University of Tasmania
whole_HuJia-ShenJames2003.pdf (7.94 MB)

Training innovation in Taiwanese maritime education and training : concerns, expectancy and professionalism

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posted on 2023-05-26, 19:02 authored by Hu, JSJ
This thesis investigates the domain of educators' concerns on maritime education and training innovation from various higher-education levels in maritime institutes. The study focuses on Taiwan, the revolution in international standards of competency for seafarers' Standards of Training, Certification and Watchkeeping (STCW) and its relationship to seafaring learning standards, trai!).ing outcomes and educators' professional standards. The main purpose of this study is a \Stages of Concern\" analysis of maritime educators to determine their attitudes and concerns when a new innovation initiative has to be confronted. In addition the study seeks to determine whether the factors of professionalism and expectancy values can influence maritime educators' stages of concern about the STCW innovation. The established theoretical model takes their seven stages of concern as dependent variables while their professionalism expectancy and demographics are treated as independent variables. It is tested with the aid of survey data from a Stages of Concern Questionnaire administered to the population of maritime educators from three different levels of Taiwanese academic institutes. The SPSS software package for determination of educators' concerns including descriptive correlational and inferential statistics and multivariate analysis of variance procedures is used to perform the data analysis. The results verify that an educator's concerns are an important component in the STCW reform implementation process. More specially the maritime educators in Taiwan express high concerns at the self and impact stages and lower concerns at the awareness and management stages. This indicates that their attentions are shifted to organize and implement the reform efficiently and in addition use the relevance of the reform to increase students' performances. However their concerns appear to reflect the strategies of the reform process rather than the outcomes and achievements of the students. Further the factors of professionalism and expectancy values are undoubtedly related to educators' stages of concern in the reform. The high expectancy value rating scales are at the impact stage which reflect that these educators are confident with their competencies to implement the reform and will devote their reform-related attitudes and efforts to help the students achieve the required criteria. The professionalism rating scales are also high at the impact stage which prove that the positively professional ethics perceptions and performances of the educators will yield a positive reform outcome. However expectancy values and professionalism are not statistically significant predictors of Stages of Concern. It reveals that the impetus to the reform mostly derives from the external sources. The satisfaction of the expectations received from the reform consequences is still not mature."


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Copyright 2003 the author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s). Thesis (PhD)--Australian Maritime College, Dept. of Maritime Business, 2003.

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