economy. Those in power, governments and maritime training stewards around the
world should make an effort to find those with great passion for the industry, give
them all the pedagogical support, so that they may be able to take lead in the
industry. This is a process, which takes commitment, time and resources and
thinking outside of the box, so that the world does not miss out on the modern
Malcolm McLeans of the world
37 and all other valuable maritime human resource.
See Fig. 1 for the algorithm explored by the student to assist the industry which is
prone to catastrophic losses because of delays and schedule disruptions due to the
economies of scale involved.
The algorithm, inspired by, inter alia, the work of, Brouer et al.,
38 presents a
solution to a problem. The problem is then presented in a way that the industry can
apply using appropriate technologies. Of course not everyone is going to be in the
same field in the industry, i.e., solving problems through writing algorithms, for
example, or patrolling the coasts as part of the armed forces but this example of
student effort is included here to show some of the pragmatic ways that maritime
pedagogy can be presented with knowledge transferred in ways that stimulate
modern students in the world that they find themselves in, where computerization
and machines are in partnership with the industry.
The algorithm below for example, deals with the very real risk of irregular
deviations and delays from schedules in the liner trades, a very disruptive problem.
The proposed solution is to recover from these deviations is to speed up, port skip or
port swap in order to (a) allow recovery for schedule disruptions and (b) allow
container rerouting. This is done through the development of a mixed integer
nonlinear programming (MINLP) algorithm. This is tested against various case
studies to save the shipping company money and allow the company to recover its
schedule at an operational level.
39 The solution has been found to be feasible and
logical when tested by ship operational managers. It takes effective pedagogical
strategies to achieve this kind of economically viable, solution inspiring maritime
education.
4 Challenges in Maritime Pedagogy
Statistically, international trade is a reality, nations are affected by it on a daily
basis.
40 However, it seems from Fig. 2 that the WTO-extra policy areas, one of them
being education and training, created to sustain the industry with regard to pedagogy
are hardly included by many nations and are barely legally enforceable. From the
table below they do not seem to be priority for many countries. It is therefore clear
37 Marex (2016). The story of Malcolm McLean.
38 Brouer et al. (2013).
39 Wang (2016). Unpublished paper, campus project, Business of Shipping.
40 See, UN Trade Statistics (2018).
Pedagogies and Strategies in International Maritime Business
619
world should make an effort to find those with great passion for the industry, give
them all the pedagogical support, so that they may be able to take lead in the
industry. This is a process, which takes commitment, time and resources and
thinking outside of the box, so that the world does not miss out on the modern
Malcolm McLeans of the world
37 and all other valuable maritime human resource.
See Fig. 1 for the algorithm explored by the student to assist the industry which is
prone to catastrophic losses because of delays and schedule disruptions due to the
economies of scale involved.
The algorithm, inspired by, inter alia, the work of, Brouer et al.,
38 presents a
solution to a problem. The problem is then presented in a way that the industry can
apply using appropriate technologies. Of course not everyone is going to be in the
same field in the industry, i.e., solving problems through writing algorithms, for
example, or patrolling the coasts as part of the armed forces but this example of
student effort is included here to show some of the pragmatic ways that maritime
pedagogy can be presented with knowledge transferred in ways that stimulate
modern students in the world that they find themselves in, where computerization
and machines are in partnership with the industry.
The algorithm below for example, deals with the very real risk of irregular
deviations and delays from schedules in the liner trades, a very disruptive problem.
The proposed solution is to recover from these deviations is to speed up, port skip or
port swap in order to (a) allow recovery for schedule disruptions and (b) allow
container rerouting. This is done through the development of a mixed integer
nonlinear programming (MINLP) algorithm. This is tested against various case
studies to save the shipping company money and allow the company to recover its
schedule at an operational level.
39 The solution has been found to be feasible and
logical when tested by ship operational managers. It takes effective pedagogical
strategies to achieve this kind of economically viable, solution inspiring maritime
education.
4 Challenges in Maritime Pedagogy
Statistically, international trade is a reality, nations are affected by it on a daily
basis.
40 However, it seems from Fig. 2 that the WTO-extra policy areas, one of them
being education and training, created to sustain the industry with regard to pedagogy
are hardly included by many nations and are barely legally enforceable. From the
table below they do not seem to be priority for many countries. It is therefore clear
37 Marex (2016). The story of Malcolm McLean.
38 Brouer et al. (2013).
39 Wang (2016). Unpublished paper, campus project, Business of Shipping.
40 See, UN Trade Statistics (2018).
Pedagogies and Strategies in International Maritime Business
619