View/Open - Scholarly Commons Home

More documents

Recommendations

Info

important, it’s important for [the sport, it’s the public face of [the sport] in New Zealand. (personal communication, May 26, 2008) The NSO however was crucial to the PSF competing in the Australian competition. The NSO had to firstly approve the PSF to compete in the PSL each year. PSF5 said “without them we can’t compete in the competition, that’s the first thing. They endorse us to compete in the Australian league” (personal communication, April 24, 2008). PSF6 also mentioned the NSO “they have to OK it. Basically it’s a rubber stamp, but yes, they have to OK it (personal communication, May 26, 2008). PSF3 also supported this, and mentioned the NSO governance of the sport in New Zealand: Yes, definitely. We play in the Australian…league, and yet we have governance under, to an extent under New Zealand, [the NSO]. For example, any of our players have to be cleared by [the NSO] to play rather than [the Australian NSO]. And also they govern the game in New Zealand, and we need the game to be as strong as possible, and the better the [national team] are, the more interest in the game and all of those things. So we see them as very important and one of our key stakeholders. (personal communication, April 16, 2008) PSF4 also noted this governance role of the NSO: “Of course it is. Ah, it’s the governing, of course it’s the first governing body of [the sport] in New Zealand, it’s a very important organisation” (personal communication, April 24, 2008). 4.8 Intent In an effort to further understand the opportunity to learn from the existence of a relationship PSF5 stated: [T]here’s always opportunities to learn in everything you do, but yes, I don’t think we sit here and say what’s [the PSF] doing, let’s go and pinch that. I certainly think that we view ourselves as in a position to work with them and perhaps help them in some of their learnings as well. Whenever you’ve got people with experience who have been around the world and seen different things, and the way things are done differently around the world, I think it’s always worthwhile having conversations 82
with them, you never know what you can learn. (personal communication, April 24, 2008) PSF6 seemed to completely disagree: I don’t think they do view it as an opportunity to learn from [the NSO]. I think our objectives are so different. I mean at the end of the day we’re interested in trying to win the championships in Australia. [The NSO] is interested in growing [the sport] in New Zealand and doing well with the world team. I think there are probably a couple of small crossovers where there are some benefit. (personal communication, May 26, 2008) When participants were asked to respond to whether they believed the PSF was doing all it can or more needed to be done - PSF1 thought about the question for a while before responding with this comment: Um [long pause] Probably not, I think everybody in this programme gets heavily involved in what they’re doing, in their own little world, a little bit. And [the NSO] is a body that we deal with for different things, but I don’t think everybody in the office is focused on trying to create a tighter bond on to, or to use them to the best of our ability. But I think they’re in the same situation, they’re probably a little under staffed as well, and they probably don’t have too much time to seek out too much past what they’re supposed to be doing. (personal communication, April 14, 2008) When asked to expand on these comments PSF1 responded with: [I]t’s not top of mind to go and continue to learn from [the NSO], we know that we need an excellent working relationship from them, but we haven’t sought the meetings and the consultation to actively go and do it, but passively we speak on the phone and we try and pick up without the formal kind of proceedings to go and really share the knowledge. (personal communication, April 14, 2008) PSF2 also supported this, while detailing that the strengthening of the relationship would on enhance this intent to learn: There’s probably more stuff that we could be doing, I mean, where we’ve come from to now. There used to be I guess…well to where we’re at right now from when I first came on board, we’re definitely a lost closer together in building these partnerships on all different levels. It can definitely get a lot better. (personal communication, April 14, 2008) 83
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: PSF6 also reiterated this, wanting
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
show all

View/Open - Scholarly Commons Home

Create successful ePaper yourself

Delete template?

Save as template?