View/Open - Scholarly Commons Home

More documents

Recommendations

Info

• Does the PSF keep its cards close to its chest? -Is the PSF protective of what it shares with the NSO? • Is there anything that you feel the PSF would not share with the NSO? • Does the PSF share ideas or reports with NSO? Examples? How is this done? Receptivity • How would you describe the PSF ability to learn from NSO? -How would you describe the ability of the PSF to absorb the skills/knowledge/information that the NSO is able to share with the PSF? • Lets define a teacher as someone that teachers, and a student as someone that learns from the teacher. Who do you think is the teacher and student in the relationship between the PSF and NSO? • How would you describe the PSF as a student? -Inattentive -Mischievous -Thick/stupid -Short attention span -Not interested in learning…doesn’t seem to care -Know it all • Is there anything the PSF continually goes back to NSO for assistance in? * Abbreviations PSF and NSO have been used instead of the case study organisations. This example interview guide was used with PSF respondents. 122
Appendix 2: AUTEC Ethical Approval M E M O R A N D U M Auckland University of Technology Ethics Committee (AUTEC) To: Geoff Dickson From: Madeline Banda Executive Secretary, AUTEC Date: 6 March 2008 Subject: Ethics Application Number 08/13 National sporting organisations and private franchise relationships: A New Zealand comparative case study of inter-organisational learning. Dear Geoff Thank you for providing written evidence as requested. I am pleased to advise that it satisfies the points raised by the Auckland University of Technology Ethics Committee (AUTEC) at their meeting on 11 February 2008 and that I have approved your ethics application. This delegated approval is made in accordance with section 5.3.2.3 of AUTEC’s Applying for Ethics Approval: Guidelines and Procedures and is subject to endorsement at AUTEC’s meeting on 14 April 2008. Your ethics application is approved for a period of three years until 6 February 2011. I advise that as part of the ethics approval process, you are required to submit the following to AUTEC: • A brief annual progress report using form EA2, which is available online through http://www.aut.ac.nz/about/ethics. When necessary this form may also be used to request an extension of the approval at least one month prior to its expiry on 6 February 2011; • A brief report on the status of the project using form EA3, which is available online through http://www.aut.ac.nz/about/ethics. This report is to be submitted either when the approval expires on 6 February 2011 or on completion of the project, whichever comes sooner; It is a condition of approval that AUTEC is notified of any adverse events or if the research does not commence. AUTEC approval needs to be sought for any alteration to the research, including any alteration of or addition to any documents that are provided to participants. You are reminded that, as applicant, you are responsible for ensuring that research undertaken under this approval occurs within the parameters outlined in the approved application. 123
Page 1 and 2:
Determinants of Inter-Partner Learn
Page 3 and 4:
3.3 Data Sources...................
Page 5 and 6:
INDEX OF FIGURES Figure 1: Case Stu
Page 7 and 8:
ACKNOWLEDGEMENTS I would like to of
Page 9 and 10:
DEDICATION I would like to dedicate
Page 11 and 12:
CHAPTER 1 INTRODUCTION 1.1 Backgrou
Page 13 and 14:
Harvey, 1997). However, the study o
Page 15 and 16:
take over management of the Knights
Page 17 and 18:
“to be New Zealand’s leading pa
Page 19 and 20:
transparency and receptivity to lea
Page 21 and 22:
CHAPTER 2 LITERATURE REVIEW 2.1 Int
Page 23 and 24:
To summarise this section, transfer
Page 25 and 26:
separated into internal and externa
Page 27 and 28:
least some form face-to-face contac
Page 29 and 30:
experiences with a view to improvin
Page 31 and 32:
are amongst the most important fact
Page 33 and 34:
Whether learning becomes self-susta
Page 35 and 36:
alliance. Organisations with a pref
Page 37 and 38:
uncontrolled access. Organisations
Page 39 and 40:
additional factor influencing recep
Page 41 and 42:
The rationale for this research was
Page 43 and 44:
the organisation and the relationsh
Page 45 and 46:
By keeping accounts of the research
Page 47 and 48:
number of questions where developed
Page 49 and 50:
interviews. Not only was there the
Page 51 and 52:
The next section focussed on the se
Page 53 and 54:
the opportunity to archive the data
Page 55 and 56:
3.4.4 Communication A major factor
Page 57 and 58:
three determinants of learning deve
Page 59 and 60:
the type of organisation but not th
Page 61 and 62:
CHAPTER 4 FINDINGS 4.1. Introductio
Page 63 and 64:
een one of the factors that had res
Page 65 and 66:
Interestingly NSO3 made this commen
Page 67 and 68:
some duplication, then, there’s c
Page 69 and 70:
[I]t’s mainly the management, but
Page 71 and 72:
Other participants supported this b
Page 73 and 74:
[the sport] in the country. And tha
Page 75 and 76:
communication, April 18, 2008). Thi
Page 77 and 78:
[W]e’ll come back from the intern
Page 79 and 80:
[PSF1], and [PSF2] and ... the owne
Page 81 and 82: When probed further as to why this
Page 83 and 84: In certain areas the NSO1 thought i
Page 85 and 86: However in an unusual move, likely
Page 87 and 88: Since I’ve come on board, and cer
Page 89 and 90: obviously doing it. So on that leve
Page 91 and 92: PSF6 also reiterated this, wanting
Page 93 and 94: with them, you never know what you
Page 95 and 96: the answer: I think as I said, we
Page 97 and 98: access....so, in return for univers
Page 99 and 100: important.....we’re opening up ou
Page 101 and 102: It was clear that there had been so
Page 103 and 104: When questioned about who was the t
Page 105 and 106: We have three full time coaches her
Page 107 and 108: wanting to know more, I guess, yes,
Page 109 and 110: CHAPTER 5 DISCUSSION 5.1 Introducti
Page 111 and 112: Both organisations are collaboratin
Page 113 and 114: Hamel’s (1991) study that argued
Page 115 and 116: financial issues. However one parti
Page 117 and 118: 5.4 Receptivity of Organisations in
Page 119 and 120: 5.5 Future Research There are a num
Page 121 and 122: REFERENCES Alexander, T., Thibault,
Page 123 and 124: Contractor, F. J., & Lorange, P. (2
Page 125 and 126: Inkpen, A. C. (2002). Learning, kno
Page 127 and 128: New Zealand Companies Office. (2008
Page 129 and 130: Tsang, E. W. K., & Kwan, K.-M. (199
Page 131: Area Research Question Appendix 1:
Page 135 and 136: Appendix 3: Participant Information
Page 137 and 138: How do I agree to participate in th
Page 139 and 140: Appendix 4: Participant Consent For
show all

View/Open - Scholarly Commons Home

Create successful ePaper yourself

Delete template?

Save as template?