A proposed protocol for GMP-BoK implementation gap analysis - case study at AASTMT

Ghalwash, Gamal A. and El-Bawab, Mahmoud S. and Swidan, Ahmed A. and Rowihil, Mohamed S. and M. Ibrahim, Amr and B. A. Farag, Yasser (2022) A proposed protocol for GMP-BoK implementation gap analysis - case study at AASTMT. Maritime Research and Technology, 1 (1). pp. 25-35. ISSN 2812-5614 (https://doi.org/10.21622/MRT.2022.01.1.025)

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Purpose: Maritime Education and Training (MET) plays a crucial role in maintaining the safety and sustainability of the maritime industry. However, it remains behind the industry expectations to fulfill the gap regarding the required level of maritime capacities to safely control efficient new technology and keep them sustainable and effective during the industrial revolution era. The International Association of Maritime Universities (IAMU) developed the Global Maritime Professional Body of Knowledge (GMP-BoK) to address the current gap between the maritime industry expectations and the delivered Maritime Education and Training (MET) programs. Design/methodology/approach: This paper briefly introduces the GMP-BoK and proposes a protocol for a new analogous instrument to efficiently implement the GMP-BoK via a user-friendly method developed at the Arab Academy for Science, Technology and Maritime Transport (AASTMT). The developed analogous instrument helps maritime universities and institutes to digitalize and develop an integrated curriculum framework that is based on robust evaluation and data analysis to develop strategic plans to improve seafarer capabilities. Moreover, the paper suggests a protocol for mapping and analysis of maritime programs and courses, enabling educators to reliably perform gap analysis and identify repetitions within delivered courses and programs based on the GMP-BoK recommended practices. As a case study, the proposed protocol was validated utilizing the Maritime Engineering Technology Program (METP). Findings: The findings of this study revealed that the examined METP includes 30% repetition and focuses on the cognitive and psychomotor methods of education, with little focus on the affective technique.