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Arguing for Knowledge-Sharing

Arguing for Knowledge-Sharing
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Author(s): Mike Metcalfe (University of South Australia, Australia) and Samantha Grant (University of South Australia, Australia)
Copyright: 2001
Pages: 5
Source title: Managing Information Technology in a Global Economy
Source Editor(s): Mehdi Khosrow-Pour (Information Resources Management Association, USA)
DOI: 10.4018/978-1-930708-07-5.ch005

Abstract

In many Universities there is either no requirement for an oral examination or for examiners to guide Ph.D. candidates prior to submission of their thesis. This policy is usually the result of the ‘tyranny of distance’ and/or the positivism philosophy of ‘impartial observer’. This paper argues for the Interpretivist approach of enriching the learning experience of examiner, candidate, supervisor and University by requiring the advantages of complex sustained interaction. Extensive evidence has shown that group learning is far more productive than individualistic learning. While individual Universities need to make the resources argument for a more collaborative Ph.D. process, this paper presents the management learning literature. It provides this literature in support of the argument that examiners need to be inter-actively involved with supervisors and examiners, especially in IS which changes rapidly and is experiencing a move from positive to interpretive methodologies.

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