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1998; Tsang, 1999). As Senge (1990) wrote in his seminal work, The Fifth Discipline, “Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs” (p. 139). Though organisational learning cannot simply be thought of as being the sum total of individual learning; it is much more than that (Dodgson, 1993; Tsang, 1999). Learned individual knowledge is converted into organisational knowledge in routines and documents. However a learning organisation cannot succeed without a learning culture installed in the organisation (Senge, 1990). This culture encourages learning as a way to grow the organisation’s capacity. Grant (1996) provides a powerful statement supporting the centrality of knowledge to an organisation’s performance. Grant writes: Knowledge is central to several quite distinct research traditions, notably organizational learning, the management of technology and managerial cognition. The issues with which the knowledge based view concerns itself extend beyond the traditional concerns of strategic management-strategic choice and competitive advantage – and address some other fundamental concerns of the theory of the firm, notably the nature of coordination within the firm, organisational structure, the role of management and the allocation of decision-making rights, determinants of firm boundaries, and the theory of innovation. (p. 110) Despite debate about whether the KBV is sufficiently different from the RBV, it remains clear that tacit knowledge is a source of sustainable competitive advantage. For many organisations in the 21 st century, the acquisition, retention and effective use of knowledge remains key (Argote & Ingram, 2000). 2.4 Knowledge Transfer Before an organisation needs to be concerned over matters of knowledge retention and effective use, it is first necessary for employees to acquire knowledge. Commonly 14
separated into internal and external dimensions, knowledge transfer is the process through which knowledge is transported from one place to another (Easterby-Smith, Lyles, & Sang, 2008; Khamseh & Jolly, 2008). Internal knowledge transfer refers to how knowledge is diffused within the organisation and studies explore how knowledge is shared between and amongst employees and departments within a single organisation (Eisenhardt & Santos, 2002; Grant, 1996; Szulanski, 1996, 2000). In large organisations, researchers are concerned with knowledge sharing between different units (Szulanski, 1996). Given the purpose of this research is to explore inter-partner learning within alliances, this review will not elaborate on internal knowledge transfer issues, suffice to say here that internal knowledge transfer is an important dimension if external knowledge is to also be effective. 2.4.1 External Knowledge Transfer Complementing the interest in internal knowledge transfer, there is a considerable literature investigating the external context (Easterby-Smith et al., 2008; Khamseh & Jolly, 2008; Mowery, Oxley, & Silverman, 1996; Muthusamy & White, 2005; Walter, Lechner, & Kellermanns, 2007). External knowledge transfer refers to the transfer of knowledge across organisational boundaries (Eisenhardt & Santos, 2002). The net result of external knowledge transfer is that knowledge that was previously external to the organisation is now resident within the organisation. Dyer and Singh (1998) define inter-firm knowledge sharing routines “as a regular pattern of inter-firm interactions that permits the transfer, recombination, or creation of specialized knowledge” (p. 665). Inter-partner learning can be achieved by transferring existing knowledge from one organisation to another or creating 15
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: To summarise this section, transfer
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
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communication, April 18, 2008). Thi
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[W]e’ll come back from the intern
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[PSF1], and [PSF2] and ... the owne
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When probed further as to why this
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In certain areas the NSO1 thought i
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However in an unusual move, likely
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Since I’ve come on board, and cer
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obviously doing it. So on that leve
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PSF6 also reiterated this, wanting
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with them, you never know what you
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the answer: I think as I said, we
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access....so, in return for univers
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important.....we’re opening up ou
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It was clear that there had been so
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When questioned about who was the t
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We have three full time coaches her
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wanting to know more, I guess, yes,
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CHAPTER 5 DISCUSSION 5.1 Introducti
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Both organisations are collaboratin
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Hamel’s (1991) study that argued
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financial issues. However one parti
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5.4 Receptivity of Organisations in
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5.5 Future Research There are a num
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REFERENCES Alexander, T., Thibault,
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Contractor, F. J., & Lorange, P. (2
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Inkpen, A. C. (2002). Learning, kno
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New Zealand Companies Office. (2008
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Tsang, E. W. K., & Kwan, K.-M. (199
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Area Research Question Appendix 1:
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Appendix 2: AUTEC Ethical Approval
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Appendix 3: Participant Information
Page 137 and 138:
How do I agree to participate in th
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Appendix 4: Participant Consent For
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