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Participants were asked to describe the organisation as a student to understand their learning attitude. A majority of respondents suggested a positive student-like attitude. NSO2, for example, said: “it would be a very good student (personal communication, April 21, 2008). NSO5 also concurred “I actually think we’re a really good student when it comes to learning (personal communication, June 3, 2008). NSO4 took a more broad approach “I’d like to think open-minded. But again, that relates to the organisation as a whole.... But I, that’s a general statement” (personal communication, April 23, 2008). NSO1 foresaw a future goal of the NSO “I would use the adjective enthusiastic, as a student...I don’t know what it used to be like but that’s how I’d like to see us” (personal communication, April 18, 2008). It was NSO3 that disagreed with these previous responses justifying the inabilities of the NSO as a student: I would say there’d be some aspects as an organisation, as a student overstretched, so that might prohibit some level of learning. Overstretched by capacity to, it would almost be like the best analogy would be a student who’s working full time and trying to squeeze a Masters degree around a 60 hour a week job. (personal communication, April 22, 2008) When wanting to understand the capacity of the NSO in what had been learnt participants were unable to elaborate on any such examples. However when further probed about what areas that they could possibly learn from the PSF some respondents were able to elaborate. For example NSO1 felt that they lacked the skills in the area of marketing “probably marketing and branding opportunities, I think they’re ahead of us in that regard” (personal communication, April 18, 2008). NSO5 also supported this “they’ve got lots of tell us about go-go girls and people [doing sporting tricks]. Well that’s all the marketing and promotional side of the game” (personal communication, June 3, 2008) 74
However in an unusual move, likely due to the resource inadequacy of the NSO, an external marketing company was learning on behalf of the NSO. NSO1 explained that “I’ve got a marketing company looking very closely at that and they’ve spoken comprehensively with the [PSF] about what they do, so I think we’re very quickly catching up in that regard” (personal communication, April 18, 2008). NSO4 elaborated on how they could enhance the national league competition, by learning from the PSF’s involvement in the Australian League by indicating “You know, the [PSF] are in the Australian league, so they learn, they’ve got a wealth of information about how that league operates and it’s stuff that we can learn from to operate our league” (personal communication, April 23, 2008). 4.6 PSF Findings This remaining section of this chapter contains the findings based on the interviews with participants at the PSF. 4.7 Relationship Overall, a majority of participants agreed that the relationship that they had with their NSO partner in the past was negative. PSF1 said “in the past there hasn’t been a great link” (personal communication, April 14, 2008). There had not been much communication “in the past we haven’t had a lot of communication with [the NSO]” (PSF4, personal communication, April 24, 2008). This level of communication was at a stage where” it suddenly felt like both organisations weren’t prepared to talk to each other” (PSF6, personal communication, May 26, 2008). “Initially when we started (referring to the establishment of the PSF) it probably wasn’t, it was the two very separate entities” (PSF3, personal communication, April 16, 75
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Determinants of Inter-Partner Learn
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3.3 Data Sources...................
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INDEX OF FIGURES Figure 1: Case Stu
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ACKNOWLEDGEMENTS I would like to of
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DEDICATION I would like to dedicate
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CHAPTER 1 INTRODUCTION 1.1 Backgrou
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Harvey, 1997). However, the study o
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take over management of the Knights
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“to be New Zealand’s leading pa
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transparency and receptivity to lea
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CHAPTER 2 LITERATURE REVIEW 2.1 Int
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To summarise this section, transfer
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separated into internal and externa
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least some form face-to-face contac
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experiences with a view to improvin
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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: In certain areas the NSO1 thought i
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
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Appendix 3: Participant Information
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How do I agree to participate in th
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Appendix 4: Participant Consent For
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