Best MET Practices - International Linkages

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June 2010 Page 1 of 8

Best Maritime Education and Training Practices

Through International Linkages

Kalyan Chatterjea1,

Malaysian Maritime Academy[Views expressed are the personal views of the author]

INTRODUCTION

It is strongly believed that internationalisation enhances the quality of higher education.

Many policy documents, especially those published in the 1980s and early 1990s, consider

internationalisation as a means to improving quality. Examples include OECD and EU

documents, statements on national policies for inte rnationalisation, and also many

institutional-level policy plans for internationalisation (Van der Wende, 1999).

In the field of maritime education, we serve an industry, which is very global in nature. Our

curricula are influenced by collaborative developments at IMO and our ships are manned bymaritime professional of various nationalities with diverse cultural background and it is

essential that we pursue a global perspective in our maritime education and training.

The current knowledge-based economy is supported by the continuing rapid spread and

deep integration of advanced information and communications infrastructure based on

convergence of technology and telecommunications, broadcasting, computers, and content

providers. This emerging environment can only be sustained with hig hly networked

institutions, where the communities are supported through international collaboration

(Brunner, 2001).

In this short discussion paper, we look at the present level of linkages among METinstitutions, other maritime organizations and how to leverage this further to enhance

maritime education and training. Some definitions are added in Annex A for reference.

BACKGROUND

In the past there were numerous efforts in MET collaboration. In 1977, In ternational

Maritime Lecturers Association (IMLA) was formed, which emphasizes on Maritime English

and simulation-based training. They are now running regular international seminars and

conferences to exchange ideas among its members. In 1996, there was th e formation of the

Association of Maritime Education and Training Institutions in Asia Pacific (AMETIAP), which

was reorganised later as GlobalMET. Presently, development of GlobalMET into a globalnetwork of leading MET providers is enabling collaboration and a 'voice' for MET. GlobalMET

has now the IMOs mandate to update the IMO Model Courses, which would require

considerable collaborative efforts by participating members.

Additionally, International Association of Maritime Universities (IAMU) was form ed in 1999

with seven founder members and presently their strength has increased to 52 members.

1Kalyan Chatterjea is the Head of Research & Consultancy at the Malaysian Maritime Academy, Malacca.




IAMU is engaged in maritime research and encourages collaborative academic exchanges

among their participating maritime universities.

In Europe, there are a number of programmes under EUs Leonardo Programme, which

looks into the re-training of seafarers. A project like Safety-on-Sea (SOS) led by Turkish

Maritime Education Foundation (TUDEV), with the participation of different maritime

education institutions is a major study project in improving Maritime Education System in

Europe. The ongoing Maritime English Language (MarTEL) project is creating a

measurement system for the testing/ examining of seafarers of their Maritime English

standards and competency. TRAIN 4C (Train for Sea) is an EU Leonardo Mobility project

which enables transfer of cadets to other MET institutions.

In Malaysian Maritime Academy, we had our share of collaboration with various MET

institutions. We had signed MOU with USMMA, had staff-exchange with them and worked

collaboratively on short-course developments. We had set up twinning program with South

Tyneside College, UK for HND in Marine Engineering. Cadets from Malaysian Maritime

Academy participated in Summer Camp 2009 at Tokyo University of Marine Science &Technology (TUMSAT). We also signed MOU with Maritime Academy of Asia and the Pacific

(MAAP), Philippines. There are many others, which are too numerous to mention in this

short paper. Our experiences in such collaborative e xchanges are generally positive.

However, these linkages did not end in meaningful changes taking place as they were too

few and therefore did not constitute a minimum critical mass, which would influence

significant changes in our institutional practices . Barriers for bigger involvement are usually

funding constraints and also shortage of MET staff.

The following sections suggest possible areas of linkages which could enhance MET

practices for the coming decade.

EDUCATIONAL QUALITY ENHANCEMENT

From a number of European initiatives, it is becoming increasingly clear that, although

internationalization and quality may be closely linked at a conceptual level, they were not so

much linked at the level of practice and policy. Furthermore, it was found that

y it is very difficult to evaluate the contribution of internationalization to the quality of

education,

y the quality of internationalization itself was in general not monitored or assessed

systematically,y the link between quality assurance and the internation al recognition of higher

education qualifications is often unclear, and

y actors and agencies involved in internationalization and those involved in quality

assurance represent quite different and unconnected groups and organisations .

(K.lvermark & Van der Wende, 1997)




In Malaysian Maritime Academy, quality assessment is done through a number of external

linkages e.g. using DNV SeaSkill. They offer standards for maritime training providers. They

provide opportunity to ensure that courses and programmes being offered are properly

designed, contain clear objectives, are delivered by qualified instructors and are evaluated

and improved in line with market demands and developments. The maritime training

providers may include quality objectives in addition t o those covered by above mentioned

standards. The certification service may then be used to verify that the arrangements

needed for the achievement of such objectives are implemented and maintained. Training

Providers with a management system that is in compliance with one of the above DNV

Standards for Certification receive a DNV certificate.

However, these linkages for obtaining certifications have probably dual implications. These

may sometimes be related to short term economic benefits (e.g. institutional income from

fees with DNV /or similar certification), or long term interests (e.g. enhanced quality of

training). This is linked to a paradigm shift from cooperation to competition, which can at

present be observed in Europe and elsewhere (Van der Wende 1999).

In Philippines two benchmarking studies were conducted in the area of maritime education

and nursing and some recommendations from these projects are detailed below:

y Some educational inputs and processes have to be improved by the local nursing and

maritime institutions to be able to turn out graduates who can compete in the global

market.

y Our immediate concern is internal efficiency, i.e., to upgrade the present state of our

maritime and nursing institutions. Once internal efficiency is achieved, we can aim for

a higher level of accreditation and recognition by International Accrediting Agencies.

y A study on market supply and demand in both fields of nursing and maritime should

be undertaken to guide forecasting, decision making and collaboration within theglobal market.

y A study on the competitive advantage of our maritime graduates can be done with

those from other developing regional economies such as Malaysia, Vietnam,

Indonesia, and Thailand, which compete with the Philippines in supplying th e lower-

end manpower needs of the industry.

y Likewise, a study on the competitive advantage of our nursing graduates can be done

with those from the US, Japan, Korea and Thailand, which similarly supply care

providers and nurses.

y In the light of the compara tive advantages that surfaced through this benchmarking

study, local accrediting bodies should now aim at regional accreditation and

certification.y This will pave the way for local Professional Associations to enter into linkages within

the APEC region.

STAFF/ STUDENT EXCHANGE PROGRAMMES

These are some of the frequently used programmes between MET institutions, which target

human capital development. Malaysian Maritime Academy has numerous experience of




sending staff to foreign MET institutions and also ha d a number of visiting lecturers from

different institutes. However, due to funding shortages and with lack of adequate lecturers,

such programmes are rather infrequent. The benefits of these exchanges cannot be over

emphasized as there is potential for ex change of procedural as well as content knowledge,

which could translate into improved educational practices at the institutional level .

Possibilities of increasing the number of such exchanges should be explored as these

exchanges can enhance global perspectives for maritime education and training.

Student could also benefit significantly from an exchange programme. The difficulties

sometimes faced are due to different credit transfer, funding problems and even due to visa

formalities.

ADDRESING ECONOMIC INEQUALITY & CULTURAL DIFFERENCES

The inequalities in tuition fees could pose a barrier for student exchange progr ammes.

Some maritime funding agencies are needed if these efforts are to bear success. Cultural

/religious practices could also pose serious difficulties in making these programmes

worthwhile. This could be particularly true for short programmes, when the students do not

get sufficient time to settle these various issues before concentrating on the academics.

RUNNING JOINT PROGRAMMES

One of the considered opportunities and benefits of academic collaboration through joint

programmes is that it gives the opportunity to combine the best practices and qualities from

different partners. Through close academic collaboration during the planni ng of a new

programme, the course contents are reviewed and the input of different institutionscontributes to the enhancement of the scientific and didactic quality of the programme.

Pros and cons of such a program are shown in the following table (Boren and Lokhoff, 2009).




Source: Boren and Lokhoff, 2009.

SOME OF THE KEY ELEMENTS WHEN JOINT PROGRAMMES ARE LIKELY TO

WORK

y At least one of the parties have experience in collaborative work

y Similar programmes were conducted before by one of the institutions

y The programme undertaken falls within the normal scope of the MET institutes

y The team members have the authorization to proceed or to retract when a decision -

making is called for.

y There are motivating factors financial or otherwise to undertake the joint project.

y There was adequate lead time for the preparation and planning of the project.

y The programme addresses a genuine need for the industry or for the MET institution

and hence receives support from all stakeholders.

y There is a pilot programme run to indicate that the efforts are likely to produce

positive results.

y There is trust between two collaborating partners and sufficient time has been given

for bonding between the teammates.

RECOMMENDED BEST PRACTICES

Following recommended practices were suggested at the EAHEP Workshop on Student

Mobility, Joint Degree Programmes and Institutional Development (Boren and Lokhoff,

2009).




Factor Implications Comments

Student satisfaction rate Important for success and

sustainability of the

programme

The overall satisfaction rate from the student

highly depends on the support received upon

arrival and during the stay, the quality of the

organization and the study plan, the quality

and cost of living. The majority of the students

appear to prefer study stays abroad in which

the organizational burden is largely born or at

least facilitated by the cooperating institutions

Institutional flexibility Need for autonomy, which

fosters innovation

Less regulations, less monitoring and less

restrictions

Political will of both

collaborating partners Support for international

mobility, especially the roles

and responsibilities in solving

obstacles in implementations

This could be the case in recognition of

credentials (including legalization of joint

degrees), quality assurance, and sanctioning

grants for participating students Providing innovative

solutions When a joint degree cannot

be awarded In such cases, a temporary solution could be

issuing of a local degree along with a certificate

signed by the partners Outcome Immediate spectacular results

should not be expected The fruits of the collaboration will need to

grow; as a lot of time and patience is needed Curriculum for joint

programmes A whole new curriculum

should be designed when

starting up a joint programme

Joining the best of each institution, taking

the best practices and courses from both

institutions will enhance the outcome

(1 + 1 = 3)

Differences in curricula

between the partners Differences in curricula are

an advantage As it allows for complementarities and

synergies Quality standards Quality assurance systems of

the institutions should be

accepted by all partners

Both partners should develop a joint quality

assurance approach for cooperation

Harmonization It is useful to make a

distinction between

harmonization on system

level and content level

An example could be application in quality

assurance system

Programme aims Should meet societal needs For example employability perspectives of students.

CONCLUSION

The short discussion paper raises some issues relating to the formation of international

linkages and their associated benefits, pitfalls and key conditions whe n such ventures are

likely to be successful. The paper does not provide answers to all the issues raised and it is

hoped that some the concerns expressed could be addressed by the team through sharing

of experiences at the round table discussion.

REFERENCES

Boeren,A. and Lokhoff, J.(2009). Student Mobility, Joint Degree Programmes and

Institutional Development. Second EAHEP Workshop. 16-17 February 2009. Crowne Plaza Mutiara,

Kuala Lumpur, Malaysia. June 2009.




Brunner, J.J. (2001). Viewpoints/ Controversies, Globalization, Education and the Technological

Revolution. Prospects 31(2).

Ka¨lvermark, T., & van der Wende, M. C. (1997). National policies for internationalization of higher

education in Europe. Stockholm: National Agency for Higher Education

Ramirez, V. E. (2001). Philippine Maritime and Nursing Education: Benchmarking with APEC Best Practices. Philippine Institute for Development Studies. Legaspi Village, Makati City, Philippines.

Available from: http://pascn.pids.gov.ph/DiscList/d01/s01-13.pdf [Retrieved in June 2010]

Wende, M.C. van der (1999) Quality Assurance of Internationalization and Internationalisation of

Quality Assurance. In: Quality and Internationalisation in Higher Education (pp. 225235). Paris:

OECD/IMHE.

ANNEX A: SOME DEFINITIONS

What are International Linkages?

An international linkage is a formal or informal contract or agreement between an MET

institute and another MET institute/ university, government, or agency in another country,

which provides for activities such as academic personnel exchanges, student exchanges or

overseas study programs, exchanges of materials, collaborative research plans, or

development or technical assistance programs.

Formal and Informal International Linkages

Formal linkages are agreements that involve continuing commitment of resources of an

MET institute in support of cooperative activities. There could be several types of formal

agreements: institution to institution linkages, overseas study abroad involving grants, andcontracts for services or technical assistance. Formal agreements must receive institutional

authorization.

Direct collegial relationships among faculty members, administrators, and/or students of

two institutions are informal linkages and generally do not require institutional

authorization.

Categories of Formal International Linkage

Potential categories of international agreements include:

y Cooperative Education Projects

y Cooperative Library Projects

y Student Exchange Projects

y Joint Research Projects

y Faculty Exchange Projects

y Technical Assistance Projects

Components of Formal International Linkage




y A brief statement of the general purpose of the agreement

y A plan of operation

y A timetable for specific activities should be included, if appropriate

y A designation of responsible officials at e ach institution for the on -going

management of the affiliation

y Descriptions of the specific projects or exchanges which are to be carried out under

the agreement, if these have been negotiated prior to the signing of the agreement.

These descriptions should outline the mutual benefits, responsibilities, and

obligations (i.e. scholarships, facilities, financial support) of both parties to the

agreement.

y A review and termination clause. This clause should state the beginning date of the

agreement and describe the intervals at which the agreement will be evaluated, how

it can be changed, and how it can be terminated/or when it will end. Backing out of a

commitment or terminating a relationship can be awkward. A design that allows for

review and renegotiation af ter a specified period of time is therefore essential.

Forms of Agreements

y In many cases, partner institutions may offer a draft document. Agreements may

have varied formats. As long as the written document accurately relates the terms

agreed upon, any format is acceptable. Samples of standard agreements are

described below. Copies of other agreements may be obtained through the

Associate Provost for International Programs.

Memorandum of Understanding

y An agreement or joint statement that confirms the inte ntion of the cooperatinginstitutions to work to develop collaborative activities related to research,

instruction, and extension, but which does not make commitments to specific

activities.

Implementation Plan

y Implementation plans are the specific program arrangements providing for transfer

of information, faculty, staff, and/or students between the institutions for education,

research, or related activities, which would include the number of persons involved

and the lengths of their visits. Implementation plans confirm activities for a defined

period of time, no longer than five academic years. Separate implementation plansmay be developed for more than one campus, school, or department under the

terms of an institutional Memorandum of Understanding.

Documents

Best MET Practices - International Linkages