- 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: ACKNOWLEDGEMENTS I would like to of
- 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