The place of theory in assembling the central argument for a thesis or dissertation

Abstract

While theory plays a variety of roles in forming the central argument of an academic work, it is often assigned a secondary status to that of research methods. The following paper focuses specifically on the benefits for psychology research students in engaging with the capacity of theory to enhance the coherence and originality of their academic works (such as theses or dissertations). Barriers to engagement with theory are identified and contributory factors discussed. General trends in academic environments are seen to play an important part in why many students view theory as difficult, unnecessary, and unconnected with the real world. The article then develops an account for understanding the dynamic and multilayered ways in which theory contributes to research enquiries. A framework involving six different layers of theory is described along with a model for understanding how these layers interact and the order in which they might be best addressed. The paper also considers some of the complications between these layers and possible changes to learning environments in psychology that could promote stronger involvement with theory.