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This study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.

This study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.

<p class="MsoNormal" style="text-align: justify; margin: 6pt 0cm; mso-para-margin-top: .5gd; mso-para-margin-right: 0cm; mso-para-margin-bottom: .5gd; mso-para-margin-left: 0cm; mso-outline-level: 1;"><span style="line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri;">Nowadays, Customer Relationship Management (CRM) has become the important part of business due to the benefit of analyze sale opportunities, campaigns management, personalization to each individual customer, cross-selling and up-selling. Unfortunately, many research evidence shows that most of the companies fail to make their CRM effort to pay off. Thus success CRM is required co-operate from the management top down in the CRM installed companies but there is no commonly agreed frame</span><span style="line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt;"> </span><span style="line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri;">study for the effective CRM&rsquo;s implementation and CRM&rsquo;s influential factors toward the managerial and operational perspective. Therefore this study aims to fulfill this gap and highlight the different influential factors. The finding has shown the perspective gap toward the CRM success factors, while each part of the organization has to take care for their role and responsibility in order to success in CRM practice.</span><strong style="mso-bidi-font-weight: normal;"></strong></p>

An intensely competitive world forces organizations to act ever more quickly. To enhance their capability to respond to change, organizations should seek to identify what are their core competencies and the competitive advantages which are their keys to success. The term "organizational learning" has become a term of interest to many academics and practitioners because this represents the organization's ability to change. Simultaneously, organizations have to consider the cultural context in environments in which they act. This paper assesses the relationship between national culture and learning capabilities of a sample of organizations in Cambodia. The survey questionnaire, which received 417 responses, related to national culture and organizational learning. The study found that national culture had strong relationships with learning capabilities of organizations in Cambodia. The paper concludes by following some recommendations for Cambodian organizations to take into consideration to strengthen their levels of performance.