functions of literature review in research methodology

Frequently asked questions

What is the purpose of a literature review.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

Frequently asked questions: Academic writing

A rhetorical tautology is the repetition of an idea of concept using different words.

Rhetorical tautologies occur when additional words are used to convey a meaning that has already been expressed or implied. For example, the phrase “armed gunman” is a tautology because a “gunman” is by definition “armed.”

A logical tautology is a statement that is always true because it includes all logical possibilities.

Logical tautologies often take the form of “either/or” statements (e.g., “It will rain, or it will not rain”) or employ circular reasoning (e.g., “she is untrustworthy because she can’t be trusted”).

You may have seen both “appendices” or “appendixes” as pluralizations of “ appendix .” Either spelling can be used, but “appendices” is more common (including in APA Style ). Consistency is key here: make sure you use the same spelling throughout your paper.

The purpose of a lab report is to demonstrate your understanding of the scientific method with a hands-on lab experiment. Course instructors will often provide you with an experimental design and procedure. Your task is to write up how you actually performed the experiment and evaluate the outcome.

In contrast, a research paper requires you to independently develop an original argument. It involves more in-depth research and interpretation of sources and data.

A lab report is usually shorter than a research paper.

The sections of a lab report can vary between scientific fields and course requirements, but it usually contains the following:

• Title: expresses the topic of your study
• Abstract: summarizes your research aims, methods, results, and conclusions
• Introduction: establishes the context needed to understand the topic
• Method: describes the materials and procedures used in the experiment
• Results: reports all descriptive and inferential statistical analyses
• Discussion: interprets and evaluates results and identifies limitations
• Conclusion: sums up the main findings of your experiment
• References: list of all sources cited using a specific style (e.g. APA)
• Appendices: contains lengthy materials, procedures, tables or figures

A lab report conveys the aim, methods, results, and conclusions of a scientific experiment . Lab reports are commonly assigned in science, technology, engineering, and mathematics (STEM) fields.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis , dissertation or research paper .

If you’ve gone over the word limit set for your assignment, shorten your sentences and cut repetition and redundancy during the editing process. If you use a lot of long quotes , consider shortening them to just the essentials.

If you need to remove a lot of words, you may have to cut certain passages. Remember that everything in the text should be there to support your argument; look for any information that’s not essential to your point and remove it.

To make this process easier and faster, you can use a paraphrasing tool . With this tool, you can rewrite your text to make it simpler and shorter. If that’s not enough, you can copy-paste your paraphrased text into the summarizer . This tool will distill your text to its core message.

Revising, proofreading, and editing are different stages of the writing process .

• Revising is making structural and logical changes to your text—reformulating arguments and reordering information.
• Editing refers to making more local changes to things like sentence structure and phrasing to make sure your meaning is conveyed clearly and concisely.
• Proofreading involves looking at the text closely, line by line, to spot any typos and issues with consistency and correct them.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarizes the contents of your paper.

In a scientific paper, the methodology always comes after the introduction and before the results , discussion and conclusion . The same basic structure also applies to a thesis, dissertation , or research proposal .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

Whether you’re publishing a blog, submitting a research paper , or even just writing an important email, there are a few techniques you can use to make sure it’s error-free:

• Take a break : Set your work aside for at least a few hours so that you can look at it with fresh eyes.
• Proofread a printout : Staring at a screen for too long can cause fatigue – sit down with a pen and paper to check the final version.
• Use digital shortcuts : Take note of any recurring mistakes (for example, misspelling a particular word, switching between US and UK English , or inconsistently capitalizing a term), and use Find and Replace to fix it throughout the document.

If you want to be confident that an important text is error-free, it might be worth choosing a professional proofreading service instead.

Editing and proofreading are different steps in the process of revising a text.

Editing comes first, and can involve major changes to content, structure and language. The first stages of editing are often done by authors themselves, while a professional editor makes the final improvements to grammar and style (for example, by improving sentence structure and word choice ).

Proofreading is the final stage of checking a text before it is published or shared. It focuses on correcting minor errors and inconsistencies (for example, in punctuation and capitalization ). Proofreaders often also check for formatting issues, especially in print publishing.

The cost of proofreading depends on the type and length of text, the turnaround time, and the level of services required. Most proofreading companies charge per word or page, while freelancers sometimes charge an hourly rate.

For proofreading alone, which involves only basic corrections of typos and formatting mistakes, you might pay as little as $0.01 per word, but in many cases, your text will also require some level of editing , which costs slightly more.

It’s often possible to purchase combined proofreading and editing services and calculate the price in advance based on your requirements.

There are many different routes to becoming a professional proofreader or editor. The necessary qualifications depend on the field – to be an academic or scientific proofreader, for example, you will need at least a university degree in a relevant subject.

For most proofreading jobs, experience and demonstrated skills are more important than specific qualifications. Often your skills will be tested as part of the application process.

To learn practical proofreading skills, you can choose to take a course with a professional organization such as the Society for Editors and Proofreaders . Alternatively, you can apply to companies that offer specialized on-the-job training programmes, such as the Scribbr Academy .

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Research Methods

• Getting Started
• Literature Review Research
• Research Design
• Research Design By Discipline
• SAGE Research Methods
• Teaching with SAGE Research Methods

Literature Review

• What is a Literature Review?
• What is NOT a Literature Review?
• Purposes of a Literature Review
• Types of Literature Reviews
• Literature Reviews vs. Systematic Reviews
• Systematic vs. Meta-Analysis

Literature Review  is a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works.

Also, we can define a literature review as the collected body of scholarly works related to a topic:

• Summarizes and analyzes previous research relevant to a topic
• Includes scholarly books and articles published in academic journals
• Can be an specific scholarly paper or a section in a research paper

The objective of a Literature Review is to find previous published scholarly works relevant to an specific topic

• Help gather ideas or information
• Keep up to date in current trends and findings
• Help develop new questions

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Helps focus your own research questions or problems
• Discovers relationships between research studies/ideas.
• Suggests unexplored ideas or populations
• Identifies major themes, concepts, and researchers on a topic.
• Tests assumptions; may help counter preconceived ideas and remove unconscious bias.
• Identifies critical gaps, points of disagreement, or potentially flawed methodology or theoretical approaches.
• Indicates potential directions for future research.

All content in this section is from Literature Review Research from Old Dominion University 

Keep in mind the following, a literature review is NOT:

Not an essay 

Not an annotated bibliography  in which you summarize each article that you have reviewed.  A literature review goes beyond basic summarizing to focus on the critical analysis of the reviewed works and their relationship to your research question.

Not a research paper   where you select resources to support one side of an issue versus another.  A lit review should explain and consider all sides of an argument in order to avoid bias, and areas of agreement and disagreement should be highlighted.

A literature review serves several purposes. For example, it

• provides thorough knowledge of previous studies; introduces seminal works.
• helps focus one’s own research topic.
• identifies a conceptual framework for one’s own research questions or problems; indicates potential directions for future research.
• suggests previously unused or underused methodologies, designs, quantitative and qualitative strategies.
• identifies gaps in previous studies; identifies flawed methodologies and/or theoretical approaches; avoids replication of mistakes.
• helps the researcher avoid repetition of earlier research.
• suggests unexplored populations.
• determines whether past studies agree or disagree; identifies controversy in the literature.
• tests assumptions; may help counter preconceived ideas and remove unconscious bias.

As Kennedy (2007) notes*, it is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the original studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally that become part of the lore of field. In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews.

Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are several approaches to how they can be done, depending upon the type of analysis underpinning your study. Listed below are definitions of types of literature reviews:

Argumentative Review      This form examines literature selectively in order to support or refute an argument, deeply imbedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to to make summary claims of the sort found in systematic reviews.

Integrative Review      Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication.

Historical Review      Few things rest in isolation from historical precedent. Historical reviews are focused on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review      A review does not always focus on what someone said [content], but how they said it [method of analysis]. This approach provides a framework of understanding at different levels (i.e. those of theory, substantive fields, research approaches and data collection and analysis techniques), enables researchers to draw on a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection and data analysis, and helps highlight many ethical issues which we should be aware of and consider as we go through our study.

Systematic Review      This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyse data from the studies that are included in the review. Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?"

Theoretical Review      The purpose of this form is to concretely examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review help establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

* Kennedy, Mary M. "Defining a Literature."  Educational Researcher  36 (April 2007): 139-147.

All content in this section is from The Literature Review created by Dr. Robert Larabee USC

Robinson, P. and Lowe, J. (2015),  Literature reviews vs systematic reviews.  Australian and New Zealand Journal of Public Health, 39: 103-103. doi: 10.1111/1753-6405.12393

What's in the name? The difference between a Systematic Review and a Literature Review, and why it matters . By Lynn Kysh from University of Southern California

Systematic review or meta-analysis?

A  systematic review  answers a defined research question by collecting and summarizing all empirical evidence that fits pre-specified eligibility criteria.

A  meta-analysis  is the use of statistical methods to summarize the results of these studies.

Systematic reviews, just like other research articles, can be of varying quality. They are a significant piece of work (the Centre for Reviews and Dissemination at York estimates that a team will take 9-24 months), and to be useful to other researchers and practitioners they should have:

• clearly stated objectives with pre-defined eligibility criteria for studies
• explicit, reproducible methodology
• a systematic search that attempts to identify all studies
• assessment of the validity of the findings of the included studies (e.g. risk of bias)
• systematic presentation, and synthesis, of the characteristics and findings of the included studies

Not all systematic reviews contain meta-analysis. 

Meta-analysis is the use of statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects of health care than those derived from the individual studies included within a review.  More information on meta-analyses can be found in  Cochrane Handbook, Chapter 9 .

A meta-analysis goes beyond critique and integration and conducts secondary statistical analysis on the outcomes of similar studies.  It is a systematic review that uses quantitative methods to synthesize and summarize the results.

An advantage of a meta-analysis is the ability to be completely objective in evaluating research findings.  Not all topics, however, have sufficient research evidence to allow a meta-analysis to be conducted.  In that case, an integrative review is an appropriate strategy. 

Some of the content in this section is from Systematic reviews and meta-analyses: step by step guide created by Kate McAllister.

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Literature Reviews

• What is a literature review?
• Steps in the Literature Review Process
• Define your research question
• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
• Synthesize Results
• Analyze Results
• Librarian Support

What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
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Literature reviews: functions, types and methods

Related media.

When we think of a literature review, we often forget to consider the different types of reviews and the different roles or functions that literature reviews can have.

In this short presentation I will first discuss some functions of literature reviews, and then make some points about how the function or purpose of your review should inform the type that you choose to do, and the methods that you employ.

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What is the Purpose of a Literature Review?

4-minute read

• 23rd October 2023

If you’re writing a research paper or dissertation , then you’ll most likely need to include a comprehensive literature review . In this post, we’ll review the purpose of literature reviews, why they are so significant, and the specific elements to include in one. Literature reviews can:

1. Provide a foundation for current research.

2. Define key concepts and theories.

3. Demonstrate critical evaluation.

4. Show how research and methodologies have evolved.

5. Identify gaps in existing research.

6. Support your argument.

Keep reading to enter the exciting world of literature reviews!

What is a Literature Review?

A literature review is a critical summary and evaluation of the existing research (e.g., academic journal articles and books) on a specific topic. It is typically included as a separate section or chapter of a research paper or dissertation, serving as a contextual framework for a study. Literature reviews can vary in length depending on the subject and nature of the study, with most being about equal length to other sections or chapters included in the paper. Essentially, the literature review highlights previous studies in the context of your research and summarizes your insights in a structured, organized format. Next, let’s look at the overall purpose of a literature review.

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Literature reviews are considered an integral part of research across most academic subjects and fields. The primary purpose of a literature review in your study is to:

Provide a Foundation for Current Research

Since the literature review provides a comprehensive evaluation of the existing research, it serves as a solid foundation for your current study. It’s a way to contextualize your work and show how your research fits into the broader landscape of your specific area of study.  

Define Key Concepts and Theories

The literature review highlights the central theories and concepts that have arisen from previous research on your chosen topic. It gives your readers a more thorough understanding of the background of your study and why your research is particularly significant .

Demonstrate Critical Evaluation 

A comprehensive literature review shows your ability to critically analyze and evaluate a broad range of source material. And since you’re considering and acknowledging the contribution of key scholars alongside your own, it establishes your own credibility and knowledge.

Show How Research and Methodologies Have Evolved

Another purpose of literature reviews is to provide a historical perspective and demonstrate how research and methodologies have changed over time, especially as data collection methods and technology have advanced. And studying past methodologies allows you, as the researcher, to understand what did and did not work and apply that knowledge to your own research.  

Identify Gaps in Existing Research

Besides discussing current research and methodologies, the literature review should also address areas that are lacking in the existing literature. This helps further demonstrate the relevance of your own research by explaining why your study is necessary to fill the gaps.

Support Your Argument

A good literature review should provide evidence that supports your research questions and hypothesis. For example, your study may show that your research supports existing theories or builds on them in some way. Referencing previous related studies shows your work is grounded in established research and will ultimately be a contribution to the field.  

Literature Review Editing Services 

Ensure your literature review is polished and ready for submission by having it professionally proofread and edited by our expert team. Our literature review editing services will help your research stand out and make an impact. Not convinced yet? Send in your free sample today and see for yourself! 

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Libraries | Research Guides

Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
• Choosing Where to Search
• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

• Sage Research Methods Core Collection This link opens in a new window SAGE Research Methods supports research at all levels by providing material to guide users through every step of the research process. SAGE Research Methods is the ultimate methods library with more than 1000 books, reference works, journal articles, and instructional videos by world-leading academics from across the social sciences, including the largest collection of qualitative methods books available online from any scholarly publisher. – Publisher

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What is a literature review?

A literature review is a critical analysis of the literature related to your research topic. It evaluates and critiques the literature to establish a theoretical framework for your research topic and/or identify a gap in the existing research that your research will address.

A literature review is not a summary of the literature. You need to engage deeply and critically with the literature. Your literature review should show your understanding of the literature related to your research topic and lead to presenting a rationale for your research.

A literature review focuses on:

• the context of the topic
• key concepts, ideas, theories and methodologies
• key researchers, texts and seminal works
• major issues and debates
• identifying conflicting evidence
• the main questions that have been asked around the topic
• the organisation of knowledge on the topic
• definitions, particularly those that are contested
• showing how your research will advance scholarly knowledge (generally referred to as identifying the ‘gap’).

This module will guide you through the functions of a literature review; the typical process of conducting a literature review (including searching for literature and taking notes); structuring your literature review within your thesis and organising its internal ideas; and styling the language of your literature review.

The purposes of a literature review

A literature review serves two main purposes:

1) To show awareness of the present state of knowledge in a particular field, including:

• seminal authors
• the main empirical research
• theoretical positions
• controversies
• breakthroughs as well as links to other related areas of knowledge.

2) To provide a foundation for the author’s research. To do that, the literature review needs to:

• help the researcher define a hypothesis or a research question, and how answering the question will contribute to the body of knowledge;
• provide a rationale for investigating the problem and the selected methodology;
• provide a particular theoretical lens, support the argument, or identify gaps.

Before you engage further with this module, try the quiz below to see how much you already know about literature reviews.

Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Conducting a Literature Review: Home

What is a literature review.

A literature review is a body of text that aims to review the critical points of current knowledge on a particular topic. Most often associated with science-oriented literature, such as a thesis, the literature review usually proceeds a research proposal, methodology and results section. Its ultimate goals is to bring the reader up to date with current literature on a topic and forms that basis for another goal, such as the justification for future research in the area. (retrieved from http://en.wikipedia.org/wiki/Literature_review )

Print Resources

Many resources on research methodology include a chapter on literature review. Try these titles:

• SAGE Research Methods "SAGE Research Methods (SRM) is a research tool supported by a newly devised taxonomy that links content and methods terms. It provides the most comprehensive picture available today of research methods (quantitative, qualitative and mixed methods)across the social and behavioural sciences."

There are many resources available on the internet and in print to help you conduct a literature review. For graduate students working on a thesis, the most important resource is your graduate committee chair. Also, if you are an ILR student, don't forget to speak with one of Catherwood's reference librarians. They have subject matter expertise and can help you find research materials, as well as show you relevant databases and resources, including Zotero , an online bibliographic management system. Cornell students can also take advantage of the  John S. Knight Institute for Writing in the Disciplines , which offers a walk-in tutoring Service.

Additional Resources for Writing Literature Reviews

• Library Research at Cornell by Michael Engle Last Updated Mar 22, 2024 4908 views this year
• The Literature Review: A Few Tips on Conducting Writing Advice from the University of Toronto Health Sciences Writing Centre.
• Write a Literature Review Research guide from the University Library, UC Santa Cruz
• Learn How to Write a Review of Literature From the Writing Center at University of Wisconsin - Madison.

Searching the Library Catalog

Conducting a guided keyword search from the  Cornell University Library Catalog , using the terms "research methodology" or "qualitative research" will provide additional results, and adding the term "social sciences" to the search will help narrow the results. You can also use this list of the classification numbers for theses by department . We also offer a finding guide to dissertations and theses that you may find useful!

We also recommend you look through other theses - often your graduate chair will have copies.

• Last Updated: Feb 4, 2021 9:22 AM
• URL: https://guides.library.cornell.edu/ilrlitreview

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Library Guide to Capstone Literature Reviews: Role of the Literature Review

The role of the literature review.

Your literature review gives readers an understanding of the scholarly research on your topic.

In your literature review you will:

• demonstrate that you are a well-informed scholar with expertise and knowledge in the field by giving an overview of the current state of the literature
• find a gap in the literature, or address a business or professional issue, depending on your doctoral study program; the literature review will illustrate how your research contributes to the scholarly conversation
• provide a synthesis of the issues, trends, and concepts surrounding your research

Be aware that the literature review is an iterative process. As you read and write initial drafts, you will find new threads and complementary themes, at which point you will return to search, find out about these new themes, and incorporate them into your review.

The purpose of this guide is to help you through the literature review process. Take some time to look over the resources in order to become familiar with them. The tabs on the left side of this page have additional information.

Short video: Research for the Literature Review

Short Video: Research for the Literature Review

(4 min 10 sec) Recorded August 2019 Transcript 

Literature review as a dinner party

To think about the role of the literature review, consider this analogy:  pretend that you throw a dinner party for the other researchers working in your topic area. First, you’d need to develop a guest list.

• The guests of honor would be early researchers or theorists; their work likely inspired subsequent studies, ideas, or controversies that the current researchers pursue.
• Then, think about the important current researchers to invite. Which guests might agree with each other?  Which others might provide useful counterpoints?
• You likely won’t be able to include everyone on the guest list, so you may need to choose carefully so that you don’t leave important figures out. 
• Alternatively, if there aren’t many researchers working in your topic area, then your guest list will need to include people working in other, related areas, who can still contribute to the conversation.

After the party, you describe the evening to a friend. You’ll summarize the evening’s conversation. Perhaps one guest made a comment that sparked a conversation, and then you describe who responded and how the topic evolved. There are other conversations to share, too. This is how you synthesize the themes and developments that you find in your research. Thinking about your literature research this way will help you to present your dinner party (and your literature review) in a lively and engaging way.

Short video: Empirical research

Video: How to locate and identify empirical research for your literature review

(6 min 16 sec) Recorded May 2020 Transcript 

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• v.21(3); Fall 2022

Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers

Julie a. luft.

† Department of Mathematics, Social Studies, and Science Education, Mary Frances Early College of Education, University of Georgia, Athens, GA 30602-7124

Sophia Jeong

‡ Department of Teaching & Learning, College of Education & Human Ecology, Ohio State University, Columbus, OH 43210

Robert Idsardi

§ Department of Biology, Eastern Washington University, Cheney, WA 99004

Grant Gardner

∥ Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132

Associated Data

To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.

INTRODUCTION

Discipline-based education research (DBER) involves the purposeful and situated study of teaching and learning in specific disciplinary areas ( Singer et al. , 2012 ). Studies in DBER are guided by research questions that reflect disciplines’ priorities and worldviews. Researchers can use quantitative data, qualitative data, or both to answer these research questions through a variety of methodological traditions. Across all methodologies, there are different methods associated with planning and conducting educational research studies that include the use of surveys, interviews, observations, artifacts, or instruments. Ensuring the coherence of these elements to the discipline’s perspective also involves situating the work in the broader scholarly literature. The tools for doing this include literature reviews, theoretical frameworks, and conceptual frameworks. However, the purpose and function of each of these elements is often confusing to new education researchers. The goal of this article is to introduce new biology education researchers to these three important elements important in DBER scholarship and the broader educational literature.

The first element we discuss is a review of research (literature reviews), which highlights the need for a specific research question, study problem, or topic of investigation. Literature reviews situate the relevance of the study within a topic and a field. The process may seem familiar to science researchers entering DBER fields, but new researchers may still struggle in conducting the review. Booth et al. (2016b) highlight some of the challenges novice education researchers face when conducting a review of literature. They point out that novice researchers struggle in deciding how to focus the review, determining the scope of articles needed in the review, and knowing how to be critical of the articles in the review. Overcoming these challenges (and others) can help novice researchers construct a sound literature review that can inform the design of the study and help ensure the work makes a contribution to the field.

The second and third highlighted elements are theoretical and conceptual frameworks. These guide biology education research (BER) studies, and may be less familiar to science researchers. These elements are important in shaping the construction of new knowledge. Theoretical frameworks offer a way to explain and interpret the studied phenomenon, while conceptual frameworks clarify assumptions about the studied phenomenon. Despite the importance of these constructs in educational research, biology educational researchers have noted the limited use of theoretical or conceptual frameworks in published work ( DeHaan, 2011 ; Dirks, 2011 ; Lo et al. , 2019 ). In reviewing articles published in CBE—Life Sciences Education ( LSE ) between 2015 and 2019, we found that fewer than 25% of the research articles had a theoretical or conceptual framework (see the Supplemental Information), and at times there was an inconsistent use of theoretical and conceptual frameworks. Clearly, these frameworks are challenging for published biology education researchers, which suggests the importance of providing some initial guidance to new biology education researchers.

Fortunately, educational researchers have increased their explicit use of these frameworks over time, and this is influencing educational research in science, technology, engineering, and mathematics (STEM) fields. For instance, a quick search for theoretical or conceptual frameworks in the abstracts of articles in Educational Research Complete (a common database for educational research) in STEM fields demonstrates a dramatic change over the last 20 years: from only 778 articles published between 2000 and 2010 to 5703 articles published between 2010 and 2020, a more than sevenfold increase. Greater recognition of the importance of these frameworks is contributing to DBER authors being more explicit about such frameworks in their studies.

Collectively, literature reviews, theoretical frameworks, and conceptual frameworks work to guide methodological decisions and the elucidation of important findings. Each offers a different perspective on the problem of study and is an essential element in all forms of educational research. As new researchers seek to learn about these elements, they will find different resources, a variety of perspectives, and many suggestions about the construction and use of these elements. The wide range of available information can overwhelm the new researcher who just wants to learn the distinction between these elements or how to craft them adequately.

Our goal in writing this paper is not to offer specific advice about how to write these sections in scholarly work. Instead, we wanted to introduce these elements to those who are new to BER and who are interested in better distinguishing one from the other. In this paper, we share the purpose of each element in BER scholarship, along with important points on its construction. We also provide references for additional resources that may be beneficial to better understanding each element. Table 1 summarizes the key distinctions among these elements.

Comparison of literature reviews, theoretical frameworks, and conceptual reviews

This article is written for the new biology education researcher who is just learning about these different elements or for scientists looking to become more involved in BER. It is a result of our own work as science education and biology education researchers, whether as graduate students and postdoctoral scholars or newly hired and established faculty members. This is the article we wish had been available as we started to learn about these elements or discussed them with new educational researchers in biology.

LITERATURE REVIEWS

Purpose of a literature review.

A literature review is foundational to any research study in education or science. In education, a well-conceptualized and well-executed review provides a summary of the research that has already been done on a specific topic and identifies questions that remain to be answered, thus illustrating the current research project’s potential contribution to the field and the reasoning behind the methodological approach selected for the study ( Maxwell, 2012 ). BER is an evolving disciplinary area that is redefining areas of conceptual emphasis as well as orientations toward teaching and learning (e.g., Labov et al. , 2010 ; American Association for the Advancement of Science, 2011 ; Nehm, 2019 ). As a result, building comprehensive, critical, purposeful, and concise literature reviews can be a challenge for new biology education researchers.

Building Literature Reviews

There are different ways to approach and construct a literature review. Booth et al. (2016a) provide an overview that includes, for example, scoping reviews, which are focused only on notable studies and use a basic method of analysis, and integrative reviews, which are the result of exhaustive literature searches across different genres. Underlying each of these different review processes are attention to the s earch process, a ppraisa l of articles, s ynthesis of the literature, and a nalysis: SALSA ( Booth et al. , 2016a ). This useful acronym can help the researcher focus on the process while building a specific type of review.

However, new educational researchers often have questions about literature reviews that are foundational to SALSA or other approaches. Common questions concern determining which literature pertains to the topic of study or the role of the literature review in the design of the study. This section addresses such questions broadly while providing general guidance for writing a narrative literature review that evaluates the most pertinent studies.

The literature review process should begin before the research is conducted. As Boote and Beile (2005 , p. 3) suggested, researchers should be “scholars before researchers.” They point out that having a good working knowledge of the proposed topic helps illuminate avenues of study. Some subject areas have a deep body of work to read and reflect upon, providing a strong foundation for developing the research question(s). For instance, the teaching and learning of evolution is an area of long-standing interest in the BER community, generating many studies (e.g., Perry et al. , 2008 ; Barnes and Brownell, 2016 ) and reviews of research (e.g., Sickel and Friedrichsen, 2013 ; Ziadie and Andrews, 2018 ). Emerging areas of BER include the affective domain, issues of transfer, and metacognition ( Singer et al. , 2012 ). Many studies in these areas are transdisciplinary and not always specific to biology education (e.g., Rodrigo-Peiris et al. , 2018 ; Kolpikova et al. , 2019 ). These newer areas may require reading outside BER; fortunately, summaries of some of these topics can be found in the Current Insights section of the LSE website.

In focusing on a specific problem within a broader research strand, a new researcher will likely need to examine research outside BER. Depending upon the area of study, the expanded reading list might involve a mix of BER, DBER, and educational research studies. Determining the scope of the reading is not always straightforward. A simple way to focus one’s reading is to create a “summary phrase” or “research nugget,” which is a very brief descriptive statement about the study. It should focus on the essence of the study, for example, “first-year nonmajor students’ understanding of evolution,” “metacognitive prompts to enhance learning during biochemistry,” or “instructors’ inquiry-based instructional practices after professional development programming.” This type of phrase should help a new researcher identify two or more areas to review that pertain to the study. Focusing on recent research in the last 5 years is a good first step. Additional studies can be identified by reading relevant works referenced in those articles. It is also important to read seminal studies that are more than 5 years old. Reading a range of studies should give the researcher the necessary command of the subject in order to suggest a research question.

Given that the research question(s) arise from the literature review, the review should also substantiate the selected methodological approach. The review and research question(s) guide the researcher in determining how to collect and analyze data. Often the methodological approach used in a study is selected to contribute knowledge that expands upon what has been published previously about the topic (see Institute of Education Sciences and National Science Foundation, 2013 ). An emerging topic of study may need an exploratory approach that allows for a description of the phenomenon and development of a potential theory. This could, but not necessarily, require a methodological approach that uses interviews, observations, surveys, or other instruments. An extensively studied topic may call for the additional understanding of specific factors or variables; this type of study would be well suited to a verification or a causal research design. These could entail a methodological approach that uses valid and reliable instruments, observations, or interviews to determine an effect in the studied event. In either of these examples, the researcher(s) may use a qualitative, quantitative, or mixed methods methodological approach.

Even with a good research question, there is still more reading to be done. The complexity and focus of the research question dictates the depth and breadth of the literature to be examined. Questions that connect multiple topics can require broad literature reviews. For instance, a study that explores the impact of a biology faculty learning community on the inquiry instruction of faculty could have the following review areas: learning communities among biology faculty, inquiry instruction among biology faculty, and inquiry instruction among biology faculty as a result of professional learning. Biology education researchers need to consider whether their literature review requires studies from different disciplines within or outside DBER. For the example given, it would be fruitful to look at research focused on learning communities with faculty in STEM fields or in general education fields that result in instructional change. It is important not to be too narrow or too broad when reading. When the conclusions of articles start to sound similar or no new insights are gained, the researcher likely has a good foundation for a literature review. This level of reading should allow the researcher to demonstrate a mastery in understanding the researched topic, explain the suitability of the proposed research approach, and point to the need for the refined research question(s).

The literature review should include the researcher’s evaluation and critique of the selected studies. A researcher may have a large collection of studies, but not all of the studies will follow standards important in the reporting of empirical work in the social sciences. The American Educational Research Association ( Duran et al. , 2006 ), for example, offers a general discussion about standards for such work: an adequate review of research informing the study, the existence of sound and appropriate data collection and analysis methods, and appropriate conclusions that do not overstep or underexplore the analyzed data. The Institute of Education Sciences and National Science Foundation (2013) also offer Common Guidelines for Education Research and Development that can be used to evaluate collected studies.

Because not all journals adhere to such standards, it is important that a researcher review each study to determine the quality of published research, per the guidelines suggested earlier. In some instances, the research may be fatally flawed. Examples of such flaws include data that do not pertain to the question, a lack of discussion about the data collection, poorly constructed instruments, or an inadequate analysis. These types of errors result in studies that are incomplete, error-laden, or inaccurate and should be excluded from the review. Most studies have limitations, and the author(s) often make them explicit. For instance, there may be an instructor effect, recognized bias in the analysis, or issues with the sample population. Limitations are usually addressed by the research team in some way to ensure a sound and acceptable research process. Occasionally, the limitations associated with the study can be significant and not addressed adequately, which leaves a consequential decision in the hands of the researcher. Providing critiques of studies in the literature review process gives the reader confidence that the researcher has carefully examined relevant work in preparation for the study and, ultimately, the manuscript.

A solid literature review clearly anchors the proposed study in the field and connects the research question(s), the methodological approach, and the discussion. Reviewing extant research leads to research questions that will contribute to what is known in the field. By summarizing what is known, the literature review points to what needs to be known, which in turn guides decisions about methodology. Finally, notable findings of the new study are discussed in reference to those described in the literature review.

Within published BER studies, literature reviews can be placed in different locations in an article. When included in the introductory section of the study, the first few paragraphs of the manuscript set the stage, with the literature review following the opening paragraphs. Cooper et al. (2019) illustrate this approach in their study of course-based undergraduate research experiences (CUREs). An introduction discussing the potential of CURES is followed by an analysis of the existing literature relevant to the design of CUREs that allows for novel student discoveries. Within this review, the authors point out contradictory findings among research on novel student discoveries. This clarifies the need for their study, which is described and highlighted through specific research aims.

A literature reviews can also make up a separate section in a paper. For example, the introduction to Todd et al. (2019) illustrates the need for their research topic by highlighting the potential of learning progressions (LPs) and suggesting that LPs may help mitigate learning loss in genetics. At the end of the introduction, the authors state their specific research questions. The review of literature following this opening section comprises two subsections. One focuses on learning loss in general and examines a variety of studies and meta-analyses from the disciplines of medical education, mathematics, and reading. The second section focuses specifically on LPs in genetics and highlights student learning in the midst of LPs. These separate reviews provide insights into the stated research question.

Suggestions and Advice

A well-conceptualized, comprehensive, and critical literature review reveals the understanding of the topic that the researcher brings to the study. Literature reviews should not be so big that there is no clear area of focus; nor should they be so narrow that no real research question arises. The task for a researcher is to craft an efficient literature review that offers a critical analysis of published work, articulates the need for the study, guides the methodological approach to the topic of study, and provides an adequate foundation for the discussion of the findings.

In our own writing of literature reviews, there are often many drafts. An early draft may seem well suited to the study because the need for and approach to the study are well described. However, as the results of the study are analyzed and findings begin to emerge, the existing literature review may be inadequate and need revision. The need for an expanded discussion about the research area can result in the inclusion of new studies that support the explanation of a potential finding. The literature review may also prove to be too broad. Refocusing on a specific area allows for more contemplation of a finding.

It should be noted that there are different types of literature reviews, and many books and articles have been written about the different ways to embark on these types of reviews. Among these different resources, the following may be helpful in considering how to refine the review process for scholarly journals:

• Booth, A., Sutton, A., & Papaioannou, D. (2016a). Systemic approaches to a successful literature review (2nd ed.). Los Angeles, CA: Sage. This book addresses different types of literature reviews and offers important suggestions pertaining to defining the scope of the literature review and assessing extant studies.
• Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & Fitzgerald, W. T. (2016b). The craft of research (4th ed.). Chicago: University of Chicago Press. This book can help the novice consider how to make the case for an area of study. While this book is not specifically about literature reviews, it offers suggestions about making the case for your study.
• Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). Routledge. This book offers guidance on writing different types of literature reviews. For the novice researcher, there are useful suggestions for creating coherent literature reviews.

THEORETICAL FRAMEWORKS

Purpose of theoretical frameworks.

As new education researchers may be less familiar with theoretical frameworks than with literature reviews, this discussion begins with an analogy. Envision a biologist, chemist, and physicist examining together the dramatic effect of a fog tsunami over the ocean. A biologist gazing at this phenomenon may be concerned with the effect of fog on various species. A chemist may be interested in the chemical composition of the fog as water vapor condenses around bits of salt. A physicist may be focused on the refraction of light to make fog appear to be “sitting” above the ocean. While observing the same “objective event,” the scientists are operating under different theoretical frameworks that provide a particular perspective or “lens” for the interpretation of the phenomenon. Each of these scientists brings specialized knowledge, experiences, and values to this phenomenon, and these influence the interpretation of the phenomenon. The scientists’ theoretical frameworks influence how they design and carry out their studies and interpret their data.

Within an educational study, a theoretical framework helps to explain a phenomenon through a particular lens and challenges and extends existing knowledge within the limitations of that lens. Theoretical frameworks are explicitly stated by an educational researcher in the paper’s framework, theory, or relevant literature section. The framework shapes the types of questions asked, guides the method by which data are collected and analyzed, and informs the discussion of the results of the study. It also reveals the researcher’s subjectivities, for example, values, social experience, and viewpoint ( Allen, 2017 ). It is essential that a novice researcher learn to explicitly state a theoretical framework, because all research questions are being asked from the researcher’s implicit or explicit assumptions of a phenomenon of interest ( Schwandt, 2000 ).

Selecting Theoretical Frameworks

Theoretical frameworks are one of the most contemplated elements in our work in educational research. In this section, we share three important considerations for new scholars selecting a theoretical framework.

The first step in identifying a theoretical framework involves reflecting on the phenomenon within the study and the assumptions aligned with the phenomenon. The phenomenon involves the studied event. There are many possibilities, for example, student learning, instructional approach, or group organization. A researcher holds assumptions about how the phenomenon will be effected, influenced, changed, or portrayed. It is ultimately the researcher’s assumption(s) about the phenomenon that aligns with a theoretical framework. An example can help illustrate how a researcher’s reflection on the phenomenon and acknowledgment of assumptions can result in the identification of a theoretical framework.

In our example, a biology education researcher may be interested in exploring how students’ learning of difficult biological concepts can be supported by the interactions of group members. The phenomenon of interest is the interactions among the peers, and the researcher assumes that more knowledgeable students are important in supporting the learning of the group. As a result, the researcher may draw on Vygotsky’s (1978) sociocultural theory of learning and development that is focused on the phenomenon of student learning in a social setting. This theory posits the critical nature of interactions among students and between students and teachers in the process of building knowledge. A researcher drawing upon this framework holds the assumption that learning is a dynamic social process involving questions and explanations among students in the classroom and that more knowledgeable peers play an important part in the process of building conceptual knowledge.

It is important to state at this point that there are many different theoretical frameworks. Some frameworks focus on learning and knowing, while other theoretical frameworks focus on equity, empowerment, or discourse. Some frameworks are well articulated, and others are still being refined. For a new researcher, it can be challenging to find a theoretical framework. Two of the best ways to look for theoretical frameworks is through published works that highlight different frameworks.

When a theoretical framework is selected, it should clearly connect to all parts of the study. The framework should augment the study by adding a perspective that provides greater insights into the phenomenon. It should clearly align with the studies described in the literature review. For instance, a framework focused on learning would correspond to research that reported different learning outcomes for similar studies. The methods for data collection and analysis should also correspond to the framework. For instance, a study about instructional interventions could use a theoretical framework concerned with learning and could collect data about the effect of the intervention on what is learned. When the data are analyzed, the theoretical framework should provide added meaning to the findings, and the findings should align with the theoretical framework.

A study by Jensen and Lawson (2011) provides an example of how a theoretical framework connects different parts of the study. They compared undergraduate biology students in heterogeneous and homogeneous groups over the course of a semester. Jensen and Lawson (2011) assumed that learning involved collaboration and more knowledgeable peers, which made Vygotsky’s (1978) theory a good fit for their study. They predicted that students in heterogeneous groups would experience greater improvement in their reasoning abilities and science achievements with much of the learning guided by the more knowledgeable peers.

In the enactment of the study, they collected data about the instruction in traditional and inquiry-oriented classes, while the students worked in homogeneous or heterogeneous groups. To determine the effect of working in groups, the authors also measured students’ reasoning abilities and achievement. Each data-collection and analysis decision connected to understanding the influence of collaborative work.

Their findings highlighted aspects of Vygotsky’s (1978) theory of learning. One finding, for instance, posited that inquiry instruction, as a whole, resulted in reasoning and achievement gains. This links to Vygotsky (1978) , because inquiry instruction involves interactions among group members. A more nuanced finding was that group composition had a conditional effect. Heterogeneous groups performed better with more traditional and didactic instruction, regardless of the reasoning ability of the group members. Homogeneous groups worked better during interaction-rich activities for students with low reasoning ability. The authors attributed the variation to the different types of helping behaviors of students. High-performing students provided the answers, while students with low reasoning ability had to work collectively through the material. In terms of Vygotsky (1978) , this finding provided new insights into the learning context in which productive interactions can occur for students.

Another consideration in the selection and use of a theoretical framework pertains to its orientation to the study. This can result in the theoretical framework prioritizing individuals, institutions, and/or policies ( Anfara and Mertz, 2014 ). Frameworks that connect to individuals, for instance, could contribute to understanding their actions, learning, or knowledge. Institutional frameworks, on the other hand, offer insights into how institutions, organizations, or groups can influence individuals or materials. Policy theories provide ways to understand how national or local policies can dictate an emphasis on outcomes or instructional design. These different types of frameworks highlight different aspects in an educational setting, which influences the design of the study and the collection of data. In addition, these different frameworks offer a way to make sense of the data. Aligning the data collection and analysis with the framework ensures that a study is coherent and can contribute to the field.

New understandings emerge when different theoretical frameworks are used. For instance, Ebert-May et al. (2015) prioritized the individual level within conceptual change theory (see Posner et al. , 1982 ). In this theory, an individual’s knowledge changes when it no longer fits the phenomenon. Ebert-May et al. (2015) designed a professional development program challenging biology postdoctoral scholars’ existing conceptions of teaching. The authors reported that the biology postdoctoral scholars’ teaching practices became more student-centered as they were challenged to explain their instructional decision making. According to the theory, the biology postdoctoral scholars’ dissatisfaction in their descriptions of teaching and learning initiated change in their knowledge and instruction. These results reveal how conceptual change theory can explain the learning of participants and guide the design of professional development programming.

The communities of practice (CoP) theoretical framework ( Lave, 1988 ; Wenger, 1998 ) prioritizes the institutional level , suggesting that learning occurs when individuals learn from and contribute to the communities in which they reside. Grounded in the assumption of community learning, the literature on CoP suggests that, as individuals interact regularly with the other members of their group, they learn about the rules, roles, and goals of the community ( Allee, 2000 ). A study conducted by Gehrke and Kezar (2017) used the CoP framework to understand organizational change by examining the involvement of individual faculty engaged in a cross-institutional CoP focused on changing the instructional practice of faculty at each institution. In the CoP, faculty members were involved in enhancing instructional materials within their department, which aligned with an overarching goal of instituting instruction that embraced active learning. Not surprisingly, Gehrke and Kezar (2017) revealed that faculty who perceived the community culture as important in their work cultivated institutional change. Furthermore, they found that institutional change was sustained when key leaders served as mentors and provided support for faculty, and as faculty themselves developed into leaders. This study reveals the complexity of individual roles in a COP in order to support institutional instructional change.

It is important to explicitly state the theoretical framework used in a study, but elucidating a theoretical framework can be challenging for a new educational researcher. The literature review can help to identify an applicable theoretical framework. Focal areas of the review or central terms often connect to assumptions and assertions associated with the framework that pertain to the phenomenon of interest. Another way to identify a theoretical framework is self-reflection by the researcher on personal beliefs and understandings about the nature of knowledge the researcher brings to the study ( Lysaght, 2011 ). In stating one’s beliefs and understandings related to the study (e.g., students construct their knowledge, instructional materials support learning), an orientation becomes evident that will suggest a particular theoretical framework. Theoretical frameworks are not arbitrary , but purposefully selected.

With experience, a researcher may find expanded roles for theoretical frameworks. Researchers may revise an existing framework that has limited explanatory power, or they may decide there is a need to develop a new theoretical framework. These frameworks can emerge from a current study or the need to explain a phenomenon in a new way. Researchers may also find that multiple theoretical frameworks are necessary to frame and explore a problem, as different frameworks can provide different insights into a problem.

Finally, it is important to recognize that choosing “x” theoretical framework does not necessarily mean a researcher chooses “y” methodology and so on, nor is there a clear-cut, linear process in selecting a theoretical framework for one’s study. In part, the nonlinear process of identifying a theoretical framework is what makes understanding and using theoretical frameworks challenging. For the novice scholar, contemplating and understanding theoretical frameworks is essential. Fortunately, there are articles and books that can help:

• Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: Sage. This book provides an overview of theoretical frameworks in general educational research.
• Ding, L. (2019). Theoretical perspectives of quantitative physics education research. Physical Review Physics Education Research , 15 (2), 020101-1–020101-13. This paper illustrates how a DBER field can use theoretical frameworks.
• Nehm, R. (2019). Biology education research: Building integrative frameworks for teaching and learning about living systems. Disciplinary and Interdisciplinary Science Education Research , 1 , ar15. https://doi.org/10.1186/s43031-019-0017-6 . This paper articulates the need for studies in BER to explicitly state theoretical frameworks and provides examples of potential studies.
• Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice . Sage. This book also provides an overview of theoretical frameworks, but for both research and evaluation.

CONCEPTUAL FRAMEWORKS

Purpose of a conceptual framework.

A conceptual framework is a description of the way a researcher understands the factors and/or variables that are involved in the study and their relationships to one another. The purpose of a conceptual framework is to articulate the concepts under study using relevant literature ( Rocco and Plakhotnik, 2009 ) and to clarify the presumed relationships among those concepts ( Rocco and Plakhotnik, 2009 ; Anfara and Mertz, 2014 ). Conceptual frameworks are different from theoretical frameworks in both their breadth and grounding in established findings. Whereas a theoretical framework articulates the lens through which a researcher views the work, the conceptual framework is often more mechanistic and malleable.

Conceptual frameworks are broader, encompassing both established theories (i.e., theoretical frameworks) and the researchers’ own emergent ideas. Emergent ideas, for example, may be rooted in informal and/or unpublished observations from experience. These emergent ideas would not be considered a “theory” if they are not yet tested, supported by systematically collected evidence, and peer reviewed. However, they do still play an important role in the way researchers approach their studies. The conceptual framework allows authors to clearly describe their emergent ideas so that connections among ideas in the study and the significance of the study are apparent to readers.

Constructing Conceptual Frameworks

Including a conceptual framework in a research study is important, but researchers often opt to include either a conceptual or a theoretical framework. Either may be adequate, but both provide greater insight into the research approach. For instance, a research team plans to test a novel component of an existing theory. In their study, they describe the existing theoretical framework that informs their work and then present their own conceptual framework. Within this conceptual framework, specific topics portray emergent ideas that are related to the theory. Describing both frameworks allows readers to better understand the researchers’ assumptions, orientations, and understanding of concepts being investigated. For example, Connolly et al. (2018) included a conceptual framework that described how they applied a theoretical framework of social cognitive career theory (SCCT) to their study on teaching programs for doctoral students. In their conceptual framework, the authors described SCCT, explained how it applied to the investigation, and drew upon results from previous studies to justify the proposed connections between the theory and their emergent ideas.

In some cases, authors may be able to sufficiently describe their conceptualization of the phenomenon under study in an introduction alone, without a separate conceptual framework section. However, incomplete descriptions of how the researchers conceptualize the components of the study may limit the significance of the study by making the research less intelligible to readers. This is especially problematic when studying topics in which researchers use the same terms for different constructs or different terms for similar and overlapping constructs (e.g., inquiry, teacher beliefs, pedagogical content knowledge, or active learning). Authors must describe their conceptualization of a construct if the research is to be understandable and useful.

There are some key areas to consider regarding the inclusion of a conceptual framework in a study. To begin with, it is important to recognize that conceptual frameworks are constructed by the researchers conducting the study ( Rocco and Plakhotnik, 2009 ; Maxwell, 2012 ). This is different from theoretical frameworks that are often taken from established literature. Researchers should bring together ideas from the literature, but they may be influenced by their own experiences as a student and/or instructor, the shared experiences of others, or thought experiments as they construct a description, model, or representation of their understanding of the phenomenon under study. This is an exercise in intellectual organization and clarity that often considers what is learned, known, and experienced. The conceptual framework makes these constructs explicitly visible to readers, who may have different understandings of the phenomenon based on their prior knowledge and experience. There is no single method to go about this intellectual work.

Reeves et al. (2016) is an example of an article that proposed a conceptual framework about graduate teaching assistant professional development evaluation and research. The authors used existing literature to create a novel framework that filled a gap in current research and practice related to the training of graduate teaching assistants. This conceptual framework can guide the systematic collection of data by other researchers because the framework describes the relationships among various factors that influence teaching and learning. The Reeves et al. (2016) conceptual framework may be modified as additional data are collected and analyzed by other researchers. This is not uncommon, as conceptual frameworks can serve as catalysts for concerted research efforts that systematically explore a phenomenon (e.g., Reynolds et al. , 2012 ; Brownell and Kloser, 2015 ).

Sabel et al. (2017) used a conceptual framework in their exploration of how scaffolds, an external factor, interact with internal factors to support student learning. Their conceptual framework integrated principles from two theoretical frameworks, self-regulated learning and metacognition, to illustrate how the research team conceptualized students’ use of scaffolds in their learning ( Figure 1 ). Sabel et al. (2017) created this model using their interpretations of these two frameworks in the context of their teaching.

Conceptual framework from Sabel et al. (2017) .

A conceptual framework should describe the relationship among components of the investigation ( Anfara and Mertz, 2014 ). These relationships should guide the researcher’s methods of approaching the study ( Miles et al. , 2014 ) and inform both the data to be collected and how those data should be analyzed. Explicitly describing the connections among the ideas allows the researcher to justify the importance of the study and the rigor of the research design. Just as importantly, these frameworks help readers understand why certain components of a system were not explored in the study. This is a challenge in education research, which is rooted in complex environments with many variables that are difficult to control.

For example, Sabel et al. (2017) stated: “Scaffolds, such as enhanced answer keys and reflection questions, can help students and instructors bridge the external and internal factors and support learning” (p. 3). They connected the scaffolds in the study to the three dimensions of metacognition and the eventual transformation of existing ideas into new or revised ideas. Their framework provides a rationale for focusing on how students use two different scaffolds, and not on other factors that may influence a student’s success (self-efficacy, use of active learning, exam format, etc.).

In constructing conceptual frameworks, researchers should address needed areas of study and/or contradictions discovered in literature reviews. By attending to these areas, researchers can strengthen their arguments for the importance of a study. For instance, conceptual frameworks can address how the current study will fill gaps in the research, resolve contradictions in existing literature, or suggest a new area of study. While a literature review describes what is known and not known about the phenomenon, the conceptual framework leverages these gaps in describing the current study ( Maxwell, 2012 ). In the example of Sabel et al. (2017) , the authors indicated there was a gap in the literature regarding how scaffolds engage students in metacognition to promote learning in large classes. Their study helps fill that gap by describing how scaffolds can support students in the three dimensions of metacognition: intelligibility, plausibility, and wide applicability. In another example, Lane (2016) integrated research from science identity, the ethic of care, the sense of belonging, and an expertise model of student success to form a conceptual framework that addressed the critiques of other frameworks. In a more recent example, Sbeglia et al. (2021) illustrated how a conceptual framework influences the methodological choices and inferences in studies by educational researchers.

Sometimes researchers draw upon the conceptual frameworks of other researchers. When a researcher’s conceptual framework closely aligns with an existing framework, the discussion may be brief. For example, Ghee et al. (2016) referred to portions of SCCT as their conceptual framework to explain the significance of their work on students’ self-efficacy and career interests. Because the authors’ conceptualization of this phenomenon aligned with a previously described framework, they briefly mentioned the conceptual framework and provided additional citations that provided more detail for the readers.

Within both the BER and the broader DBER communities, conceptual frameworks have been used to describe different constructs. For example, some researchers have used the term “conceptual framework” to describe students’ conceptual understandings of a biological phenomenon. This is distinct from a researcher’s conceptual framework of the educational phenomenon under investigation, which may also need to be explicitly described in the article. Other studies have presented a research logic model or flowchart of the research design as a conceptual framework. These constructions can be quite valuable in helping readers understand the data-collection and analysis process. However, a model depicting the study design does not serve the same role as a conceptual framework. Researchers need to avoid conflating these constructs by differentiating the researchers’ conceptual framework that guides the study from the research design, when applicable.

Explicitly describing conceptual frameworks is essential in depicting the focus of the study. We have found that being explicit in a conceptual framework means using accepted terminology, referencing prior work, and clearly noting connections between terms. This description can also highlight gaps in the literature or suggest potential contributions to the field of study. A well-elucidated conceptual framework can suggest additional studies that may be warranted. This can also spur other researchers to consider how they would approach the examination of a phenomenon and could result in a revised conceptual framework.

It can be challenging to create conceptual frameworks, but they are important. Below are two resources that could be helpful in constructing and presenting conceptual frameworks in educational research:

• Maxwell, J. A. (2012). Qualitative research design: An interactive approach (3rd ed.). Los Angeles, CA: Sage. Chapter 3 in this book describes how to construct conceptual frameworks.
• Ravitch, S. M., & Riggan, M. (2016). Reason & rigor: How conceptual frameworks guide research . Los Angeles, CA: Sage. This book explains how conceptual frameworks guide the research questions, data collection, data analyses, and interpretation of results.

CONCLUDING THOUGHTS

Literature reviews, theoretical frameworks, and conceptual frameworks are all important in DBER and BER. Robust literature reviews reinforce the importance of a study. Theoretical frameworks connect the study to the base of knowledge in educational theory and specify the researcher’s assumptions. Conceptual frameworks allow researchers to explicitly describe their conceptualization of the relationships among the components of the phenomenon under study. Table 1 provides a general overview of these components in order to assist biology education researchers in thinking about these elements.

It is important to emphasize that these different elements are intertwined. When these elements are aligned and complement one another, the study is coherent, and the study findings contribute to knowledge in the field. When literature reviews, theoretical frameworks, and conceptual frameworks are disconnected from one another, the study suffers. The point of the study is lost, suggested findings are unsupported, or important conclusions are invisible to the researcher. In addition, this misalignment may be costly in terms of time and money.

Conducting a literature review, selecting a theoretical framework, and building a conceptual framework are some of the most difficult elements of a research study. It takes time to understand the relevant research, identify a theoretical framework that provides important insights into the study, and formulate a conceptual framework that organizes the finding. In the research process, there is often a constant back and forth among these elements as the study evolves. With an ongoing refinement of the review of literature, clarification of the theoretical framework, and articulation of a conceptual framework, a sound study can emerge that makes a contribution to the field. This is the goal of BER and education research.

Supplementary Material

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The objective of a literature review

Questions to Consider

B. In some fields or contexts, a literature review is referred to as the introduction or the background; why is this true, and does it matter?

The elements of a literature review • The first step in scholarly research is determining the “state of the art” on a topic. This is accomplished by gathering academic research and making sense of it. • The academic literature can be found in scholarly books and journals; the goal is to discover recurring themes, find the latest data, and identify any missing pieces. • The resulting literature review organizes the research in such a way that tells a story about the topic or issue.

The literature review tells a story in which one well-paraphrased summary from a relevant source contributes to and connects with the next in a logical manner, developing and fulfilling the message of the author. It includes analysis of the arguments from the literature, as well as revealing consistent and inconsistent findings. How do varying author insights differ from or conform to previous arguments?

Language in Action

A. How are the terms “critique” and “review” used in everyday life? How are they used in an academic context?

In terms of content, a literature review is intended to:

• Set up a theoretical framework for further research • Show a clear understanding of the key concepts/studies/models related to the topic • Demonstrate knowledge about the history of the research area and any related controversies • Clarify significant definitions and terminology • Develop a space in the existing work for new research

The literature consists of the published works that document a scholarly conversation or progression on a problem or topic in a field of study. Among these are documents that explain the background and show the loose ends in the established research on which a proposed project is based. Although a literature review focuses on primary, peer -reviewed resources, it may begin with background subject information generally found in secondary and tertiary sources such as books and encyclopedias. Following that essential overview, the seminal literature of the field is explored. As a result, while a literature review may consist of research articles tightly focused on a topic with secondary and tertiary sources used more sparingly, all three types of information (primary, secondary, tertiary) are critical.

The literature review, often referred to as the Background or Introduction to a research paper that presents methods, materials, results and discussion, exists in every field and serves many functions in research writing.

Adapted from Frederiksen, L., & Phelps, S. F. (2017). Literature Reviews for Education and Nursing Graduate Students. Open Textbook Library

Review and Reinforce

Two common approaches are simply outlined here. Which seems more common? Which more productive? Why? A. Forward exploration 1. Sources on a topic or problem are gathered. 2. Salient themes are discovered. 3. Research gaps are considered for future research. B. Backward exploration 1. Sources pertaining to an existing research project are gathered. 2. The justification of the research project’s methods or materials are explained and supported based on previously documented research.

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What is Literature Review? Importance, Functions, Process,

• Post last modified: 13 August 2023
• Reading time: 12 mins read
• Post category: Research Methodology

What is Literature Review?

A literature review is a critical and comprehensive analysis of existing research, studies, articles, books, and other relevant sources on a specific topic or subject. It serves as a foundational step in the research process, helping researchers understand the current state of knowledge, identify gaps in the literature, and establish a context for their own study.

Table of Content

• 1 What is Literature Review?
• 2 Importance of a Literature Review
• 3 Functions of a Literature Review
• 4.1 Search the Existing Literature in Your Field of Interest
• 4.2 Review the Literature Obtained
• 4.3 Develop a Theoretical Framework
• 4.4 Write the Literature Review
• 5 How to Write a Literature Review
• 6 Types of Sources for Review

In most research reports or research papers, you will see that literature review is an essential element and it forms the basis for advancing knowledge, facilitates theory development, discovers new research areas and closes old ones. When researchers want to understand the management dilemma, they study various books, articles and all other available sources.

In the research reports, the researchers present a summary of their search, study and evaluation of the literature that is already available related to the research topic. When the researcher presents a summary of their study of present literature in addition to their analysis of how this literature is related to or essential for the current research report; then, this process is known as literature review.

For example, in a research paper titled ‘Attrition Analysis in a Leading Sales Organisation in India’, authored by Mamta Mohapatra (International Management Institute, New Delhi, India), Amisha Gupta (Birlasoft, New Delhi, India) and Nikita Lamba (Genpact, New Delhi, India), literature review is presented as follows:

Organisations and researchers usually conduct literature review in order to establish how their own research fits within the context of existing literature.

Apart from these, some other objectives of carrying out literature review are:

• Develop an understanding of how each source of literature helps in understanding the research problem
• Examine the interrelationships among different variables
• Find out ways to interpret earlier similar researches on the topic under study
• Rectify the conflicts that exist among previously conducted studies
• Get an idea regarding the required sample size
• Get an estimate of how much variance is there in the variables of interest
• Understand the type of relationship that exists among variables
• Determine the research method that can be used in the research

Importance of a Literature Review

There are various reasons for carrying out literature review. Majorly, literature review helps in:

• Assessing the current state and level of research on a given topic
• Identifying experts related to particular research
• Identifying questions that need further research and exploration
• Identifying what methodologies have been used in the related past studies and what methodology should be used in current research
• Justifying a proposed research methodology
• Indicating the originality and relevance of the given research problem
• Demonstrating the preparedness of a researcher to complete the research

Functions of a Literature Review

Some of the major functions of literature review are:

• Establishing a context for the research
• Demonstrating that the researcher has actually read related literature extensively and is aware of most theory and methodology related to the given research topic
• Providing a shape for the research under consideration
• Establishing a connection between what the researcher is proposing and what he has already read
• Demonstrating how the findings of researcher can be integrated with the already existing research findings.
• Revealing the differences or areas of gap between present and earlier research findings
• Improving researcher’s research methodology
• Expanding researcher’s knowledge base
• Ensuring that the researcher is carrying out new research that has not been carried out earlier

Process of a Literature Review

The second step in the research process is to carry out the review of already existing literature. Before engaging in literature review, the researcher must be clear as to what is the area and topic of research. There are four steps involved in the literature review process as shown in Figure:

Search the Existing Literature in Your Field of Interest

In the literature review process, the first step is to find out what research has already been done in the area that the researcher has chosen. This step involves preparing a list or bibliography of existing sources of relevant literature such as books, journals, abstracts of articles on your research topic, citation indices and digital libraries.

Review the Literature Obtained

After the researcher has identified related literature including journals, books, research papers, etc.; the next step is to study, evaluate and analyse the literature critically. This study of literature helps a researcher identify themes and issues related to the research topic.

An evaluation of literature helps in:

• Identifying the different theories and their criticism
• Identifying different methodologies used in different studies including their sample size, data used, measurement methods
• Assessing if the researcher’s theory is confirmed beyond doubt
• Preparing a list of different opinions of different researchers and researcher should also add his/her opinion about the validity of these different opinions

Develop a Theoretical Framework

Since carrying out literature review is a time-consuming activity but the researcher has to do it within a limited time. In order to do so, the researcher usually establishes a boundary and parameters for the research work. Also, the researcher must sort information obtained from all the sources of literature. For a researcher, the theoretical framework acts as a base on which he can further or extend his research. At times, the researchers may modify their research framework after analysing the available literature.

Write the Literature Review

The last step in literature review is to make a summary of all the literature that the researcher has studied and reviewed. Usually, writing a literature review starts with a write-up on the main theme of research followed by the important ideas on which the research would focus. After this, the all the major themes and sub-themes to be discussed are organised and related. This will help the researcher in structuring the literature review. The researcher should also identify and describe the theories and studies that are relevant for the study under consideration. The researcher should then list and describe all the gaps that are present in the current body of knowledge. In addition, the researcher may also explain the recent advances and trends in the given research field. To conclude, the researcher should compare and evaluate his findings on the basis of research assumptions, related research theories, hypotheses, applied research designs, variables selected and potential future work speculated by the researchers. Finally, the researcher must acknowledge, cite and quote all the sources that he/she has used in his research. One specific characteristic of literature review is that the researcher must ensure that he gives due credit to all people who have contributed in the research work.

How to Write a Literature Review

While writing the literature review, the researcher must adopt or adhere to certain strategies as follows:

• Establish a focus around the central theme and ideas of the research
• Describe what a reader can expect from the given research study
• Organise the literature research to include basic elements such as introduction, body and conclusions

Types of Sources for Review

A researcher usually uses secondary data for literature review. Some of the major and widely used sources for literature reviews include articles in professional journals, statistical data from government websites and website material from professional organisations.

Apart from the previously mentioned sources, certain other sources of data can also be used by researchers that provide them first-hand information that is important for the study. These sources include reports, theses, emails, letters, conference proceedings, company reports, autobiographies, official reports, research articles, etc.

Apart from these, the researcher may also refer to other such as review articles, academic journals, books, newspapers, documentaries, encyclopaedias, dictionaries, bibliographies and citation indexes.

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• What is Warehousing Costs?

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The burgeoning role of literature review articles in management research: an introduction and outlook

• Open access
• Published: 30 January 2024
• Volume 18 , pages 299–314, ( 2024 )

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• Sascha Kraus   ORCID: orcid.org/0000-0003-4886-7482 1 , 2 ,
• Ricarda B. Bouncken   ORCID: orcid.org/0000-0003-0510-7491 3 &
• Alba Yela Aránega   ORCID: orcid.org/0000-0003-3539-5615 4  

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This article delves into the significance and utility of literature review articles in the field of management research, encompassing their three most prominent forms: structured literature reviews, bibliometric analyses, and meta-analyses. It discusses the evolving role of literature reviews as essential tools in a research process, their methodological intricacies, and their contribution to shaping the landscape of management studies. Through a thorough examination of their merits, limitations, and best practices, our article sheds light on how literature review articles serve as valuable resources for scholars, policymakers, and practitioners in the field of management. In addition, the article points towards opportunities for using AI tools, for example Google Colab, ChatGPT, Methods Wizards, or Petal for single or multiple stages and tasks of structured literature analyses.

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1 Introduction

Management research, as an interdisciplinary field, is marked by a constant influx of new information, theories, and practices (van Grinsven et al. 2016 ; Mas-Tur et al. 2020 ). Keeping abreast of the latest developments and understanding the existing knowledge base serves as a fundamental requirement for making informed decisions in both academic and practical settings (Palmatier et al. 2018 ). Hence, literature review articles, including structured literature reviews, bibliometric analyses, and meta-analyses, play a pivotal role in facilitating this process (Fisch and Block 2018 ). For further embellishing the “art of literature reviews”, our introductory article explores the relevance and use of such articles in management research, elaborating on their multifaceted contributions and complexities.

In the realm of academic research, literature reviews have traditionally been an integral component, serving as a foundation for the development of new ideas, theories, and methodologies (Callahan 2014 ). While literature reviews have long been considered a vital part of scholarly discourse, a relatively recent trend has emerged, one that focuses specifically on standalone literature review articles (Kraus et al. 2022 ). This burgeoning field of literature reviews as own, independent studies not only underscores the importance of comprehensive literature reviews, but also reflects the dynamic evolution of the methods applied to conduct such articles. As research tools and methodologies are constantly further evolving, the discipline of standalone literature review articles is adapting and improving to meet the demands of contemporary management research.

About a decade ago, the publication landscape for literature review articles in the field of academic management faced significant obstacles in attaining the desired level of academic quality and achieving publication. Many journals editorial boards explicitly rejected submissions of this nature, citing concerns about the perceived lack of substantive “contribution” to the field (Wright 2015 ). At the time, literature review articles were frequently perceived as insufficiently impactful and were often deemed outside the scope of what journals sought to publish, as they would not generate new knowledge.

However, the past decade has witnessed a significant shift in the reception and recognition of literature review articles in the management field. This transformation can be attributed to the adoption of more robust methodologies (Breslin and Bailey 2020 ), which have not only improved the academic quality of these articles but have also amplified their impact and citation rates. This transformation has also yielded a notable enhancement in the academic quality of such articles. As a result, they now garner increased attention and “impact” within the academic community (Aguinis et al. 2012 ; 2014 ; Kunisch et al. 2018 ).

The newfound impact of literature review articles is evident through the increased number of citations, enhancing their standing in the academic ecosystem. This ongoing trend not only benefits authors but also elevates the journals themselves. Consequently, the quality and recognition shift positively influences the metrics used to measure the prestige and reach of academic journals, highlighting the evolving importance of literature review articles in the contemporary academic landscape. High-quality literature reviews with improved methodologies have significantly contributed to journal metrics like the “Impact Factor” (from Clarivate) or the “CiteScore” (from Scopus/Elsevier). These metrics mirror the journals' overall influence and status within the academic domain, and well-executed literature reviews have played a pivotal role in elevating these metrics. As a result, journals such as the “International Journal of Management Reviews” now boast some of the highest impact factors in the field, and even the leading journals in the field now–at least occasionally–publish review articles. The “Review of Managerial Science” was one of the few journals to feature an extra category for the type of academic research from its inception, and it continues to be very popular with authors.

2 The evolving role of literature review articles

2.1 most common review article types, 2.1.1 structured literature reviews.

Structured (also called systematic ) literature reviews provide a systematic approach to synthesizing existing research by employing a well-defined methodology (Kraus et al. 2020 ; Sauer and Seuring 2023 ). They assist researchers in organizing, analyzing, and summarizing literature while maintaining transparency in their process. These reviews are instrumental in identifying patterns, trends, and key research questions (Laher and Hassem 2020 ). By following a predefined protocol, structured literature reviews ensure consistency and rigor in the evaluation of existing studies, making them not only valuable for understanding the current state of research but also for setting standards of methodological excellence (Rojon et al. 2021 ; Tranfield et al. 2003 ).

2.1.2 Bibliometric analyses

Bibliometric analyses, rooted in quantitative data analysis (Lawani 1981 ), offer a unique perspective by assessing the impact, connectivity, and evolution of research in management (Donthu et al. 2021 ). Through bibliometric techniques, researchers can identify influential works, key authors, and emerging areas of interest, which are invaluable for understanding the field's dynamics (Zupic and Čater 2015 ). In an era of information overload, bibliometric analyses help researchers identify the most influential and relevant contributions, thus facilitating focused and strategic research efforts (Linnenluecke et al. 2020 ).

2.1.3 Meta-analyses

Meta-analyses, on the other hand, aggregate the results of multiple studies to draw generalizable conclusions (Geyskens et al. 2009 ). They play a significant role in synthesizing empirical evidence, offering statistical rigor, and identifying potential biases or inconsistencies within the literature (King and He 2005 ). This method is particularly valuable in answering specific research questions and quantifying the effects of various management interventions (Combs et al. 2019 ). The transparent and quantitative nature of meta-analyses enhances their credibility, making them essential for resolving debates and informing evidence-based decisions.

2.2 Standalone literature reviews

Literature review articles can be valuable as standalone articles in the academic world and have their own unique place in scholarly publications (Rowe 2014 ). Such standalone literature review articles, as a distinct subfield within the larger arena of academic literature, have gained increasing prominence in recent years (Snyder 2019 ). Unlike traditional literature reviews, which are often embedded within (usually empirical) research papers (Rocco and Plakhotnik 2009 ), standalone literature review articles are comprehensive, self-contained documents that offer a comprehensive survey of the existing literature on a particular topic or research question. These articles are not merely background summaries but serve as authoritative reference points for scholars, researchers, and students seeking to explore a specific subject in depth. This shift towards standalone literature reviews has given rise to a unique branch of academic scholarship.

2.2.1 Evolution

The methods employed in conducting standalone literature review articles have witnessed continuous evolution and improvement (Kraus et al. 2022 ). The field has moved beyond the mere aggregation of existing studies and has evolved into a systematic and structured process. Several key factors contribute to the ongoing refinement of the methods:

Digital Tools and Databases : The proliferation of digital databases and search engines has made it easier to access a vast amount of literature. These tools not only expedite the process of collecting relevant research, but also allow for more precise and targeted searches, enhancing the quality of literature reviews. More than a decade ago, references for bibliometric analyses had to be entered into Excel files largely “by hand”, which meant several weeks of work for the person (often junior scholars) entering the data.

Systematic Review Guidelines : The adaptation of systematic review methodologies to standalone literature reviews has become increasingly common (Aguinis et al. 2020 ; Sauer and Seuring 2023 ). These guidelines ensure a rigorous, reproducible, and unbiased approach to literature selection and analysis, leading to more robust reviews (Simsek et al. 2023 ).

Citation Analysis and Bibliometrics : The use of citation analysis and bibliometric tools has become an essential aspect of standalone literature reviews (Donthu et al. 2021 ). By examining citation patterns and impact metrics, reviewers can assess the influence and relevance of prior research, which aids in determining the significance of various contributions to the field (Mukherjee et al. 2022 ).

Synthesis and Frameworks : Researchers are increasingly employing advanced synthesis methods, such as meta-analysis, content analysis, and thematic frameworks, to organize and present the reviewed literature in a structured manner (Templier and Paré 2015 ). This helps readers gain a clearer understanding of the state of knowledge on a particular topic.

Interdisciplinary Approaches : The boundaries between academic disciplines are becoming increasingly porous. Literature review articles now often encompass interdisciplinary perspectives, allowing for a broader and more holistic understanding of complex topics.

2.2.2 Functions

Literature review articles, while not presenting original empirical research findings, serve several critical functions and are often considered as important contributions to the field. The main functions of such articles are:

Synthesizing Existing Knowledge: Literature review articles are dedicated to summarizing and synthesizing existing knowledge on a specific topic or research area (Rousseau et al. 2008 ). They consolidate information from various primary research studies, providing a holistic overview (Chen and Hitt 2021 ). By doing so, they help readers understand the current state of research on a given subject (Dwertmann and van Knippenberg 2021 ).

Identifying Trends and Gaps: One of the primary roles of a literature review article is to identify trends, patterns, and gaps in the existing body of knowledge. This can be crucial for researchers looking to explore new avenues, formulate research questions, and design studies that address unanswered questions.

Providing Methodological Insights: Some literature review articles delve into the methodologies used in the studies they review. These methodological insights can be valuable for researchers who want to understand the best practices in data collection, analysis, and study design within a particular field.

Supporting Evidence-Based Decision-Making: Literature reviews offer a valuable resource for policymakers, practitioners, and professionals seeking to make informed decisions. They provide a condensed and authoritative source of information, helping stakeholders to apply the most current and reliable knowledge in their work.

Clarifying Complex Concepts: Many fields have complex theories and concepts that may be challenging to grasp for newcomers. Literature reviews often simplify and clarify these ideas, making them accessible to a broader audience, including students and individuals new to the field.

Educational and Teaching Aids: Literature review articles are frequently used in educational settings to teach students about a specific topic or research area, especially in postgraduate or doctoral level courses. Supervisors may assign these articles to help students gain an understanding of foundational knowledge and the history of research within a field.

Influencing Theory Development: In some cases, literature reviews serve as a foundation for advancing new theoretical frameworks or models. They provide a comprehensive perspective on a subject, which can inspire the development of new theories or the refinement of existing ones.

Fostering Debate and Discussion: Sometimes, a literature review article might take a critical stance, highlighting contradictions or controversies in the field. This can stimulate debate and discussions among researchers, contributing to the evolution of knowledge.

While literature review articles primarily summarize and consolidate existing research, they play an essential role in knowledge dissemination and are often a crucial starting point for both seasoned researchers and newcomers to a particular field (Kraus et al. 2023 ). As standalone articles, they offer readers a well-structured and comprehensive overview of a specific topic, making them a valuable resource in academia and beyond.

2.2.3 Use of artificial intelligence AI tools

In the future, researchers may increasingly utilize artificial intelligence (AI) tools like Google Colab, ChatGPT, Methods Wizards, and or Petal in the entire process or enhance specific stages of a systematic literature review and analysis. AI can provide direct or indirect support for various steps in systematic literature analysis, as well as contribute to decision-making during the augmented analysis (Burger et al. 2023 ).

While it is essential that the researcher's decisions guide the research question, AI, such as ChatGPT, can aid in refining research questions and improving terminology. AI also holds the potential to automate search processes across diverse databases, although this potential requires careful research preparation. For instance, employing AI activities necessitates the training of AI models, such as by establishing criteria for paper inclusion or exclusion. Researchers can employ automatic coding of articles through platforms like Petal.org and elicit.org, create word clouds using CodeInterpreter and Python, generate scientometric networks, and visualize research maps.

An integral aspect of supporting literature analysis is the creation of a coding or data extraction sheet by the researcher. AI can assist in the identification and coding of Python scripts. However, limitations persist, and researchers must determine when and based on which criteria they will halt title or abstract screening.

While future research in systematic literature review and analysis may incorporate AI, there are also opportunities for studying and comparing the effectiveness of these methods. For instance, researchers can establish criteria for evaluating and comparing various tools for systematic reviews.

Last, but not least, we would like to emphasize the potential ethical issues associated with the use of generative AI, including ChatGPT, which researchers must take into consideration (see e.g., Dwivedi et al. 2023 ).

2.2.4 Contributions

Advancing Knowledge: Literature review articles contribute significantly to the advancement of knowledge by providing a comprehensive overview of the field (Pittaway et al. 2014 ). They act as stepping stones for subsequent research, helping scholars build on existing work and explore uncharted territory. In this regard, literature reviews serve as catalysts for intellectual growth, encouraging scholars to identify gaps, generate new hypotheses, and design novel research endeavors.

Quality Assurance: Review articles, by evaluating and summarizing a multitude of studies, act as a form of quality assurance. Researchers, policymakers, and practitioners can trust that these reviews have undergone a rigorous evaluation process, which ensures the reliability of the information presented. Furthermore, the transparent methodology employed in structured literature reviews and the quantitative rigor in bibliometric analyses and meta-analyses enhance the credibility of these reviews, making them dependable sources for decision-making.

Informing Theory and Practice: Literature review articles serve as foundational components in the development of theory and practice within the field of management (LePine and King 2010 ). They provide a comprehensive understanding of the existing body of knowledge (DeGeest and Schmidt 2010 ), thus offering valuable insights into both historical and emerging trends. Researchers often employ literature reviews to identify gaps, challenges, and opportunities in the domain, which can stimulate further investigation and innovation. The dual role, as both a beacon illuminating the path of management research and a compass guiding practical applications, underscores the significance of literature review articles.

Policy and Decision-Making: In addition to their academic utility, literature review articles are indispensable for shaping policy and decision-making in the management sector (Aguinis et al. 2022 ). Policymakers and practitioners often rely on these articles to develop strategies and make informed choices based on an evidence-based understanding of current best practices. By synthesizing and summarizing vast bodies of research (Cooper 1988 ), literature review articles act as digestible sources of knowledge, ensuring that decision-makers can navigate the complex landscape of management with a sound understanding of the current state of the art (Dwertmann and van Knippenberg 2021 ).

2.2.5 Limitations and best practices

Potential Biases: Literature review articles, though rigorous, are not immune to potential biases, as the selection of studies and methodologies can introduce subjective judgments. However, adherence to transparent and well-documented procedures can mitigate these biases (Sauer and Seuring 2023 ). Practicing rigorous research ethics and maintaining a commitment to neutrality in the selection and analysis of studies is vital to ensure the objectivity and integrity of literature review articles (Harari et al. 2020 ; Hiebl 2023 ).

Continuous Updates: Given the dynamic nature of management research, literature review articles should be periodically updated to ensure their relevance. Best practices include providing clear guidelines for the frequency of updates and methods for incorporating new research. By setting a standard for regular review updates, researchers can ensure that literature review articles remain current and continue to guide the evolution of the field.

Needs and Justifications for Update: However, on the other side, it is somewhat disturbing to observe that for certain topics, not just one, but two or three literature review articles on the exact or at least almost the same research question have been published at almost the same time or at an extremely short distance from each other, often–but not always–in poorly ranked or even totally unranked journals. This often happens in ignorance or bad research of the editors and reviewers to already published topics. Of course, an update only makes sense if other sub-areas of the subject area are investigated or other questions are addressed, or if the subject area has developed so much in the meantime–also in terms of scope or method–that an update can be justified and, above all, makes sense. If this is not the case, the editors and reviewers should not allow the publication of the more recent contribution, for which there is already a paper with almost the same content.

3 Conclusion: elaborated analyses based on topics and content

Literature review articles, including structured literature reviews, bibliometric analyses, and meta-analyses, are invaluable tools in the realm of management research, significantly contributing to its growth and development (Hulland and Houston 2020 ). They serve as cornerstones for theory development, policy formulation, and evidence-based decision-making, thus playing a pivotal role in the progression of management studies (Short 2009 ). Despite certain limitations, adherence to best practices and a commitment to periodic updates can ensure that these articles remain relevant and continue to guide and shape the field's dynamic evolution. Researchers, policymakers, and practitioners alike can benefit from their contribution to the field's multifaceted landscape, where knowledge is both the destination and the journey. In the future, we expect that the research process will be further augmented by the use of AI tools.

Standalone literature review articles are emerging as a distinctive and essential component of academic scholarship. As this field continues to burgeon, the methods employed for conducting literature reviews are constantly evolving and improving. The utilization of digital tools, the application of systematic review guidelines, the integration of bibliometrics, advanced synthesis methods, and interdisciplinary approaches all contribute to the ongoing refinement of this scholarly practice. These changes reflect the adaptability of the academic community in the face of evolving research methodologies and information technologies, ensuring that standalone literature review articles remain valuable resources in the ever-changing landscape of academia.

The field of standalone literature review articles, as discussed earlier, has witnessed considerable growth and development, marked by a continuous evolution of methodologies. However, there is a pertinent question looming on the horizon: Has the field reached its zenith, and are there signs of saturation in the kind of work produced?

The proliferation of software tools and readily accessible bibliographic databases has made it possible for virtually anyone to conduct descriptive analyses of scholarly literature (e.g., Chen 2003 ; Van Eck and Waltman 2014 ; Ammirato et al. 2023 ). Consequently, a considerable number of literature review articles now seem to produce strikingly similar results, asking the same research questions and presenting almost identical descriptive information. The wealth of available data can sometimes lead to redundancy rather than meaningful insights. Indeed, there are indicators suggesting that this might be the case. In recent years, there has been an influx of literature review articles that, despite employing sophisticated and easy-to-use data analysis tools such as VOSviewer to analyze and visualize Scopus, EBSCO, and similar databases, predominantly produce purely descriptive information. These descriptions often revolve around “most cited authors”, “most cited articles”, “countries with the highest publication rates”, and other similar metrics. While this descriptive information is valuable, it can be argued that the field may have reached a saturation point with regard to this type of analysis.

In this context, the additional benefit of producing literature review articles primarily centered on purely descriptive data is increasingly questionable. While it may serve as a helpful reference for basic background information, these analyses no longer push the boundaries of knowledge or offer new, substantive contributions to a field. Such literature review articles can be seen as a culmination of a specific era, where easy access to data has led to a profusion of descriptive, albeit repetitive, reviews.

The field of standalone literature review articles is evolving, and it is advisable to transition towards more sophisticated analyses and the integration of useful AI tool results. The future of this field should prioritize generating deeper insights through topic, content, and thematic analyses, rather than simply presenting descriptive data. In-depth examinations of existing literature's content, emerging trends, knowledge gaps, and critical assessments of methodologies can provide fresh perspectives and value to readers.

In conclusion, the era of standalone literature review articles centered on purely descriptive data is approaching its conclusion. The field should progress towards more elaborate analyses based on topics and content. This evolution will not only invigorate the discipline but also offer readers valuable insights and a deeper understanding of the state of knowledge in a specific research area. As the field continues to evolve, the focus should shift from “who cites whom” to “what's new” and “what's next” in the world of scholarly literature.

Rather than fixating solely on the most cited sources, the field should embrace a shift towards a more qualitative and substantive approach (Aguinis et al. 2020 ). The content and results should be utilized for theorizing (Post et al. 2020 ; Breslin and Gatrell 2023 ). Analyzing the quality of research, assessing paradigm evolution, exploring interdisciplinary connections, and identifying new research directions are areas that deserve increased attention. Literature reviews that offer meaningful synthesis, critique, and conceptual innovation can form the foundation for advancing knowledge within a specific field. Kunisch et al. ( 2023 ) call this approach–aptly–“review research”.

The key takeaway is that while the age of simplistic, mostly descriptive literature reviews may be nearing its end due to a perceived saturation of such content, it does not diminish the importance of literature review articles in general. Instead, it underscores the need for better, more rigorous, and more insightful approaches to conducting them (Kunisch et al. 2023 ). In conclusion, literature review papers remain vital in the academic landscape, serving as essential foundations for new research, providing historical context, and guiding scholars towards understanding the state of knowledge in their respective fields (Parmigiani and King 2019 ). However, as discussed, there is an urgent need for improvement in how such literature reviews are conducted.

Literature reviews must evolve beyond mere summarization and enumeration of citations to provide deeper insights, critical assessments, and meaningful synthesis. Researchers and scholars should strive for more elaborate and nuanced analyses, focusing on the content, topics, and themes within the literature. By adopting these more advanced and critical approaches, literature review papers will continue to play a crucial role in advancing knowledge and scholarship in various academic disciplines. The future of literature reviews lies not in their obsolescence but in their refinement and their capacity to offer richer, more meaningful contributions to the academic discourse.

4 The review articles in this special issue

This Special Issue of the “Review of Managerial Science” brings together the above mentioned review types in a variety of ways, attempting to provide a state-of-the-art overview of some of the hottest topics in entrepreneurship, innovation, and knowledge in contemporary management research. It consists of ten contributions from 33 authors from 13 countries.

The paper titled “Uncovering the organizational, environmental, and socio-economic sustainability of digitization” by Chopra et al. ( 2023 ) delves into the integration of organizational, environmental, and socioeconomic sustainability with digital technologies, a topic that has garnered increasing attention in recent years. Through a comprehensive bibliometric analysis, this paper provides valuable insights into the social, intellectual, and conceptual structures of this evolving field. The study not only sheds light on the descriptive aspects of this subject but also emphasizes its social and intellectual context, its evolution, and its future agenda. It underscores the benefits of technology adoption in enhancing efficiency, improving performance, and driving profitability for both individuals and companies. Furthermore, it advocates for increased funding to develop environmentally friendly technologies that promote inclusive economic models and sustainable growth. The research also addresses the social and ethical implications of technology integration, emphasizing the importance of considering factors such as gender, race, ethnicity, and location when digitizing the world. By drawing on existing evidence and synthesizing findings, this study offers a fresh academic and policy contribution to the interconnected fields of digitalization and sustainability.

The paper authored by Felicetti et al. ( 2023 ) titled “Digital innovation in entrepreneurial firms” presents a comprehensive systematic literature review that explores the intricate relationship between entrepreneurship and digital innovation. By analyzing 185 papers published over the past two decades, the authors aim to consolidate the state of research at the intersection of these two vital fields. Their review identifies six key topics, such as start-ups' collaboration networks, business-model innovation, and digital ventures. What sets this paper apart is its ability to propose three main research directions for future exploration. These include advocating for multi-level analyses of digital innovation in entrepreneurial ventures, encouraging interdisciplinary approaches, and promoting the development of specific theories for digital innovation. Overall, this research serves as a solid foundation for academics and practitioners by providing a structured overview of the existing knowledge while guiding future research endeavors toward the unexplored territories of entrepreneurship and digital innovation.

In the paper authored by Fernández-Uclés et al. ( 2023 ) titled “Online reputation of agri-food companies and determining factors”, the authors explore the online presence and reputation of agri-food companies in the modern, technology-oriented society. It emphasizes the critical importance of a positive online image as a key intangible asset for companies undergoing technological transformations. The study employs fuzzy-set qualitative comparative analysis to identify the factors influencing online reputation, highlighting the role of legal form and attributes associated with the company's website. These attributes include website quality, the presence of corporate social responsibility information, secure connections, and the sale of organic products. The research's findings provide strategic guidelines for both public and private decision-makers to leverage the full potential of information and communication technologies. In essence, this study emphasizes the need for companies to not only have an online presence but to convey the right image effectively, and it provides concrete insights for achieving this goal.

The paper titled “Overcoming barriers to transformation in manufacturing firms” by Brekke et al. ( 2023 ) tackles the challenges faced by manufacturing firms in their quest to break away from established business models, offerings, routines, and capabilities. They adopt a path-dependence perspective in their analysis, relying on a single longitudinal case study of a leading manufacturing company. Through in-depth interviews with senior executives and managers, the authors uncover four path-breaking mechanisms that offer valuable insights into the process of transformation. These mechanisms include organizational reconfiguration, reconfiguration of value offerings, opportunity exploration, and knowledge reconfiguration. By developing a framework based on these mechanisms, the research provides meaningful guidance for manufacturing firms seeking to deviate from their existing paths, offering fresh perspectives and a systematic approach to the challenge of transformation in this sector.

In the article authored by Ballerini et al. ( 2023 ) titled “E-commerce channel management on the manufacturers' side”, the authors address the evolving landscape of e-commerce channel management from the perspective of manufacturers. As online commerce continues to reshape the global marketplace, this study focuses on the emerging literature concerning online channel management from a manufacturer's point of view. The research starts by providing bibliometric insights into the ongoing work in this field and goes further to identify and review three interconnected thematic clusters. These clusters revolve around strategic marketing issues, pricing policies, and operational interactions among supply chain members. The paper concludes with the development of thirteen original research propositions, offering potential avenues for future research in this rapidly expanding area. In essence, this study provides a comprehensive structure for the existing knowledge on online channel management from the manufacturer's perspective and paves the way for future theoretical advancements and research pathways.

The paper titled “The role of digitalization in business and management” by Calderon-Monge and Ribeiro-Soriano ( 2023 ) is a systematic literature review that explores the role of digitalization in the realms of business and management. In an era where digitalization plays a crucial role in economic growth, the study aims to provide a comprehensive overview of the state-of-the-art digitalization within firms. The authors analyze 119 review articles published in the fields of management, marketing, and finance and accounting. The review reveals key trends in the most mature areas of these disciplines, such as the impact of digital technologies on the analysis of consumer behavior, the intersection of digitalization and green innovation within organizations, and the application of blockchain technology to financial services. This research contributes to a deeper understanding of digitalization's implications and its integration into established points of view within the literature on management, marketing, finance, and accounting. It serves as an essential resource for scholars and practitioners seeking to grasp the evolving landscape of digitalization in the business and management domains.

The article titled “Transformational and entrepreneurial leadership” by Ravet-Brown et al. ( 2023 ) scrutinizes to clarify the distinction and overlap between these two constructs. Entrepreneurship, recognized as a driver of economic growth, hinges on entrepreneurial leadership. Yet, the study notes that research in this area is marked by fragmentation and insufficient integration with the broader leadership literature. This work endeavors to unravel the relationship between the concepts of transformational leadership (TL) and entrepreneurial leadership (EL), which have been suggested by previous research as measured here by a survey study. The authors employ conceptual work, current research findings, and practical insights to examine the conceptual divergence and questionnaire-related challenges associated with EL and TL. While the study provides an overview of EL from a leadership science perspective, it underscores the need for a specific theoretical model to support this evolving field. This research, therefore, represents a significant contribution to the study of leadership styles, providing clarity on the distinctions and overlaps between transformational and entrepreneurial leadership.

In the paper authored by Anwar et al. ( 2023 ) titled “Entrepreneurship in family firms: an updated bibliometric overview”, the authors embark on an ambitious task of unraveling the complexities of entrepreneurial behavior in family firms by conducting a bibliometric analysis. The exponential growth of research in this domain has led to fragmentation due to various theoretical perspectives and contexts. This study integrates two bibliometric methods to paint a comprehensive picture of the field. Through co-citation analysis, the authors cluster the intellectual foundations of entrepreneurship in family firms, highlighting key aspects such as socioemotional wealth and entrepreneurial orientation. A bibliographic coupling of recent publications reveals the current research discourses, encompassing topics like gender and success, family firm internationalization, and more. The research offers a solid foundation for scholars and practitioners seeking to understand the existing knowledge on entrepreneurship in family firms while paving the way for future theoretical advancements and research pathways.

The article “Absorptive capacity in family firms” by Pütz and Werner ( 2023 ) is a systematic literature review that delves into the role of absorptive capacity (AC) in family firms. With two-thirds of businesses worldwide being family firms, understanding AC's impact on these unique entities is crucial. The authors examine 27 articles to shed light on the distinct dynamics of AC in family businesses, emphasizing the influence of family members on the integration of external knowledge. The study reveals that family members both promote the integration of external knowledge and potentially hinder it by isolating the firm and restricting access to external knowledge. Additionally, the research highlights the predominance of conceptual studies in this domain and the need for more empirical research drawing on multidimensional constructs of AC and family influence. This paper provides valuable insights into the intricate relationship between family firms and AC, paving the way for further exploration and understanding in this unique context.

The final article in this issue “Open innovation: status quo and quo vadis–An analysis of a research field” by Bertello et al. ( 2023 ) delves into the evolving field of open innovation. In an era characterized by rapid social and economic changes, the study explores how the research community has adapted to meet new needs and challenges in the open innovation domain. Using bibliometric techniques and content analysis, the paper offers a descriptive analysis of the literature, defines its knowledge structure, and provides an overview of the theoretical landscape. The research shows that the field is consolidating established topics and theoretical approaches while also exploring uncharted dimensions of open innovation. In conclusion, this study offers a comprehensive perspective on the state of research in open innovation and provides valuable insights into its evolving nature.

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Kraus, S., Bouncken, R.B. & Yela Aránega, A. The burgeoning role of literature review articles in management research: an introduction and outlook. Rev Manag Sci 18 , 299–314 (2024). https://doi.org/10.1007/s11846-024-00729-1

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DOI : https://doi.org/10.1007/s11846-024-00729-1

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