Assignment on

Major Steps for Developing a Conceptual Model

Course No- 407
Course Title- Model in Environmental Geography

Submitted To

Dr. Md. Nazrul Islam

Professor
Department of Geography and Environment,
Jahangirnagar University, Savar, Dhaka.

Submitted By
Nur Mohammad
Roll-664
Batch-45, Session- 2015-16
Department of Geography and Environment,
Jahangirnagar University, Savar, Dhaka.

Submission Date-
 Contents
1. Introduction.............................................................................................................................................1
2. A Conceptual Model................................................................................................................................1
3. Purpose of a Conceptual Model.............................................................................................................2
4. Development of Conceptual Model........................................................................................................3
5. What inputs go into developing a conceptual framework?.................................................................4
6. Major Steps for developing a Conceptual Model.................................................................................5
Step-1: Phenomena Understanding........................................................................................................................5
Step-2: Identification and Retrieval of Studies.......................................................................................................6
Step-3: Construct Analysis.....................................................................................................................................7
Step-4: Develop an Initial Model...........................................................................................................................7
Step-5: Model Evaluation.......................................................................................................................................7
Step-6: Analyze and Synthesize Feedback.............................................................................................................8
Step-7: Model modifications..................................................................................................................................8
7. Examples of Conceptual model..............................................................................................................9
8. Benefits of Conceptual Model..............................................................................................................10
9. Conclusion..............................................................................................................................................10
10. References
 Major steps for developing a conceptual model

1. Introduction
A conceptual framework for organizing and integrating information. A conceptual structure successfully
developed in one field and applied to another field to guide research and practice. Models are the first way
we've to estimate the multiple effects of other water resources system design and operating policies. Models
predict the values of varied system performance indicators. Their outputs are supported model structure,
hydrological and other time-series inputs, and a number of parameters whose values describe the system being
simulated. albeit these assumptions and input file reflect, or are a minimum of representative of, conditions
believed to be true, we all know they're going to be inaccurate.

The terms model, modeling and simulation are at the guts of conceptual modeling. consistent with the
Merriam Webster’s Online Dictionary, model as a noun has several possible definitions.

Rothenberg stated that “modeling in its broadest sense is the cost-effective use of something in place of
something else for some purpose”. Every model is used to represent something in real life and it must be
reasonable in terms of cost to use this model instead of using the real-life entity for this purpose. Therefore,
modeling is suitable for real life tasks which are dangerous, risky or expensive to perform or for situations
that are impossible to observe directly.
A conceptual model

2. A Conceptual Model
A layout of proposed causal linkages amongst a set of concepts believed to be associated with a precise public
health problem. A conceptual model may also be an illustration of a system, product of the composition of
ideas which are used to assist human beings know, understand, or simulate a theme the model represents. it is
additionally a group of concepts. A difference is frequently made between what models are and what models
are made from. the really worth of a model is generally immediately proportional to how properly it
corresponds to a past, present, future, proper or viable state of affairs.

A model of a thought is sort of different because so as to be a

decent model it needn't have this real-world correspondence.
Modern problems (e.g., pollution, conurbation, environmental
equity) are complex and infrequently transcend spatial and
temporal scales. research project and decisions are frequently
limited to a specific economic concern, level of authority or
scientific field and thus address one aspect of a drag with
insufficient understanding or consideration of short- and long-
term consequences to the larger system. Figure: Conceptual Model – Template

Additionally, stakeholders and decision-makers regularly implement multiple, uncoordinated administration

actions. While every of these administration moves can also be correctly applied for a specific purpose, the
mixed consequences may additionally no longer lead to expanded environmental conditions.

Conceptual model can be interpreted as;

• a simplified illustration of the actual system,
• a specification of the trouble which includes boundaries and assumptions,
• a frequent language for each customers and developers,

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 Figure: The Conceptual Model in the
Simulation

• an implementation-independent representation,
• an artefact that can be used for validation and verification activities,
• an output of an iterative and repetitive conceptual modelling process, with the model being
consistently revised at some stage in the modelling study.

Figure: Modeling Approaches

3. Purpose of a Conceptual Model

Apart from the essential requirement to capture the fundamental behavioral elements of the SUI, there are two
necessary features that have to be addressed in the development of any conceptual model, namely:
• The conceptual model should be sufficiently obvious so that all stakeholders in the project are at
ease in the usage of it as a ability for discussing these mechanisms inside the SUI that have
relevance to the characterization of its conduct (as interpreted from the viewpoint of mission
goals).
• The conceptual model should be sufficiently complete so that it can serve as a specification for
creating a computer program, specifically the simulation program, that will supply the skill for
carrying out the simulation study. The simulation program is a software program product and its
improvement depends on significant precision in the declaration of requirements. One of the
essential functions of the conceptual model is to supply the prerequisite preparation for the
software development task.
Both of these necessities area constraints on the structure which is used to formulate the conceptual model.
Indeed, these constraints are, to some extent, conflicting. The 2nd constraint simply implies an excessive
degree of readability and precision.

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 Figure: Artifacts of Conceptual Model

4. Development of Conceptual Model

A brief overview of the two prerequisite artefacts for conceptual model development.
• Problem Description: The first essential project of the modeling and simulation group is the
development of a report known as the problem description. This key report evolves from the
elaboration of the rudimentary data acquired from the consumer in anything approaches are
deemed fundamental by means of the project team. The intent of the elaboration procedure is to
make sure that the problem description report can serve as a significant basis for the initiation of a
modeling and simulation study. However, the report is no longer static however alternatively is
issue to refinement as the model building effort progresses. Nevertheless, its preliminary rendition
has to have enough content material to enable the initiation of the model development phase.
•
• Project Goals: We regard the system of goals for the project to be the first step in the refinement
method that transforms the problem description into a conceptual model. Our perspective is that
the fulfillment of some set of actually described project goals will optimistically coincide with the
problem solution. This may also alternatively be overly idealistic due to the fact their achievement
may additionally simply make a contribution to, alternatively than constitute, the problem
solution. Goals are usually mentioned in phrases of parameters and/or coverage alternatives
(including details of the experimentation during which these are manipulated) collectively with
output variables observed during experimentation. The project goals have an essential impact
upon model development and consequently need to be considered as a prerequisite to that
development process.

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Figure: Selection Process of a Conceptual Model
 Figure: Conceptual Model Development Process

5. What inputs go into developing a conceptual framework?

Experiential knowledge of student and supervisor:

 Technical knowledge.
 Research background.
 Personal experience.
 Data (particularly for qualitative).

A ‘flow chart’ of
developing idea for
conceptual model

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6. Major Steps for developing a Conceptual Model
Although conceptual model development is important for all community values. Depending on the issue
under consideration, not all these factors will be relevant. Holton and Lowe’s (2007) seven-step general
research process using the Dubin’s theory building method will aid in systematically developing a rigorous
conceptual theory. Each stage of the theory building is visually agglomerated using the modeling conventions
to develop a conceptual model.

Figure: Holten and Lowe’s theory for developing conceptual model

Step-1: Phenomena Understanding

(a) Conduct preliminary assessment of literature to recognize phenomena and refine it to formulate the
study.

While searching through the literatures, every concept or phenomenon is mentioned on a sticky note. These
sticky notes are organized as categories and in hierarchy with an underlying relationship. These sticky notes
are effortlessly moved and refined, as the researcher understands the concepts and their relationship. Finally,
the arrangement is copied as a concept map. Concept maps are graphical equipment for organizing and
representing knowledge. They consist of concepts, generally enclosed in circles or containers of some type,
and relationships between concepts are indicated through a connecting line linking the two concepts. Identify
the data required, and the sources of this information. Check for a preceding evaluation that can also have
identified the necessary data required. If you begin by figuring out all the achievable information users, then
the data you acquire must tackle all the stakeholders’ needs

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(b) Conduct a preliminary interview with user, specialists and academicians on multi perspective
understanding.

The concept map represents a variety of thoughts or accessible theories in the form of a tree or a community
describing the hyperlink between them. The firstly developed concept map is large, overlaying a broad area of
the accessible literature that is accessed by using the researcher. This concept map is introduced to
professionals and academicians to validate and achieve a multi perspective opinion. This can also lead to
addition or deletion of concepts primarily based on their experience and knowledge

Step-2: Identification and Retrieval of Studies

Find the literature on the refined areas and make a review. Like zooming of a picture, the problem being
studied is recognized inside the context and is narrowed down to its instant influencing factors. The literatures
are similarly referred to elaborate within the narrow area.

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Step-3: Construct Analysis
(a) Analyze constructs and relationships from current literature.

Within the narrow research area, the concept is damaged down into its devices or dimensions that we name as
constructs that construct the concepts. Each assemble is marked on a sticky note. As defined previously, the
sticky observe is organized and rearranged. Their relationships as understood from the literature are
additionally represented.

(b) Propose a new construct or a new relationship out of experience or concept process

At this stage, the experience of the researcher and the recommendations received from the professionals are
prolonged into a model. Using the Weick’s (1989) disciplined creativeness constructs at the unit level are
included or deleted.

Step-4: Develop an Initial Model

Holton & Lowe proposed to develop a preliminary concept at this stage the use of the Dubin’s concept
constructing approach that suggested the elements of the theory. The components of the idea are translated
into that of the model and consequently a preliminary model is developed.

(a) Defining the devices of the model–The devices are interchangeably known as as
dimensions/constructs/variables and are represented by way of a rectangle or an ellipse. The devices that are
recognized for the find out about are drawn into a function on a sheet of paper representing the association of
the sticky notes as defined in the preceding step.

(b) Defining the legal guidelines of interaction of model – Arrows connecting every of the devices are drawn.
A single-headed arrow represents the causal relationship and the double-headed arrow represents the
correlation or covariance.

(c) Defining the boundaries in the model – The conceptual model wants to be constrained to a unique context
through drawing a boundary. Any geometrical structure can be used to enclose the model to characterize the
boundary. The boundary can be prolonged to symbolize the entire context and the smaller area to which the
model will be applicable.

(d) Defining the system states of the model – While arranging the devices of the model, it is essential to
perceive the causal relationship and characterize them systematically to create a float of the process.

(e) Define the propositions – The relationship between the devices based totally on the system state is
developed into a proposition. The relationship can be between two devices or a combination of greater units.

Step-5: Model Evaluation

A conceptual model wants to be evaluated by using the stakeholders based totally on two fundamental criteria,
specifically the theoretical soundness and the modeling taxonomy. The underlying concept of a model is
evaluated in opposition to Patterson’s (1986) criteria. The quality of the model is evaluated on the principles
of format science as used in the data systems. Design science research is being practised in the Information
Systems for decades, considering that new architectures for computers, new programming languages, new
compilers, new algorithms, new data and file structures, new data models, new database administration
systems, etc., have been developed (Iivari, 2007).

The most referred conceptual model assessment in design science is the Bunge, Wand, and Weber ontology
(BWW approach). They outline that the pleasant of a model is decided via its compliance to reality. The

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quality of a model is expressed through its degree of ontological completeness and clarity (Recker, 2005).
Various quality parameters for evaluating a model as mentioned in the literature (Green, & Rosemann, 2001;
Rosemann & Wyssusek, 2005; Cherfi, Akoka, & Comyn-Wattiau, 2007) are compiled in desk 3.

Delphi approach is used to consider the model in which the external reviewers are requested to consider the
originally developed model on the best parameters. At the end of every round, the outcomes of the previous
evaluation serve as remarks to experts who are then requested to consolidate their solutions even greater
focused. After several rounds, the opinion of the experts will assist to arrive at a consensus and the researchers
can common the final responses towards the conclusion. This approach is an effective and efficient way of
drawing collectively the distributed expertise.

Clarity: Easy to understand,

Simplicity: Parsimony and understood quickly,
Expressiveness: Describes the reality in details,
Minimality: Does not contain redundant concepts.
Completeness: Covers all the aspects of the particular
application domain
Accurate Conformity to the reality
Abstract: Does not go down in detail, but rather to
remain at a high abstraction level.
Consistent: The diagrammatic standards are consistent
throughout.
Un-ambiguous: The arrows are clearly directed and all the
units are linked.
Testable: The model is translated into testable
hypotheses.
Recopyable / Reproducible: The model is easily represented in different
Media and is reproduced for

Step-6: Analyze and Synthesize Feedback

During the assessment of the model by using experts, if the researcher finds any disconfirmation on the
concept or notion and their relationships, there is a want for enhancing the model. The feedback of the
scholars are grouped primarily based on the various criteria that are used for evaluation and finally these
remarks are synthesized. A qualitative method is used for analyzing the remarks because of the smaller data
and subjective responses. Based on the analyses, literatures are again reviewed to find the essential relevance
of exchange that is required on the model. The additional research articles add value and justify the
modification.

Step-7: Model modifications

The model modification might also be completed on the theoretical perspective or on the structural
perspective. Theory is modified primarily based on the proof supplied through the research and in many
instances is to clarify and make it entire from what was once previously presented. For example, units may
additionally be added, deleted or expanded. The interactions are modified by adding, deleting a hyperlink or
by means of introducing a moderating or mediating factor. The structural change is generally executed by
transferring the elements for more clarity in representation.

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Thus, by way of following these steps a conceptual model can be developed on any research topic. Every step
is equally important in developing processes. An ultimate requirement for model is a boundary. Every model
should have a boundary that demarcates the research are area or interest of a researcher.

7. Examples of Conceptual model

According to the DPSIR framework there is a chain of causal links starting with ‘driving forces’ (economic
sectors, human activities) through ‘pressures’ (emissions, waste) to ‘states’ (physical, chemical and
biological) and ‘impacts’ on ecosystems, human health and functions, eventually leading to political
‘responses’ (prioritization, target setting, indicators). Describing the causal chain from driving forces to
impacts and responses is a complex task, and tends to be broken down into sub-tasks, e.g. by considering the
pressure-state relationship.

The components of the DPSIR framework are defined in the following. Classes of data on the past and present
situations are listed after each definition.

Some types of models are given below:

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8. Benefits of Conceptual Model
The main benefits of first making a CM as a solution-independent description of a real-world problem domain
with the help of one or more CM languages, instead of directly making a simulation design model for a given
research question, or instead of directly coding the mental simulation model that the simulation developer has
in her mind for a specific simulation platform, are:

 The CM can help to clarify questions about the scope and purpose of a simulation project (e.g., in
discussions with the customer or with subject matter experts).
 The CM is an asset that can be re-used for making different solution designs for different research
questions, either in the same or in different simulation projects.
 It minimizes the likelihood of incomplete, unclear, inconsistent and wrong requirements
 It helps build the credibility of the model
 It guides the development of the computer model
 It forms the basis for model verification and guides model validation
 It guides experimentation by expressing the modeling objectives, and model inputs and outputs
 It provides the basis of the model documentation
 It can act as an aid to independent verification and validation when it is required
 It helps determine the appropriateness of the model or its parts for model reuse and distributed
simulation

9. Conclusion
There is, in large measure, a vacuum of research in the area of conceptual modelling for discrete-event
simulation. Albeit that many simulation researchers consider effective conceptual modelling to be vital to the
success of a simulation study, there have been few attempts to develop definitions and approaches that are
helpful to the development of conceptual models. The discussion above attempts to redress this balance by
offering a definition of a conceptual model and outlining the requirements for a conceptual model. The
conceptual model definition is useful for providing a sense of direction to simulation modelers during a
simulation study. If they do not know what they are heading for, how can they head for it? The requirements
provide a means for determining the appropriateness of a conceptual model both during and after
development. For researchers, the definition and requirements provide a common foundation for further
research in conceptual modelling.
What the definition and requirements do not provide is a sense of how to develop a conceptual model. Three
approaches have been used in this respect: principles of modelling, methods of simplification and modelling
frameworks. The latter has potential to provide the most specific guidance on how to develop a conceptual
model. It is also the area that has seen the least development of the three, particularly in simulation for
operations systems.
As is obvious from the discussion above, the contributors express quite a range of views. By drawing these
differing views together, we aim to help conceptual modeling researchers better understand the similarities
and differences in opinion. Over time, the community needs to move towards a more unified, or at least
accommodated, view of to the definition, purpose and benefits of conceptual modeling.

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References:
Asher, H.B. (1984). Causal modeling. Sage University Paper series on quantitative applications in the social
sciences, 07-003. Newbury Park, CA: Sage Publications.
Cherfi, S.S., Akoka, J., & Comyn-Wattiau, I. (2007). Perceived vs. Measured Quality of Conceptual Schemas:
An Experimental Comparison. Twenty-Sixth International Conference on Conceptual Modeling - ER 2007,
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Green, P. F., & Rosemann, M. (2001) Ontological analysis of integrated process models: Testing hypotheses.
The Australian Journal of Information Systems, 9(1), 30-38.
Iivari, J. ( 2007). A Paradigmatic Analysis of Information Systems As a Design Science. Scandinavian Journal
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Miles, M. B., & Huberman, M. A. (1994): “Qualitative Data Analysis: An Expanded Sourcebook” (2nd
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