Analysis of the Interview Data

Data analysis of the semi-structured interviews was assigned a meaning (interpretation) derived from common cultural usage or experience (Strauss & Corbin, 1998b). The interview data were classified into categories, themes, issues or topics, concepts, and propositions. Coding began while the data were still being collected. This early coding assisted the researcher to focus on the main aspects of the project, as they developed. Transcripts of interview recordings were translated into English and relevant segments of the conversation were analysed (Merriam, 1998). Sample transcripts from student, staff and non-university stakeholders are shown in Appendix III.

In analysing the interview data in this study, categories were developed from the research questions, from key concepts and important issues. A system for coding was used to organise data into categories and themes. These procedures resulted in the following data category coding structures, listed below.

Research Question 1: How do stakeholders perceive that the Business Simulation Course at Payap University equips students to work in the business world?

The responses to the questions in the RQ 1 cluster listed above were analysed to identify the following categories, themes and issues. The important issues emerging from RQ 1 are categorised below:

Category I: Factors which stakeholders perceive as causing stress to students in the BSC (Interview Question 1);

Theme: Stress factors

Issues: • Lack of teamwork

• Sales targets and assessment

• Time management and course loads

Category II: Stakeholders' perceptions of the major skills gained in the Business Simulation Course (Interview Question 2);

Theme: Skills gained

Issues: • Development of real-life business experience

• Development of business skills to apply theory in practice • Self-development

Category III: Stakeholders' perceptions of the main features of the Business Simulation Course. Sub-questions in relation to RQ 1 were asked to ascertain stakeholders' opinions (Interview Question 3.1- 3.4).

Theme: Main features of the BSC

Sub-question 3.1 Real-life contexts

Issue 1: • Differences between the 'Dummy Company' and 'Bona Fide' Companies

Sub-issues: Flexibility Time constraints

Sub-question 3.2 Working co-operatively

Sub-question 3.3 Building a co-operative working relationship among the BSC students, the University and the community

Issue 3: • Building a co-operative working relationship among the BSC students, the University and the Community

Sub-issues: Community support for the BSC students Improve working relationships

Sub-question 3.4 Students work with the community Issue 4: • Students work with the community Sub-issues: Value-adding and friendship

Reciprocal or 'Win-Win' situation

Communication

Research Question 2: How do stakeholders perceive that the Business Simulation Course at Payap University allows students to apply their knowledge in practice? The responses to the questions in the RQ 2 cluster listed above were analysed to identify the following categories, themes and issues. The important issues emerging from RQ 2 are categorised below:

Category I: Students' Application of theory to practice in the BSC (Interview Question 4);

Theme: Applying knowledge in practice

Issues: • The importance of bridging theory and practice in the BSC • Theory and its role in guiding practice

Category II: Strengths and Weaknesses of the BSC (Interview Question 5)

Issues: • Strengths

• Weaknesses

Research Question 3: How effectively do students work with the community? The responses to the questions in the RQ 3 cluster listed above were analysed to identify the following categories, themes and issues. The important issues emerging from RQ 3 are categorised below:

Category I: Students in the BSC work with the community (Interview Question 6);

Theme: Business etiquette

Issues: • Business etiquette for business students

• Business knowledge and business skills for professionals Category II: Benefits of students' activities in the BSC to the community (Interview Question 7);

Theme: Social and economic benefits

Issues: • The BSC promotes a sense of altruism • The benefits of direct marketing

• The BSC promotes and fosters reciprocity among participants Category III: Students have a sense of belonging and commitment to the community (Interview Question 8)

Theme: Expression of sense of altruism and community involvement Issue: • Sense of belonging and commitment

Research Question 4: What advice do stakeholders provide to the university about the Business Simulation Course?

The responses to the questions in the RQ 4 cluster listed above were analysed to identify the following categories, themes and issues. The important issues emerging from RQ 4 are categorised below:

Category I: Advice to administrators of Payap University about the BSC (Interview Question 9)

Theme: Different stakeholders' perspectives on the BSC

Issues: • The BSC needs a suitable location and appropriate equipment to transact business

• A student perspective on the unique demands and requirements of the BSC

• A staff perspective on the unique demands and requirements of the BSC

Research Question 5: What advice do stakeholders provide to policy makers who are involved in community development initiatives?

The responses to the questions in the RQ 5 cluster listed above were analysed to identify the following categories, themes and issues. The important issues emerging from RQ 5 are categorised below:

Category I: Advice to policy makers about the BSC (Interview Question 10) Theme: Policy makers and their role in supporting the BSC

Issues: • Policy guidelines for government support of practical courses • Government's role in promoting the BSC

• Financial support to the BSC

• Standardisation of community products

• Support with distributing community products

It can be seen that the major categories are based on the themes arising from the study's research questions. Issues and sub-issues became apparent to the researcher through the continued analysis of the messages contained in the data.