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INDEX OF TABLES Table 1: New Zealand NSO and PSF Relationships………………………………...…..…..4 Table 2: Colour Coding Categories…………………………………………………..…….47 Table 3: Respondent Organisations and Abbreviations………………………………...….51 iv
INDEX OF FIGURES Figure 1: Case Study Diagram………………………………………………………..…....31 v
Page 1 and 2: Determinants of Inter-Partner Learn
Page 3: 3.3 Data Sources...................
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 and 132:
Area Research Question Appendix 1:
Page 133 and 134:
Appendix 2: AUTEC Ethical Approval
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
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