Table 2.
Thematic analysis of open-ended response in VCQ
| Value creation cycle | Positive/Negative | Theme |
|---|---|---|
| Immediate | Positive | Knowledge Enrichment |
| Skill Development | ||
| Confidence Boost | ||
| Career Advancement | ||
| Negative | No Practical Application | |
| Expectation Mismatch | ||
| No Hope for Change in Their Career | ||
| Course Difficulty | ||
| Potential | Positive | Networking and Social Connections |
| Shared Learning Experiences | ||
| Confidence and Personal Growth | ||
| Global Engagement and Cultural Exchange | ||
| Negative | Lack of Social Interaction | |
| Self-Paced and Individual Learning | ||
| Limited Participation in Forums | ||
| Online Format Constraints | ||
| Applied | Positive | Professional Development |
| Learning and Education benefits | ||
| Personal Growth | ||
| Innovation and Inspiration | ||
| Negative | No Impact on Professional Development | |
| No Personal Enrichment | ||
| Lack of Relevance | ||
| Professional Development | ||
| Realized | Positive | Solidified knowledge |
| Boost in academic pursuit | ||
| Enhanced self-confidence | ||
| Positive Impact on professional development | ||
| Negative | No Impact on Personal Development | |
| Lack of Practical Application | ||
| Limited Impact on External Environment | ||
| No Perceived Value and Recognition | ||
| Transformative | Positive | Insight On Environmental Consciousness |
| Better understanding of Energy Transition | ||
| Global Impact | ||
| Problem-Solving Skills | ||
| Negative | Enhanced Knowledge but no impact on worldview | |
| Improved Technical Skill Development but no impact on global perspective | ||
| No General Impact on Worldview | ||
| Insufficient Depth for Worldview Change |