Date of Award
2025
Document Type
Thesis
Degree Name
Doctor of Philosophy in Maritime Affairs
Specialization
Ph.D (Maritime Affairs)
Campus
Malmö, Sweden
Country
Japan
First Advisor
Michael Ekow Manuel
Abstract
As a critical component of skill development and identity construction for prospective seafarers, onboard training has played a central role in Maritime Education and Training (MET). Each Maritime Education and Training Institution (METI) implements distinct onboard training arrangements based on its environmental, socio-cultural, and historical context, as well as the learning theories that inform its approach. However, the absence of a rigorous examination of the factors influencing national variations in onboard training creates challenges in establishing legal norms at the international level. Furthermore, the literature has identified a wide range of issues and challenges in the implementation of onboard training, including insufficient training quality and limited availability of training berths for students. According to the Seafarer Workforce Report (BIMCO & ICS, 2021), the shortage of seafarers—particularly at the officer rank—is projected to reach 25,000 by 2026. This significant shortfall in the international shipping workforce may worsen if young cadets are unable to access essential onboard training opportunities. Additionally, an apparent lack of a sufficient level of quality of training further compromises seafarer competence, ultimately affecting the long- term safety and productivity of the shipping industry. The competence development of seafarers is highly contingent on the quality of onboard training, as it provides cadets with direct exposure to the real work environment. The ongoing discussions at the International Maritime Organization (IMO) regarding training quality and berth availability underscore the urgency of addressing these challenges, which pose a threat to the sustainable development of the shipping industry.
This study employed an exploratory sequential approach to identify an effective model of onboard training underpinned by decision theory. First, a systematic literature review was conducted to establish the theoretical foundations of onboard training. Subsequently, mixed data collection methods—including survey questionnaires, semi-structured interviews, and focus groups—were applied in a sequential process. The data were analysed in three stages: first, to determine the current practices and their rationale through convergent data analysis of survey questionnaire and semi-structured interview data; second, to identify the issues, challenges, and influencing factors affecting onboard training through qualitative analysis of the data from semi-structured interviews and focus groups; and third, to identify the elements that inform effective onboard training models in use through qualitative analysis of survey questionnaire, semi-structured interview and focus group data. The various onboard training arrangements identified were then evaluated using the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) analysis, with criteria derived from the rationale behind training arrangements, implementation challenges, and influencing factors. By integrating the qualitative and quantitative findings with an in-depth interrogation of learning theories relevant to the onboard training context identified through the systematic literature review, this study proposes the Statistical, Theory-informed and Expert Input Model (STEIM) of onboard training.
The study makes contributions to theory with its critical examination of the learning theories underpinning onboard training of deck cadets, to decision-making theory and to the practical policy domain by its proposal of the STEIM of onboard training. The model is put forward as one to be aspired to and to be considered in the development of international law regarding the training and certification of seafarers.