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Training Innovation in Taiwanese Maritime Education and Training

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Training Innovation in Taiwanese Maritime Education and Training Training Innovation in Taiwanese Maritime Education and Training: Concerns, Expectancy and Professionalism James, Jia-Shen Hu Ph.D. 2003 ~~c=f'"'t•;F':!'rnJ1•--i.-~~.-.,~:""~'"'-:-r<..-r.,,·,....,. ~"°.....-~~'~l r {<.I "C··~ .. ., • ~ ' ,- < l "' ' <' ,,, i 9 F1~Jt_.)~ ~<e)J,.;t.,";:·.~,j ~it:~~'. "; '. ,' ·: r. i l"'·;'-,1 i rr·'' ~ '" - .. , ,~ """,."·~i.."~, .::i!~ ~~;t'::· ·" r-_' 'I. b~~-..r-.4-.;l.::C.~:JZ"'="IV"-'=-="-""""'~ Training Innovation in Taiwanese Maritime Education and Training: Concerns, Expectancy and Professionalism By James, Jia-Shen Hu Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Maritime Transport and Engineering AUSTRALIAN MARITIME COLLEGE July 2003 A 7002 22426008--- DECLARATION This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. Signed: Date: �A�3 STATEMENT1 This thesis is the result of my own investigations, except where otherwise stated. Other sources are acknowledged in the text giving explicit references. A bibliography is appended. IA Signed: I Date: ��Pg /of ATATEMENT2 I hereby give consent for my thesis to be available for photocopying and for inter­ library loan, and for the title and summary to be made available to outside organizations. Signed: Date: '>i��Pt /o} 11 Training Innovation in Taiwanese Maritime Education and Training: Concerns, Expectancy and Professionalism By James, Jia-Shen Hu Abstract 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. 111 Acknowledgments The study is sponsored with the aid of a grant from the Australian Maritime College and carry out in collaboration with the National Kaohsiung Institute of Marine Technology based on Taiwan. The author would like to thank the authorities of the National Kaohsiung Institute of Marine Technology for their assistance, enabling me to overcome the hardships of finance and interruption to lectures in the Institute. Particularly thanks are expressed to the authorities of the Australian Maritime College for their support and sponsorship, empowering me to overwhelm the difficulties of research and financial affairs in the College. Further, the author would like to acknowledge the previous Director of Corporate Services/Registrar, Mr. A. Neeson, for his assistance in applying for admission and enrolment for this research. The author specially appreciates the support of my principal supervisor, Dr. B. Lewarn. Through his encouragement and enthusiastic guidance, the author has been able to continue this study to its final stages. Particular gratitude goes to my assistant supervisor Dr. D. Grewal, with his valuable advice, the author has been able to overcome the barriers during the study. Further, many thanks must go to Mr. S. Cahoon, with his assistance the author was able to cross through the barriers during commencing to study in the College and preparation of this thesis. Thanks are also expressed to all people for supporting this thesis and those who have made the author's stay in Launceston memorable. Deep gratitude and thanks is expressed to the author's brother-in-law, Dr. V. H. Lo, Professor of the National Cheng-chi University in Taiwan. His numerous suggestions and facilitation in conducting this thesis, especially in the area of questionnaire design, statistical procedures and data analysis, led the author to the success of this study. Furthermore, particularly thanks are expressed to the author's classmate, Mr. X. Y. Li, with his patient revisions, this less than perfect thesis becomes a readable paper, and finally a thesis. Last but not the least the author is greatly indebted to my dear wife and two lovely boys for their tre1!1endous support and willingness to accept having only the company of a part time husband and father for these past years. 1 Training Innovation in Taiwanese Maritime Education and Training: Concerns, Expectancy and Professionalism Contents Content Page Declaration 1 Abstract .................................................................................... 11 Acknowledgements ....................................................................... 111 List of Tables .............................................................................. 5 List of Figures ............................................................................ 6 Glossary of Terms ...................................................................... .. 8 Chapter 1 Introduction 1.1 Introduction . .. .. .. 12 1.2 Purposes of the study .. .. .... .. .... .. ......... ... .... .. .... .. ...... .. .. .. ... .... 15 1.3 The Context for the Stages of Concern, Expectancy Values, and Professionalism about the Maritime Education and Training Innovation in Taiwan . .. .. 20 Chapter 2 The Implementation of the STCW 95 Convention into Maritime Education and Training in Taiwan 2.1 Introduction . 25 2.2 STCW95 Convention Perspectives .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...... .. .. .. ...... 28 2.2.1 Goals and Effects .. .. .. .. .. .. .. .. .... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ... 29 2.2.2 STCW 95 Convention Requirements for Seafarers Seeking Certification . .. .. 31 2.2.3 Quality Standards System . .. .... .. .. .. .. .. .. .. .. .. ..... 35 2.3 Technological and Vocational Educational (TVE) Administration System in Taiwan . .... .... .. .. .. .. .. ..... .. .. .. .. .. .. .... 41 2 2.4 National Examination System for Professionals and Technologists ...... 43 2.5 The MET Education, Examination and Certificate System ................. 45 2.5.1 The MET System ....................................................... 48 2.5.2 The MET Control System ............................................ 53 2.5.3 MET Academic Institutes ............................................ 55 2.6 Summary ........................................................................... 59 Chapter 3 Conceptual Framework, Methodology and Implementation of the Study 3.1 Introduction ........................................................................ 64 3.2 Conceptual Framework ........................................................... 67 3.2. l Concerns Based Adoption Model - Stages of Concern Theory .................................................................... 69 3.2.2 Expectancy Theory .................................................... 73 3.2.3 Professionalism .......................................................... 76 3.3 Methodology ....................................................................... 78 3.3.1 Population and Sample ................................................. 80 3.3.2 Population and Sample Size of the Study ........................... 81 3.4 Research Variables
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