635
1 INTRODUCTION
Training of seafarers has, in the opinion of Johan
Smith (Smith, 2016), traditionally been one‐
dimensional, focusing merely on the ‘occupational’
aspectofwhoseafarersare.Competentseafarershave
always been defined as people who have good
navigational or engineering skills. However, these
skillsareoftenlackingdealing
withtherealitiesand
complexitiesoflifeatsea.
It is worth noting that higher education
institutions should also follow general statements
about the ordinary outcomes that are achieved by
studentsaftercompletingacurriculumofstudiesand
obtainingaqualification.Thoseoutcomesnamedthe
Dublin Descriptors (Shared..., 2004) consist
of the
followingelements:knowledge,applyingknowledge
(skills), making judgements, communication skills
and learning skills. If the first two for students of
technical professions could be referred to as
exclusively technical skills, then the last three are
relatedtosocialskillsaswell.
Thequalityoflifeandworkatsea
isinfluencedby
such factors as loneliness, homesickness, monotony,
psycho‐emotional stress, fear of piracy or pure
nutrition, hydration and sleep difficulties. The
identification and understanding of these factors
couldhelpyoungseafarerstoadaptonboardandto
applytheprinciplesofwell‐beingatsea.
For young seafarers’
generation, it is vitally
importantto knowaboutwell‐being atsea and how
tokeepit.
Maritimeeducationandtraining(MET)institution
prepares young people for maritime career at sea,
forming their technical competences and providing
themba sicsocialabilities,necessaryforadaptationat
seaandcareermanagement.
To assist
in the development of a marine safety
culturebyaddressingtheissueofwellnessonboard
and especially fatigue, the International Maritime
Ship as a Social Space for Adaptation: Perception of the
Phenomenon by Young Seafarers
G.Kalvaitienė&V.Senčila
LithuanianMaritimeAcademy,Klaipeda,Lithuania
ABSTRACT: Training of seafarers is traditionally focusing merely on the ‘occupational’ aspect. Competent
seafarershavealwaysbeendefinedaspeoplewhohavegoodprofessional, navigationalorengineeringskills.
However,practiceshowsthattheseskillsaloneareoftennotenoughtosolvecomplexsituationsatsea.This
articleattemptstolookatlifeandworkatseaasamultidimensionalphenomenon.Thepersonalreactiontothe
socialfieldchallengesisuniqueforeverypersonbecauseofhisideas,feelings,behaviour,needs,moralvalues
and physical attributes. The aim of the presented article is to describe a theoretical
research model, which
reflectstheinteractionofyoungseafarersandasocialspaceonboardaship,andtodeterminetheadaptation
andwell‐beingsupportmeasuresusedbyyoungseafarersonboard.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 13
Number 3
September 2019
DOI:10.12716/1001.13.03.21
636
Organization has developed practical guidance to
assist interested parties to better understand and
manage the issue of “fatigue” (Guidance…, 2001).
Seafarersareresponsibleformonitoringandseeking
appropriate treatments for any health concerns that
mayimpacttheirfitnessforduty(Guidelines...,2019).
Effectively dealing with fatigue in the maritime
environment
requires a comprehensive and holistic
approach that recognizes ship design, and the roles
and responsibilities of all stakeholders in the
mitigation and management of fatigue (Guidance…,
2001;2019).
Shippingcompanies should focus on the creating
and improving the conditions for well‐being of
seafarersatsea.
TheMaritimeLabourConvention
(2019)bindsthe
parties (Members) to ensure that ships that fly their
flags provide and maintain decent accommodations
and recreational facilities for seafarers working or
living on board, or both, consistent with promoting
theseafarers’healthandwell‐being.
The aim of presented article is to describe a
theoretical research model,
which reflects the
interaction of young seafarers and a social space on
boardship,andtodetermineandevaluateadaptation
and well‐being support measures used by them on
board.
2 THEORETICALRESEARCH
2.1 Theseaasasocialspacephenomenon
Morethan70yearsago,VilhelmAubertandOddvar
Arner analysed the social structure of the ship
comparing she with the ones of other working
organizations.Theresearchhighlightedthefollowing
maindifferencesbetweentheshipandotherplacesof
work(Aubert&Arner,1959):
1 Themostobviousdifferencebetweentheshipand
the industrial plant is that a
seaman lives at his
placeofwork,amongthecolleaguesandsuperiors
andspendsmostofhisleisureatthesame place.
Theshipisatotalinstitution.
2 Theplaceofworkisphysicallyisolated from the
family, and from the nation and the local
community,whichtheship
represents.
3 The degree of turnover among seamen is much
largerthaninmostindustriesonland.
4 Thepositiononboardashiparemoregradedand
specializedthaninmostindustrialplants.
5 Thelineofpromotionwithinthecommunityofthe
shipbeginsintheranksofthe
crewandfollowsa
somewhatformalizedschemeofpromotion,based
onseniorityandqualifyingschool.
In recent years, many technological and
organizational changes have taken place in the
maritime industry, so the some problems faced in
seafaringarenotassuch,astheywereinthepast.
Theglobalshipping
industryofthe21stcenturyis
confrontingseafarerswithuniquechallengessuchas
multi‐national crews, the Internet, quick turnaround
timesandtheworldasasmallglobalvillage(Smith,
2016). As a part of the material culture, technology
alwayscarriesasociallyestablishedmeaning.Current
technologymakessimilarthelife
featuresofseafarers
withlandroutine(Russoatal.,2014).
Technologyissometimesseenasawaytoimprove
theefficiencyofworksystems.However,technology
changes the nature of work and alters workload,
therefore it is important to evaluate the impact of
technological changes on crew workload and
consequently
fatigue(Guidelines...,2019).
More automation on board means smaller crews.
Technological development of ship contributes to
reducing the crew to excessive measures, while
seafarers work more than required (Russo at al.,
2014).
Former functional structure, determined by
unilateraldecisions taken by the shipping company,
where the captain and officers represented mainly
executive factors, has begun to change under the
matrixstructure,wheredecisionsarebasedon more
equalcommunicationamongtheofficesonthecoast
and the crew, under complementary appreciation of
benefits.Likewise,crewmembers (especially officers)
are being encouraged to participate in the decision‐
makingprocess(Russoatal.,2014).
Mixed cultural living is possible ashore where
therearealotofpeoplewithwhomtosocialise.This
is not the situation on board with say fifteen
crewmembersandwherethemajorityareonwatchor
sleeping. Owners are crewing in accordance with
safety regulations but the group is simply too
small
on board. Thirty years ago a crew numbered 35‐40
persons and the chances were alot greater that you
could find somebody to talk to and be friends with
(Horck,2005).
Nevertheless, if loneliness is very long, then it
usually promotes personality’s degradation and
mentaldisordersbecause the
humanissocialbeing‐
homosocialis‐naturally.Psycho‐emotionalstressrises
not only because of individual isolation but also of
permanent stare of other members of the isolated
groupthatpromotesthehumantofeel,thathe/sheis
permanently observed. So, human becomes an actor
in a great scene
of life performing social roles.
(Lileikis,2018)
Whileservingonboardthevessel,theremaynot
be a clear separation between work and recreation,
whichcaninfluencetheirmentalandemotionalwell‐
being(Guidelines...,2019).
As such, during their contractual period, the
seafarers’ social interactions are limited to a small
circle of colleagues. The acculturation (socialization,
auth.remark)processincludesformationoftemporary
bonds of friendship among seafarers that are
interrupted and new bonds formed with new
seafarers as is the occupational culture of seafaring
profession(Simons,2013).
In recent years, because of the increasing
retirementage,sometimesthreeor
fourgenerationsof
seafarers are cooperating and working together on
board(Sencila&Kalvaitiene,2017).
Goodcommunicationischaracterizedbyaltruism
andempathythatdeterminereciprocalunderstanding
andpartialacceptanceofotherhuman’sposition,and
helpremainadignifiedhuman.Seafarersstatedthat
their work requires people that are characterized by
637
humanistic and technological competencies (Lileikis,
2014).
Communicationisthemostimportanthumantool
for understanding, cooperation and action. If the
social environment on board is poor, with no rules
without exemptions, then with this condition, only
dregs and people with no formal education will
muster. This, of course, would be
insane and not
defensibleonahigh‐techship(Horck,2005).
Theseafarer‐specificfactorsarerelatedtolifestyle
behaviour,personal habits and individual attributes.
Fatigue varies from one person to another and its
effectsareoften dependenton theparticularactivity
beingperformed(Guidelines...,2019).
It was stated, that
people of a poor personality
withthemainconcernfocusedtotheoutside,endure
lonelinessparticularlyhard.Peoplewithself‐respect,
with a deep and rich spirit endure loneliness more
easily.So,theseafarerwhoisnotsadwithhimself/
herself, who always has something to do, and who
does
not require the attention of others, is able to
workinextremelonelinessconditions(Lileikis,2018).
Seafarers’well‐being can be affected by a variety
of factors including health conditions, genetic
predispositions, nutrition, hydration and sleep
difficulties(Guidelines...,2019).
Themulti‐dimensionalnatureof holistic wellness
suggeststhatthereare
differentaspectsthatallneed
tobeinbalanceto,ultimately,ensurepositivehealth,
quality of life and wellness. Training, taking the
holistic person into consideration, will thus include
the physical, social, intellectual, emotional (mental)
andspiritualandnotjusttheoccupationalaspectsas
ispresentlythecase(Smith,2016).
It
is worth noting, that well‐being and wellness
definitions are very close and some researchers use
this terms interchangeably. However, these
definitions differ, revealing the subtleties of the
phenomenon.
TheOxfordandtheCambridgedictionaries(2019)
define well‐being as the state of being comfortable,
healthy,orhappy,asa
generalhealthandhappiness.
Whilethedictionariesdefinewellnessasthestateof
being healthy, of being in good health, especially as
anactivelypursuedgoal.
We can see that well‐being defined as more
general term, than wellness. Besides, physical
wellnesssupposedtobeanessentialaspectorpartof
well‐being.
From a social scientific perspective, the field of
health and well‐being is differentiated with
contributions of a wide range of topics,
methodological approaches, and interdisciplinary
research(Nyman&Nilsén,2016).
2.2 Theoreticalresearchmodel
On the base of the scientific literature analysis, the
authors(Figure1)identified
threecategoriesofaship
asasocialspaceforadaptationphenomenoncontent
analysis:
Difficultiesfacedonboardtheship;
The impact of communication with the ship’s
crew;
Measures facilitating adaptation (well‐being
support)onboardtheship.
According to some authors (Smith, 2016) a
framework in which the occupational, emotional,
physical, social, intellectual and spiritual aspects
should be acknowledged and championed as an
integral and equal part of being a seafarer and
subsequentlyincorporatedintraining.
Figure1. Categories of a ship as a social space for
adaptationphenomenoncontentanalysis
It is worth bearing in mind that not only the
environmenthasimpacttotheperson,butandperson
manageshimselfandcanaffecttheenvironment.
Self‐leadership as a permanent vocational self‐
improvement and self‐orientation is relevant for all
professions, but especially for the seafaring. The
human must apply
self‐analysis, self‐reflection, and
make decision about his / her ability to survive in
extreme conditions of social isolation at the first
maritimepractice(Lileikis,2018).
Figure2.Theoreticalmodeloftheyoungseafarerandsocial
spaceonboardinteraction,formingseafarerwell‐being
The theoretical model (Figure2) reflects the
interaction of young seafarer and a social space on
board a ship, forming seafarer’ well‐being over
wellness aspects: social, emotional, physical,
intellectualandspiritualwellness.
Shipping company influences the social space on
board creating and improving conditions for well‐
YOUNG
SEAFARER
SOCIALSPACE
ONBOARD
SOCIAL
WELLNESS
EMOTIONAL
WELLNESS
PHYSICAL
WELLNESS
INTELLECTUAL
WELLNESS
SPIRITUAL
WELLNESS
METINSTITUTION
SHIPPINGCOMPANY
638
being. MET institution prepares young seafarers for
adaptationatseaandkeepingwell‐beingonboard.
3 THERESEARCHMETHODOLOGY
3.1 Thesampleoftheresearch
The research was conducted by surveying full‐time
students (Bachelor degree) Marine Navigation,
MarineEngineeringandElectricalEngineeringstudy
programs students studying at Lithuanian
Maritime
Academy, having seagoing practice experience. The
samplingwas basedontheprincipleoffreewill,i.e.
all students were included into the sample and 45
students were surveyed during January‐February of
2019.
3.2 Researchinstrument
In the presented study the data for the qualitative
research was collected by
using a written on line
survey method. During presented research semi‐
structured questionnaire compilation method was
applied, when determination of investigated
phenomenon content categories was carried out at
first (Figure1) and then open‐ended questions were
formulatedonthisbasis.
The questions were related to the subject of this
article
and aimed at the verification of theoretical
modelsubcategories:
What difficulties did you face on board the ship
duringseagoingpractice?
What impact has communication with the ship’s
crewmembershadonyou?
Whatmeasures havebeentakenbyyoutomakeit
easier to adapt on board, overcome routine and
otherissues?
The data collected during the survey were
processed using the content analysis technique,
interpreting and coding the textual material. During
the content analysis, responses with similar content
were combined into the separate groups and then
defined as subcategories, evaluating the number of
responsesineachsubcategory.
4 RESULTSOF
INVESTIGATION
4.1 Students’opinionaboutdifficultiestheyfacedduring
seagoingpractice
Maritime students were asked an open‐ended
question about the difficulties they faced during
seagoingpractice.
During content analysis, responses with similar
contentwerecombinedintotheseparategroups,then
defined as the following difficulties subcategories:
difficulties to adapt
to work on board routine,
monotony,fatigue;homesickness;sleepdisturbances;
psychoemotionalstress;beginningofbeingonboard;
communication in a foreign language; lack of
knowledge;longdurationofcontract;loneliness.
The subcategories of the difficulties faced by
studentsonboardwiththeoriginalresponses’content
are set below in the
descending order of number of
responsesineverysubcategory:
Difficulties to adapt to work on board routine,
monotony, fatigue (N=33): Adapting to time
changes(R8,R13,R17,R21);Rhythmonboard(R9,
R45);beinlinewithrules(R4,R7,R10,R26,R28,
R34,R37);working after12hours aday(R12,R23);
Spendmostofthepracticeon
thedeck,notonthe
Bridge (R3, R8, R17); On board there are no
holidays, so you need to work every day (R18,
R21,R22,24,R26,R35,R39,R43);Thehardestthing
istorealizethatthetimeatseaislike inanother
planet, it runs whit another rhythm (R4);
During
practice it was hardest to get used to the routine
(R7,R12,R19,R22,R37,R40).
Homesickness (N=13): Thinking about home (R3,
R11,R18,R24,R29,R33,R37,R42);Itwashardthe
firstfewweekswithoutdailycommunicationwith
family (R9, R32); Waiting for the end of contract
(R7,R19,R23).
Sleep disturbances (N=11): Endure constant sleep
breaks (R5); Adapt to unusual conditions (R7);
Work at night (R9, R15, R19, R29, R43); get up
early(R10,R31,R34,R45).
Psycho emotional stress (N=10): Endure the
emotional pressure of the Chief Officer (R5);
Interact with people with difficult character (R9);
Donotlosepatience(R1,R14,R25,R33,R39,R43);
Create working relationships with crew because
theyhavebeenconstantlychanging(R6).
Beginningofbeingonboard(N=7):Thefirstweek
onboardwasthemostdifficultone!Becauseyou
havetohavetoknowtheship,youneedtoknow
where, who and how. Later it is pure pleasure!
(R1);Thefirstmonth(R5,R21,R22,R39,R42).
Communicationinaforeignlanguage(N=6):Break
“Ice” in communication in a foreign language
environment with crew (R7); The languages
difference(R9,R11,R13,R27,R44).
Lack of knowledge (N=6): You need to catch the
right moments when officer can teach you (R8);
Lackofknowledge(R4,R19,R27,R30);Youhave
to realize that you must learn not only things
relatedtonavigationbutalsospecificinformation
(R15).
Longdurationofcontract(N=6):Itwasthehardest
to stay over 7 months (R26, R28); Duration of
contract(R2,R8,R11,R37)
Loneliness(N=2):Loneliness(R16,R35)andetc.
4.2 Theimpactofcommunicationwiththeship’screw
members
Theship’s crewmembers are an essential partof the
ship’s social space. Therefore, the impact of
communication with them was highlighted in the
study as a separate category. Discovering this
category, maritime students
were asked an open‐
ended question about the impact of communication
withship’screwmembersduringseagoingpracticeon
boardaship.
During the content analysis, responses with
similar content were combined into the separate
groups, then defined as the following impact of
communication subcategories: development of
639
professional knowledge, motivation to seek a
seafarer’s career; influence on attitude formation;
teamwork skills; revealing of negative aspects of
seafarer’scareer.
The subcategories of impact from the
communicationwithotherseafarers’withtheoriginal
responses’ content are set below in the descending
orderofnumberofresponsesineverysubcategory:
Development of professional knowledge (N=34):
Deepened and widened theoretical knowledge,
providedself‐confidenceperformingspecifictasks
(R7);Sharingworkexperience(R8,R23,R26,R29,
R37); Professionals strongly influenced by their
accumulated knowledge of good seamanship
practice(R10,R24,R27,R34,R38);Theytaughtnot
only marine navigation (R11); Experienced
seafarers
is a good way to learn (R12); Provided
knowledge what people working on deck must
know(R18, R19, R22, R25, R27, R28, R30); I
understoodtheirworkload(R29).
Motivation to seek a seafarer’s career (N=28):
Encouraged to reach career (R3, R15, R28, R32,
R39,R45);Supportedanddirectedtotherightway
(R6, R23); Positive impact to know future career
(R7); Motivated, encouraged to improve, learn
from their mistakes, always move forward (R11);
Motivatedtolearnandwork
(R13,R18,R25,R29,
R33); motivated to continue learning (R19, R21,
R31,R32,R42).
Influencetoattitudeformation(N=11):Hadagreat
deal of influence, because every older seafarer’s
adviceortrainingwasextremelyimportanttome
(R9, R12, R41); I realized thatif the seafarers tell
youoneoranotherstoryitmeanstheywouldlike
to teach you something. It is interesting
to
communicate with older seafarers beca use they
haveallkindsofstories,manyinstructionalstories
to listen! (R1); Older people have a lot of
experience, so communicating with them usually
has a good influence, not just in the professional
sense(R2,R8,R11,R17,R25,R35,R43).
Being as example of a professional (N=11): I
understood how the whole crew could be
positivelyaffectedbytheiractions(R5);Theywere
an example for me (R9, R16, R25, R29, R31 R36,
R42);Iwouldlike to becomeanofficer likethem
(R22,R41);Chiefofficerbecamelikea
professional
“father”(R23).
Teamworkskills(N=7):Communicationisa must
as for a cadet only communication and
collaboration can provide the necessary
knowledge(R4,R16,R24,R39,R44);Thekeyisto
ask(R26); Everyone was friendlyandwashappy
towork,andIdidnʹtfeellonely(R33).
Ingeneral,maritimestudents
notedhighpositive
impact of communication with older seafarers’
generationsontheirprofessionalknowledge,ontheir
motivation to seek a seafarer’s career and help
formingattitudetowardsseafarer’scareer.
Besides,students revealed negative impactof the
communicationwitholderseafarers’duringseagoing
practice:
Demotivationtoseekaseafarer’scareer(N=4):Not
always motivating influence (R14); Only the
captain had an impact (R15); Different influence,
depending on people. But in general, nothing
useful(R20);Youjusthavetounderstandthatthey
areolderandwithpractice.Understandthatoften
your opinion is underestimated because
you do
nothavemuchpractice.Ifyouwantyouropinion
tobeaccepted,youhavetowin/proveit(R16).
4.3 Adaptationonboard(well‐beingsupport)measures
Maritime students were asked an open‐ended
questionregardingthemeasuresfortheiradaptation
facilitationusedbythemtocopewiththeroutine
and
otherissuesrelevanttotheirwell‐beingonboard.
During the content analysis, the responses with
similar content were combined into the separate
groups,thendefinedasthefollowingadaptationand
well‐being support measures subcategories:
emotionalwellness;socialwellness;physicalwellness
andintellectualwellness.
The subcategories of the
measures used for the
adaptation on board (well‐being support) with the
original responses’ content are set below in the
descending order of number of responses in every
subcategory:
Emotional wellness (N=19): Movies (R4, R6, R9,
R13, R23, R28, R31, R36, R43); Enjoy a sea view
andbeauty(R6);Leisure and work planning(R7,
R10, R27, R34); Music (R10, R18, R26); humour
(R15);Countthedaysspentonboardhowmuchis
leftuntiltheendoftheterm
noway(R24);
Social wellness (N=18): Do not close, after work
justenoughto talk tothecrewaboutaday,how
thingshavegoneby(R1,R3,R39);Communication
and openness with crew members (R4, R23, R26,
R29, R37, R39, R43); Adaptation on board is
important,itisnecessaryto“knit”relations
“with”
thecrewmembersassoonaspossible(R5,R6,R9,
R11,R13,R14,R16,R18,R35);
Physicalwellness(N=17):Sports(R4,R6,R12,R17,
R13);Food(R7,R25, R29,R33,R34, R41);Leisure
andwork planning (R7); Good regime (R13, R23,
R38,R41,R44);
Intellectual wellness (N=11): Books (R4, R6, R15,
R24,R27,R34,R38);Learning(R15,R22,R39,R42);
Spiritualwellness:noneofthe givenanswers has
been attributed to this aspect, reflected in the
theoreticalmodel.
5 CONCLUSIONS
The quality of life and work at sea is influenced by
factors such as loneliness, homesickness, monotony,
psycho‐emotional stress, fear of piracy or pure
nutrition,etc.Theidentificationand
understandingof
thesefactorscouldhelpyoungseafarerstoadapton
boardandtoapplytheprinciples ofwell‐beingatsea.
Based on the scientific literature analysis, the
authors prepared the theoretical research model,
whichreflectstheinteractionofayoungseafarerand
social space on board ship, forming seafarer
well‐
being over wellness aspects: social, emotional,
physical,intellectualandspiritual.
Duringtheconductedresearch,thedifficultiesthat
students faced during their seagoing practice, the
impact of communication with other seafarers on
640
board a ship and measures facilitating students’
adaptation,copingwith theroutine and otherissues
relevant to their well‐being on board were
determined.
The adaptation on board and well‐being support
measures distributed between different wellness
aspectsandaresetinthedescendingorderofnumber
ofresponses:The
mostimportantwereemotionaland
social wellness, then physical wellness and
intellectual wellness. None of the answers has been
attributedtospiritualwellnessaspect.
The presented study discovers a ship as a social
space for adaptation as a multi‐dimensional
interactional phenomenon, unique for every person
because of his personal
holistic nature with own
ideas, feelings, behaviour, needs, moral values and
physical attributes. The article determines and
evaluates adaptation and well‐being support
measuresusedbyyoungseafarers’onboard.
Theperceptionoftheseideasisimportantforthe
maritime education and training institutions whose
purpose is to prepare young people
for maritime
careeratsea,formingtheirtechnicalcompetencesand
providingthembasicsocialabilities,necessaryforthe
adaptation at sea and maintaining well‐being on
board.
REFERENCES
Aubert,V.,&Arner,O.(1959).OntheSocialStructureofthe
Ship.Acta Sociologica,Vol. 3, No. 4 (1959), pp. 200‐219.
[Online cit.: 2019‐02‐25]. Available from:
http://www.jstor.org/stable/4193493.
Cambridge Dictionary. [Online cit.: 2019‐03‐28]. Available
from:https://dictionary.cambridge.org.
Guidance on fatigue. 2019. International Maritime
Organization.MSC.1/Circ.159824
January2019.62p.
Guidance on fatigue mitigation and management. 2001.
International Maritime Organization. MSC/Circ.1014 12
June2001.105p.
Horck, J. 2005. Getting the best from multi‐cultural
manning.PaperpresentedattheBIMCO100yearsandGA.
Copenhagen,Denmark,2005.20p.
Lileikis,S.2014. Whatkindof
leadershipdoseafarersneed
inregard to their main emotional states caused by the
physicalandpsychosocialmaritimeworkenvironment?
Journalof MaritimeTransportandEngineering.Volume3,
No2.LatvianMaritimeAcademy,2014.P.24‐33.
Lileikis, S. 2018. Jūrų lyderystė: vertybės, psichologija,
saviugda.Klaipėda:
LithuanianMaritimeAcademy.
MaritimeLabourConvention,2006,asamended.2019.Maritime
Labour Conference. [Online cit.: 2019‐02‐28]. Available
from: https://www.ilo.org/wcmsp5/groups/public/‐‐‐
ed_norm/‐‐‐
normes/documents/normativeinstrument/wcms_554767.
pdf
Nyman, C., Nilsén, Å. 2016. Perspectives on health and
well‐being in social sciences. International Journal of
Qualitative Studies on Health and Well‐being. [Online cit.:
2019‐04‐01]. Available from:
https://doi.org/10.3402/qhw.v11.31468.
Oxford Dictionary.[Online cit.:2019‐03‐28]. Available from:
https://en.oxforddictionaries.com/definition/well‐being.
Russo, A., Popović, T., Tomić, V. 2014. The impact of
technology on seafarer’s work and leisure. 6th
International Maritime Science Conference (IMSC 2014)
BookofProceedings.P.173‐178.
Senčila,
V. & Kalvaitienė, G. 2018. Finding a Balance:
Companies and New Seafarers Generation Needs and
Expectations. TransNav, the International Journal on
Marine Navigation and Safety of Sea Transportation.
Volume12Number2,June2018.285‐290p.
Shared ‘Dublin’ descriptors for the Bachelor’s, Master’s and
Doctoral awards. 2004. JQI
meeting in Dublin on
23/03/2004PC.6p.
Simons, S. A. 2013. Ships as ‘Total Institutions’.
AcculturatingSeafarersforaGlobalPoliticalEconomy.
The Central European Journal of Social Sciences and
Humanities. [Online cit.: 2019‐02‐28]. Available from:
http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.c
ejsh‐214af3dd‐13ad‐4202‐82f9‐f75129346b48.
Smith, J. 2016. Wellness at
Sea: A New Conceptual
Framework for Seafarer Training. Paper presented at the
Ergoship 2016, 6‐7 April 2016, Melbourne, Victoria,
Australia,10p.
