Part-time +/or Distance Learning PhDs at KMi
Although the OU is famous for enabling students to undertake part-time distance learning, doing a PhD is very different to studying a predefined course. A PhD is an apprenticeship in learning a host of new skills 'on the job', and for this reason, most PhD students at the OU are full-time, on-site. In KMi you will get much more from the experience (and have a higher chance of success) if you working as part of a research group, and participating actively in the lab's life (e.g. seeing your supervisor regularly, joining the student group, meeting visiting researchers, giving presentations, and with ready access to high quality technology and internet access).
That being said, there are still part-time students at the OU because full-time study based here is of course not possible for everyone. Moreover, as collaboration technologies improve, some of the time/space obstacles to asynchronous research collaboration are reduced. However, the bottom line is: no supervisor, no PhD! If you can find a supervisor who is happy to take you on a part-time and/or distance learning basis, you're in business.
As explained on the main PhD/Studentship page, all students must write a research proposal, and you are strongly recommended to write this in conjunction with the potential supervisor. What you are recommended to do is look at the list of projects who are looking for students, and approach direct the relevant project leader of any that interest you. Briefly outline your background and interests, and see if they are interested to know more. You can of course send us a proposal out of the blue, but it stands less chance of finding a supervisor to own it.
The application deadline for Part-time study is the same as for Full-time applications.
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Knowledge Management is...
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.
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