seems too
great*

4,12 1,874

*Reverse coded questions

According to the Table 4, the phrase of “My Line of work / career field is an important part of who I am” has
the highest score of mean which indicates that the majority of population put high emphasize on their work
and career field.

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Table 5: Work Life Balance /Results

QUESTIONS MEAN STD. DEVIATION

Q1 As I have many tasks and
responsibilities at work, I cannot
spend time with my family.

3,05 1,116

Q2 Physical and mental fatigue at
work makes my responsibilities at
home difficult.

3,03 1,136

Q3 I cannot spare time for housework
due to my job, I always postpone
the housework.

2,88 1,148

Q4 My duties and responsibilities at
work get ahead of my family life.

2,72 1,160

Q5 Due to my work responsibilities, I
need to change my plans with my
family.

3,05 1,192

According to the Table 5, questions of 1 and 5 have the highest score in comparative within the others. Due to
the results, the majority of the population do not spend their time with their family because of their tasks and
responsibilities. In addition to this, they need change their plans by the reason of their work responsibilities.

Reliability Analysis

Reliability means the internal accuracy of the responses which shows also whether the survey is a proper to
tool to measure the hypothesis or not. Cronbach Alpha test was applied to all scales in the research to test the
reliability of them in terms of internal consistency. George and Mallery (2003) provided the following rules of
thumb: “α > .9 – Excellent, α > .8 – Good, α > .7 – Acceptable, α > .6 – Questionable, α > .5 – Poor, and α < .5 – Unacceptable (p. 231).

Table 6: Internal Consistency of the Survey

SCALE CRONBACH ALPHA

Career Success 0,517*

Work-Life Conflict /Balance 0,902

The value of Cronbach Alpha is lower than acceptable level for the scale of career success as 0,517. Question
four is the main reason which decreases the reliability of this scale. (Q4: I do not have a strategy for achieving
my goals in this line of work/career field). Once it is removed then the reliability is increased to 0.730. At this
point, this question is not removed from the scale for the purpose of not breaking the structure of the scale.

Statistical Analysis

In statistical modelling, regression analysis is a statistical process for estimating the relationships among
variables. More specifically, regression analysis helps one understand how the typical value of the dependent
variable changes when any one of the independent variables is varied, while the other independent variables
are held fixed. (George and Mallery, 2003). In order to measure the relation in terms of power and direction
between the scales of the model, correlation analysis is applied.

https://en.wikipedia.org/wiki/Statistical_model

https://en.wikipedia.org/wiki/Regression

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Table 7: Correlation of the Scales

Independent Variable /
Dependent Variable

Work – Life Conflict

Career Success ,282*

* p<0,001,

Table 7 shows the relationship between the variables both dependent and independent. From the output of
the correlation analysis, it can be defined that there is a positive and strong relationship between variables in
general.

Table 8: Regression Coefficient for Gen Y

Dependent Independent Estimate S.E. C.R. P

Work – Life Conflict <--- Career Success ,093 ,045 2,068 ,039

Table 8 also shows that there is a relationship between the variables of career success and work life balance in
the analysis. According to the output of the analysis, since there is a significant effect between career success
and work life conflict (r= 0,282; p<0,001) so H1 is accepted.

4.CONCLUSION
In this research, Millenniums have been discussed in terms of work life balance (or work life conflict; opposite
of work life balance) by the impact of career success. In today’s work life, competition increases rapidly. While
competition increases, the need for talent employees increases as well. Many organizations and leaders have
already started to think about how to attract a talent anyway. But, there is another point which should be
focused as well is how to retain a talent. Surely, attracting a talent is a big step which is taken but it does not
mean that talent will continue to work in the organization forever. For this reason, both leaders and HR
professionals have started to review the organizational needs and prepare the talents for the future needs by
also taking development actions.

For example, many companies hold annual talent management reviews each year, define the key roles, set
development actions for both key and other talents who can be the future replacers of those key roles. The
basic reason for these consecutive actions is to have a talent pool and have successors for each key role in
order to have a sustainable growth and promising power in the highly competitive market place. All the actions
which are mentioned above are about strategic human resource management. On top of these, employees are
also looking for a balanced work life conditions in their life. So, in addition to having a strategic mind-set to
manage talents, leaders should confront that they provide a balanced work place for their teams which
employees can manage their work and family life domains properly.

Since market conditions force to employees work harder than before, it is inevitable for employees to manage
their each seconds properly in order to have a successful both work and family life. By the results of this
research, career success has impact on work life balance for Millennium generations which means that higher
intention on career success may results in higher work life balance. So that in order to have a balance between
work and social domains, it is crucial for Milleniums to have a clear career path. On top of that although career
success is consisted of both objective and subjective in this paper just subjective career success is measured. In
the future, the variables of objective career success may be a ground setting for the next researches.

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