Formative versus reflective measurement implications for explaining innovation in marketing partnerships.

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dc.contributor.author Bucic, T
dc.contributor.author Gudergan, S
dc.contributor.editor Wiley, J
dc.contributor.editor Thirkell, P
dc.date.accessioned 2009-11-09T05:38:36Z
dc.date.issued 2004-01
dc.identifier.citation Conference Proceedings of the 2004 Australian and New Zealand Marketing Academy Conference: "Marketing Accountabilities and Responsibilities", 2004, pp. 1 - 7
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/3067
dc.publisher ANZMAC
dc.title Formative versus reflective measurement implications for explaining innovation in marketing partnerships.
dc.type Conference Proceeding
dc.parent Conference Proceedings of the 2004 Australian and New Zealand Marketing Academy Conference: "Marketing Accountabilities and Responsibilities"
dc.journal.number en_US
dc.publocation Wellington en_US
dc.identifier.startpage 1 en_US
dc.identifier.endpage 7 en_US
dc.cauo.name BUS.School of Marketing en_US
dc.conference Verified OK en_US
dc.conference Australian and New Zealand Marketing Academy Conference
dc.conference.location Wellington, New Zealand en_US
dc.for 150504 Marketing Measurement
dc.for 1503 Business and Management
dc.for 150503 Marketing Management (Incl. Strategy and Customer Relations)
dc.personcode 990862
dc.percentage 50 en_US
dc.classification.name Business and Management en_US
dc.classification.type FOR-08 en_US
dc.custom Australian and New Zealand Marketing Academy Conference en_US
dc.date.activity 20041129 en_US
dc.date.activity 2004-11-29
dc.location.activity Wellington, New Zealand en_US
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Business
pubs.organisational-group /University of Technology Sydney/Faculty of Business/School of Marketing
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:23:47.074767+10
utslib.collection.history General (ID: 2)


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