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1 INTRODUCTION

Research is a tool towards excellence in higher

education institutions as claimed by educators,

academicians, and professors. It also leads to the

attainment of global competitiveness in education. It

further aims to develop the knowledge, skills, and

character of individuals, which is similar to the aims

of educating them. Education and research have

similar purposes and functions. The purposes are the

fundamental goals of the processes – an end to be

achieved, while functions are the outcomes that may

occur as a natural result of the process – products or

consequences. To achieve the goal of a university,

both research and education play important roles

(Alimen & Salvadia, 2015).

Meanwhile, research is the defining character that

differentiates a higher education institution from basic

education institution. Knowledge creation is the

primary mandate of higher education in order to

propel national development through a cadre of

professionals imbued with new knowledge, skills, and

attitudes that will make them global Filipinos (Japos,

Tumapon, & Lozano, 2010)

Moreover, seafaring profession has always

involved a different way of life. It is a diverse activity

in which absence from family and friends and the

inability to take part in activities available to other

people has to be accepted. At different periods in

history, the profession has been regarded in different

ways. In ancient times seafaring meant involvement

in commercial activities; at the time of the discoveries

Experiences, Challenges, Benefits in Research, and

Suggested Activities Towards Research Capability

of Marine Officers

L.O. Baria, R.A. Alimen, C. Querimit & A.D. Bedia

John B. Lacson Foundation Maritime University, Iloilo City, Philippines

ABSTRACT: The study determined the different experiences, challenges, and benefits in conducting research

and suggested activities to enhance the research capability of marine engineers in the maritime university,

specifically, John B. Lacson Foundation Maritime University-Molo, Iloilo City, Philippines. The qualitative

method was employed in this study was to capture the essence of transformation of these seafarers or marine

officers who want to become “researchers” and the suggested activities which would enhance their research

capability. The respondents were the ten (10) marine engineers who were teaching professional subjects for

quite number of years. The results highlighted that the experiences, challenges, and benefits in conducting

research among marine engineers contributed to the development and attainment of a globalized-maritime

education, and training. From the experiences related by marine engineers, research in the maritime university

led to new insights towards addressing demands of officers and problems in the employment of global-

seafaring labor. The suggested activities by the marine engineers were: research capability seminar-workshops,

attendance to national and international research conferences, and “research-mentoring with senior

researchers” in the university.

http://www.transnav.eu

the International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 18

Number 4

December 2024

DOI: 10.12716/1001.18.04.19

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seafarers were in the forefront of progress, and today

it is still a profession that can provide a better way of

life for families, especially for the sons and daughters

of seafarers from developing countries. Seafaring has

always been a dangerous activity and many seafarers

have lost their lives while making their contribution

to the world economy. Consequently, it should be an

occupation where safety is of paramount importance

(Veiga, 2005; in Alimen, 2010).

In this same source, (Veiga, 2005; in Alimen, 2010)

the study highlights salient points regarding the

seafaring industry particularly on the work of

seafarers. The study stresses that it is a fact that the

seafaring profession has changed considerably. It is

also clear that it will not be what it was in the past.

However, it needs to attract good quality seafarers,

and this requires an open mind and forward-looking

mentality on the part of the industry. It is a crucial to

highlight the positive aspects of the profession and to

make sure that the negative areas of the profession are

considered, facilitating also the promotion of good

employment practices. However, despite many

attempts to better the working conditions of seafarers,

few of these seafarers undergo different route in their

life and work.

Meanwhile, there is a general consensus in the

education research community today on the need to

increase their capacity to conduct research not only on

educational problems but on the other related areas of

research. In this light, marine officers, who opted to

change their career, become involve in the world of

research to enrich themselves and help them in their

professional development.

2 STATEMENT OF THE PROBLEM

The study presented the different experiences,

challenges, and benefits of marine engineering officers

in conducting research and determined suggested

activities to enhance research capability of marine

engineers in the maritime university, specifically, John

B. Lacson Foundation Maritime University-Molo,

Iloilo City, Philippines.

To further understand the present study, the

specific questions were advanced:

1. What were the experiences of the marine officers

before and after they become maritime

researchers?

2. What challenges do these marine officers encounter

in the process of conducting research?

3. What benefits were pointed out by these

researchers in the process of conducting research?

4. What are the suggested activities needed by the

respondents in order to enhance their research

capability?

3 CONCEPTUAL FRAMEWORK

The conceptual of this study was presented in Figure

1. It shows in the figure that the research experiences,

challenges, benefits, and suggested activities were

influenced towards the development of research

capability of the marine officers.

Figure 1. The research paradigm of the present study

4 THEORETICAL FRAMEWORK OF THE STUDY

The researchers of the present study employed

“framing” as the theoretical framework based on the

study of Alimen (2010). This theory discusses the

salient features of the respondents using qualitative

data and information through oral and written texts

from the period where the respondents were on board

(marine engineers/officers) to the time they were

accepted in the maritime university especially at John

B. Lacson Foundation Maritime University-Molo,

Iloilo City, Philippines.

Furthermore, Gamson (1989, in Alimen, 2010)

defines that “a frame is a central organizing idea for

making sense of relevant events and suggesting what

is at issue.” Entman (1993, in Alimen, 2010) explained

that framing, “is to select some aspects of a perceived

reality and make them more salient in a

communication text, in such a way as to promote a

particular problem definition, causal interpretation,

moral evaluation, and/or treatment recommendation

for the item described.” Entman (1993) and (Charmaz,

2000) pointed out that framing in the news bears “an

imprint of power” of “the actors or interests that

competed to dominate the text.” Multiple qualitative

research methods were used in this study. The

interviews and testimonies were analyzed using the

categorization process.

5 METHOD

The framing approach to research focuses on the

different perspectives that researcher from different

backgrounds use to make sense of the issues they

want to research jointly. Based on interviews,

respondents’ evaluations, and the researcher’s

conversations meetings, five aspects of frame

diversity are analyzed in this research project. First,

the experiences as researcher of the respondents were

pointed out. Second, the researchers looked into the

challenges as researchers as perceived by the

respondents. Third, benefits derived from the

experience of writing were looked into. Fourth,

analysis of the difficulties encountered. Fifth,

suggested activities needed by the respondents to

enhance their research capability. The researchers

likewise contend that the diversity of frames or

perspectives that the respondents possess make sense

of the issues of importance in this specific research

context. In this paper, the framing approach was

particularly used to make sense of the texts, both oral

and written.

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The method employed in this study was

qualitative to capture the essence of transformation of

these seafarers or marine officers who wanted to

become “researchers” and the suggested activities

which would enhance their research capability at the

maritime university, JBLFMU-Molo, Iloilo City,

Philippines. The researchers also utilized texts – both

written and oral to capture the respondents’

experiences. Interviews with the respondents were

employed as part of the oral document. The written

and oral texts contained the different experiences and

exposure of the marine engine officers who had been

on board for quite a number of years but are now

engaged in the research activities of the JBLFMU

(John B. Lacson Foundation Maritime University) -

Molo, Iloilo City. The written texts showcased the

experiences of respondents for collecting data and

presenting studies in the different at national and

international fora and conferences. The researcher

attempted to highlight the “transformation” that

occurred shared by the officers on board who turned

into “researchers” and instructors in the maritime

university specifically JBLFMU-Molo, Iloilo City.

Framing is the theoretical grounding that this

researcher had utilized to make sense of the different

texts.

The respondents of this study were the ten (10)

marine engineers who were teaching professional

subjects at the maritime university, John B. Lacson

Maritime University-Molo for quite number of years.

6 RESULTS AND DISCUSSIONS

Ten (10) marine engineering officers were utilized as

respondents of this investigation. The marine officers

are coded as O1 to O10 for the purposes of discussion.

Neil Ellis of the Seafarers International Research

Centre shed some light on the role of maritime

researchers at SIRC’s website: www.sirc.cf.ac.uk . He

emphasized that seafarers are encouraged to formally

take part in research studies that take place in their

sector, no matter who conducts them. It is only by

actually taking part that their voices can be heard, and

to think that they have some very valuable

contributions to make to the range of debates in which

maritime sector members engage. Based on the data

generated for this purpose, the researcher decided to

tackle the experiences, challenges, benefits, and

activities of the marine officers towards the

development of their research capabilities.

6.1 Experiences of the Marine Officers as Researchers in

the Maritime University (JBLFMU-Molo)

O1’s experience as a researcher has been marked with

excitement and challenges. He said “I have learned to

do the process of interviewing and document

analyzing. I had interviewed welders and technical

workers at Subic Shipyard and I enjoyed gathering

information on ship building and repair.”

O2 has basically highlighted his experience in the

monitoring of sea grass by identifying the type of sea

grasses and other dominant species in the area,

measuring the height of the grasses in every quadrat,

getting pictures, biomass, specimens for laboratory

testing, and measuring sea grass’ density.

O3 says that “exchanging my ideas on issues,

concerns, and trends in education, maritime

regulations in research, and other environmental

concerns had greatly helped me.”

O4 emphasized his experience on dealing with

scientific procedures in the discovery of new

knowledge. He adds that application of the different

steps in conducting researches, both quantitative and

qualitative has contributed to his research experience.

O5 says “enhancement of my skills and knowledge

in understanding the research process and

determination of scientific data needed in the research

activity.”

O6 writes “proper identification of the research

problem specifically dealing with maritime education

and training. I learned the skills of interviewing and

other rudiments of conducting tracer studies.”

O7 stresses that his exposure to the world of

research has contributed to him both as a teacher and

at the same time a marine officer. My new knowledge

in science and technology has been translated into

more valuable output.

Table 1 contains the experiences of the

respondents.

Table 1. Experiences of the Marine Officers as Researchers in

the Maritime University (JBLFMU-Molo)

________________________________________________

Respondent Experiences

________________________________________________

Officer 1 Process of interviewing and document

(O1) analyzing. I had interviewed welders and

technical workers at Subic Shipyard and I

enjoyed gathering information on ship

building and repair.

Officer 2 Monitoring sea grass by identifying the type

(O2) of sea grasses and other dominant species in

the area, measuring the height of the grasses

in every quadrat, getting pictures, biomass,

specimens for laboratory testing, and

measuring sea grass’ density.

Officer 3 Exchanging my ideas on issues, concerns, and

(O3) trends in education, maritime regulations in

research, and other environmental concerns.

Officer 4 Dealing with scientific procedures in the

(O4) discovery of new knowledge. Application of

the different steps in conducting researches,

both quantitative and qualitative.

Officer 5 Enhancement of my skills and knowledge in

(O5) understanding the research process and

determination of scientific data needed in the

research activity.

Officer 6 Proper identification of the research problem

(O6) specifically dealing with maritime education

and training. I learned the skills of

interviewing and other rudiments of

conducting tracer studies.

Officer 7 Exposure to the world of research has

(O7) contributed to me both as a teacher and at the

same time a marine officer. My new

knowledge in science and technology has

been translated into more valuable output.

Officer 8 Conduct and experience research despite my

(O8) limited background and exposure in it. I

learned the art of technology like internet

surfing, and finding related data that are

useful in my inquiry.

Officer 9 Determining adversity quotient is a big

924

(O9) experience for me brought about by research

aside from the systematic process done in

research.

Officer 10 Done work on the competitiveness of

(O10) seafarers on board international vessels

through research. Attendance at research fora,

participation in research-related activities has

enhanced my research skills.

________________________________________________

O8 conducts and experiences research despite his

limited background and exposure in it. He learned the

art of technology like internet surfing, and finding

related data that are useful in his inquiry.

O9 says “determining adversity quotient is a big

experience for me brought about by research aside

from the systematic process done in research.”

O10 has done work on the competitiveness of

seafarers on board international vessels through

research. “Attendance at research fora, participation

in research-related activities has enhanced my

research skills,” he said.

6.2 Challenges of the Marine Officers in Conducting

Research

O1 believes that one of the challenges in his

transformation as a researcher is conducting research

based on the desired research design and requisites.

O2 has basically highlighted his awareness on

natural sciences and specifically conduct research on

environment and other marine-related topics as a

challenge for him.

O3 says that “translating research activities based

on the University’s mission-vision statements is a

challenge on my part.”

O4 stresses that scientific procedure in the

discovery of new knowledge and translating this to

research to validate such knowledge.

O5 says “showing the interrelationships among the

variables used in research.”

O6 writes “formulation of research problems and

issues related to maritime education and training.”

Table 2 contains the challenges considered by the

respondents.

Table 2. Challenges of the Marine Officers in Conducting

Research

________________________________________________

Respondent Challenges

________________________________________________

O1 Conducting research based on the desired

research design and requisites.

O2 My level of awareness on natural sciences and

specifically conduct research on environment

and other marine-related topics.

O3 Translating research activities based on the

University’s mission-vision statements

O4 Scientific procedure in the discovery of new

knowledge and translating this to research to

validate such knowledge

O5 Showing the interrelationships among the

variables used in research

O6 Formulation of research problems and issues

related to maritime education and training

O7 Searching for new and exciting knowledge in

the field of science and technology

O8 Determining scientific data regarding

different issues and matters related to my

teaching as a marine engineer.

O9 Actual exposure to the research area like sea

grass monitoring

O10 Relating my career as marine officer and the

research work I do.

________________________________________________

O7 states that searching for new and exciting

knowledge in the field of science and technology is

challenging.

O8 emphasizes that determining scientific data

regarding different issues and matters related to my

teaching as a marine engineer is considered a

challenge to me as researcher.

O9 says “actual exposure to the research area like

sea grass monitoring.”

O10 contends that relating my career as marine

officer and the research work I do,” he said.

6.3 Benefits Derived in Conducting Research Activities

O1 believes that research had widened his

professional career and made him a well-rounded

instructor.

O2 says “I have a chance to share the knowledge I

gained to my students like looking at the beauty of

nature. Knowledge gained of the students on oils,

lubricants, and pollutants will be counter checked by

the inputs of knowledge on how nature can be taken

cared of the sea grass, corals, mangroves and fish.”

O3 says that “Research has sharpened my

knowledge on maritime affairs, issues, concerns, and

trends in education.”

O4 says “Research has prompted me to read and

review my knowledge. I have improved

professionally through graduate research paper

requirements.”

O5 says “Research has improved my technical

knowledge and encouraged me to study more to

improve my knowledge specifically in scientific

investigations.”

O6 writes “I have learned by heart the rudiments

of conducting research.”

O7 says Exposure, participation, and involvement

in research possible have been because of my interest

in research.

O8 emphasized that research has helped him find

solutions to simple problems and helped me in his

profession. Also, he was as well helped in his teaching

career.

O9 says “I had learned and understood my

students well.”

O10 says “My knowledge was enhanced

specifically in determining materials needed for my

teaching profession and professional development.”

Table 3 contains the benefits derived in the

research activities considered by the respondents.

The results of this study highlighted that the

experiences, challenges, and benefits in conducting

research among marine engineers contributed to the

925

development and attainment of a globalized-maritime

education, training, and economic system. From the

experiences related by marine engineers, research in

the maritime university lead to new insights towards

addressing demands in officers and problems in the

employment of global-seafaring labor. And, such

research provides a preview of the conflicts and issues

just now emerging generally as maritime-

globalization impacts a wider and wider range of

workers. Aside from that, their experiences become

meaningful documents from which maritime realities

can be derived.

Table 3. Benefits Derived in Conducting Research Activities

________________________________________________

Respondent Benefits

________________________________________________

O1 Research had widened my professional career

and made me a well-rounded instructor.

O2 I have a chance to share the knowledge I

gained to my students like looking at the

beauty of nature. Knowledge gained of the

students on oils, lubricants, and pollutants

will be countered checked by the inputs of

knowledge on how nature can be taken cared

of like sea grass, corals, mangroves and fish.

O3 Research has sharpened my knowledge on

maritime affairs, issues, concerns, and trends

in education.

O4 Research has prompted me to read and

review my knowledge. I have improved

professionally through graduate research

paper requirements.

O5 Research has improved my technical

knowledge and encouraged me to study more

to improve my knowledge specifically in

scientific investigations.

O6 I have learned by heart the rudiments of

conducting research.

O7 Exposure, participation, and involvement in

research possible have been because of my

interest in research.

O8 Research has helped me find solutions to

simple problems and helped me in my

profession. I was as well helped in my

teaching career.

O9 I had learned and understood my students

well.

O10 My knowledge was enhanced specifically in

determining materials needed for my

teaching profession and professional

development.

________________________________________________

6.4 Suggested Activities to Enhance the Research

Capability of Marine Officers

The figure below shows the suggested activities

shared by the marine officers to improve their

research capability.

The research capability-building seminars or

workshops were suggested by the marine engineers

who were the respondents of this study because it is

through these series of activities that their research

skills and knowledge will be developed and

enhanced. Invited speakers will usher them to the

research process and enkindle their curiosity to

discover and explore some areas in the maritime

education, which draw their interests and concerns.

Figure.

The second one is the suggestion that the “marine

officers shall be sent to national and international

research conferences.” This activity may help them to

understand further the importance and implications

of studies in their respective fields of specializations.

Moreover, attending research conferences or seminars

may lead them to reality that “research is fun” instead

of thinking that “research is a difficult activity” as a

college instructor.

The third proposed activity is to “have mentoring

with senior researchers in the university” because

they believe that “no man is an island,” therefore,

learning with their senior research-fellows or co-

teachers would be a great help to improve their

research skills and knowledge and drive them more to

participate and be part of the third function as

university-professors -- to conduct research and share

the findings with the relevant communities for

utilization and usability.

7 CONCLUSION

In conclusion, the experiences and challenges in

conducting research of the marine engineers in

JBLFMU-Molo were categorized and highlighted in

this study. These were used by the researcher to

underscore the transformation that occurred in the life

of marine officers to become “researchers” at the

maritime university (JBLFMU-Molo).

The difficulties and issues shared by the

respondents were captured in this study and used as

one of the basis for describing the transformation

from “marine officers” to “researchers” in the

maritime university. These lead the participants in

encouraging them to present studies in national and

international fora, conferences, and symposia.

Attributes and benefits from sharing through written

and oral documents were unveiled by the process

used in this study. Framing theory was utilized to

capture the focal point of the study and arrive at the

objective of demonstrating the “transformation” that

took place in every encounter and experience of

seafarers leading to embrace the trade mark of

becoming “researchers” in the university.

Furthermore, the respondents agreed that they

need the following: research capability-building

926

seminars or workshops, to attend national and

international research conferences, and mentoring

with senior researchers in the university. These

elements are very crucial in developing the

respondents’ research skills and knowledge to further

address the problems in the maritime education and

training (MET) through conducting scientific process

or research.

8 RECOMMENDATIONS

Based on the findings of the present study, the

following recommendations are advanced by the

researcher:

1. The administration of JBLFMU-Molo shall sustain

the skills, enthusiasm, and drive of the “marine

officers” towards the conduct of research to

achieve the global competence in maritime

education through in-house training and seminars.

2. Continuous training and exposure of these marine

engineers in research and related activities here in

the country and abroad be provided in order to

prepare them to become competent “researchers”

are highly recommended.

3. Experiences, challenges, and issues shared by the

respondents of this study shall be noted by the

Research Department in re-channeling them to

become full-fledged “maritime researchers” to

achieve the agenda of maritime university towards

global education competence.

4. Parallel studies shall be conducted by those

interested in qualitative studies to further

determine other factors that may contribute to the

improvement of research capability of marine

officer.

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