Research Article
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Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals

Year 2022, Volume: 11 Issue: 2, 158 - 168, 24.06.2022
https://doi.org/10.33714/masteb.1079480

Abstract

The aim of this study is to answer the questions, what are the relevancies of sustainable development goals (SDGs) and the marine engineering curriculum, and what areas should be improved to achieve a curriculum that supports sustainable marine engineering education. This study is the first study that analyzes all courses at the existing marine engineering curriculum of a university from the perspective of SDGs. Five stepped methodology is applied, which are understanding the content of all SDGs and relevance with maritime transportation, examining the marine engineering curriculum of ITU Maritime Faculty, examining each course catalog and weekly course plan, comparing the content of the SDGs with the content of the courses to determine the relevancy, and find strong and weak sides of the marine engineering curriculum from the aspect of the SDGs. According to the study findings, the top three relevant SDGs to the marine engineering curriculum are SDG4 – Quality education, SDG12 – Responsible consumption and production, and SDG8 – Decent work and economic growth with the percentages of 50%, 18%, and 13%, respectively. On the other hand, the least relevant three SDGs are SDG17 – Partnerships for the goals, SDG2 – Zero hunger, SDG1 – No poverty, and SDG15 – Life on land with the percentages of 1%, 2%, and 3% for the remaining two, respectively. In addition to the curriculum relevancy, IMO Agenda topics are examined and linked with SDGs. According to this examination, the marine engineering curriculum should be improved to achieve sustainable development-based marine engineering education. Moreover, maritime education and training should be changed from the STCW-based structure to the SD-based structure for a modern and sustainable marine engineering curriculum.

References

  • Aakre, B. M. (2021). Maritime education and sustainable development in Japan, a Norwegian perspective. Quest for Technical Pedagogy, 23, 1-24.
  • Aleixo, A. M., Azeiteiro, U. M., & Leal, S. (2018). The implementation of sustainability practices in Portuguese higher education institutions. International Journal of Sustainability in Higher Education, 19(1), 146-178, https://doi.org/10.1108/IJSHE-02-2017-0016
  • Aleixo, A. M., Azeiteiro, U. M., & Leal, S. (2020). Are the sustainable development goals being implemented in the Portuguese higher education formative offer? International Journal of Sustainability in Higher Education, 21(2), 336-352. https://doi.org/10.1108/IJSHE-04-2019-0150
  • Balagiu, A., & Sandiuc, C. (2020). Developing an online course for marine engineering. Scientific Bulletin of Naval Academy, XXIII, 282-286. https://doi.org/10.21279/1454-864X-20-I1-040
  • Barth, M., & Rieckmann, M. (2012). Academic staff development as a catalyst of curriculum change towards education for sustainable development: An output perspective. Journal of Cleaner Production, 26, 28-36, https://doi.org/10.1016/j.jclepro.2011.12.011
  • Carpenter, A., Skinner, J. A., & Johansson, T. M. (2021). Conclusions: Connecting sustainable development goals to the maritime domain. In Carpenter, A., Johansson, T. M., & Skinner, J. A. (Eds.), Sustainability in the Maritime Domain (pp. 489-507). Springer. https://doi.org/10.1007/978-3-030-69325-1_22
  • Dere, C., Zincir, B., & Deniz, C. (2017). Usage of simulator as an energy efficient operation of main engine practice. Proceedings of the 13th International Conference on Engine Room Simulators, Ukraine, pp. 202-208.
  • Di Vaio, A., Varriale, L., Lekakou, M., & Stefanidaki, E. (2021). Cruise and container shipping companies: a comparative analysis of sustainable development goals through environmental sustainability disclosure. Maritime Policy & Management, 48(2), 184-212. https://doi.org/10.1080/03088839.2020.1754480
  • European Maritime Safety Agency (EMSA). (2022). Overview. Retrieved on December 12, 2021, from https://european-union.europa.eu/institutions-law-budget/institutions-and-bodies/institutions-and-bodies-profiles/emsa_en
  • Inal, O. B., & Deniz, C. (2021). Emission analysis of LNG fuelled molten carbonate fuel cell system for a chemical tanker ship: a case study. Marine Science Technology Bulletin, 10(2), 118-133. https://doi.org/10.33714/masteb.827195
  • Inal, O. B., Dere, C., Zincir, B., & Deniz, C. (2021). Hybrid propulsion and alternative fuels education in the course of decarbonised shipping. Australian Journal of Maritime & Ocean Affairs, In press. https://doi.org/10.1080/18366503.2021.1940475
  • International Maritime Organization (IMO). (2022). Meeting Summaries and Schedule. Retrieved on January 8, 2022, from https://www.imo.org/en/MediaCentre/MeetingSummaries/Pages/default.aspx
  • Kandemir, C., Soner, O., & Celik, M. (2018). Proposing a practical training assessment technique to adopt simulators into marine engineering education. WMU Journal of Maritime Affairs, 17(1), 1-15. https://doi.org/10.1007/s13437-018-0137-4
  • Michaeli, J. G. (2016). Developing a distance learning curriculum for marine engineering education. Proceedings of the 2016 ASEE Annual Conference & Exposition, Louisiana, USA, 9p. https://doi.org/10.18260/p.26722
  • Mkpandiok, A., & Ukpai, U. E. (2017). Managing maritime education and training for the attainment of sustainable development goals in Nigeria. World Educators Forum, 9(1), 1-15.
  • OECD. (2022). Ocean Shipping and Shipbuilding. Retrieved on March 18, 2022, from https://www.oecd.org/ocean/topics/ocean-shipping/#:~:text=The%20main%20transport%20mode%20for,transport%20arteries%20for%20global%20trade
  • Ölçer, A. I., Ballini, F., Kitada, M., & Dalaklis, D. (2017). Development of a holistic maritime energy management programme at the postgraduate level: the case of WMU. Proceedings of the 11th annual International Technology, Education and Development (INTED 2017) Conference, Spain, pp. 1426-1432.
  • Rowihil, M. S., & Farag, Y. B. A. (2021). Sustainable development in maritime education and training; trends, challenges and the way forward. Strathprints, Preprint. https://strathprints.strath.ac.uk/77215/
  • United Nations (UN). (2022a). The 17 Goals. Retrieved on December 10, 2021, from https://sdgs.un.org/goals
  • United Nations (UN). (2022b). Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved on December 10, 2021, from https://sdgs.un.org/2030agenda
  • United Nations (UN). (2022c). Communication materials. Retrieved on December 10, 2021, from https://www.un.org/sustainabledevelopment/news/communications-material/
  • United Nations Conference on Trade and Development (UNCTAD). (2019). Review of Maritime Transport 2019. Retrieved on December 11, 2021, from https://unctad.org/
  • United Nations General Assembly (UN). (1987). Development and international economic co-operation: environment. Report of the world commission on environment and development: our common future. Retrieved on December 10, 2021, from https://sswm.info/sites/default/files/reference_attachments/UN%20WCED%201987%20Brundtland%20Report.pdf
  • Wang, X., Yuen, K. F., Wong, Y. D., & Li, K. X. (2020). How can the maritime industry meet sustainable development goals? An analysis of sustainability reports from the social entrepreneurship perspective. Transportation Research Part D: Transport and Environment, 78, 102173. https://doi.org/10.1016/j.trd.2019.11.002
  • Zincir, B., & Deniz, C. (2018). A course proposal for the training of marine engineering students about alternative fuels, related systems, and operation. Proceedings of the 19th Annual General Assembly (IAMU AGA 2018), Spain, pp. 37-45.
Year 2022, Volume: 11 Issue: 2, 158 - 168, 24.06.2022
https://doi.org/10.33714/masteb.1079480

Abstract

References

  • Aakre, B. M. (2021). Maritime education and sustainable development in Japan, a Norwegian perspective. Quest for Technical Pedagogy, 23, 1-24.
  • Aleixo, A. M., Azeiteiro, U. M., & Leal, S. (2018). The implementation of sustainability practices in Portuguese higher education institutions. International Journal of Sustainability in Higher Education, 19(1), 146-178, https://doi.org/10.1108/IJSHE-02-2017-0016
  • Aleixo, A. M., Azeiteiro, U. M., & Leal, S. (2020). Are the sustainable development goals being implemented in the Portuguese higher education formative offer? International Journal of Sustainability in Higher Education, 21(2), 336-352. https://doi.org/10.1108/IJSHE-04-2019-0150
  • Balagiu, A., & Sandiuc, C. (2020). Developing an online course for marine engineering. Scientific Bulletin of Naval Academy, XXIII, 282-286. https://doi.org/10.21279/1454-864X-20-I1-040
  • Barth, M., & Rieckmann, M. (2012). Academic staff development as a catalyst of curriculum change towards education for sustainable development: An output perspective. Journal of Cleaner Production, 26, 28-36, https://doi.org/10.1016/j.jclepro.2011.12.011
  • Carpenter, A., Skinner, J. A., & Johansson, T. M. (2021). Conclusions: Connecting sustainable development goals to the maritime domain. In Carpenter, A., Johansson, T. M., & Skinner, J. A. (Eds.), Sustainability in the Maritime Domain (pp. 489-507). Springer. https://doi.org/10.1007/978-3-030-69325-1_22
  • Dere, C., Zincir, B., & Deniz, C. (2017). Usage of simulator as an energy efficient operation of main engine practice. Proceedings of the 13th International Conference on Engine Room Simulators, Ukraine, pp. 202-208.
  • Di Vaio, A., Varriale, L., Lekakou, M., & Stefanidaki, E. (2021). Cruise and container shipping companies: a comparative analysis of sustainable development goals through environmental sustainability disclosure. Maritime Policy & Management, 48(2), 184-212. https://doi.org/10.1080/03088839.2020.1754480
  • European Maritime Safety Agency (EMSA). (2022). Overview. Retrieved on December 12, 2021, from https://european-union.europa.eu/institutions-law-budget/institutions-and-bodies/institutions-and-bodies-profiles/emsa_en
  • Inal, O. B., & Deniz, C. (2021). Emission analysis of LNG fuelled molten carbonate fuel cell system for a chemical tanker ship: a case study. Marine Science Technology Bulletin, 10(2), 118-133. https://doi.org/10.33714/masteb.827195
  • Inal, O. B., Dere, C., Zincir, B., & Deniz, C. (2021). Hybrid propulsion and alternative fuels education in the course of decarbonised shipping. Australian Journal of Maritime & Ocean Affairs, In press. https://doi.org/10.1080/18366503.2021.1940475
  • International Maritime Organization (IMO). (2022). Meeting Summaries and Schedule. Retrieved on January 8, 2022, from https://www.imo.org/en/MediaCentre/MeetingSummaries/Pages/default.aspx
  • Kandemir, C., Soner, O., & Celik, M. (2018). Proposing a practical training assessment technique to adopt simulators into marine engineering education. WMU Journal of Maritime Affairs, 17(1), 1-15. https://doi.org/10.1007/s13437-018-0137-4
  • Michaeli, J. G. (2016). Developing a distance learning curriculum for marine engineering education. Proceedings of the 2016 ASEE Annual Conference & Exposition, Louisiana, USA, 9p. https://doi.org/10.18260/p.26722
  • Mkpandiok, A., & Ukpai, U. E. (2017). Managing maritime education and training for the attainment of sustainable development goals in Nigeria. World Educators Forum, 9(1), 1-15.
  • OECD. (2022). Ocean Shipping and Shipbuilding. Retrieved on March 18, 2022, from https://www.oecd.org/ocean/topics/ocean-shipping/#:~:text=The%20main%20transport%20mode%20for,transport%20arteries%20for%20global%20trade
  • Ölçer, A. I., Ballini, F., Kitada, M., & Dalaklis, D. (2017). Development of a holistic maritime energy management programme at the postgraduate level: the case of WMU. Proceedings of the 11th annual International Technology, Education and Development (INTED 2017) Conference, Spain, pp. 1426-1432.
  • Rowihil, M. S., & Farag, Y. B. A. (2021). Sustainable development in maritime education and training; trends, challenges and the way forward. Strathprints, Preprint. https://strathprints.strath.ac.uk/77215/
  • United Nations (UN). (2022a). The 17 Goals. Retrieved on December 10, 2021, from https://sdgs.un.org/goals
  • United Nations (UN). (2022b). Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved on December 10, 2021, from https://sdgs.un.org/2030agenda
  • United Nations (UN). (2022c). Communication materials. Retrieved on December 10, 2021, from https://www.un.org/sustainabledevelopment/news/communications-material/
  • United Nations Conference on Trade and Development (UNCTAD). (2019). Review of Maritime Transport 2019. Retrieved on December 11, 2021, from https://unctad.org/
  • United Nations General Assembly (UN). (1987). Development and international economic co-operation: environment. Report of the world commission on environment and development: our common future. Retrieved on December 10, 2021, from https://sswm.info/sites/default/files/reference_attachments/UN%20WCED%201987%20Brundtland%20Report.pdf
  • Wang, X., Yuen, K. F., Wong, Y. D., & Li, K. X. (2020). How can the maritime industry meet sustainable development goals? An analysis of sustainability reports from the social entrepreneurship perspective. Transportation Research Part D: Transport and Environment, 78, 102173. https://doi.org/10.1016/j.trd.2019.11.002
  • Zincir, B., & Deniz, C. (2018). A course proposal for the training of marine engineering students about alternative fuels, related systems, and operation. Proceedings of the 19th Annual General Assembly (IAMU AGA 2018), Spain, pp. 37-45.
There are 25 citations in total.

Details

Primary Language English
Subjects Maritime Engineering (Other)
Journal Section Research Article
Authors

Burak Zincir 0000-0002-6719-4730

Publication Date June 24, 2022
Submission Date February 26, 2022
Acceptance Date March 20, 2022
Published in Issue Year 2022 Volume: 11 Issue: 2

Cite

APA Zincir, B. (2022). Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals. Marine Science and Technology Bulletin, 11(2), 158-168. https://doi.org/10.33714/masteb.1079480
AMA Zincir B. Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals. Mar. Sci. Tech. Bull. June 2022;11(2):158-168. doi:10.33714/masteb.1079480
Chicago Zincir, Burak. “Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals”. Marine Science and Technology Bulletin 11, no. 2 (June 2022): 158-68. https://doi.org/10.33714/masteb.1079480.
EndNote Zincir B (June 1, 2022) Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals. Marine Science and Technology Bulletin 11 2 158–168.
IEEE B. Zincir, “Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals”, Mar. Sci. Tech. Bull., vol. 11, no. 2, pp. 158–168, 2022, doi: 10.33714/masteb.1079480.
ISNAD Zincir, Burak. “Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals”. Marine Science and Technology Bulletin 11/2 (June 2022), 158-168. https://doi.org/10.33714/masteb.1079480.
JAMA Zincir B. Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals. Mar. Sci. Tech. Bull. 2022;11:158–168.
MLA Zincir, Burak. “Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals”. Marine Science and Technology Bulletin, vol. 11, no. 2, 2022, pp. 158-6, doi:10.33714/masteb.1079480.
Vancouver Zincir B. Analyzing Marine Engineering Curriculum from the Perspective of the Sustainable Development Goals. Mar. Sci. Tech. Bull. 2022;11(2):158-6.

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