Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/15150
Title: Improving learning effectiveness for international construction joint ventures
Authors: Zhang, Liting
Keywords: DRNTU::Engineering::Civil engineering::Construction management
Issue Date: 2009
Source: Zhang, L. T. (2009). Improving learning effectiveness for international construction joint ventures. Doctoral thesis, Nanyang Technological University, Singapore.
Abstract: This Research is conducted within the context of international construction joint ventures (ICJVs). As unprecedented and massive economic development all over the world has been accompanied by an enormous expansion of the global construction market, ICJVs have played an important role in the strong growth of the construction industry. However, they are facing a myriad of problems and difficulties that have constrained the performance of ICJV projects. Since learning is regarded as an increasing important source for enhancing the performance of joint ventures (JVs), this research investigates ways to improve the effectiveness of learning in ICJVs. It aims to develop a learning model for an ICJV in order to identify the determinants of learning and assess their impact on learning effectiveness. To realize this, this study addresses two research questions, namely “What factors are conducive to learning effectiveness in ICJVs” and “How do these factors contribute towards learning effectiveness in ICJVs?” This research integrates JV’s four development stages and learning related factors which emerged in the literature from the international construction area. Based on the literature review, a theoretical framework is developed to investigate the relationship among learning conditions in the environment and partner’s characteristics at the JV’s pre-inception stage, success factors of learning from JV’s characteristics at the JV’s formation and organizing stage, learning actions at the JV’ implementation and adjustment stage and the learning effectiveness at the JV’s completion and evaluation stage. This conceptual framework proposed that the learning effectiveness is positively dependent on three key constructs: conditions of learning in ICJVs (environment and partner’s characteristics), JV’s characteristics, and learning actions.
URI: https://hdl.handle.net/10356/15150
DOI: 10.32657/10356/15150
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:CEE Theses

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