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Thomas, Howard Pruett, Mark Worrell 2015-09-25T22:21:46Z 2015-09-25T22:21:46Z 10000-01-01 1997 1997 The study is significant because it (a) develops a logical framework for thinking about a firm's design choices, and the implications of those choices for where the firm will develop learning, (b) addresses the neglected area of the links between design, learning, and quality, and, (c) develops a method for empirical study of learning within the firm. Made available in DSpace on 2015-09-25T22:21:46Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9737227.pdf: 5027855 bytes, checksum: 39693507804377cc1686bbd6d378bc8e (MD5) Previous issue date: 1997 Embargo set by: Seth Robbins for item 85868 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 192 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997. http://hdl.handle.net/2142/84587 (MiAaPQ)AAI9737227 eng Education, Industrial Strategic Design Dimensions, Learning, and Product Quality text Business Administration Business Administration University of Illinois at Urbana-Champaign Dissertation Ph.D.