prior to discussing teaching and learning strategies around it. Maritime business
activities start even before market analysts put together data needed to study the
feasibility of a maritime venture. This involves a tremendous amount of activity
because even each type of activity has its sub-branches of activity that requires
specialization in its own right for the purposes of teaching and learning. Ship
operation activity, for example, has ship scrapping activity associated with it
which has received regulatory attention in the form of the Hong Kong Convention
of 2009,
7 not to mention the businesses that depend of ship scrapping for their
survival as part of maritime business.
It is therefore submitted that we limit the meaning of what is considered international maritime business to the well-ordered categorization provided by maritime
economics author Martin Stopford, in Table 1.
8 This summary of maritime business
activities provides us with a very helpful classification of maritime business activities and this will be the opportunity of educational deliberations of this chapter.
Pedagogies in international maritime business and strategies around it are also
usually matters of international regulation. For example, mariners must be qualified
under the International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers (STCW), 1978. Therefore, understanding the regulatory
framework as part of the pedagogical strategy is essential, especially where such
regulation automatically creates commitment from signatory nations to enable this
training and certification according to appropriate standards set by the International
Maritime Organization (IMO). Further, there are some technological changes and
advancements in international maritime business such as the use of blockchain
technology,
9 the introduction of autonomous ships,
10 the introduction of cyber
threats that have been targeting shipping companies,
11 new regulation,
12 all of
which will require that modern strategies of teaching and learning be adapted to
prepare the mariner, business student, commercial men and women, shipowners,
traders, developers and all intending to have longevity and resilience in the industry.
This chapter has chosen to explore education so as to contribute to effective
strategies for teaching and learning in international maritime business because
7 Hong Kong Convention (2009).
8 Stopford (2009), p. 49.
9 Blockchain can be simply explained to be a distributed ledger technology that is intended to make
the process of verifying transactions in a fair, transparent and democratic manner. Future Thinkers
(2017). Blockchain technology directly affects international maritime business as all the transactions that relate to supply-chain. Software, Big Data, and IoT (2018a, b) reports that the Port of
Rotterdam has joined forces with SAMSUNG to run a Blockchain pilot program. The same
reporters, earlier in 2018, also reports efforts by Korean shipbuilders to apply Blockchain technology to shipbuilding. We need to incorporate an understanding of these technological
implementations to international maritime business.
10 Kutawa et al. (2016), pp. 111–118 offering an algorithm for compliance with COLREGS
regulation for maritime safety and collision avoidance on unmanned vessels.
11 Cyber Security (2018).
12 See, for example, the EU’s (2018) General Data Protection Regulation (GDPR).
Pedagogies and Strategies in International Maritime Business
609
activities start even before market analysts put together data needed to study the
feasibility of a maritime venture. This involves a tremendous amount of activity
because even each type of activity has its sub-branches of activity that requires
specialization in its own right for the purposes of teaching and learning. Ship
operation activity, for example, has ship scrapping activity associated with it
which has received regulatory attention in the form of the Hong Kong Convention
of 2009,
7 not to mention the businesses that depend of ship scrapping for their
survival as part of maritime business.
It is therefore submitted that we limit the meaning of what is considered international maritime business to the well-ordered categorization provided by maritime
economics author Martin Stopford, in Table 1.
8 This summary of maritime business
activities provides us with a very helpful classification of maritime business activities and this will be the opportunity of educational deliberations of this chapter.
Pedagogies in international maritime business and strategies around it are also
usually matters of international regulation. For example, mariners must be qualified
under the International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers (STCW), 1978. Therefore, understanding the regulatory
framework as part of the pedagogical strategy is essential, especially where such
regulation automatically creates commitment from signatory nations to enable this
training and certification according to appropriate standards set by the International
Maritime Organization (IMO). Further, there are some technological changes and
advancements in international maritime business such as the use of blockchain
technology,
9 the introduction of autonomous ships,
10 the introduction of cyber
threats that have been targeting shipping companies,
11 new regulation,
12 all of
which will require that modern strategies of teaching and learning be adapted to
prepare the mariner, business student, commercial men and women, shipowners,
traders, developers and all intending to have longevity and resilience in the industry.
This chapter has chosen to explore education so as to contribute to effective
strategies for teaching and learning in international maritime business because
7 Hong Kong Convention (2009).
8 Stopford (2009), p. 49.
9 Blockchain can be simply explained to be a distributed ledger technology that is intended to make
the process of verifying transactions in a fair, transparent and democratic manner. Future Thinkers
(2017). Blockchain technology directly affects international maritime business as all the transactions that relate to supply-chain. Software, Big Data, and IoT (2018a, b) reports that the Port of
Rotterdam has joined forces with SAMSUNG to run a Blockchain pilot program. The same
reporters, earlier in 2018, also reports efforts by Korean shipbuilders to apply Blockchain technology to shipbuilding. We need to incorporate an understanding of these technological
implementations to international maritime business.
10 Kutawa et al. (2016), pp. 111–118 offering an algorithm for compliance with COLREGS
regulation for maritime safety and collision avoidance on unmanned vessels.
11 Cyber Security (2018).
12 See, for example, the EU’s (2018) General Data Protection Regulation (GDPR).
Pedagogies and Strategies in International Maritime Business
609