The education, training and continuing professional development of engineers in the Maritime Industry in The Netherlands – Courses on offer and requirements from industry, well matched or is there room for improvement

Date Author Address

Juni 2006 Jakob Pinkster

Deift University of Technology Ship Hydromechanics Laboratory

Mekelweg 2, 26282 CD Deift

TU Deif

t

Detft University of Technology

The Education, Training, and Continuing

Professional Development of Engineers in

the Maritime Industry in The Netherlands

"Courses on Offer and Requirements from

Industry; Well Matched Or is there Room

for Improvement

by

L Pinkster, J. KlcinWoud TUDeift and

J. Gelling - Damen Shipyards

Report No. 1482-P 2006

Publication in International Conference Organised By RINE and IMarEST, 23-24 May 2006, RINA, ISBN

No. I-905040-25-3

INTERNATIONAL CONFERENCE

Organised by RINE and the IMarEST

EDUCATION, RAINING &

_CONTINUING

PROFESSIONAL DEVELOPMENT OF MARINE

ENGINEERS IN THE MARATIME INDUSTRY

23 24 May 2006, City Conference Centre, London, UK

V PAPERS

RINA

EDUACATION, TRA NIrG &

_CONTINUING

PROFESSIONAL DEVELOPMENT OF ENGINEERS

IN THE MARITIME INDUSTRY

23-24 May 2006

This work relates to Department of the Navy Grant N000l4O61l026 issued by Office of Naval Research Global. The

United States Government has a royalty-free license throughout the world in all copyrightable material contained herein.

© 2006: The Royal Institution of Naval Architects The Institution is not, as a body, responsible for the opinions expressed by the individual authors or speakers

THE ROYAL INSTITUTION OF NAVAL ARCHITECTS

10 Upper Belgrave Street

London SWIX 8BQ

Telephone: 020 7235 4622 Fax: 020 7259 5912

Education, Training & Continuing Professional_{Development of Engineers in the Maritime Iñduitry, Londón, UK}

CONTENTS

Mastersor Sailors?

James Buckley, BMT Defence Services Ltd, UK

Multi-Functional Education for Sea-Gòing Marine Engineers

9

Bòris Butman,, US Merchant Mari

_{ne Academy, USA}

The Education, Training and Continuing

_{Professional Development of Engineers}

₁₇

in the Maritime Industry in the

_Netherlands

_{- tourses on Offer and}

Requirements from Industry, Well Matched or is there Room for Improvement

Jakob Pinkster, TU Deift, the Netherlands

Jaap Gelling, Damen Shipyards, the

_Netherlands,

Changing Undergraduate Engineering

_{'Communciations Needs at the US}

35

Merchant Marine Academy

John Tuttle and Michael Ales, United States Merchant Marine Academy, USA.

Two Year Training Scheme.for Graduates hiSaipem UK

Peter Lai, Richard Harrison and' Vince Mccarthy, Saipem UKLtd,, UK

Optimization of Professional Develópment

_{for Young Naval Architects}

_and

₄₇

Marine Engineers

Alexandros Psarianos, Univesities of Glasgow & Strathclyde, UK

Educating Naval Enginecrs - A Challenge for Academia and Industry Alike

₅₉

Simon Rusling: and Richard Bucknall, University college London, UK

The School of Naval Architecture and

_{Marine Engineering in Genoa siñce 1870}

67

Massimo Figari, Universita di Genova

_{- DINA V, Italy}

The Educationof Naval Architects and Marine

_{Engineers iìi North America}

Thomas Lamb, University of Michigan; chair SNAME Educaiion committee, USA

Higher Education in Marine Technològy

S c Misra and OP Sha, I.I.T. Kharagpur, India

P Misra, MMD, chennai, India

Generic Graduate Attributes in 'Maritime Engineering

N Lawrence, G Thomas, D Ranmuthugala,

_{P Sahoo andA Pal, Australian Maritime}

college, Australia

Fúture Marine Design Edücation

Bruce Woods, Massey 'University, New Zealand

Authors' Contact Details

Education, Training & Continuing Professional Development_{ofEngineers in the Maritime Industry; London;}

UK

THE EDUCATION, TRAINING,

_{D CONTINUING PROFESSIONAL DEVELOPMENT}

OF ENGINEERS lIN THE MARITIME INDUSTRY IN TUE NETHERLANDS

_{- COURSES}

ON OFFER

_{D REQUIREMENTS FROM INDUSTRY;}

_{WELL MATCHED OR IS}

THERE ROOM FOR IMPROVEMENT?

J Klein Woud and J Pinkster, Delfi University of_{Technology, The Netherlands} J Geiling, Damen Shipyards Gorinchem The Netherlands

SUMMARY

Like many other maritimenatjons, The Netherlands has had her_{fair share of reshaping and restructuring the professional} education of engineers in the Maritime industry over the last decade. Has the work thereby undertaken been in vain or have thedesired goals.all been reached? In order to answer these questions two different aspects have been looked into: Firstly, the professional Maritime courses and the end products (the graduates) now on offer in The Netherlands have been charted and brought into perspective (including research and development, design, construction, maintenance and operation as well as the non-engineering skills such as management, finance and communications). Secondly, the large list of requirements today's Dutch Maritime Industry wishes _{to see satisfied by all graduates are also charted and} brought into perspective. Comparing these two, it is clear that the Dutch maritime iñdustry is getting the highly trained

engineers whose education, training and professional development meet the changing needs of the industry but that there is still room for some improvements. Continued education after graduation is also charted and discussed.

NOMENCLATURE

1. INTRODUCTION

The Netherlands, like many other maritime nations, has had her fair share of reshaping and restructuring of the

professional education of engineers in the Maritime

industry over the last decade. Have these changes finally been successful? To answer these questions, firstly, the professional Maritime courses and the end products (the

graduates) in The Netherlands have been charted and

secondly, the large list of requirements today's DUtch

Maritime Industry wishes to see satisfied by all' graduates are also charted and brought into perspective. Comparing

these two, should gives us the desired answer. Along the way, the important topic of self-learning, i.e. conthued

education after graduatión also passes the review.

2. THE PROFESSIONAL MARINE TECHNOLOGY COURSES

2.1 INTRODUCTION

The professional courses

now on

offer in The

Netherlands will now be charted and brought into

perspective (including research and development, design,

construction, maintenance and operation as well as the non-engineering skills such as management, finance and

communinations).

.

The Netherlands is, to say the léast, not the largest

country in the wor1d Yet we have a naval tradition that goes back centuries. Such a tradition is of course based

amongst others on sound shipbuilding activities and

schooling in the art of shipbuilding. At present we have three professional degree courses in naval architecture and marine engineering. Two at university level at TUD

where BSc and MSc degrees (according to the BaMa structure) can be earned and one at polytechnic level

(Inholland) where also a bachelor's degree can be gained.

There are also a number of institutes at different location

in The Netherlands offering nautical courses etc.

Important to know is the fact that it is also possible for students to interchange between some of these education platforms, either to further one's education to a higher

degree or to accept professional education at a lower academic level.

_{This secures mininiwn losses and}

maximum potential regarding quality for our maritime industry. Higher education efficiency can also be gained

as a result of these interchanging possibilities.

This paper will elaborate

on the new BSc and MSc

Marine Technology courses at TUT), described in [1], which resulted from the knowledge, experience andgreat DPO Design,, Production and Operation

EWI _{Faculty Electrical Engineering, Mathematics &} Informatics

HT Honours track

ME _{Mechanical Engineering}

MSE Department Materials Science and Engineering MT Marine Technology

NTJST Norwegian University of Science and Technology, Trondheim

PME Department Precision & Microsystems

Engineering

ThM Faculty Technology, Policy & Management TUD _{Technical University of Delfi}

TU/e Technical University of Eindhoven UT University of Twente

Education, Training & Continuing Professional_{Development ofEngineers in the Maritime Indush)}

London, UK

effort of all those involved in

it' s development and

implementation.

Marine Technology at TUD deals with the study, design, production and operation of floating marine systems. As such it covers not only complete systems, such _{as ships}

and offshore units,

but also

subsystems, such as:

propulsion, auxiliary systems, electricpower supply, etc.

Today's modem world includes a large variety of marine systems including the usual sea going and inland vçssels purely for transport as well as ships specifically designed for functions at sea e.g. cruise ships, yachts, tugs, pipe

and cable laying vessels, fishery vessels, oil and gas

exploration and production units, surface naval vessels, submarines etc. Marine Technology involves a broad as

well as in depth knowledge that

is

based on the

engineering sciences, such as: solid and fluid mechanics, hydromechanics, thermodynamics, _{materials science,}

systems and control engineering.

TUD graduates are expected to meet the following goals: At BSc MT level:

o Work at a professional academic level o Identify, define and analyse problems o Systematically design and work outa sound

and safe solution

o _{Effectively present this solution} At MSc MT level:

o Same goals as BSc only at higher academic

level with a larger research content and

working along technological borders of the discipline concerned

2.2 B.SC AT TECHICAL UNIVERSITY OF DELFT

The bachelor programme aims to cover the full width

_of

marine technology and is taught in the Dutch Language.

The subjects are taught in such a_{way, that phenomena}

are understood and to create a direct connection between actual scientific theories and practice. The progranuiie

also includes an introduction to research methodology

and some basic research skills are exercised in the

bachelor project carried in the thirdyear of the course.

2.2 (a) Evolution of the BScprogramme at TUD

Back in 1905, the predecessor of the TUD, TH Delfi started a five-year doctoral programme yielding the

Dutch title of "Ingenieur", abbreviation ir.

Originally both BSc and MSc programs at TIJD evolved from the five-year doctoral program "Maritieme

Techniek" (CROHO 6957). This program was succeeded

by MT2000 program and was therefore ended on 31 August 2002 after which all students were transferredon

1 September 2002 to the new _{BSc-curriculum}

"Maritieme Techniek" (CROHO 56957) or to the new

MSc-curriculum "Marine Technology" (CROHO 66957).

This transfer was possible, because the structure of the old five years program fitted well with the new bachelor-master structure. The new BSc program takes nominally three study years to complete and is identical to the first three study years of the five years program. In the course of the recent years a number of changes have been made

to the program to improve the contents and the do ability.

The transfer from the five years program to the new BSc and MSc programs (realised with the aid of transferrules

in such a way that the students had minimal _progress

problems) was smooth and caused no problems for the

students.

A short while ago (2004), TIJD, UT and TU/e decided to

introduce major/minor system into their respective BSc

courses and subsequently in

September 2005, the

bachelor curriculum MT at 11JD has once again been

renewed, only this time in pursuit of the following goals: - To create

o A more flexible

_{study programme for}

students, TUD offers minor programmes of

30 EC within the bachelor curriculum To improve

o _{The do ability of the study programme.}

Experience from the previous program

showed that this was especially a problem

in the second and third year of the course

and that only few students successfully gain

their BSc degree

within the nominal

allotted time.

o _{The effectiveness of the education. Again}

evaluations from the past showed that, due

to work sharing in project groups, not all

students were achieving the learning goals

concerning new topics.

/

o _{The recognition by the students of}

non-technical subjects. In the past these subjects

were woven over several projects, now

these subjects are to be found in complete

blocks.

o The efficiency of the educational programmes.

It was recognised

that a

number of courses of the Marine Technology programme and of the

Mechanical Engineering programme were

given separately without an actual need to

do so. The learning goals and contents of

these courses can be improved by combining them; a spin off is expected in

Education, Training & Continuing Professional Development ofEngineers in the Maritime Industry, London, UK This renewed BSc curriculum representsa nominal study

load of 180 EC (European Credits) and consists of an

identical major for all students in Marine Technology

(150 EC) and an elective minor (3OEC) scheduled in the first semester of the third course year. The EC'sare in

accordance with the European Credit Transfer System (ECTS) whereby each unit of credit represents 28 hours of study. The curriculum for each of the first three study years is shown in Tables 1 to 3. Table 4 shows the intake

number of first-year BSc students. Table 5 shows the relationship between exit qùaliflcations of the student

and the courses.

Minors in TUD are available (see Table 3) to deepen.

knowledge of the major Marine Technology (deepening minor), to study another discipline (broadening minor),

to follow a minor to get entrance to a non-directly

connecting master programme (switching minor) and,

lastly, to define a flexible minor (flexible minor).

However, students may also choose from. external minors

as offeredby the other two (TU/e and UT) of the three

Dutch Universities, of Technology. ¡n the case of the choice falling on a flexible minor, the consent of the

Board of Examiners is required based on an application forsuch a minor along with a written argumentation from

the student for the contents thereof. The Board of

Examiners thereby decide whether the proposed minor

programme is coherent and of sufficient academic level.

According to 3mE the new study programmes should be

stable for a significant period of at least 5 years.

Each of the three study years is composed of two

semesters, i.e. the autumn semester from September to January and the spring semester from February to June.

A semester consists of two periods, i.e. a first period

comprising of seven weeks of education followed by two

weeks of examinations and a second period of yet

anOther seven weeks of education followed by four weeks for examinations. After the summer holidays,

there is a resit period for some tests in August.

2.2 (b) Education 'and Teaching staff

As may be expected, a large portion of a bachelor

programme is of a basic nature involving subject matter available for many decades. However, examples from

recent developments and applications of basic knowledge

are illustrated in study material in both the first and the second year and new developments in marine technology are highlighted and discussed in a number of courses in the third year. Also in the third year there is a bachelor project, which either involves a piece of original research or an innovative design problem (9 EC) thus making the

relation between education and research still more

apparent.

Education is offered in two main formsi.e.

- Cursory education: i.e. lectures/workshops (tutorials)

with associated examinatiöns. Basic fundamental

knowledge along with some applications is taught through lectures

- Project education: i.e. given projects are worked out by students working together in project groups The projects are thereby the vehicles used to apply the fundamental knowledge gained through lectures etc. within a realistic setting. Subject matter within these projects are not only design and technically orientated but' also may include

non-technical subjects' such as sustainability, safety,

ethics, project skills, communication etc.). Obviously

such projects are always multi-disciplinary and, as such,

their contents are defined by a group of teachers with one teacher having the final responsibility (teacher-in-charge). Teachers lecture during the projects in order to clarify the

project goals and regular project meetings are scheduled, during which a teacher (second and third course year) or student-coach (first course year) gives guidance to the project group with regard to the planning and approach of the project. It is pleasant (and not really surprising) to be able to state that projects are found to have a positive

effect on the motivation of students.

Teaching staff for BSc level education consists of full,

associate (UHI)) and assistant (UD) professors and

lecturers from faculty 3mE or staff members from other

faculties for some basic sciences such 'as mathematics etc.

Interaction between education and research is' well secured as many of the teaching staff' participates in

research. activitiàs. The bachelor programme has strong

links with the actual professional practice In the first

course year a practical training in industry is compulsory. The subjects for the projects are always based on realistic

problems encountered in industrial practice 'and R&D Regularly experts from industry or research institutesare

invited to give guest lectures. A number of lecturers and professors have extensive experience in former jobs in industry or institutes. Tables 10 (a) and (b) respectively

show total staff quantities required for education/research

and supporting activities for both the BSc and MSc

courses.

The BSc programme has been defined along the

following major learning lines that coverall three-course years ensuring a logical increment of study contents and build up of knowledge andcompetences:

- Mathematics - Programming/simulation/control - Mechanics/materials/ship vibrations - Fluid mechanics/thermodynamics - Hydromechanics - Constniction/prodùctionlmaritime operations - Ship design/marine engineering

- Projects

For each major learning line, a working group has been active to define the contents, study material and learning

goals per course. As a starting point for this task the

Education, Training & Continuing Professional Development ofEngineers in the Maritime Indust,y, London, UK update the elaborated exit qualifications. Each working

group consists of the respective professor(s), the teachers and staff applying the taught knowledge. A number of lecturers are active in more than one working group to ensure that there is no unnecessary overlap between the

learning lines and that they are connected adequately

without "blind" spots.

The- previously mentioned two educational forms,

cursory education and projects, in combination wth the structure of the learning lines above, ensure that students continually increase both their knowledge and

application skills during the BSc programme. The further a student advances into the programme, the less fonnal teaching and guidance is received, thus paving the way to more self-teaching and exercising and therefore

development of the right attitudes required for life long

learning.

Table 6 gives an overview of nominal study time

required in the three course years of the new MT2005

bachelor curriculum.

2.2 (c) Student progress and course evaluation

Student progress is assessed by one or more tests for

each course in the curriculum.

At the end of each teaching period, cursory courses are almost directly tested by a written examination. Should a

student fail to gain sufficient merit, a re-examination may

be taken at the end of the next teaching period or in the August resit period. In order to prevent students taking

part in tests without adequate preparation, two test

possibilities per study year are given for each course. In exceptional cases, however, an extra test may be allowed to take place.

Practical exercises, that are part of a course, will also be evaluated and, for some courses, voluntary exercises can be worked out during the teaching period and may even result in a bonus to the formal test itself. The formula to

determine the

final mark based òn the marks for

examination, exercises and voluntary tests, is published on the Blackboard site (digital learning environment) of

that course.

Projects are evaluated based on a project report andlor a presentation. The report and presentation are the

responsibility of the complete project group. Each

student in the group receives the same mark. On top of

this, each student's

contribution to the

project is

evaluated. This evaluation is done by the coach of the project group (propaedeutic year) or the teachers

responsible for the project. This leads to a bonus (+1 or +2), no change, or a malus (-1 or -2) that is added to the mark given to the group.

In the propaedeutic year (first year) a peer evaluation

system is used. The student in the project group evaluates

the colleagues and her/himself. This peer evaluation

helps to accept the given bonus/malus.

In case certain parts of the project are considered

essential to reach the learning goals, students have to work out individual

tasks related to

those topics. Individual tasks lead to individual marks. Finally,

projects may have a project examination, also leading to

an individual mark. A project examination is used to ensure that students get acquainted with all project

subjects. It prevents a too effective project tasks sharing between project group members, leading to insufficient

command of the

learning goals.

The formula to

determine the individual final mark, based on the group mark for the report/presentation, of the bonus/malus, and of the marks for individual tasks and project examination

is published on the project Blackboard site.

The Board of Examiners is responsible for the pass/fail rules for the propuedeutic and bachelor examinations, as

well as the criteria for a cum laude degree. The pass rules

allow compensation within a cluster of courses. The

minimum acceptable mark for a course is 5, whereas the

average cluster mark (the average of 2 - 5 courses)

should be at least 6. (marks are given on a 10 point scale from 0 -10; 1 is very bad, 10 is outstanding). The Board of Examiners also sets the regulations and guidelines for tests. The pass/fail rules and regulations are published in the study guide. The Board of Examiners determines two

times per study year, which students have passed and

failed for the propaedeutic and bachelor examinations by

the application of pass/fail rules.

For each course the testing method is determined by the

responsible teacher of that course in consultation with the

director of education and/or the educational adviser. This

is done recognising the contents, learning goals and

educational form of the course, but also by recognising

the efficiency of the test for students and teachers. It

includes determination of test form: report, presentation,

written examination with closed questions (multiple

choice; right or wrong questions), calculations and/or open questions. The tests only involve questions and

tasks that are in agreement with the learning goals of that course. Furthermore the teacher will ensure that the most important learning goals are tested during each test and that all learning goals are covered within a period of two years. Before a test is held, the test will be evaluated by at least one colleague on its validity (is it in compliance with the learning goals?), reliability (is the test a good predictor whether the students understand the course and are able to apply it?); is it do-able and reasonable with regard to difficulty?) and evaluation norm (how many points can be obtained with each part of the test?). Two lecturers will perform the evaluation of the test; at least

Education, Training & Continuing

Professional Development of Engineers in the Maritime Industry, London, UK

To give students a good impression

what type of

questions I tusks will be asked during a test, not only the

learning goals are published, but also_{an example testand}

a model answer to that example test are publishedon the

Blackboard site of the course. The test form shows how many points can be obtained in each part of the test and

how the final mark is calculated.

Feedback is given to students in several ways:

For courses, where exercises are made during the

teaching period (i.e. mathematics, mechanics), these

exercises. are discussed' during the lectures after the

students have tried to solve them. For

written

examinations feedback is given by publication _{of a} model answer to the test. Furthermore, students are encouraged to aslç teachers questions on subjects unclear to them. For the mathematics courses in the

first year special questioning. sessions are organised.

Students are encouraged to approach teachers dornig

and between lectures with their questions.

For projects the students get feedback during

progress meetings with coach and teachers. During

workshops the previously performed tasks _are

discussed. At the end of the project either

an

evaluation session per project group or (for first year

projects).a plenary feedback session is held.

Many students exceed the nominal time for the BSc

course due to the simple fact that most students spetid significantly less than 42 hours per week on their study,

preferring to be active outside the course or in extra

curricula activities.

To ensure quality of the BSc MT programme a rigorous

quality assurance process has been set up within the

degree course as shown in Figure 1.

2.3 MSC AT TUD

The BSc course primarily covers basic knowledge _and skills in MT and the more advanced research abilities_are tobe foundinthe MSc MT programmes of TUD.

Students with a cum laude bachelors degree or a pass in the bachelor examination with _{an average mark of at} least 7.5 may choose to follow the honours track (HT) programme. This HT involves an additional programme of 30 EC on top of the master_{programme and results. in a} total study load of 150 EC for the combined masters and

HT-prograninie and is

_{to be completed within the}

nominal two-year period. Foreign students can also. be

admitted to the HT-programme if study results in the flÉst

semester show an average, mark higher than 7.5.

2.3 (a) New MSc programme at TUD

The new MSc program and is taught in the English

Language, takes nominally two study years to complete and has defined new variants, somewhat differing from the old specialisations from the previous programme.

During transition from the old programme to the new, it was made possible for all transferred students to obtain

their MSc degree, according to their individual study

program,, as previously defined in the former five years program.

The. new MSc MT degree course has_{a total study load of}

120 EC. There are number of variants within the _new

curriculum and these are deflned.as follows.

Lecture courses (50-70 EC), including: o Compulsory courses for the variant (at least

2OEC)

o Compulsory courses for a specialisation

within the variant

o Elective courses (at least 15EC) Assignments (50-70 EC), including:

o Internship (15 EC) in industry

_{or at a}

research institute

o Master thesis project (30 - 60 EC) within

the variant

o Other assignments

The compulsory courses are intendedto cover the exit

qualifications and the student, in consultation with _the variant or specialisation coordinator, chooses _elective

courses. Regarding the latter; sometimes

recommendations are made concerning the choice of

elective courses (e.g. a minimum number of credits has to be selected out of a number of courses thus ensuring that the -student meets the exit qualiflations at graduation).

For students entering the Marine Technology master

programme and not having a BSc degree "Maritieme

Techniek", additional courses may be required. These

additional requirements are specified in thestudy guide.

It ensures that the exit qualifications _{can be met. The} budget for elective courses may be used for (a part) to

-include the additionally required course& Table 7 (a) shows the intake number of first year MSc MT students.

Table 7 (b) shows the total number MSc MT _students taking the degree course

_{as well as their preMSc}

education..

The master curriculum is also required to contain - a minimum of 6 EC of social courses and a minimum of 9

EC of fundamental engineering _{courses (such' as:}

Education, Training & Continuing Professional_{Development ofEngineers in the Maritime Indusity, London,}

UK

The internship is expected to cover a project or task at a

level expected from the future MSc graduate.

In general, MSc thesis work is carried out by students

individually. Should an MSc thesis be canied out in

cooperation with and at the offices of an extemál party then the internship and MSc thesis may be combined in

one project.

There are two variants available i.e. themore theoretical

variant Science and the more practical Design,

Production and Operation variant. Table 8 shows the study programmes for the latter as well as the

contribution of each course to the exit qualifications _of the student. The faculty 3mE considers innovativedesign

and research as equivalent level assignments as both require a good understanding of the fundamental _and

domain specific knowledge, the abilityto apply it and the

skills to set up and implement research and innovative

design.

For the variant DPO (Design, Production, Operation) a joint progranmie by DUT and NUST is currently being developed. The Faculty 3mE, the Marine and_Transport

Technology department, and the NTJST Faculty of

Engineering Science and Technology, the Department_of Marine Technology, in principle have decided to offer a joint programme. The objectives of these are: to further improve the contents of the programmes, to improve the cost efficiency of the education and to offer the students a study period abroad. The idea is to split the first year of the master programme in a half-year of study in DeIft

and a half-year of study in Trondheim. The combined

group of Dutch and Norwegian students will follow

courses together in Delft taught by Dutch lecturers and in Trondheim taught by Norwegian lecturers. The second year (assignments) may be followed either in Delfi or

Trondheim depending on the topic of the assignments

and at which university the best guidance can be given for that topic. At the moment of writing this paper, the discussions on this joint programmeare progressing well.

The cursory education involves 42 58 % of the study load of the curriculum and assignments 42 - 58 % of the study, depending on the variant chosen and the student's

individual study programme.

Table 9 gives an overview of nominal study

time

required in the two course years of the new MT2005

master curriculum.

2.3 (b). Education and Teaching staff

Education is carried out in the same forms as in BSc course, however, with more emphasis on research of course. Again, the further a student advances into the prograninie, the less formal teaching and guidance is

received, thus paving the way to more self-teaching _and

exercising and therefore development of the

right

attitudes required for life long learning.

The variant programmes, Science

and DPO,

are

connected to the relevant research programme(s) in

which the MT departments participate. This is _achieved

by regular introduction of research results and new developments in the lecture courses and also by the

choice of topics for the assignments. For _{example the} master thesis project is frequently part of _{an on-going} research project involving staff members and/or _Phi) students. The concerned staff member and/or PhD

student supervise the student. The research prOjects _are part of the research programme(s) of the department, in

which the student does his graduation work. The research

programmes are always in _{cooperation with other}

partners such as industry and research institutes. Student assignments are sometimes linked to innovative projects of a research institute or an industrial partner and then

both a TUD staff member and the _{industrialJresearch}

institute partner supervise the student.

The MSc

thesis projects always concern new

developments, in the form of innovative designs (of

systems, equipment or tools) or in the form of research

aiming to develop new knowledge. In this way the

master thesis project substantially contributes to development of individual research and design skills. Again, full,

_{associate (UHD) and}

_{assistant (UD)}

professors and lecturers of the faculty 3mEand, for some

variants and elective courses, staff members fromother

faculties, contribute to the education of the students.

Almost all MSc teaching staff is active in one or more research programmes, whichensures interaction between education and research. Tables 10 (a) and (b)

respectively show total staff quantities required for

education/research and supporting activities for boththe BSc and MSc courses.

Students have a realistic opportunity _{to reach the exit} qualifications specified in the MSc MT course as both

the _{knowledge and training, required by these exit}

qualifications, have been _{adequately transformed into} courses, learning goals and study material as well as the practical application exercises. Of course, the knowledge and skills obtained in the bachelor programme are also

necessary to ensure that the exit qualifications can be met.

Supporting the exit qualifications, learning goals have

been defined for each course in the _{curriculum. And}

these may be found in the course descriptions as given on

the educational website and _{on the Blackboard site of}

each course.

The exit qualifications, defined per variant, ensure that

all MSc MT students acquire the same level and

programme coherence is ensured within each variant by

Education, Training & Continuing Professional Development ofEngineers_{in the Maritime Industry, London, UK}

The professors and other lecturers, together with the

variant coordinator, have defined the variant programmes. Starting points for the discussions are the exit

qualifications and the envisaged proffle for the variant

and its specialisations. This results in both elaborated exit qualifications and a definition of courses. and topics to !be

included in the variant programme. The responsible

lecturer has defined the detailed contents of the courses, the course materiali the teaching and evaluation method and the learning goals; where necessary or desired he is supported by colleagues, the coordinator of the variant programme and the education support staff. Discussions between the lecturers of the (compulsory) courses in the variant programme about exit qualifications and learning

goals per course ensure that no gaps or unnecessary

overlapsexist in the course contents

2.3 (c) Student progress and course evaluation

Student prógress and course evaluation is very similar to that of the BSc course with the main exception being the

individual guidance during theMSc thesis stage.

Again, but to a lesser degree than by the BSc course, many students exceed the nominal time for the MSc course due to the simple fact that most students spend

significantly less than 42 hours per week on their study,

preferring to be active outside the course or in extta

curricula activities. Also, the second part of the master programme, mvolving the individual assignments,

including the master thesis project, frequently takes up more than the nominal time as both the student and the

supervisor, out of free will, desire a better or more

extensive result than strictly required. On the other hand, there are also students, including HT students, who have

proved it well possible to remain within the nominal

study time.

To ensure quality of the MSc MT programme a rigorous

quality assurance process has beeñ set up within the

degree course as shown in Figure 1.

3.

REQUENTS TODAY'S DUTCH

MARITIME INDUSTRY WISEII STO SEE SATISFIED BY ALL GRADUATES

TIJD MT Graduates are found in all parts of maritime industry and related institutes and are expected to (and generally do) satisfactorily perform with issues related

to:

Sales

Design

Building & Construction Testing & Evaluation

In depth. Scientific Research & Development Proj èct Management

3.1 SALES

In the past decades, there have been some significant

changesin the way shipyards operate.

The playing field of many shipyards nowadays

is the World, with rapid developments and changing operations everywhere. In order to stay competitive, it is extremely important to

keep in touch with the operators worldwide

In the past, all shipyards were "capacity-driven",

as their output was clearly limited by the

number of slipways or docks. This has changed by subcontracting hulls, not only as this can be very cost-effective, but also because it creates the possibility to deliver more ships in the same

time. In case a yard has mastered the art of

subcontracting - and can act flexible enough

-the capacity of -the yard is not any more a hard

limit.

These changes have increased the importance of sales departments of yards. Sales have become the eyes and ears to pick up signals worldwide - and are not limited

any more by the capacity of the yard.

Apart from a passion for ships, the necessary skills

related here are of non-technical type: communication,

strategy, finance, economics, etc. 3.2 DESIGN.

Mostly, before selling a ship, only a preliminary design is

made, existing of a general arrangement drawing, a

specification, and a vast series of calculations to make sure that the concept is feasible Only after a ship is sold,

the détailed design is carried out,

At the preliminaiy design stage' the work must be

thorough yet not too costly in time and effort. In the detailed design stage

all necessary topics must be

'addressed often to the smallest detail in order to avoid extra time loss and incurrence of unforeseen extra costs due to misfit or poor performance within the design. For making a design, it is necessary to have in-depth

know-how of all téchnical aspects of ships. However, not

everybody with this knowledge is a good designer, as

other skills

are essential for a designer:

creativity, helicopter-view and the ability to find the best compromise, to name but a few.

3.3 BUILDING & CONSTRUCTION.

After selling a ship and carrying out the larger part of the

detailed design, the actual building and construction

phase comes into being. A ship' consists of a multitude of

components that all must be installed at the right time, in

the right place and in the correct way, followed by

Education, Training & Continuing Professional Development ofEngineers in the Maritime JndustF) London, UK

strict time, quality and costs regime. Building

_and

construction often takes place nowadays in _foreign

shipyards, far from European logistics andnot always the

most modem of facilities. Apart from a thorough

knowledge of the ship and its systems1 the necessary

skills for Building & Construction are: commumcation (with own employees, subcontractors, Owner's_{and Class}

inspectors, etc)1 logistics, improvising (creativity),_etc. 3.4 TESTING & EVALUATION.

Once the ship has been built, the ship, and its systems and

machinery must be tested and evaluated. The proof ofthe

pudding is in the eating and this particularly is true for many of the stakeholders involved; i.e. the shipyard, the suppliers and subcontractors, the Classification Society

and of course the Ship owner. Many hours _{are spent}

during trials with the vessel both in the yard andat sea.

The necessary skills related here are knowledge ofsound

& vibrations, hydromechanics (resistance, _propulsion,

manoeuvring, seakeeping) and again the ability to

communicate.

3.5

_{TN DEPTH SCIENTIFIC RESEARCH &}

DEVELOPMENT.

During the sales, design & construction and testing _& evaluation stages it is not uncommon to find thatthere is

a fair amount of work being carried out related to in

depth Scientific Research & Development. Beginning

often at the early project stage, a performance_prognosis must be made related to vessel speed and deadweight or

bollard pull and free sailing speed, sound & vibration

levels, performance and endurance in a seaway etc. At the final stages of the project, the actual performance _of

each vessel is

_{to be quantified using the}

_correct

measurement equipment. These data are to be logged for reporting purposes and for future use, e.g. performance prognosis of (close) sisterships. _{The necessary skills}

related here are all technical aspects of ships, _{with an}

emphasis on construction, hydromechanics and _{sound &}

vibrations.

3.6 PROJECT MANAGEMENT.

When dealing with such a complex business as sales, design, building & construction, testing & evaluation _of

ships (of all designations, shapes and sizes), _{a proper}

project management is of crucial importance. Theproject

manager must hold a helicopter view of the situation but at the same time be aware of datails that are of primary importance to the project. Logistics, time and_{costs also}

stand very high on the project manager's priority list Apart from a thorough knowledge of the ship and its

systems, the necessary skills for Building & Construction

are: _{communication (with own employees,}

subcontractors, Owner's and Class inspectors, etc.),

logistics, improvising (creativity), etc.

4. CONCLUSIONS

There are three professional engineering degree courses

on Marine Technology at university level (BScand MSc)

and Polytechnic level (}{BO Bachelor) in The Netherlands.

At TUD the new BSc courae inchiding half-year

major/minor and the new MSccourse with new variants

(DPO and Science) have successfully been launched _in

2004. A lot

_{of effort has been involved in}

_the

develòpment and itnplethentation of these twO courses.

However, in the 'last decade1 too many progrannne changes have been required and implemented at TUD MT due to changes of law or rules of the university i.e. programme changes have been implemented due to the

change of the 4 year to the

5 _{year programme,}

modifications of the study year (from quarters to five periods and again to semesters), the implementation_of

the bachelor-, master structure and the implementation

_of

minors in the bachelor programmes This results in unrest

in the course and therefore should be avoided.

Curriculum changes should be carried through due to developments in science and technology and due to"

quality requirements.

It is expected that with thesenew degree courses students

have an even more realistic opportunity to reach the exit qualifications specified per course and thereby be able reach the respective degree course goals as statedearlier.

Comparing the two (course _{and graduates} being

produced), it is clear that the Dutch maritime industry _is

getting the highly trained engineers whose education, training and professional developmentmeet the changing

needs of the industry but that there is stillroom for some

improvements i.e. reduce the average study duration per student e.g. by getting the student to increase theaverage study time per week etc, increase, the efficiency of course education, retain a sufficient level of technical subjects in the course-as well as staff for both teaching and research.

Continued education after 'graduation should

_{be no}

problemas the students have increasingly _{learned how to}

educate themselves on their own the further they advance in the degree coumes

5. REFERENCES

Prof. Ir. J. Klein Woud et.al, Self-Evaluation

BSc and MSc Degree Curriculum

Marine

Education, Training & Continuing Professional Development ofEngineers _{in the Maritime Indusfry, London, UK}

6 AUTHORS' BIOGRAPHIES

J. Klein Woud: graduated in 1966 as mechanical

engineer at

Deift University of Technology, with

specialisation in internal combustion (diesel) engines. After military narvice he joined, :j _{1968, Stork}

Werkspoor Diesel where he worked as

application

engineer for marine diesel engines During 1970-1986 he worked for the naval design office, Nevesbu, The Hague, where he was involved with the design and engineering

of frigates, submarines and patrol

craft and their

machinery systems. In' October 1986 he was appointed professor of marine engineering at Deift University of Technology. He lectures on marine engineering systems

and conducts research with regard to condition

monitoring, maintenance and design techniques. During January 1 995-June 1998 he was dean of the Faculty of Mechanical Engineering and Marine Technology. Since

2000 he

is Director of Education for Mechanical

Engineering and Marine Technology.

Jakob Pinkster, FRINA, graduated as naval architect (MSc) from the Technical University of Delft, The

Netherlands. After approximately ten years in themarine

industry and some three and a half years teaching at a

Polytechnic College he became assistant professor in

ship design at the Technical University of Delft. He now holds the current position of assistant professor of ship

hydromechanics at, the same university. Besides experience with a broad variety of ship types, he has also

been involved with fast marine vehicles with regard to design, construction, testing, troubleshooting, research etc. and has dOne extensive work in the development òf

the new BSc and MSc programmes presented in this

paper. He is also Chairman of the Board of Examiners of

propaedeutic and bachelor examinations in Mârine

Technology.

Jaap L. Gellinggraduatedas navalarchitect (MSc) from the Technical University of Delfi, The Netherlands He

holds the current position of ProdUct Director High

Speed & Naval Craft at Damen Shipyards Gorinchem where he is responsible for a wide range of products. He is also Chairman of the Professional Review Committee

of courses in Marine Technology at the Technical

Education, Training & Continuing Professional

Development of Engineers in the Maritime Industrv London, UK

Table i .BSc MT Curriculum fffsf

The mathematics courses are given as a combination of lectures and_{workshops (making exercises) for}

groups of 50 students.

To be allowed to do the written_{examination students have to complete}

a number of exercises with a niininium

score.

Next to the technical content, project_{1-3 also includes intensive courses on reporting and presenting.} Next to the technical content, project 12 also inclúdès a course onproject skills.

The mathematics and mechanics courses are partof the DIP.

These courses are identical to those of the Mechanical Engineering BSc

programme. They are taught with the ME and MT students togetherduring lectures.

Course name _Study

load EC

Comp;1o;

Elective

Teaching method _Evaluation

Mathematics

5)6) 12

H Analysis 1 _{3 : C}

Lecture/Workshop Written examination

1)5)6)

Linear Algebra 1

)5)6) C Lecture/workshop Written examination

Analysis 2 3 C _{Lecture/workshop Written examination}

1)5

Linear Algebra 2 _C

Lecture/workshop Written examination

Physics ₁₇

Statics26' _{3 C}

Lecture ' Written examination and

I computeraided'tests2)

Strength 12»)6) ₄

C Lecture _{Written examination and} computer aided tests2 Matenals Science 16) _{3 C Lecture and practical}

Wntten exammation Thermodynamics i 3' C _{Lecture Written examination}

.Dynaniics,A256 _{4 C Lecture}

Written examination and computer aided tests

MarineTechnology 11

MaritinleOperations 2 C _Lecture

Written.examjnation ShipProdiiction 1 3 C Lecture ' Written.examjnatjon

Hydromechanjcs 1 3 C _'Lecture

Written'exaniinatiön

Smp Structures 1 _{3 C Lecture}

Wntten examination

Projects ₂₀

Project l-1 Marine Industry _{4 C}

Project team work and

lecture Report, presentation Production Methods _{I C Practical}

Tests

Project 1-3 Machinery Plant A3

3 C _{Project team works}

lecture' 'and intensive:

course

Report, presentation Project 1-2' Hydromechanjcs4 ₄

_{' C}

Project team work and

lecture Report

Project 1-4 Structures /

Production 4 C Ptoject team work and_lecture Report

-Practical 1raining6 _{4 C ' Industrial trairthg}

Report

Education, Training & Continuing Professional Development ofEngineers _{in the Maritime Industry, London, UK}

Table2 BSc MT _{Curriculum second course year}(MT2OO5)

The mechanics courses also include exercises with a finite element programme. The hydromechanics 2 course includès: geometty, stability, ship motion and steering.

The hydromechamcs 3 course includes resistance, propulsion and a practical

The manne engmeenng I mcludes non mandatory exercises, which lead to a bonus

5). The structures project includes courses on ethics and safety.

The sbi design project includes an introduction to sustainability. The mathematics courses are part of the DIP.

These courses are identical to those of the Mechamcal EngmeermgBSc_{programme They are taught with the}

MIE:and MT students together during lectures

To be admitted to the projects certain requirements have been defined that have to be fulfilled by the student. These require sufficient progressin thepropaedèutic year.

Course name Study

load EC

Compulsory Elective

Teaching method Evaluation Mathematics 15

Programming8 3 C Lecture _and

workshop

Written examination and exercises

Analysis37)8)

3: C Lecture Written examination

Differential Equations7 3 C Lecture _{Written examination}

Simulation8 3 C C Lecture / workshop Lçcture Exercises Written examination

Probability and Stafiatics78 3

Physics 11

Fluid mechanics8 3 C Lecture Written examination Strength21)8)

3

C

_{Lecture and}

workshop

Written examinatiön and exercises

Non-linear Mechanics'8 2 C Lecture and workshop

Written examination and exercises

Dynaniics28) _{3 C Lecture.}

and workshop

j Written examination and exercises

Marine Technology 15

Hydromechanics22) _{3 C Lecture}

Written examination Hydromechanics33)

2

C

_{Lecture and practical Written examination and tests}

Ship Structures 2 3 C Lecture Written examination

Marine Engineering 4 C Lecture Written _eXamination and

exercises

Control Engineering for MT : ₃

:

C Lecture _{Written examination}

Projects9)

19

Production 4 C Project team work

plus lecture

Report

Structures 5 C Projectteam work

plus lecture Report Ship Design 16) - -7 C Individuai project plus lecture Report HydromechanicsB 3 C Individual project

plus lecture

Report

Students may choose all minor programmes offered by the three Dutch universities of_{technology and also may}

propose a "flexible" minor. It requires the _{consent of the Board of Examiners. The four mentioned minor}

programmes are offered by the faculty 3mE.

The ship design 2 project includes a course on sustainabiity.

The hydromechamcs 4 course includes: ship motion, steering and a practical.

The bachelor project involves_{a course in research methodology.}

These courses are identical to those of the Mechanical Engineering BSc programme. They are taught with the ME and MT students together duringlectures.

To be admitted to the projects certain requirements have been defined that have_{to be fulfilled by the student. These} require that the propaedeutic_{year has been finalised and that sufficient progress is made in the second course year.}

Table 4 Intake numberof

first-Education, Training & Continuing Professional Deve!opinent ofEngineers in the Maritime_{Industiy, London, UK} Table 3 BSc MT Curriculum third

1)

--Course name _Study load

EC

'-."

Compulso,y Elective

Teaching method Evaluation

Minors' ₃₀

Product development5 _{30 E Lectures and project} team work

Written examinations and

project report

Computational Engineering5

-30 E _{Lectures and project} team work

Lectures and project

team work

Written examinations and

project report

Written examinations and

project report

Management

of

Industrial Operations5

30 E

Materials Science _{30 E Lectures and project}

team work

Written examinations and

project report Marine Technology 21

Electrical Drives _{3 C Lecture}

Written examination

Economy 3 C Lecture _{Written examination}

Ship Design 22) 3 C Individual _project plus instruction

Report

Ship Vibrations and Noise _{2 C Lecture}

Written examination

Ship Production 2 _{3 C Lecture}

Written examination

Ship Structures 3 3 C Lecture _{Written examination, exercises}

and tests

Hydromechanics 43) _{4 C}

Lecture and practical _{Written examination and tests}

Project6 ₉

Bachelor project4») (research/design)

9 C Project team work

plus instruction Report and presentation

Education, Training & Continuing Professional Development of_{Engineers in the Maritime Industry, London, UK} Table 5 Relation between exit 'ualifications of the student

1. Knowled. - of Fundamental En. eerin: Sciences _{2. Knowlede of MT Disci .lines}

rIh.

o . 0 P bD

I

tIOn ,

J

__.._._..._____

Anal sis 1 X _____ Lin.A1:ebra 1 X

____

Anal sis 2 X _____ Lin.Alebra 2 X ______________ Statics X

____

Steen: 1 X _X Materials

X - X

_X

- X

--Thermod 1 _X

X

-I ,mjcaA X

- X

--Mantunel,. X X Shi. Prod. i _X H dromech.1 _X Shi, Steuct.I

- X

--Proect 1-1 X X X X X Prod. meth. _X Proect I-3 _{X X X} X Proect 1-2 _{X X X} Proect i-4 X

- X - X

_{X X} Practical Tr. X X Second Year _____

Pro:. n:

X -

_X Anal sis 3 X Duff. . t. X Simulation _{X X}

Prob. & Stat. X X

Education, Training & Continuing Professional_{Development of Engineers in the Maritime Industiy London, UK}

Table 6 Overview of nominal study time reoiiirM n th th

Includes lectures for the complete group of students

Includes "colstructies" for mathematics, instructions,_{exercises and intensive training under guidance} Includes progress and planning meetings of_{a project group with coach and teachers}

Includes self study, individual and cooperative workfor projects and tests

Includes the minor programme, the figures_{may vary depending on the minor.} Bachelor project, exclüding instructions and projectgroup meetings

Table 7 (a) Intake number of

first-Table 7 (b) Total number MSc MTstnslents sind their nre,fQe m.n+

Course year Lectures' All students Hours - - -, Tnstructions2 Groups of 25-50 students Hours . Project meetings3 Groups of 2-8 students Hours Thesis Hours UW Self study4 Hours uacrieior Cumcuj Total study load. Hours 1 280 _{220 60} - 1120 1680 2 380 125 50 - 1125 1680 35 330 90 80 1906 _{990 1680}

Education, Training & Continuing Professional Development_{ofEngineers in the Maritime Industry, London,}

UK

Table8 Variant Programme Desiom Prndiittinn nne-! ('herii4,, (rtt)rV'. :i

exercises oral' examination written examinatiòn

written exarni ation and exercises report

presentation

report andpresentation

Table 9 Overview of study-time in the two coursevenranf theM' ItAT I

Specialisations:

ME Marine Engineering OD _{Offshore Systems Design} SD Ship Design

SM ShippingManagement

SP Ship Pmductjoñ

all _{Compulsoiy for a1lstudents}

the table assumes 50 % cursory education in the form of lectures and 50' % assignments; depending on the variant and student's individual study programme the figures may vary

lectures are given to the total number of suients following thecourse

instructions are given to smaller groups of students in order to train practical application; depending on the variant

programme, instructions may be-part of the programme

includes project group meetings, if any, and guidance by supervisors

--,-,-, ---.- - - '_JJ uniuumg exuquanricarions . -'

'u

-e

_n (

J

_> 0

i

.5 I . Exit Qualifications

j

c U o g

-bH1

il

_E -. o .

I

c

:

. . E

!

.-Compulsory for the variant - -

-mt2I7

'

DesignMethodoIogy&KnowIejgeEng. 4 tect/pr r all - ail all all mt218 MechatronicsjnMT 5 pr - r all all

. all _all

oe4603 Introduction to Ofhore-Stnjcnjrea

-3 leet wc-e all all all all

mt726 ProjectManagement _4.5 'led/pr , uwe all all all

all mt729 Maritime Business Game -3 pr r-p all all all wm0732

mt

Maritime Law 3 lect we Il ' all

Societyorientedcourses(elecnvea) 6

- all

InternshIp 15 cx r all all all

MSc thesis

35

-60

pr r-p all

-all all all all all Compulsory Ser speelalluation

mt212 ManñeEngineenngB 3- lect oc ME mt213 ' MarinelingineenngC -2. lect we - 'ME mt727 ' _{Shipyard'ProcessSimulation&stegy 4 -pr} r-p SP SP SP SP

mt728 _{Ship Repair andMarine Salvage 3}

pr r-p SP SP SP SP

mtl12 Ship Design 3- 3 lect oc SD

OD

ME

mtlI-3 Design of Advanced Marine Vehicles ₃ - lect we _SD

OD

ME--m1514 Ship Motions-and manoeuvring3 - - 3 lect we - SD

OD SD OD mt515 Resistance andPropulaion3 -3

-'

led p SD ME SD -ME mt313 Shipping-Management 3 _p p SM SM wb3420-03 Logistics-introduction 5 lect we SM SM SM

oe4652 _{FloatingOffahore Systems 4 lect we-c}

OD- OD

-oe5661 Offshore Moonnga 4 lect wc-e OD- - OD

For the speclailsatlon Ship Production-it is necessary to aelect a nimber of courses-from a recommended-list to achieve the exit quallhlcations

mt724 Ship Finance 3 --lect r-p,we SP ' SP mt725 InlandShipping 2 pr - r-p - SP - SP SP SP

A selection of courseson: Labour and organiaational PsychoIog _{Ttanaport Routing-and Sáheduling; Logistics; Financial Management-Operations}

Matenala (Lo. composites); Manufacturing techniques; lnformation and_{communication systems; Data base management; Simulation Techniques;}

Management Research; Product Robotics; Data - Course year - ---Lectures2 Hours

- -

--.--Instructions3 Hours J ---.- '--Project meetings4 -Hours LYSA t#U.ILIYSLLJLLIIJ. Thesis Hours Self study4 Hours Total study - 'load. Hours-1. 560 - - _{- 1120 1680} 2 - - - 170 1510- - 1680

Education, Training & Continuing Professional_{Development of Engineers in the Maritime Industry, London, UK}

Table 10 (a) Staff civanti

Table 10 (b) Supporting staff

Not included: staff members (teaching staff) responsible for coordination ofproject groups Scientific staff members

Placed outside 3mE Categoty

- Total _{Male Female}

Percentage PhD

number fie education

-number fie

education number fie education

Professors 5 1.0 5 1.0 0 0 60 Associate professors 3 1.9 3 1.9 0 0 33 AssIstant professors 8 4.6 8 4.6 0 0 25 PhD students 12 0.8 12 0.8 0 0 n.a. Student assistant 4 _{0.8 3 0.6 1 0.2} n.a. Other WP 5 _{0.2 0 0.2 0 0} .n.a. Total 38 9.3 3 9.1 1 0.2

Support staff - - _Fte

before 2005 Fte since 2005 Number of staff Director of education2) 0.7 0.7

i

Education management _{i.o 0.7} 1

Coordination BSc's _{1.0 1.5 2} Coordination MSc's2)

T _{-- 3.5 11}

Coordination of Intemships2)

0.6 0.6 2

Quality Control _{i.o 1.5 2}

Student counselors _{1.8 1.8 2}

International office _{i.o 1.5 2}

Education, Training & Continuing Professional Development_{ofEngineers in the Maritime Iñdustry, London, UK} Fig. 1 _{Outlineof the quality-assurance process for BScMT and MScMTcourses}

.0 o u o Q - r13 ra 0. ra

learning goals of coulses;

coherence withi learning lines

coursecontents

students

exit qualifications Of the curriculum

BSc: Directorof Education MSc: Progr / Variant Coord:.

Advised by: T EducationCommittee o Management Team o Faculty StudentCouncil o Piofessional ReviewComm. workinggroups perlearningline lecturers 4 lecturers learning process curriculumevaluatjon: alùmni questionnaire) s professional review committee (meeting) graduated students course and curriòuluin evaluation:

s _{students & - lecturers}

(CENS, Volg+ evaluation meetings)

identi1'ing diagnosing acting feedback