This research examines the characteristics of successful university - industry relationships. By integrating the research areas of relationship marketing and technology transfer, it attempts to provide a unique contribution to both streams and the emerging literature on university - industry relationships. This thesis argues that conceptualising relationships beyond those between private sector organisations, the current central focus of relationship marketing theory development, is needed in order to mature the discipline. In particular, university - industry relationships offer research opportunities due to their incorporation of fundamentally different organisational cultures. The aim of this research is to identify key drivers of university - industry relationships by taking into account the impact of organisational culture difference and other relevant antecedents, such as individuals engaged in the relationship process. Based on a literature review and initial qualitative research, two conceptual models were developed and subsequently tested using Structural Equation Modelling methods. The first generic model identified the key drivers of satisfaction and intention to renew and examined the influence of organisational compatibility and personal experience on university - industry relationships. The second dyadic model focused on identifying the impact of individual dimensions of organisational culture difference on relationship characteristics and success. Comprising the perspectives of both relationship parties, the dyadic data enabled an advanced reflection of cultural differences and relationship dynamics. Four dimensions were analysed, namely differences in time orientation, market orientation, employee empowerment and corporate flexibility. Both models were analysed in three steps, including path analysis and hypotheses testing, model re - specification and multigroup analysis. Consistent with the literature, trust, commitment and integration were found to positively influence the primary outcome variable, satisfaction, and were thus confirmed as key drivers of successful university - industry relationships. While trust was identified as the strongest driver for satisfaction, commitment emerged as the strongest predictor of intention to renew. Also confirming relationship marketing theory, the results showed interrelationships between these relationship factors : Trust positively affected commitment and integration and commitment strongly and positively influenced integration. The findings further demonstrated that organisational compatibility positively influenced all relationship characteristics. However, only two significant paths were confirmed between the individual dimensions of organisational culture difference and relationship characteristics : Differences in time orientation and corporate flexibility both impacted commitment negatively. Furthermore, market orientation difference directly and negatively affected the relationship outcome measure intention to renew. The results only showed a weak influence of personal experience, the variable measuring the relevance of individuals for university - industry relationships, on commitment. / Thesis (Ph.D.)--School of Commerce, 2006.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 114 p. Vita. Includes abstract. Includes bibliographical references (p. 87-99).

Thesis (Ed. D.)--West Virginia University, 2001. / Thesis originally distributed electronically. Includes bibliographical references (p. 87-99).

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 191-201).

Thesis (Ph.D)--Public Policy, Georgia Institute of Technology, 2008. / Committee Chair: Shapira, Philip; Committee Member: Hicks, Diana; Committee Member: Porter, Alan; Committee Member: Rogers, Juan; Committee Member: Schmoch, Ulrich.

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 222-234).

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016. / This research investigates students’ perceptions of the relationship between work experience and university learning. The subjects of the study were third-year students from the Faculty of Informatics and Design at a university of technology in Cape Town, South Africa, and the research focused on the graphic design department within this faculty. The research was approached from an interpretivist’s lens in an attempt to explain and understand the experience that students have in their short time in the industry, namely a two-week work placement, and how they related this to university learning. Students were interviewed before and after work placement in terms of their experience and insight into the relationship between university and the workplace. The research shows how design students experience the processes of learning at the workplace, compared with the processes of learning at university. The research results indicate that students found collaboration and teamwork in the workplace valuable and meaningful. In addition, the different levels of skills in the community of practice in workplaces gave students a wider variety of solutions as they could draw from fellow workers’ experience and skills. This contrasted with university where they work alone and have to produce solutions on their own. Further investigation highlighted that at university there was evidence of interesting findings of timetables, value of the work group, and that at university students are taught in sections compared with the workplace where they draw on anything and everything to complete the assignment. This research makes a few recommendations based on the data collected. These insights can be used to inform policy and practices, further research and development work in the future.

Thesis (Ph. D.)--Sloan School of Management, 2002. / Includes bibliographical references (p. 279-293).

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Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Bibliographical references: leaf [359]-377.