Integrative Literature Review - Manuscript

54

Integrative Literature Reviews: A Method or an Epistemology? Hachapan Uachotikoon*

Piyapat Maneepong*

Abstract

An integrative literature review is becoming one of the most

widely used approaches for contemporary understanding, knowledge,

models, conceptual frameworks, and perspectives. It is generally

regarded with disparate functions of research depending on what

ontology is used. To address the topic of whether integrative literature

reviews are a method or an epistemology or something else, literature

has been thoroughly searched for evidence to support each view.

Logical reasoning also is used in this article. We firstly define the

meaning of each element: integrative literature review, types of

literature review, methodology, epistemology, and method to develop

a position and to reach the conclusion.

Keywords: Integrative literature review, methodology, epistemology, ontology,

method

* Ph.D. Student, the Graduate School of Human Resource Development, the National

Institute of Development Administration (NIDA)

Volume 5 Number 5 July - December 2013 (2556)

55

What is an Integrative Literature Review?

Torraco (2005) provided a definition of integrative literature review as a form

of research that reviews, critiques, and synthesizes representative literature on a topic

in an integrated way such that it generates new frameworks and perspectives on the

topic. It is a distinctive form of research characterized by the focus on a topical area,

and its own methodology (Torraco, 2005; Callahan, 2010). Several integrative

literature reviews have made significant contributions to the body of knowledge of

human resource development, and other relevant fields. Its importance is such that

Human Resource Development Review—a major journal in HRD—has published in

every issue at least one integrative literature review (Torraco, 2005). To write a good

integrative literature review requires skill and insights. It is never less rigorous or

easier to write than other types of research articles. In addition, it is not a mere list

summarizing or describing multiple pieces of literature, but synthesizes representative

literature to produce a new model, conceptual framework, or other unique conceptions

informed by the author's intimate knowledge of the topic (Torraco, 2005).

Types of Literature Reviews

According to Cronin, Ryan, and Coughlan (2008); Souza, Silva, and Carvalho

(2010); and Whittemore and Knafl (2005), under the umbrella of literature review,

there are five types of reviews: traditional or narrative literature review, integrative

literature review, systematic review, meta-analysis, and qualitative review or meta-

synthesis.

1. Traditional or narrative literature review draws conclusions about the topic in

question by critiquing and summarizing a body of literature on a subject area.

It is selective in the material used but the selection criteria are not always

informed (Cronin et al., 2008).

2. Integrative literature review is the broadest type of methods that allows

researchers to collect and combine data from experimental and non-

Volume 5 Number 2 July – December 2013 (2556)

56

experimental studies in order to understand an identified phenomenon. The

purposes of integrative literature reviews include defining concepts, reviewing

theories and evidence, and methodological analysis (Souza et al., 2010;

Whittemore & Knalf, 2005).

3. Systematic review focuses primarily on experimental studies and demands

careful synthesis of all investigations related to one specific area (Souza et al.

2010).

4. Meta-analysis is a form of systematic review that integrates a large body of

quantitative findings to enhance understanding. It uses standardized statistical

procedure to analyze data, draws conclusions, and detects patterns and

relationships (Cronin et al., 2008).

5. Meta-synthesis is a non-statistical technique used to enhance understanding by

integrating, evaluating, and interpreting qualitative studies. It is employed as a

key element in transforming individual findings from studies that are based on

phenomenological, grounded theory, or ethnography epistemologies, into new

conceptualization and interpretations (Cronin et al., 2008).

Though Whittemore and Knafl (2005) indicated that recent evidence-based

practice initiatives have increased the need for and the production of all types of

literature reviews; the integrative review is the only approach that allows for the

combination of diverse methodologies (for example, experimental and non-

experimental research) and has the potential to play a greater role in evidence-based

practice.

Distinguishing an Integrative Literature Review from Other Reviews

Attempts have been made to distinguish the integrative review approach from

other review approaches and to propose methodological strategies specific to

integrative reviews to enhance the rigor of the process. With respect to integrative

literature reviews, strategies to enhance data collection and extraction have been

developed; however, methods of analysis, synthesis, and conclusion drawing remain


57

poorly formulated (Whittemore & Knafl, 2005). Regarding this shortfall, Torraco

(2005) established a rigorous method for authors to use in doing integrative literature

reviews:

“The author’s strategy for selecting the literature to be included in the study

should be described. The literature is the data of an integrative literature

review. Authors should ensure that recently published literature and older

literature are both systematically searched. Authors can examine older

literature by reviewing the citations from the articles obtained through the

search of selected databases. The criteria used for retaining or discarding the

literature yielded by the literature searches should also be stated. Authors

should consider using a table, endnote, or appendix to list the sources of

literature reviewed in the study.” (p. 360)

Moreover, Callahan (2010) indicated that a hallmark of a good integrative

literature review is that it has a methodology that clearly outlines:

“(a) where the literature was found (databases and search engines), (b) when

the search was conducted (because database contents change frequently), (c)

who conducted the search, (d) how the literature was found (keyword

combinations), (e) What number of articles appeared from each combination of

keywords and the final count of included articles (data set), and (f) why some

articles were chosen for inclusion over others (selection criteria)” (p. 301)

Why Write an Integrative Literature Review?

Integrative literature reviews address both mature topics and new, emerging

topics. Features of a review article differ depending on the maturity of the topic it

addresses.

In a mature topic, the size of its literature is larger, and there is a corresponding

growth and development in the knowledge base of the topic. In such an expanding and

more diversified knowledge base of a mature topic, there is the need for a review,

critique, and the potential re-conceptualization of the topic, and an integrative


58

literature review of the studies in the field will answer to that need (Torraco,2005;

Rocco & Plakhotnik, 2009).

As for a new and emerging topic, an integrative literature review that addresses

such a topic would benefit from a holistic conceptualization and synthesis of the

literature to date. With the topic being relatively new and having not yet undergone a

comprehensive review of the literature, the review is more likely to lead to an initial or

preliminary conceptualization of the topic (i.e., a new model or framework) rather than

a re-conceptualization of previous models (Torraco, 2005).

For both mature and emerging topics, it is expected that the knowledge from

the literature will be synthesized into a model or conceptual framework that offers a

new perspective on the topic. In either case of a new or existing topic, the integrative

literature review requires conceptual and methodological rigor. It requires a

description of the research design where search terms used to collect the literature as

data, criteria for a piece’s inclusion or exclusion, and data analysis techniques are

described (Rocco, Stein, & Lee, 2003; Rocco & Plakhotnik, 2009).

What Is Methodology?

Methodology is the science and study of methods and the assumptions about

the ways in which knowledge is produced It is the philosophical stance or worldview

that underlies and informs a style of research. It is concerned with the logic of

scientific inquiry; in particular with investigating the potentialities and limitations of

particular techniques or procedures. Methodology encompasses a theory of how an

inquiry should proceed; and it involves analysis of the assumptions, principles, and

procedures in a particular approach to inquiry (Grix, 2002; Harding, 1987; Sapsford,

2006; Schwandt, 2001).

Practically, methodology is the strategy or plan of action that lies behind the

choice and use of particular methods (Crotty, 1998). Thus, it is concerned with why,

what, from where, when and how data is collected and analyzed (Scotland, 2012).

Methodology asks the question: How can the inquirer go about finding out whatever


59

they believe can be known? (Guba & Lincoln, 1994).

A good summary of methodology is given by Grix (2001, p.36), who

described that a methodology is related to discussion process, consisting of research

questions or hypotheses, a conceptual, study methods, and justification. It is, most of

all, driven by certain ontological and epistemological assumptions.

What Is Epistemology?

Epistemology is derived from the Greek words episteme (knowledge) and logos

(reason). It means the nature and forms of knowledge and the theory of knowledge

(Cohen, Manion, & Morrison; Harding, 1987). It is concerned with the theory of

knowledge in regard to its methods, validation, and the possible ways of gaining

knowledge of social reality, whatever it is understood to be (Grix, 2002). Furthermore,

sociologists of knowledge characterize epistemologies as strategies for justifying

beliefs Harding (1987).

Epistemology focuses on the process of gathering knowledge. It asks the

questions of what is the nature of the relationship between the would-be knower and

what can be known? Who can be a knower? What tests beliefs must pass in order to be

legitimated as knowledge? And what kinds of things can be known? (Grix, 2002;

Guba & Lincoln, 1994; Harding, 1987). In short, epistemology is about how

knowledge can be created, acquired, and communicated (Scotland, 2012).

There are two contrasting epistemological positions within the perspectives of

positivism and interpretivism. Positivists hold the belief that the world conforms to

laws of causation, which could be objectively tested; they advocate the application of

the natural science methods to the study of social science (de Vries, 2005; Grix 2002).

On the other hand, interpretivists believe that multiple realities exist as subjective

constructions of the mind. They see the world as socially constructed and try to

understand phenomena through analyzing meanings that people attach to them (de

Vries, 2005).


60

What Is a Method?

Methods are procedures, tools and techniques of research that the researcher

uses to answer the research questions (Schwandt, 2001; McLean, 2012, slide 13).

They are the practical activities of research: sampling, data collection, data

management, data analysis, and reporting (Carter & Little, 2007). Methods are used

for gathering evidence, collate and analyse data evaluate and synthesize data, and

interpret findings (Blaikie, 2000; Cronin et al., 2008; Harding, 1987; Creswell, 2014).

Methods can be categorized by the research approaches as qualitative methods

and quantitative methods. In the qualitative approach, researchers seek understanding

of the phenomenon or process as shaped by the meanings people bring to them by

employing different methods such as interview, case study, observation (Denzin &

Lincoln, 2005; Arghode, 2012). Harding (1987) indicated that qualitative inquiry

consists of three categories of methods: listening to or interrogating informants,

observing behavior, or examining historical trace and records. As for quantitative

methods, they are used in the scientific paradigm where it seeks predictions and

generalizations; thus, methods often generate quantitative data. Examples include:

standardized tests, closed ended questionnaires and descriptions of phenomena using

standardized observation tools Methods of analysis involve descriptive and inferential

statistics. Inferential statistics allow sample results to be generalized to populations

(Pring, 2000; Scotland, 2012).

Is an Integrative Literature Review an Epistemology?

In this section, we are going to argue that an integrative literature review is

equivalent to a methodology, which is equivalent to an epistemology, and then a

method and reseach repectively. A syllogism as well as deduction will be used as a

way of justification.

An Integrative Literature Review as a Methodology


61

Literature has shown that an integrative literature review can be considered a

methodology by clearly indicating so or inferring so through its methodology:

• Souza et al. (2010) clearly stated that the integrative review is the methodology

that provides synthesis of knowledge and applicability of results of significant

studies to practice.

• Callahan (2010) indicated the presence of a methodology in an integrative

literature review:

A hallmark of a good integrative literature review is that it has a

methodology that clearly outlines (a) where the literature was found

(databases and search engines), (b) when the search was conducted

(because database contents change frequently), (c) who conducted the

search, (d) how the literature was found (keyword combinations), (e)

what number of articles appeared from each combination of keywords

and the final count of included articles (data set), and (f) why some

articles were chosen for inclusion over others (selection criteria). (p.

301)

• Russell, (2005) and Whittemore & Knafl, (2005) pointed out the methodology

of an integrative literature review in its five stage process: 1) problem

formulation, 2) data collection or literature search, 3) evaluation of data, 4)

data analysis, and 5) interpretation and presentation of results

• Souza et al. (2010) described its 6 stage process which is clearly the process of

a methodology: 1) preparing the guiding question, 2) searching or sampling the

literature, 3) data collection, 4) critical analysis of the studies, 5) discussion of

results, and 6) presentation of the review.

With all the above-mentioned indications and inference, it can be reasonably

concluded that an integrative literature review is a methodology (Figure 1).


62

Figure 1. An integrative literature review is a methodology.

An Integrative Literature Review as an Epistemology

According to Grix (2001), methodology is concerned with how a particular

piece of research should be undertaken or how to acquire knowledge. And

epistemology is concerned with knowledge gathering process (Grix, 2002). Moreover,

epistemological assumptions are concerned with how knowledge can be created,

acquired and communicated (Scotland, 2012). These definitions reveal the closeness in

meaning of the two terms. This assumption was supported by Carter and Little’s

(2011) notion that methodologies justify methods, and methods produce knowledge,

so methodologies have epistemic content. Furthermore, Creswell (2014) accentuated

the interchangeability of these two terms by stating that they both shared the meaning

of worldview:

“I have chosen to use the term worldview as meaning “a basic set of beliefs

that guide action” (Guba, 1990, p. 17). Others have called them paradigms

(Lincoln, Lynham & Guba, 2011; Mertens, 2009), epistemologies, and

ontologies (Crotty, 1998), or broadly conceived research methodologies”

(Neuman, 2009, p. 6)

This closeness in meaning of the two terms is again confirmed by McLean

(2012) that an epistemology is equivalent to a methodology. Therefore, it can be

logically concluded that methodology is synonymous with epistemology (Figure 2).


63

Figure 2. Methodology is synonymous with epistemology.

With such conclusions as: a) an integrative literature review is a methodology

and b) a methodology is an epistemology, the deduction must be that an integrative literature review is an epistemology, as displayed graphically in Figure 3.

Figure 3. The deduction of an integrative literature review as an epistemology.

An Integrative Literature Review as a Method

Several articles indicate that an integrative literature review is a method; for

example: Pompeo, Rossi, and Galvão (2009) stated that an integrative literature review

is a research method that allows for gathering and synthesizing available evidence

about a topic; Whittemore and Knafl (2005) cited Broome (1993) as saying that an

integrative review is a specific review method summarizing past empirical or


64

theoretical literature to provide a more comprehensive understanding of a particular

phenomenon or problem; and that they are the broadest type of research review

methods that allows for the simultaneous inclusion of experimental and non-

experimental research so as to more fully understand a phenomenon of concern.

These characteristics in the literature lead us to believe that an integrative

literature review is a method (see Figure 4).

Figure 4. An integrative literature review is a method.

An Integrative Literature Review is neither Method nor Epistemology

To this point, we have logically illustrated that an integrative literature review

is an epistemology, a methodology, and a method. However, not everyone agrees, as

some see these as different parts of research; Grix (2001) argued that an epistemology

and a methodology are different elements in research:

The difficulty in understanding just what the term 'methodology' means has not

been helped by the fact that it is used interchangeably with 'research methods'

and is often considered, mistakenly, to be close in meaning to 'epistemology,'

'approaches,' and even 'paradigm'. (p. 36)

Figure 5 features the interrelationships of the three elements in research. An

epistemology is concerned with what knowledge is and how to get to it, while a

methodology is only about the systematic process to get to whatever form of

knowledge is delineated by the epistemology; and a method is about the specific

techniques in getting the knowledge. These elements are clearly disparate and have

their own specific places in a research (Grix, 2002).


65

Figure 5 The interrelationship of the building blocks in research (Adapted from Grix,

2002, p. 180).

Carter and Little (2007) who depicted the functional difference of the three

elements in Figure 5. The diagram of research in Figure 6 shows the sequential

relationship of the three elements. One can see that an epistemology modifies a

methodology, which, in turn, justifies, guides, and evaluates methods.

Figure 6. The relationship between an epistemology, a methodology, and a method

(Adapted from Carter & Little, 2007, p. 1317).


66

All work together in the inquiry for more knowledge (see Figure 7).

Figure 7. An epistemology, a methodology, and a method are not the same, but they

work together in research.

With each element being different, the deduction that an integrative literature

review is an epistemology no longer holds true. And as an integrative literature review

has a clear presence of a methodology, it rules out the chance of being a method,

either; hence, an integrative literature review is neither an epistemology nor a method.

An Integrative Literature Review as a Research

According to Torraco (2005), an integrative literature review is a form of

research that reviews, critiques, and synthesizes representative literature on a topic in

an integrated way such that it generates new frameworks and perspectives on the topic.

In keeping with Torraco, Callahan (2010) cited Yorks (2008) as saying that the

most important distinction of an integrative literature review is that it can be

considered, in and of itself, a form of research that can stand alone. And Ganong

(1987) argued that integrative reviews should be held to the same standards of clarity,

rigor, and replication as research. Billay and Myrick (2008) and Russell (2005) agreed

with Ganong that integrative literature reviews should be regarded as a form of

research.


67

From these arguments, we can also reasonably conclude that an integrative

literature review is a form of research. However, this does not move the discussion

much forward, as research is not separate from epistemology, methodology, or

method. All relate to research. The question of this article remains ambiguous.

Conclusion

While there is no clear answer to the ambiguity of whether an integrative

literature review is an epistemology, a methodology, or a method, the predominance of

articles have suggested that it is both an epistemology and a methodology, two words

that are usually used as synonyms. However, there is a minority perspective that

epistemology, methodology, and method all have unique meanings, and this rules out

the claim that an integrative literature review can be equivalent to multiple elements at

the same time. Thus, as in most research, we have to embrace and celebrate the

ambiguity.

References

Arghode, V. (2012). Qualitative and quantitative research: Paradigmatic differences. Global Education Journal,12(4), 155-163.

Bailey, D. E., & Kurland, N. B. (2002). A review of telework research: Findings, new directions, and lessons for the study of modern work. Journal of Organizational Behavior, 23, 383-400. doi:10.1002/job.144

Billay, D., & Myrick, F. (2008). Preceptorship: An integrative review of the literature. Nurse Education in Practice, 8, 258–266. doi:10.1016/j.nepr.2007.09.005

Blaikie, N. (2000). Designing Social Research. Cambridge, UK: Polity. Broome, M.E. (1993). Integrative literature reviews for the development of concepts.

In B. L. Rodgers, & K. A. Knafl (Eds.), Concept Development in Nursing, (2nd ed.) (pp. 231–250). Philadelphia, PA: W. B. Saunders.

Brown, J. S., & Duguid, P. (2000). The social life of information. Boston: Harvard Business School Press.

Callahan, J. L. (2010). Constructing a manuscript: Distinguishing integrative literature reviews and conceptual theory articles. Human Resource Development Review, 9(3), 300-304. doi:10.1177/1534484310371492

Carter, S. M., & Little, M. (2007). Justifying knowledge, justifying method, taking


68

action: Epistemologies, methodologies, and methods in qualitative research. Qualitative Health Research, 17(10), 1316-1328. doi:10.1177/1049732307306927

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.

Cook, T. D., Scott, D. N., & Brown, J. S. (1999). Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing. Organization Science, 10(4), 381-400.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). London: Sage.

Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: A step-by-step approach. British Journal of Nursing, 17(1), 38-43.

Crotty, M. (1998). The foundations of social research. London: Sage. de Vries, E. J. (2005). Epistemology and methodology in case research: A comparison

between European and American IS journals. In Proceedings of the 13th European Conference on Information Systems, Information Systems in a Rapidly Changing Economy, ECIS 2005, Regensburg, Germany, May 26-28, 2005. 1309-1320.

D'Abate, C. P., Eddy, E. R., & Tannenbaum, S. I. (2003). What's in a name? A literature based approach to understanding mentoring, coaching and other constructs. Human Resource Development Review, 2(4), 260-384. doi:10.1177/1534484303255033

Ford, J. K., & Weissbein, D. A. (1997). Transfer of training: An updated review and analysis. Performance Improvement Quarterly, 10(2), 22-41. doi:10.1111/j.1937-8327.1997.tb00047.x

Edwards, J. R., & Rothbard, N. P. (2000). Mechanisms linking work and family: Clarifying the relationship between work and family constructs. Academy of Management Review, 25(1), 178-199. doi:10.2307/259269

Ganong, L. H. (1987). Integrative reviews of nursing research. Research in Nursing & Health, 10 (1), 1–11.

Grix, J. (2001). Demystifying postgraduate research from MA to PhD. Birmingham, UK: MPG Books.

Grix, J. (2002), Introducing students to the generic terminology of social research. Politics, 22(3), 175-186. doi:10.1111/1467-9256.00173

Guba, E.G. (1990). The alternative paradigm dialog. In E.G. Guba (Ed.), The paradigm dialog (pp.17-30). Newbury Park, CA: Sage.

Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In


69

N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.

Guzzo, R. A., & Dickson, M. W. (1996). Teams in organizations: Recent research on performance and effectiveness. Annual Review of Psychology, 47, 307-338. doi:10.1146/annurev.psych.47.1.307

Hansen, C. D., & Brooks, A. K. (1994). A review of cross-cultural research on human resource development. Human Resource Development Quarterly, 5(1), 55-74. doi:10.1002/hrdq.3920050107

Harding, S. (1987). Introduction: Is there a feminist method? Feminism and methodology: Social science issues (1-14). Bloomington: Indiana University Press.

Kalleberg, A. L. (2000). Nonstandard employment relations: Part-time, temporary and contract work. Annual Review of Sociology, 26, 341. doi:10.1146/annurev.soc.26.1.341

Liker, J. K., Haddad, C. J. & Karin, J. (1999). Perspectives on technology and work organization. Annual Review of Sociology, 25, 575-596. doi:10.1146/annurev.soc.25.1.575

Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences revisited. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed.) (pp. 97–128). Thousand Oaks, CA: Sage.

Mertens, D. (2009). Transformative research and evaluation. New York: Guilford. McLean, G. N.. (2012, October 6, p.m.). HRD5003: Epistemology and inquiry in

HROD: What, why, and how of research. Bangkok: NIDA. [PowerPoints ]. Neuman, L. W. (2009). Understanding research. Boston, MA: Pearson. Pompeo. D. A., Rossi. L. A., & Galvão, C. M. (2009). Integrative literature review:

The initial step in the validation process of nursing diagnoses. Acta paul. Enferm 22(4), 434-438. doi:10.1590/S0103-21002009000400014

Porras, J. I., & Robertson, P. J. (1987). Organizational development theory: A typology and evaluation. Research in Organizational Change and Development, 1, 1-57.

Pring, R. (2000). Philosophy of educational research . London: Continuum. Rocco, T. S., & Plakhotnik, M. S. (2009). Literature reviews, conceptual frameworks,

and theoretical frameworks: Terms, functions, and distinctions. Human Resource Development Review, 8(1), 120-130. doi:10.1177/1534484309332617

Rocco, T., Stein, D., & Lee, C. (2003). An exploratory examination of the literature on


70

age and HRD policy development. Human Resource Development Review, 2, 155-180. doi:10.1177/1534484303255034

Russell, C. L. (2005). An overview of the integrative research review. Progress in Transplantation (Aliso Viejo, Calif.), 15(1), 8-13.

Sapsford, R. (2006). Methodology. In V. Jupp. (Ed.). The Sage dictionary of social research methods (pp. 175-177). London: Sage.

Schwandt, T. A. (2001). Dictionary of qualitative inquiry (2nd ed.). Thousand Oaks, CA: Sage.

Scotland, J. (2012). Exploring the philosophical underpinnings of research: Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. English Language Teaching, 5(9), 9-16. doi:10.5539/elt.v5n9p9

Smith, V. (1997). New forms of work organization. Annual Review of Sociology, 23, 315-339. doi:10.1146/annurev.soc.23.1.315

Souza M. T., Silva, M. D., & Carvalho, R. (2010). Integrative review: What is it? How to do it? Einstein 2010, 8(1 Pt 1), 102-106.

Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356-367. doi:10.1177/1534484305278283

Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. doi:10.1111/j.1365-2648.2005.03621.x

Yorks, L. (2008). What we know, what we don’t know, what we need to know—Integrative literature reviews are research. Human Resource Development Review, 7, 139-141. doi:10.1177/1534484308316395

Documents

Integrative Literature Review - Manuscript