Theories and Models: Acting on the Difference Advances Organizational and Management Scholarship

Abstract

People often confuse “theory” and “model” in organizational and management research, which slows scientific progress. A scientific theory is a strong, well-supported explanation built on extensive converging evidence. It provides reliable knowledge for evidence-based practice and supports education that helps professionals adapt over time. A conceptual model, by contrast, is a preliminary idea that proposes how things might relate; it must be tested, critiqued, and refined. When a model's mechanisms are clearly specified and backed by substantial evidence, it can be recognized as a theory. But models are sometimes mistaken for theories—either because long-used models (like Maslow's hierarchy or Lewin's change model) gain assumed legitimacy through familiarity, or because advocates re-label a model as a theory to enhance credibility without adequate evidence. Distinguishing between theories and models guides two research paths: strengthening established theories and rigorously developing models so their explanatory and predictive power can eventually be tested.

Plain Language Summary

How Confusing Models with Theories Slows Progress

Plain Language Summary: - People often treat “theories” and “models” as if they mean the same thing, but they play very different roles in research. A scientific theory is a well-tested explanation backed by strong evidence, giving practitioners reliable knowledge to use in real decisions. A conceptual model is more like a working idea—it shows how things might fit together but still needs testing and refinement. Problems arise when models are mistakenly treated as theories, either because they’ve been around a long time or because people relabel them to gain credibility without enough evidence. Keeping the two concepts distinct helps researchers know what to do next: theories need testing, refinement, and comparison with other theories, while models need careful development to specify their parts and mechanisms before they can be evaluated. Moreover, theories—not models—provide the stronger foundation for evidence-based education and practice.