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A Study of the Cognition and Willingness to Invest Themselves in a Seamen Career for Maritime College Students Whom used Different Methods of Enrollment
|Keywords: ||航海科系;海勤職涯;認知理論;投入意願;不同入學管道;Maritime Department;Seamen Career;Cognitive Theory;Willingness to Invest;Multiple Entrance Program|
|Issue Date: ||2017-03-28T03:58:02Z
Because of the shortage of qualified maritime officers in the world by BIMCO and ISF manpower reports by the end of 2010, this thesis researches the cognition and willingness to invest themselves in a seamen career for maritime college students whom used multiple entrance program. This thesis first analyzes if students whom have different backgrounds and have used multiple entrance program influence on the decisions of whether they would like to invest themselves in seamen career or not by conducted questionnaires and relevant documents. Then an analysis of whether the students are influenced by their parents, friends, school environments and onboard trainings.
With the first research questionnaires being analyzed by IPA, it has been found that students whom have entered college by admission via examination and placement have low cognition and low willingness to take upon the seamen career, but after onboard trainings and further grasping such career perceptiveness, their willingness increase. It is also noted that the students whom used multiple entrance program all have high cognition and willing to invest themselves in a seamen career when they have enrolled. however, senior students have different cognition and willingness to invest themselves in seamen career when compare with those freshmen students. The second research questionnaires are based on the theory of cognition and the influences of a students’ willingness which was analyzed by GRA. It has been found that it doesn’t matter whether the students have enrolled or not, there is a gap of cognition to invest themselves in a Seamen Career and a huge increasing of willingness to invest themselves in a Seamen Career on all the students whom used different methods of enrollment due to the high salary of seamen.
Lastly, we view our maritime education situations, and search for college students whom used Multiple Entrance Program which comply with their department teaching purposes of sea life careers. Students of individual application have plans of a longer seamen career in the next three years after graduation whom is the highest proportion compared to other multiple entrance ways. Arranged in descending order is postgraduate navigation education program, admission via examination and placement, special achievement-based admission, admission by application joint recruitment, others, admission by recommendation and screening, admission by registration and placement, Stars recommendation, five-year junior college program, Independent Enrollment, and the stars program is the last. As mentioned above, these results can provide a reference for maritime education departments.
|Appears in Collections:||[商船學系] 演講及研討會|
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