This thesis investigates the usefulness and reliability of consumers' decision-making style dimensions across the Copeland's (1923) convenience, shopping and speciality product classification. In addition, it also explore the relationships of the differences of consumers' age, household size, job type, income, marital status, child existence in household and gender, and the consumers' decision-making style dimensions. The findings indicate that different profiles of consumers' decision-making style dimensions are formed in different product classes, reflecting the significant product class effect on consumers' purchase behaviour across different product classes. It also suggests that consumers differ along these valid and reliable dimensions when dealing with products from the respective product classes. Product intangibility is also found to be positively related to the dimensionality of consumers' decision-making styles. Relatively, the differences in consumers' age and types of jobs are found to be strongly related to the differences of consumers' decision-making styles. While, differences in income and child existence in household are moderately related, and marital status, gender and household size are weakly related to the differences of consumers' decision-making styles. These variables provide more information on how consumers differ along their decision-making style dimensions. Methodologically, this study uses structural equation modeling in generating the measurement model, other studies in the same area which rely only on the exploratory factor analysis technique. The generated measurement model provides a good starting point for the study on consumers' decision-making styles in the UK environment. This study uses heterogeneous samples to represent the general public in contrast to the student samples used in the earlier studies. Discussions on the theoretical and managerial contributions, research limitations and suggestions for further research summed up this thesis.

RIA methodology has evolved over the last 30 years and has moved through several stages. At the same time there have been new directions in planning theory which have in turn influenced planning policy. Shifts have taken place in government policy towards retail development with changes in attitudes towards new forms of retailing, particularly in out-of-centre locations. A key issue in retail planning is whether major shopping developments have an unacceptable impact on existing town centres. In the mid 1990s this question has achieved high political profile and has become more significant because of growing public concern about the cycle of decline perceived in many town and city centres. Approaches to assessing retail impact have changed considerably over recent decades because of technical advances in planners' understanding of the retail system and through learning from past experience on the effects of new retail developments. But at the same time there has been a realisation that assessing the impact of a new shopping development is not simple; it is concerned with outcomes which cannot easily be predicted or quantified. Human behaviour and the retail system are too complex for retail impact assessment to be treated as a mechanistic exercise.

Zugl.: Köln, Univ., Diss., 2004

Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M. Environmental Studies)--University of Adelaide, 1992. / Includes bibliographical references (leaves 93-97).

Thesis (Ph. D.)--Ohio State University, 1976. / Includes vita. Includes bibliographical references (leaves 154-162). Available online via OhioLINK's ETD Center.

Thesis (M. Hous. M.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf [85]-[91])

Thesis (M. Hous. M.)--University of Hong Kong, 2008. / Includes bibliographical references.

Thesis (Master)--İzmir Institute of Technology, İzmir, 2004 / Includes bibliographical references (leaves. 104).

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 447).