Why Theories Are Important

Theories are needed: 

"to satisfy a very human 'need' to order the experienced world. The only instrument employed in the ordering process is the human mind and the 'magic' of human perception and thought" (Dubin, 1978, p. 7)

A theory purpose is to either predict or explain the phenomenon being studied (Dubin, 1978; Creswell, 2014). Theories are conceptual models identifying the relationships between concepts, constructs, variables, and events, structured around a predefined set of boundaries (limitations). Jaccard and Jacoby (2010) reflect this in their definition of a theory: "an explanation of relationships among concepts or events within a set of boundary conditions" (p. 112). 

A theory remains a conceptual model up to the point that the researcher tests the theoretical model, at this point the theoretical model becomes a scientific model (Dubin, 1978). It is through testing theoretical models that the model is either accepted or rejected. Theoretical models are accepted when theories have been subjected to empirical testing and have been shown to be useful (Jaccard & Jacoby, 2010). Likewise, theoretical models are not accepted when theories have been subjected to empirical testing and have not been shown to be useful. A theoretical model is deemed as being valid through empirical testing, and is deemed as being useful or not useful (utility) by your peers in academia and by those in practice (consensual evaluation; Jaccard & Jacoby, 2010). To be considered scientific, Jaccard and Jacoby (2010) identified that theoretical models must achieve empirical verification or falsification. This is done through testing the theoretical model. 

Additionally, empirical research requires theoretical or conceptual models to identify the connections and relatedness of the variables being tested. The theoretical model provides the foundation for the hypothesis that are being tested in empirical research. The theoretical model also makes it easier for other scientist to replicate a study.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.

Dubin, R. (1978). Theory building (Revised ed.). New York, NY: The Free Press.

Jaccard, J., & Jacoby, J. (2010). Theory construction and model-building skills: A practical guide for social scientists [Kindle]. Retrieved from Amazon.com

Activity Theory, Expansive Learning Cycle

Activity theory addresses learning activities that take place in a complex environment (non-linear, dynamic, heterogeneous) as opposed to a linear learning environment (homogenous, static, instructional). In the following diagram the subject interacts with the object mediated by various influences from the environment; instruments, division of labor, community, and rules (Engerstom, 2001).

Retrieved from: http://edutechwiki.unige.ch/en/File:Activity-theory.gif

When viewing theories Engerstom (2001) poised that any theory must answer the following four questions:

1. Who are the subjects of learning, how are they defined and located?;
2. When do they learn, what makes them make the effort?;
3. What do they learn, what are the contents and outcomes of learning?;
4. How do they learn, what are the key actions or processes of learning? (P. 133).

It is from activity theory that Engersom (2001) derived the Cycle of Expansive Learning. This cycle could be viewed as an extension of 

Shewart's Plan-Do-Check-Act cycle (McLean 2006, p. 19) and Lewin's planned approach to change. Both of these change theories are identified under the action research literature. 

Engerstom's cycle of expansive learning is shown in the following figure:

Figure Retrieved from: http://edutechwiki.unige.ch/en/File:Expansive-learning.png

In this expansive learning cycle the following steps are followed:

1. Charting the Situation
• Something must be done.
• Commitment to change.
2. Analyzing the Situation
• How did we work in the past (history)?
• What are our present troubles and contradictions?
3. Creating a new Model/Vision
• How do we want to work in the future?
4. Concretizing and Testing the new Model
• What changes do we want to try next month?
5. Implementing the new Model
• Putting into practice the first steps.
• Pushing for the next steps.
6. Spreading and Consolidating
• Teaching others what we learned (knowledge distribution)
• Codifying the new rules, etc.
• Permanent reflection (Weber, 2008, p. 53).

Activity theory focuses more on cultural theory while action research focus more on conducting research in natural settings. In either case, there are similarities in the various change models from both schools of theory. Diversifying one's knowledge base can only be productive in allowing one to view change models from different perspectives, resulting in more productive results.

References:

Engestrom, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156. doi: 10.1080/13639080020028747

McLean, G. N. (2006). Organization Development: Principles, Processes, Performance. San Francisco, CA: Berrtt-Koehler.

Weber, S. (2008). Intercultural learning in business and human resource education. In Nijhof, W. J., & Nieuwenhuis, L. F. M. (ads.), The Learning Potential of the Workplace, 47-69. Rotterdam, Netherlands: Senge.