DTC P1114, P1115

Data analysis according to Burns and Grove (2007) is the process used to summarise, categorise, and order data to make meaningful outcome from it. The following subsections explain the analysis of both the quantitative and qualitative data obtained.

6.11.1 Quantitative Data Analysis

The data obtained from the questionnaire were analysed using descriptive statistics, inferential and regression analysis. The Statistical Package for Social Science (SPSS) version 20 was used to process the data. To ensure a better understanding of the data analysed, the results were organized and presented visually using tables. The software enabled the discovery of relationships and differences in the data

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(Antonius, 2003).To measure the relationships between the variables, MC and ET were used as the independent variables while MSE performance (employment, sales and profitability) were used as the dependent variables. Multiple linear regression was employed in analysing the quantitative data because it is assumed that this study has met all the seven assumptions of the multiple linear regression model which is further discussed in chapter seven (Poole & O'Farrell, 1971). Controlling for gender, industry category, manager’s level of education and business age, the Pearson’s correlation coefficient was used to determine the relationship between MC variables (loan repayment flexibility, loan cost, loan amount and loan accessibility), ET variables (training content, training efficiency, training frequency and training accessibility) and MSE performance (employment sales and profitability growth) variables.

6.11.2 Qualitative Data Analysis

The findings in the quantitative analysis led the researcher to analyse the data collected at the second phase of the triangulation. The interviews conducted with the 10 MSE managers were based on the conceptual framework discussed in chapter 5. Employing a thematic analysis (Boyatzis, 1998) and also based on the survey, core themes were identified. According to Jones, Coviello and Tang (2011:648), a thematic analysis refers to the ‘mapping out’ of various themes which relates to answering a specific research question from the responses reviewed in an interview in order to generate meaningful outcomes. Therefore, the data were analysed to achieve the research objectives as enumerated in Chapter 1. On the basis of these core themes such as microcredit, entrepreneurship training, sales, profitability and employment growth, the interview questionnaire was designed. The audio recorded interviews were also transcribed and processed by the researcher. Three of the

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interviews which were done in the Ewe language was translated into English by the researcher. After processing the interview data, a thematic coding was used to identify various sub-themes such as loan repayment flexibility(LRP), loan cost (LC), loan amount(LA) loan accessibility (LACC), training content (ETCON),training efficiency (ETEFF),training frequency (ETFREQ) training accessibility (ETACC, sales growth(SG),employment growth(EG) and profitability growth(PG). The analysis of the qualitative data based on these sub-themes helped the researcher to understand the ‘how’ question which was not answered with the quantitative analysis. The results of both the qualitative and quantitative enabled the researcher to present a validated model.

Bazeley (2013) states that the analysis of data from interviews begins with listening to the responses of the interviewees’ verbatim which should be followed by transcribing, reading and re-reading. From these explanations, the analysis of the qualitative data was done through the following processes:

i. Oral data processing - The researcher played back and listened to the recorded audio tape of the interviews repeatedly.

ii. Data transcription - Transcribing of the recorded interview results. This was to reproduce verbatim the responses of the interviewees to the questions posed by the researcher.

iii. Reading and notes making –The transcribed data were individually read and while reading, the researcher wrote down some key issues relating to the topic.

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iv. Clustering – The similar topics and issues were put together in a tabular form to fit into addressing the main subject under study.

v. Thematic analysis–Themes which run through the responses repeatedly were systematically analysed to generate meaningful outcomes.

6.11.3 Survey Questionnaire Items

The questionnaire items that were used in measuring the MC, ET and P constructs are presented in Tables 6.6, 6.7 and 6.8 respectively.

Table 6.6 Questionnaire Items for Microcredit

Questionnaire Items for Microcredit

Loan Cost(LOCOST) (Egyir, 2010; Fatoki & Odeyemi, 2010 Kwakyi, 2012)

The interest charged on the loan is affordable (cost 16a) The Processing fees charged on the loan is bearable (cost 16b) Loan-deposit(lien) required is affordable(16c)

Loan Amount(LOAM) (Kwakyi, 2012; Baklouti and Abdelfettah, 2013; Donou-Adonsoua and

Sylwester, 2016; Nielsen, 2016)

The Loan amount acquired was sufficient for the business (14a)

Satisfied with the loan amount granted to the business over the past 3-year period(14b) Loan amount granted was less than the amount applied(14c)

The flexibility of Loan Repayment Method: (LOFLEX): (Wright, 2002; Meyer, 2002; Duan et

al.,2009).

The loan repayment schedule is very flexible (Flexibility17a) The loan repayment amount is affordable (Flexibility17b) The loan term is convenient to my business needs(17c)

Loan Accessibility (LOACC): (Snodgrass and Biggs, 1996; Lash, 2008;Fatoki & Odeyemi, 2010;

Abor & Quartey, 2010)

The requirements for accessing the loan was well understood(15a) The application process was not cumbersome (15b)

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Table 6.7 Questionnaire Items for ET

Questionnaire Items for Entrepreneurship Training

Training Content (ETCON): (Jantan et al.,2004; De Mel et al. 2014; Sabella & Analoui,2015)

Training included lessons on new management methods (Content24a)

Training included lessons on management accounting and financial management (Content24b) Training included lessons on customer relationship management methods (Content24c) Training included lessons on the use of management information systems (Content24d) Training included lessons on the acquisition of leadership and teamwork skills (Content24e) Training included lessons on creativity and problem-solving skills (Content24f)

Training included lessons on the development of communication skills (Content24g) Training included lessons on workplace safety (Content24h)

Training included lessons on the use of machinery (Content24i) Training included lessons on service delivery methods(Content24j)

Training included lessons on new products and services development(Content24k)

Training Efficiency (ETEF): (Lincoln & Duňcet,1995;Sharma,2014; Valdivia,2015)

Training was delivered at no/less cost (Efficiency25a) Training was timely (Efficiency25b)

Training was well-delivered and understood (Efficiency25c)

Training was beneficial for my personal development (Efficiency25d) Training resolved my current business challenges (Efficiency25e)

Training Frequency (FREET) :( Newkirk-Moore & Bracker, 1998; Rauch et al. ,2005; Muraguri et al., 2016) Satisfied with the frequency of training provided by your FNGO (22a)

The frequency of training does not disrupt your scheduled business activities (22b) The Frequency of training provided by FNGOs enables knowledge application(22c)

The frequency of the training provided by FNGOs encourages your participation in training(22d) The frequency of the training provided by FNGOs ensures an update of current issues in your in your business (22e).

Training Accessibility(ACCET): (Al-Madhoun,2006; Neirotti & Paolucci, 2013; Kambwale et al.,2015)

It is difficult to obtain ET from FNGO (Accessibility 21a)

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Table 6.8 Questionnaire Items for MSE Performance (P)