Maritime University Curriculum and Technology Planning for The 21st Century Part II: Strategic Education Technology Planning

Steven R. Walk
Assistant Proffesor. Engineering Head, Center for Technology Forecasting Maine Maritime Academy Castine.

Walk

Abstract

The Maritime University administrator is faced with enormous challenges at the dawning of the 21st century. New simulators and laboratory equipment, obtained at high initial costs and requiring specialized maintenance and upkeep, become obsolete in only five years. Certification agencies “raise the bar”, the standards for curriculum content and outcomes, seemingly every year. Students often come to the school with computer technology skills more advanced than that of their instructors. The most important, and arguably difficult, responsibility of the Maritime University administrator is to understand this environment and develop a comprehensive strategic education technology planning.

The timing and level of sophistication of new education technology is critical to assure the preparedness of students entering the maritime workplace. With every area of the global economy undergoing continuous technological innovation, increasing amounts of time must be devoted to tracking and trending a host of technology changes that might impact curriculum content.

Other emerging technologies promise advantages for the academy. Distance learning facilities increase the reach of isolated schools. On-line, interactive curriculum support systems increase student/faculty interaction and encourage idea exchange and team learning. Increasingly sophisticated simulator systems replace high-maintenance-cost hands on equipment.

This paper, Part II in a series, presents a new and unique solution in the form of a simple analytical tool, for Maritime University leaders to identify, assess, and then implement only the most appropriate technological opportunities.