If You Were Able to Change Anything About the BSC to Improve the

Respondents to this open-ended question discussed what they would like to change in the BSC to improve the course. Some respondents (N=6) had no comments about what should be changed in the BSC, as they stated that the course presently was already appropriate. Several suggestions from respondents about areas of change are presented below in order of rank, under the following sub-categories:

• Stakeholders' perceptions of the need for change in the BSC (N=25 • Course objectives, teaching and learning methods and assessment

should be more focussed on teaching business skills (N=20)

• Stakeholders' concerns about the supply and marketing of goods in the 'Dummy Company' (N=19)

• Appropriate resources and workplaces necessary to the BSC (N=13) • Curriculum and study programmes should be more appropriate (N=12)

Stakeholders' perceptions of the need for change in the BSC

The BSC functions are set by the Management Team recruited by the academic advisors from the students who are participating in the course. There were a number of comments (N=25) about this aspect of the course. Most comments (N=17) were from students in the BSC studying in the current semester, i.e., 2/ 2003. Students reported that they wanted to change or adjust factors in their 'Dummy Company' such as improving the performance of administrators who were not efficient or responsible. In addition, students believed that an optimistic attitude towards the BSC was needed from all students to promote the BSC to the public; and more funding was required as an incentive. One staff member wanted students in the BSC to be responsible for the entire 'Dummy Company', including marketing strategies and business activities. Non-university stakeholders recommended that the BSC needed more public media exposure in order to promote the course. More effective communication and better relationships with suppliers were also identified as desirable. It was recommended that credit accounts be opened with small business suppliers.

Course objectives, teaching and learning methods and assessment should be more focussed on teaching business skills

Responses from 70 percent of staff members (14 out of 20) acknowledged that although the course was adequate, there was still a need for improvement. They recommended that the BSC course objectives, teaching and learning methods, and assessment methods should be improved by a greater focus on students' training needs, including the following: ensuring that the students can run a business system; work in real business environments, apply business tactics and strategies effectively. It should be made clear to students that they are not evaluated by the achievement of sales targets but primarily in regard to their ability to develop business skills. As a non-university respondent suggested, the 'Dummy Company' is more than just selling; it must teach other aspects of business better. The company's organisational structure was also seen as needing some adjustment. To this end suggestions from respondents included that the Management Team of the 'Dummy Company' should rotate their positions, and that the 'Dummy Company' should be separated into more than one company, so that all students could gain the experience of working as administrators in more than one team.

Stakeholders' concerns about the supply and marketing of goods in the 'Dummy Company'

Most student respondents (N=12) felt that the 'Dummy Company' needed to ensure that goods and services were provided to clients from reliable suppliers. Students wanted their company to offer new and varied products for sale, in line with customer demands, at a reasonable price. In fact, students in the BSC stated that they need suppliers who allow them to run credit accounts, to negotiate business conditions and generally be more cooperative. Students did not want a supplier monopoly and, if possible, wanted to produce their own goods or have their own trade name. One staff member proposed that the 'Dummy Company' should sell unique products, which are not readily available in the current market. This means students would have to sell limited product lines and the students would pioneer product innovation. One supplier wanted students to work more co-operatively with the business community. Two staff and non-university respondents had a similar reflection about the OTOP distribution, which they considered should be marketed by the 'Dummy Company', in support of government policy.

Appropriate resources and workplaces necessary to the BSC

Most respondents recommended that the university provide more facilities for the BSC. Student respondents complained that their workplace was too small to work effectively and that they required better storefronts and locations when they arrange exhibitions. Staff members recognised the necessity of providing a work environment which is student-centred. According to staff (N=5) the BSC should provide enough equipment for students' needs, including computers and office equipment. Non-university respondents (N=5) suggested the university should provide more Information Technology (IT) resources for the BSC students; for example, computers and business software programmes which were useful for stock control and accounting.

Curriculum and study programme should be more appropriate

The BSC is part of a course designed for senior marketing students as part of the Business Administration curriculum. Twenty respondents commented that there was insufficient time to complete the BSC course. Further, student respondents indicated that students who enrol in the BSC should be required to enrol in fewer subjects because it is a practical course and, therefore, time-consuming. Staff members

reported that the university should encourage and support the advisors who control this course by providing training and seminars and consulting local business organisations in the community in order to provide more business experiences for students. Moreover, the study programme should be geared to the needs of both students and academic advisors. According to a number of students and non- university respondents, the BSC should be given more course weight (that is, more than 3 credits) to acknowledge its importance as a major in the Marketing Course.

4.2.3 What Other Aspects of the BSC Do You Feel Are Important to This