An exploratory study of approaches to onboard training in different countries

Abstract

This study explores how current shipboard/onboard training arrangements vary among countries and what informs these differences. The study – employing qualitative and quantitative research approaches in the form of an online survey and in-depth semi-structured interviews – collected data on onboard training arrangements from 95 MET institutions from 44 countries. From the data analysis, onboard training arrangements were categorised into seven dominant types based on regional and institutional differences with respect to four elements: substitution by simulator training, integration into the academic programme, schedule, and type of ships used. The analysis further explored the different rationales for the diverse approaches to onboard training and the dominance of the approaches in different regions. Although not explicitly mentioned by research participants, a variety of learning theories can explain the reasons underpinning the choice of particular onboard training strategies and these are discussed. Given the fundamental differences in onboard training strategies identified in this study, future research should first examine the issues and difficulties that confront the implementation of onboard training and the factors/trends that actually and/or potentially influence such implementation. Secondly, future research should explore the development of a model that can comprehensively address the challenge of onboard training across countries and do so with current trends in mind, in particular, the increasing fidelity and abilities of simulation for seafarer education and training as well as developments in ship operation with increasing levels of automation.

Keywords

• Maritime education and training
• onboard training
• seafarer education
• theories of learning