Generation BALT COMPENDIUM

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1 FOR A NEW GENERATION OF BALTIC SEA EXPERTS Generation BALT COMPENDIUM BRIGHT MINDS FOR BLUE GROWTH IMPROVING HIGHER EDUCATION IN THE MARITIME SECTOR Part-financed by the European Union, European Regional Development Fund

2 THE GENERATION BALT CONSORTIUM University of Rostock (Lead Partner), Germany University of Szczecin, Poland E. Kwiatkowski University of Business and Administration, Poland Polish Chamber of Maritime Commerce (KIGM), Poland Gdańsk University of Technology, Poland Klaipeda University, Lithuania Klaipeda Science and Technology Park, Lithuania Linnæus University, Sweden Non-EU Associates Baltic Fishing Fleet State Academy of the Kaliningrad State Technical University, Russia Associated partners German Association for Marine Technology (GMT), Germany Chamber of Commerce and Industry (IHK) of Rostock, Germany Gdynia Academic Foundation, Poland Maritime Institute Gdańsk, Poland Institute of Oceanology of the Polish Academy of Sciences (IOPAN), Poland Pomeranian Maritime Cluster Association, Poland Simrishamn Marint Centrum, Sweden Baltic University Programme, International Union of Baltic Cities, International

3 CONTENTS Preface 5 1. The idea behind Generation BALT: Linking maritime education to a changing labour market The challenge The action The outcome Maritime economic and educational context in the South Baltic Region Understanding economic and labour market development in the South Baltic Region: The Generation BALT Foresight Study Maritime Economy in 2017 A prognosis Maritime higher education situation in the South Baltic Region: Offers and trends Comparison between education offers and economic development Four steps to bridge the gap between maritime labour market demands and higher maritime education The Generation BALT training programme Meeting the needs of students and employers Weekend course modules Summer courses off- and onshore Internships Evaluation of the Generation BALT training programme Lessons learned The overall conclusion Generation BALT Vision The vision From vision to reality: Four guiding principles for the elaboration of a coherent and competitive maritime higher education Generation BALT and beyond: Promoting the Generation BALT 2020 Vision 79 The project consortium Acknowledgements Imprint generationbalt.eu 3

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5 PREFACE PREFACE BRIGHT MINDS FOR BLUE GROWTH Prof. Gerhard Graf, Project Leader Generation BALT, University of Rostock Established maritime industries are under significant change and new marine businesses like offshore energy production, blue biotech or aqua- and mariculture are on the rise. Society and policy have set high hopes for the maritime sector to foster economic growth and provide jobs. This is especially true for the South Baltic Region, which has a great potential although it still has to increase coherence in economic and administrative terms to fully boost internationalisation and competitiveness. The maritime sector can be one of the driving catalysts in this regard. Economic growth and the creation of jobs is only one side of the coin. It is by now well understood that the use of marine spaces and resources must be carried out in an ecologically sustainable way in order to avoid over-exploitation of our coasts and seas. This responsible or smart use of marine resources calls for experts with a variety of skills and knowledge for example in marine biology, maritime technology, economics, geology, transport and logistics and maritime law and policy. To answer these questions a well managed and well functioning partnership was established in The Generation BALT project was fortunate from its onset to have professional and active partners including one from Russia the only non-eu member state in the Baltic Sea Region and nine additional associated partners representing maritime industry, research, administration and policy. This triple-helix of academia, industry and government proved to be one of the keys to the project s success. In this context the partners of the Generation BALT project set out to answer the following three basic questions: 1. What expert skills are and will be required today and tomorrow in order to exploit the potential of marine systems in a smart way? 2. Are the right educational offers and concepts in place to teach young students these skills? 3. Do these skills actually match the demand from the maritime labour market? THE COMPENDIUM GIVES AN OVERVIEW OF THE CONCEPTUALISATION OF THE TRAINING PROGRAMME AND PRESENTS THE RESULTS OF THE EVALUATION PROCESS. generationbalt.eu 5

6 PREFACE With this publication the project consortium now presents all of its results and concepts in a condensed way: the Generation BALT Compendium. It refers to other studies produced throughout the project s life span such as the Foresight Study of Labour Market Trends in the Maritime Sector or the stock-taking concerning educational offers in the South Baltic Region. It gives an overview of the conceptualisation of the training programme and presents the results of the evaluation process. It gives a voice to project partners, teaching staff, maritime industry representatives and course participants alike. The last chapter presents the Generation BALT Vision and recommendations for future development of maritime related educational offers. An important highlight of the project was the training programme and its participants the new maritime experts. One of the truly distinctive aspects of the Generation BALT project was the implementation of a cross-border pilot training programme that was accredited with ECTS points*. Within the span of a few months the Generation BALT project consortium managed to complete the product cycle from the analysis of market demands (what skills and educational offers exist and are needed) to the conceptualisation of a product (the training programme) to the implementation of the pilot training programme with international students from different fields of study to the evaluation of the pilot. As a matter of fact the training programme was dependent on the reaction and commitment of the students to the educational offer. The students showed that they are open-minded, creative, eager for knowledge and willing to work under time pressure if necessary. As far as the potential of the South Baltic Region is concerned, these students are definitely an important component of it. Generation BALT was not planned as a one-time exercise. Building on the experiences gained during the pilot training programme the partners will jointly strive to further develop maritime education offers in the South Baltic Region and beyond. A first step in this direction is the establishment of the Generation BALT Network. The Generation BALT Network is an open platform for information exchange and for the development of new educational offers and future joint projects that attract as many stakeholders as possible. On the student s side an Almuni Network was established so that after the project ends the connections across borders are maintained. We hope that this publication will serve as an inspiration and invitation to its readers to start sharing ideas about the future of the maritime economy and Blue Growth with regard to education and training because Blue Growth is only possible with bright minds. * The European Credit Transfer and Accumulation System (ECTS) is a tool that helps to design, describe, and deliver study programmes and award higher education qualifications. The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes study programmes and qualifications more transparent and facilitates the recognition of qualifications. ( 6

7 CHAPTER 1 THE IDEA BEHIND GENERATION BALT LINKING MARITIME EDUCATION TO A CHANGING LABOUR MARKET Catherine Legrand, Ingrid Bressler, Pär Karlsson, Linnæus University, Sweden generationbalt.eu 7

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9 CHAPTER 1 THE IDEA BEHIND GENERATION BALT: LINKING MARITIME EDUCATION TO THE CHANGING LABOUR MARKET In a nutshell this introductory chapter gives a comprehensive overview about the societal challenges which lead to the Generation BALT project and informs about actions taken and the project outcome The challenge The maritime sector of the South Baltic Region is undergoing a far-reaching transformation including new investments towards sustainability. While many traditional professions are on the decline, global changes, technical progress and not the least environmental challenges generate new opportunities for employment. Increasing transport and related requirements for maritime safety, the greening of shipping and port infrastructure, sustainable extraction of resources from the deep sea, climate change related shore protection measures, seafarming, algal and mussel cultivation for CO 2 and nutrient reduction or bioenergy production, offshore wind farms, wave energy installations, blue biotechnology and maritime spatial planning are just a few examples of fields involved in this new job creation. MATCHING SKILLS AND JOBS HAS BECOME A HIGH PRIORITY CONCERN FOR POLICY MAKERS, ACADEMIA AND BUSINESS. Innovation is a key factor in all these developing areas and a shift towards an innovation-based economy is a must if the South Baltic region is to increase competiveness on the global market and solve the ecological challenges of the Baltic Sea. So far, much of this development has been overlooked by the universities of the region. Many of them offer maritime education and training and marine-related courses, such as marine ecology, marine physics or engineering, but the learning and teaching styles as well as the course generationbalt.eu 9

10 CHAPTER 1 syllabuses do not adequately prepare students for the challenges of our changing labour market. Consequently the unemployment rate is high among educated people and workers with out-of-date skills, whose potential is therefore wasted. Consequently there are many unemployed among educated people and workers with out-of-date skills, whose potential is not used. At the same time it is difficult to find workers with specific qualifications and skills, even in regions with the highest unemployment rate. Education systems in the European Union do not meet labour market needs despite the 1999 Bologna Declaration according to which one of the three overall objectives of European higher education is to promote employability. As for the countries around the Baltic Sea, governments use classic manpower planning to dimension the educational offer. Still the labour market in Europe generally faces a skills mismatch, especially in the fields of technology. Matching skills and jobs has become a high priority concern for policy-makers, academic and business sectors. 10

11 CHAPTER The action The Generation BALT (GB) project started in 2011 with the aim of bridging the gaps between the educational offers and the skills needed by the maritime sector fully in line with the intentions of the Bologna Declaration, the EU Strategic Framework for Education and Training, the European Employment Strategy, the EU Strategy for the Baltic Sea Region (EUSBSR) and the Europe2020 Strategy. The project took these intentions a step further by increasing labour market participation through direct cooperation with the maritime business sector. Based on a comprehensive foresight study, that analysed educational offers and the labour market needs in the South Baltic Sea Region, the GB training programme was developed to meet the needs of a diverse audience from newly graduated or certified students to unemployed professionals or those wishing to make a career change. The Programme was designed to enhance both skills and knowledge in different segments of the maritime sector with emphasis on maritime technologies (green shipping, new shipbuilding and refitting, ship port services operation and management, offshore structures for renewable energy, aquaculture, risk management, safety, coastal zone protection and project management). The syllabus covered multidisciplinary aspects of the maritime sector and provided participants with both technical knowledge and basic motivational and life skills. The programme emphasised hands-on training as well as the interrelations between the various labour segments of the maritime sector in the South Baltic Region. The GB training programme offered ample room for individual choices and for each participant to assume responsibility for achieving their own success. The GB training programme was structured around three main components: thematic modules, a summer course and a practical internship. The programme was offered free of charge to the participants from the core and adjacent areas of the South Baltic Region and Russia (Kaliningrad). The curriculum was created and implemented by an multidisciplinary and collaborative team of faculty members, maritime professionals from public and private sectors, non-governmental organisations and government authorities. A general feature throughout the Programme was the strong focus on networking, intercultural communication, openmindedness and change of attitude. Entrepreneurial thinking and future orientation were strongly encouraged. Certificates may not be everything when it comes to finding a job but they certainly offer opportunities for a number of exciting jobs. The GB training programme offered participants a Generation BALT diploma, awarded after mandatory completion of two thematic modules, the summer course and the internship. A GB reference letter was also delivered on request to participants applying for jobs. To integrate the GB training programme into future academic curricula, Linnæus University offered the course Introduction to a career in Baltic maritime sciences at the advanced level, with the possibility of receiving higher education credits (7.5 ECTS). Requirements included three thematic modules and the summer course. This best practice initiative was a follow-up on the need for professional training to improve employability of academic students. generationbalt.eu 11

12 CHAPTER The outcome The seven thematic modules were organised over long weekends (2-4 days), allowing flexibility for students and employed professionals to attend. The modules took place in Rostock (DE), Kalmar (SE), Klaipeda (LT), Szczecin, Gdansk and Gdynia (PL) with focus on various maritime segments. Educators, researchers and professionals collaborated in every module to offer participants a comprehensive sectorial overview, networking opportunities with professionals and important motivational skills. Representatives of international organisations (e.g. IMO, HELCOM, ICES) took an active part in the training sessions. Emphasis was on communication, intercultural aspects, educational culture and teamwork. different match-making training-business tools developed by past and concurrent projects in line with the EU Strategy for the Baltic Sea Region. Altogether 75 participants from Germany, Poland, Lithuania, Russia (Kaliningrad) and Sweden took part in the Training Programme in Participant HIGHLY APPRECIATED BY STUDENTS: NETWORKING OPPORTUNITIES WITH PROFESSIONALS. The summer course was conducted twice on board a ship, the s/y Zawisza Czarny, sailing from Gdynia (PL) to Kaliningrad (RU) and Klaipeda (LT). The educational topics were eco-innovation in maritime technology, transport and resource use (2013) and economic use and environmental protection (2014). This mandatory part of the Training Programme gave participants a better understanding of operations at sea and cemented solid relationships among the students and with the faculty as a base for the GB Alumni. The internships were offered by various organisations (professional, academic, governmental, NGOs) for a minimum of two weeks. Generation BALT compiled a network of companies, organisations and clusters that offered participants the chance to select internships in the sectors most likely to emerge as future employers. The GB collaborative concept within this network successfully contributed to the engagement was high, as evidenced by the 80% rate of successful completion of requirements for the Generation BALT diploma (two modules, summer course and internship). Close to half (46%) of the participants registered were awarded the credit for the advanced course Introduction to a career in maritime sciences (7.5 ECTS, 3 modules, summer course) at Linnæus University (SE). The rate of ECTS credits receipt is lower than that of GB diploma receipt as not all participants were interested in gaining higher education credit points. New graduates often wish to continue increasing their qualifications while unemployed professionals and those interested in a career change usually do not aim additional academic credits. Therefore, this performance indicator (46% of participants awarded ECTS credits) should be regarded as high considering that this international and multidisciplinary course spanned over two academic semesters with a high mobility of both participants and trainers. 12

13 CHAPTER 2 MARITIME ECONOMIC AND EDUCATIONAL CONTEXT IN THE SOUTH BALTIC REGION Zbigniew Górski, Paweł Szalewski Gdańsk University of Technology, Poland Piotr Dwojacki E. Kwiatkowski University of Business and Administration, Poland Kamila Mianowicz, Artur Skowronek, Agnieszka Strzelecka University of Szczecin, Poland generationbalt.eu 13

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15 CHAPTER 2 MARITIME ECONOMIC AND EDUCATIONAL CONTEXT IN THE SOUTH BALTIC REGION On the basis of questionnaire responses and economic data analysis this chapter presents information highlighting what are expected to be the most promising maritime business areas in the near future and gives an overview of the types of maritime programmes on offer among the higher education institutions of the South Baltic Region Understanding economic and labour market development in the South Baltic Region: The Generation BALT Foresight Study The maritime industry plays a key role in the economies of all South Baltic Region (SBR) states. However, the SBR maritime economies are far from being coherent even though they are influenced by the same factors, namely EU policies, globalisation and increasing international competition. In different sub-regions of the SBR different maritime sectors have economic prominence. A strong polarisation of the SBR is also at play, contrasting more innovative and productive regions with more traditional orientated ones. Additionally, there are vast differences in the political and legal backgrounds of each state. Therefore, activities aiming to bridge existing gaps between labour market demands and maritime higher education should be based on solid regionally focused information. Within the Generation BALT project the economic and educational context of the SBR was analysed using questionnaires and statistical economic data. This work let to the publication of the Generation BALT Foresight Study*. The document identifies maritime sectors that are expected to strongly develop by 2017 and determines whether they will generate a high demand for skilled graduates. THE MARITIME INDUSTRY PLAYS A KEY ROLE IN THE ECONOMIES OF ALL SBR STATES. * Mianowicz, Kamila (Ed.): Foresight of the South Baltic Maritime Labour Market Gdynia, Online: generationbalt.eu 15

16 CHAPTER maritime economy experts assessed the following sectors for Generation BALT with regard to a) their economic potential and b) the potential to create employment demand on the South Baltic labour market: Watercraft industry (shipbuilding & repair) Marine equipment Offshore supply Offshore wind energy Exploration and exploitation of the sea bed Hydro engineering Coastal protection and construction Fisheries and aquaculture Seaports and logistics Maritime services Recreational boating Coastal tourism Maritime area management and administration Adjustment of law concerning maritime areas Innovative maritime industries The overall assessment of sectors showed positive prospects for the maritime economy in general terms. The sector with most development potential in experts opinions is offshore wind energy. More than 80% of questionnaire participants see the future of this sector as promising or very promising and more than 50% of them believe the sector will generate a high demand for specialists. Following offshore wind energy, offshore supply, seaports and logistics and exploration and exploitation of the seabed are also expected to see high development by However, this does not necessarily mean that new job opportunities will be created. For example, according to the survey six out of 15 sectors (exploration and exploitation of the seabed, marine equipment, watercraft industry, recreational boating, fisheries, aquaculture and adjustment of law concerning maritime areas) are not linked to an increasing demand for highly skilled employees. 16

17 CHAPTER 2 Sector Clustering. Among the assessments given by the respondents there are stronger and weaker correlation compounds. The strength of these correlations may indicate the existence of synergies between specific sectors. As a result,some of the sectors development may be conditional upon the development of the others. Hence, these relationships may influence the assessment of attractiveness of each sector. For example: if a stagnating or less attractive sector is shown to have strong ties to one which is actually developing rapidly the first sector may become more attractive and its development potential may increase by association. Five such associated groups of sectors can be observed: 1. TRADITIONAL MARITIME AFFAIRS The group comprises five parts: seaports and logistics, maritime services, marine equipment, maritime works and watercraft industry. The group may be seen as attractive due to the size and development capabilities of the first two sectors. 4. COASTAL MANAGEMENT The group consists of two sectors: hydro engineering and coastal protection and construction. Neither the assessment of development capacity nor that of the expected demand for qualified professionals is especially high, which means the potential for this group is considered as average. 2. ADMINISTRATION AND MANAGEMENT The group consists of three sectors: adjustment of law concerning maritime areas, maritime area management and administration and security and crisis management. The group should be considered to be composed of rather few attractive sectors, without clear standouts. 3. EXPLOITATION OF MARINE RESOURCES (EXCEPT FISHERIES) The group consists of three sectors: offshore supply, offshore wind energy and exploration of the sea bed. All three sectors making up this group obtained high scores in terms of their development capacity and the demand for qualified specialists. 5. TOURISM AND RECREATION The group consists of two sectors: recreational boating and coastal tourism. Results within this cluster are contradictory. On the one hand there does not seem to be too much room for further economic expansion, leading to the possible interpretation that this sector is less attractive to investments and thus less likely to grow. This can be explained by the already high level economic performance of tourism and recreation in some regions like Mecklenburg-Western Pomerania for example. generationbalt.eu 17

18 CHAPTER 2 National variations. The economic situation in the various South Baltic States naturally depends on national policies, geographic location and the specific performance of different economic sectors. Thus variations among expert assessments were anticipated. Some of these variations are highlighted below: The highest average assessment of the maritime economy was granted by respondents from Sweden. As a result of the fact that Sweden has the longest Baltic shoreline among Baltic Sea States, Swedish respondents tend to see maritime law as an important and promising economic endeavour. From the Swedish point of view this sector could be the key in protecting essential part of the country s resources. Swedish experts also see strong prospects for offshore wind energy and seaports and logistics. German experts tend to focus mainly on offshore supply, offshore wind energy and the exploration and exploitation of the sea bed. Lithuanian respondents share the Germans opinion concerning offshore wind energy. Nevertheless, they believe that interesting opportunities also lay in traditional maritime sectors such as seaports and logistics, maritime services, marine equipment, maritime works and the watercraft industry. From a Polish perspective offshore wind energy is the most promising sector in the maritime economy. Polish respondents are not especially attached to any single group of sector. Characteristic of Polish data are relatively high marks given to touristic area (recreational boating and coastal tourism). Russian experts gave the lowest average assessments in general to the potential for development of the maritime economy. However, this does not mean that all sectors were weakly assessed. While offshore wind energy received high marks from most countries, Russian respondents granted the sector quite a low score. On the other hand Russian experts have high expectations for the development of the hydro engineering sector, more so than any other national group. They also granted relatively high marks to the sectors of fisheries, aquaculture and innovative maritime industries. The list of sectors with most development potential is completed by seaports and logistics. 18

19 CHAPTER 2 SOUTH BALTIC REGION Baltic Sea South Baltic Regions SE KALMAR Region of Southern Sweden and the Islands KLAIPEDA ROSTOCK SZCZECIN Pomeranian Region KALININGRAD Kaliningrad Region GDAŃSK / GDYNIA Klaipeda Region RU LT Mecklenburg Western Pomeranian Region West Pomeranian Region DE PL generationbalt.eu 19

20 CHAPTER Maritime Economy in 2017 A prognosis A successful future development of the maritime sector, one that reconciles the economic, social and environmental dimensions of marine resources (in accordance with sustainable development) will depend on our ability to take advantage of growing international competition, a dynamically changing global economic situation and technological progress. It can already be noted that nontraditional maritime economic sectors are growing in importance, favouring activities that are innovative, environmentally-friendly and more independent from global trends. On the other side the introduction of innovative ideas into more traditional maritime sectors may also offer an opportunity to redefine their role in the global economy. To become competitive at the global level and complimentary at the regional one it is important to respect the international character of the Baltic Sea and build cohesive and consistent political strategies and conditions across the whole region, above geopolitical divisions (EU and Russia). It is also necessary to support the region s development in a way that promotes a diversified palette of maritime economic activities. EXPLANATION Offshore wind energy Seaports and logistics Offshore supply industry Exploration and exploitation of the seabed Shipbuilding and offshore constructions Offshore constructions Adjustment of law Environmental engineering Aquaculture Tourism Environmental monitoring Coastal protection Research and development Our analysis allowed a forecast of the maritime economy s most promising sectors in each region (see the regional parts on the next pages). These vary from region to region but they share some commonalities: they are innovative rather than traditional and they all require highly qualified human resources. 20

21 CHAPTER 2 MARITIME ECONOMY IN MECKLENBURG WESTERN POMERANIA Besides tourism and agriculture, maritime industry is one of the most important economic sectors in Mecklenburg-Western Pomerania and growth prognosis for this sector is promising MARITIME ECONOMY FACTS 2017 PROGNOSES - In Mecklenburg-Western Pomerania approximately persons in more than 1800 companies (5% of all employees in Mecklenburg-Western Pomerania) are related to the maritime economy (IHK-Branchenmonitor 2012) - Annual turnover 4.6 billion EUR, mainly form maritime navigation, shipbuilding and maritime suppliers (IHK-Branchenmonitor 2012) - Due to the geographic location, established infrastructure and port cities (Rostock, Stralsund, Wismar) Mecklenburg-Western Pomerania is classified as important maritime centre - Most important segment of the maritime economy in this area in 2011 was watercraft industry (traditional segment comprising shipping and harbour economy, with 47% of annual turnover in 2011), followed by manufacturing industry (including ship building, supply industry and maritime services, with 32% of annual turnover) and coastal tourism (comprising more than 40% of all companies and facilities) (IHK-Branchenmonitor 2012) Sectors with highest expected workforce demand: Offshore wind energy Seaports and logistics Offshore supply industry Sectors with highest prospects for development: Offshore wind energy Seaports and logistics Exploration and exploitation of the seabed In our foresight study the offshore wind energy is the most promising segment in Mecklenburg-Western Pomerania, with the highest potential to develop and also creating the highest demand of skilled experts. Since this segment is a young and emergent branch of the maritime industry, expectations are raising highly, explaining the discrepancies between the current situation and our prognoses. generationbalt.eu 21

22 CHAPTER 2 MARITIME ECONOMY IN THE KLAIPEDA REGION The most important sub-sectors of the Lithuanian maritime economy are shipping and ports and shipbuilding and repair, which together generate almost 80% of total maritime industry revenue. Due to their economic importance and constant investments, these sectors are expected to experience continued growth in the future PROGNOSES MARITIME ECONOMY FACTS Sectors with highest expected workforce demand: Shipbuilding and ship repair Seaports and logistics Offshore constructions Sectors with highest prospects for development: Seaports and logistics Shipbuilding and offshore constructions Offshore wind energy - The Klaipeda Seaport, as a part of the Pan-European transport corridor IX linking Western Europe with Eastern European countries, in conjunction with well-developed road and rail infrastructure have made the transport sector the third largest contributor to the country s GDP. - The Klaipeda State Seaport is the northernmost ice-free port, providing jobs and accounting for 4.5% of the Lithuanian GDP. In 2013, the infrastructure of Klaipeda Port benefited from 87 million Euro investments, the largest sum in the port s history. - In August 2014 the MSC container trans-shipment hub was established with the aim of boosting transport volumes to a million TEUs by In late 2014 the floating Liquefied Natural Gas terminal began operating at the port of Klaipeda. - Despite a worldwide slump in shipbuilding orders, the 27 members of the Association of Lithuanian Shipbuilders and Repairers, representing about 2900 employees made an ambitious transition into construction of sophisticated vessels such as Jack-up and transformer platforms, supply vessels, ferries and research vessels along with building of outfitted hulls and offshore constructions. To coordinate research, academic and business activities for the development of the Lithuanian maritime sector the Integrated Science, Studies and Business Centre (Valley) was established on Klaipeda University campus. Modern research infrastructure creates conditions for cooperation between maritime business and research/academic institutions, as well as for knowledge based start ups relying on the commercialization of scientific output. 22

23 CHAPTER 2 MARITIME ECONOMY IN SWEDEN Although the general public is not aware of this, the maritime sector constitutes a considerable part of the Swedish economy MARITIME ECONOMY FACTS 2017 PROGNOSES - Shipping and maritime activities are an important part of the history in Sweden, but today the general public has a relatively low knowledge about the maritime sector. Public actors generally view this sector as a part of the transport sector while they identify the forest industry as one of Sweden s basic industries. - The annual turnover of the maritime sector in Sweden is estimated at 200 billion SEK, equivalent to 6 percent of the Swedish GDP. This can be compared to the annual turnover of 213 billion SEK of the forest industry. - One reason for the difference in public attention between the maritime and the forest industries may be the difference in contribution to the total value of exported goods and services that is equal to 3 percent for the maritime sector and 11 percent for the forest sector. - All maritime related employment including suppliers, the tourism industry, road and rail transport, public authorities, fisheries and aquaculture, recreational fishing and other services is equivalent to full time positions or 4 percent of the total workforce in Sweden. - Interest in the maritime sector has increased during the recent years as energy, environmental issues and safety have become prioritized questions for the shipping industry Sectors with highest expected workforce demand: Wind energy (renewable energy) Offshore supply Exploration and exploitation of the sea bed Seaports and logistics Adjustment of law Sectors with highest prospects for development Wind energy (renewable energy) Seaports and logistics Environmental engineering Aquaculture Tourism An example from the Swedish labour market illustrating the need for competences: When Eon completed its offshore wind energy station outside Öland on the east coast in 2013, they had employed approximately 500 people from more than 20 countries. Only two of the employees came from Sweden. * All information about the maritime sector in Sweden is based on national figures. Regional figures are not available. generationbalt.eu 23

24 CHAPTER 2 MARITIME ECONOMY IN THE WEST POMERANIAN REGION The West Pomeranian maritime sector, strongly affected by the global crisis, is presently pursuing innovation and implementation of new technologies PROGNOSES MARITIME ECONOMY FACTS Sectors with highest expected workforce demand: Tourism Seaports and logistics Environmental monitoring Offshore wind energy Sectors with highest expected development Environmental monitoring Coastal protection Offshore wind energy Research and development - The maritime sector in the West Pomeranian region is characterised by the prevalence of micro and small enterprises that are able to quick respond to dynamic changes in the maritime economy. - In 2012, the regional maritime sector comprised 2920 entities employing approximately people. A slightly decreasing number of employees over the last years is associated with better implementation of modern solutions and management changes in maritime enterprises. - Coastal areas play a strategic role in the diversification of energy sources. Concern about providing energetic safety is reflected in the establishment of the LNG Terminal in Świnoujście, which is the most important coastal investment at regional and national scales. - One of the current aspirations of West Pomeranian authorities is a more efficient use of the unique natural potential of the Odra river system. Ongoing activities have led to adjustment the existing infrastructure for transportation and tourism purposes with involvement of a wide spectrum of maritime experts. The most promising regional maritime sectors reflect the development trend of modern industries in closer cooperation with R&D units and with regard to environmental issues. To meet the challenges of present day economic activity, an interdisciplinary approach to education is increasingly required. 24

25 CHAPTER Maritime higher education context in the South Baltic Region: Offers and trends One of the aims of Generation BALT was to better understand which maritime courses and training programmes are in offer among the higher education institutions of the South Baltic Region. This exchange of information and best practices enabled the Generation BALT partners to compare course syllabuses and analyse strengths, weaknesses, possible synergies and potential for cooperation in course programming in times of tight education budgets. The following tables in this chapter present a comprehensive overview based on survey data, of the offers available among higher education institutions involved in maritime education. The information gathered generally refers to the first two levels of the Bologna Process The comparison showed three upcoming trends in higher maritime education, which should be considered for further elaboration in all SBR sub-regions: a) Improved integration of theory and practice through additional practically-oriented short-term courses and b) Promotion of soft skills like team communication, creativity in problem-solving or inter-cultural competences c) Promotion of English as the common lingua franca in the South Baltic Region THE PROBLEM OF YOUTH UN-EMPLOYMENT Youth unemployment is one of the major challenges of the South Baltic Region, with rates up to 29,2 % in the age group. According to the South Baltic Programme s priority axis 1 Economic Competitiveness joint actions should be dedicated to an increase in labour force mobility and to counteract negative processes on the cross-border labour market like brain-drain and youth unemployment*. In line with this, the Generation BALT Project set out to identify possibilities for an even closer connection between education offers among higher education institutions and the needs of the maritime economy s obmarket. This would ensure that curricula reflect the needs of employers and that young people are prepared to perform successfully in the labour market. This in turn should result in a reduction in the rate of unemployment among graduates of higher education institutions in the near future. * Sources: Southbaltic.eu and Maritime Institute Gdansk (2012): Statistical Analysis of the current situation of the South Baltic Labour Markets. South Baltic Professionals Overview Report. generationbalt.eu 25

26 CHAPTER 2 MECKLENBURG WESTERN POMERANIAN REGION TABLE 1. MOST IMPORTANT HIGHER EDUCATION INSTITUTIONS IN THE MECKLENBURG-WESTERN POMERANIAN REGION NO INSTITUTION NAME FACULTY/DEPARTMENT DEGREE DISCIPLINE GROUP OF MARITIME ECONOMY SEGMENT/SECTOR OF MARITIME ECONOMY 1 University of Rostock 2 University of Greifswald 3 4 University of Applied Sciences Stralsund University of Applied Sciences Wismar Faculty of Agricultural and Environmental Sciences Faculty of Mechanical Engineering and marine Technology Faculty of Mathematics and Natural Sciences Institute of Biology Centre for Quality Assurance M M M M Environmental Engineering Manufacturing Resources Service and other operations Coastal protection and construction Exploration and exploitation of the seabed Hydro-engineering Aquaculture Resources Fisheries and Aquaculture Naval architecture and ocean engineering Marine Biology Environment and Education Environmental Protection Manufacturing Service and other operations Research and development Resources Manufacturing Manufacturing Manufacturing Watercraft industry Marine Equipment Offshore supply Coastal protection and Construction Maritime services Maritime works Research and development Exploration and exploitation of the seabed Coastal protection and construction Coastal protection and construction Coastal protection and construction Broad range of maritime education within the curricula of Bachelor and Master e.g. in the disciplines of e.g. biology, geology, environmental ecology and environmental protection or environmental sciences. However, no separate Bachelor or Master programme deals solely with maritime contents. School of Electrical Engineering and Computer Science; School of Mechanical Engineering Faculty of Engineering B B M B M B Regenerative Energies Process and Environmental Engineering Energy and Resources, Efficient Technologies and Processes Nautica and maritime traffic Operation and Management of Maritime Systems Marine engineering Manufacturing Resources Research and development Resources Manufacturing Resources Services and other operations Offshore supply Offshore wind energy Coastal protection and construction Research and development Exploration and exploitation of the seabed Offshore supply Offshore wind energy Exploration and exploitation of the seabed Innovative maritime Industries Maritime services Transports Seaport and logistics Services and other operations Public Segment Manufacturing Service and other operations Maritime services Maritime area management and administration Adjustment of law concerning maritime areas Watercraft industry Marine Equipment Maritime services Maritime works 26

27 CHAPTER 2 QUESTIONS &ANSWERS Excerpts from interviews with higher education experts in the South Baltic Region 1. Are all departments presented in the table equally responsive to the needs of the labour market? Please comment. The departments presented are not equally responsive to the needs of the labour marked and this is dependent on their collaboration with companies. In contrast to e.g. the Faculty of Mathematics and Natural Sciences, where education should be further focused on economic needs, the link between the Faculty of Mechanical Engineering and Marine Technology and the economy is well established. 2. Identify which fields of study (educational offers) should be developed and which, due to low demand suppressed. Please describe in few sentences. Offshore wind energy is one of the most promising segments in Mecklenburg-Western Pomerania, creating a high demand of skilled experts. Therefore corresponding study programmes should also be matched to these labour market needs. Furthermore, the focus should be on interdisciplinary connection and knowledge exchange between various study programmes to improve higher education. 3. Has a new innovative study specialisation been introduced into the educational offers in you region during the last two years? In January 2014 an endowed chair (NORDEX SE) for wind energy technology was founded. Students can choose now a specialisation in wind energy technology including offshore wind power production. generationbalt.eu 27

28 CHAPTER 2 KLAIPEDA REGION TABLE 2. MOST IMPORTANT HIGHER EDUCATION INSTITUTIONS IN THE KLAIPEDA REGION NO INSTITUTION NAME FACULTY/ DEPARTMENT DEGREE DISCIPLINE GROUP OF MARITIME ECONOMY SEGMENT/SECTOR OF MARITIME ECONOMY B Naval architecture and marine engineering Sea port engineering Manufacturing Service and other operations Watercraft industry (shipbuilding and repair) Coastal protection and construction Naval architecture and shipbuilding Manufacturing Marine equipment Port constructions Transport Offshore supply Faculty of Marine Engineering M Sea port management Shipping; Fleet technical operation Service and other operations Service and other operations Service and other operations Coastal protection and construction Coastal protection and construction Coastal protection and construction Marine environment engineering Service and other operations Maritime services, Ship electrical equipment and automatics Service and other operations Maritime works 1 Klaipeda University PhD Transport engineering (waterborne included) Transport Engineering and economics of transport Faculty of Natural Sciences and Mathematics; Marine Science and Technology Center; B M Ecology and environment management Hydrology and oceanography Geoinformatics Fishery and aquaculture Marine hydrology Others Service and other operations Recourses Recourses Recourses All sectors Hydro engineering Exploration and exploitation of the seabed Fisheries and aquaculture Exploration and exploitation of the seabed PhD Ecology and environmental sciences Others Environmental science Faculty of Health Sciences B Tourism and recreation Leisure and tourism Coastal tourism M Tourism and recreation management Leisure and tourism Coastal tourism 2 Lithuanian Maritime academy Shipping, Fleet operations Transport, logistic Service and other operations Transport Maritime services, Maritime works Seaports and logistics 3 Klaipeda State College Faculty of social sciences B Transport, Logistics Tourism management Transport Leisure and tourism Coastal tourism Seaport and logistic 28

29 CHAPTER 2 QUESTIONS &ANSWERS Excerpts from interviews with higher education experts in the South Baltic Region 1. Are all departments presented in the table equally responsive to the needs of the labour market? Please comment. All faculties are more or less equally responsive to the needs of the labor market with exception of Faculty of Marine Engineering. Labor market needs more skilled and experienced engineers but young generation do not like to study engineering. Shipbuilding industry is lack of ship design and shipbuilding engineers, supports students aiming to work in shipyard but the enrolment is still low. 2. Identify which fields of study (educational offers) should be developed and which, due to low demand suppressed. Please describe in few sentences. Off shore engineering, offshore constructions related study programmes should be developed as soon as possible. Other named above study programmes should be methodically updated because young people prefer action, practice, learning by seeing and by involving into real or prototype development projects. 3. Has a new innovative study specialisation been introduced to the current educational offer in you region since last two years? Existing study programmes were updated. generationbalt.eu 29

30 CHAPTER 2 THE REGION OF SOUTHERN SWEDEN AND THE ISLANDS TABLE 3. MOST IMPORTANT HIGHER EDUCATION INSTITUTIONS IN SOUTHER SWEDEN AND THE ISLANDS NO INSTITUTION NAME FACULTY/ DEPARTMENT DEGREE DISCIPLINE GROUP OF MARITIME ECONOMY SEGMENT/SECTOR OF MARITIME ECONOMY 1 Kalmar Maritime Academy/ Linnaeus University Shipping Health and Life Sciences B, M Shipping, Maritime engineering, Marine Ecology Transport Services and other operations Others Seaports and Logistic Maritime services/works All segments 2 Blekinge Tekniska Högskola (BTH) Engineering B, M Sustainable Development, Economy and Innovation, Machine Technology Services and other operations Manufacturing Coastal protection and construction Innovative Maritime Industries Maritime area management and administration 3 Kristianstad University Environment B, M Environment, Water resources Public sector Maritime area management and administration 4 Lunds Tekniska Högskola Engineering B, M Energy Science, Machine Technology, Technological Economy and Logistics Resources, Manufacturing, Transport Renewable energy, Seaports and Logistic 5 World Maritime University, Malmö (WMU) Four main departments, managed by IMO M Teaching programmes, International outreach programmes, Research, Short courses Transport Services and other operations Others Seaports and Logistic, Maritime area management and administration All segments 30

31 CHAPTER 2 QUESTIONS &ANSWERS Excerpts from interviews with higher education experts in the South Baltic Region 1. Are all departments presented in the table equally responsive to the needs of the labour market? Please comment. Generally speaking when it comes to highly educated engineers there is a lack of competences in southern Sweden. This is particularly the case for competences in robot techniques and automation. Much of Sweden s competences are exported. 2. Identify which fields of study (educational offers) should be developed and which, due to low demand suppressed. Please describe in few sentences. Offers relating to cultural and intercultural competences, behaviour, attitude and communication skills need to be developed. Please note: To describe the educational supply on a regional level is not relevant in Sweden. The system for university applications is national and students tend to move between different universities to complete their education with studies of their choice. 3. Has a new innovative study specialisation been introduced to the current educational offer in you region since last two years? An MSc course in Sustainable Shipping is to commence at Kalmar Maritime Academy. Also the implementation of the Generation BALT training programme deserves to be mentioned as its two new courses are relevant to the sustainable maritime industry. generationbalt.eu 31

32 CHAPTER 2 WEST POMERANIAN REGION TABLE 4. MOST IMPORTANT HIGHER EDUCATION INSTITUTIONS IN THE WEST POMERANIAN REGION NO INSTITUTION NAME FACULTY/DEPARTMENT DEGREE DISCIPLINE GROUP OF MARITIME ECONOMY SEGMENT/SECTOR OF MARITIME ECONOMY 1 University of Szczecin Faculty of Geosciences BSc Oceanography Resources Others Fisheries and aquaculture Exploration and exploitation of seabed Environmental science 2 University of Szczecin Faculty of Geosciences MSc Tourism and recreation Leisure and tourism Coastal tourism 3 Maritime University of Szczecin Faculty of Navigation BSc Eng. Transport Transport Public segment Seaports and logistics Security and crisis management 4 Maritime University of Szczecin Faculty of Marine Engineering BSc Eng. MSc Mechanics, Machinery and Construction Manufacturing Resources Service and other operation Others Watercraft industry Marine equipment Innovative maritime industries Offshore wind energy Maritime services Maritime works Hydro engineering Environmental engineering 5 Maritime University of Szczecin Economics of Transport BSc Eng. MSc Management and Production Engineering Transport Seaports and logistics 6 West Pomeranian University of Technology Faculty of Food Sciences and Fisheries BSc MSc Fisheries Resources Leisure and tourism Others Fisheries and aquaculture Coastal tourism Environmental science 7 West Pomeranian University of Technology Faculty of Maritime Technology and Transport BSc MSc Ocean engineering Manufacturing Resources Services and other operations Others Watercraft industry Marine equipment Innovative maritime industries Offshore wind energy Maritime services Maritime works Hydro engineering Environmental engineering 8 West Pomeranian University of Technology Faculty of Maritime Technology and Transport BSc Yacht Building Manufacturing Watercraft industry 32

33 CHAPTER 2 QUESTIONS &ANSWERS Excerpts from interviews with higher education experts in the South Baltic Region 1. Are all departments presented in the table equally responsive to the needs of the labour market? Please comment. There are as many as 39 higher education institutions in the West Pomeranian region and two of them the Maritime University of Szczecin as well as some faculties of the West Pomeranian University of Technology in Szczecin train specialists strictly for the maritime economy. The palette of maritime related educational offer is impressive and covers almost all fields of maritime education. Nevertheless there is a clear dissonance between the actual content of the educational programmes and the needs of the labour market, at least in some fields of studies focused on the practical aspects of the maritime sector. Recent changes in educational policies are expected to minimise these disparities by involving the West Pomeranian entrepreneurs in the preparation of curricula and by constant monitoring of graduates professional activities. 2. Identify which fields of study (educational offers) should be developed and which, due to low demand suppressed. Please describe in few sentences. Transport and logistics is the most popular thematic area of maritime education while renewable energy, environmental law and, to a smaller extent, environmental engineering and aquaculture seem to be underrepresented. Since the technological development of offshore economic activities is predicted to proceed very quickly and constantly require specialists, training in innovative maritime industries, offshore wind energy, hydro engineering and environmental engineering should be the core of West Pomeranian maritime education. Beyond that, adjustment of law concerning maritime areas and aquaculture are the next fields that should be developed. The latter in particular should be considered promising in light of the European Union s blue growth strategy. generationbalt.eu 33

34 CHAPTER 2 3. Has a new innovative study specialisation been introduced into the educational offers in you region during the last two years? Innovative academic aspects are usually introduced within the frames of existing programmes and postgraduate studies. Leaders of maritime education in the region the Maritime University of Szczecin, as well as the West Pomeranian University of Technology and the University of Szczecin have made efforts to respond to labour market demands, cooperate with the business sector and adjust their curricula to the changes observed in both technological and legislative aspects of the maritime economy. The postgraduate course LNG transport and terminal exploitation deserves special attention here as its curriculum was created by specialists from academia and the business sector for the benefit of the liquid gas exploitation terminal, a strategic investment in Świnoujście that is about to be completed in 2015 and is expected to improve Polish energetic safety. 4. Is a new study specialisation going to be introduced in the near future? The international inter-university Master Programme in Marine and Coastal Geosciences, of 2-year duration, will launch in 2015/2016 under the leadership of the University of Szczecin in cooperation with the University of Greifswald, Germany and the Leibniz Institute of Baltic Sea Research (IOW) in Warnemünde, Germany. The curriculum will focus on marine and oceanic topics as well as on the coastal zone, with a particular reference to the Baltic Sea. Access to highly qualified specialists, high educational standards and practical expertise will ensure that graduates gain in-depth interdisciplinary knowledge on marine problems. As the curriculum will be adjusted to the requirements of the current and future labour markets, taking into consideration the changing legal regulations concerning marine areas and the growing awareness about the importance of the sea to world s economy, graduates will be well prepared to work in various fields related to the management of coastal zone and marine resources, both in government and business sectors. 34

35 CHAPTER 2 POMERANIAN REGION TABLE 5. MOST IMPORTANT HIGHER EDUCATION INSTITUTIONS IN THE POMERANIAN REGION NO INSTITUTION NAME FACULTY/ DEPARTMENT DEGREE DISCIPLINE GROUP OF MARITIME ECONOMY SEGMENT/SECTOR OF MARITIME ECONOMY Ocean engineering: Shipbuilding and Ocean Engineering (Ships & Yachts). Manufacturing Watercraft industry (shipbuilding and repair) Ocean engineering: Machinery, Power Plants & Deck Equipment of Ships & Ocean Engineering Objects specialization: Manufacturing Marine equipment Offshore supply Faculty of Ocean Engineering and Ship Technology B Ocean engineering: Management & Marketing in Maritime Economy Natural Resources Exploration Public segment Resources Maritime area management and administration Exploration and exploitation of the seabed Power engineering: Automation of Power Systems. Manufacturing Maritime equipment Diagnostics and Operation of Power Systems. Service and other operations Maritime services Power engineering: Operation Engineering in Electro power Engineering. Manufacturing Maritime equipment 1 Gdansk University of Technology Pro-ecological Power Engineering Technologies. Others All segments Turbo machinery. Manufacturing Marine equipment B Energy Markets and Power Engineering Systems. Manufacturing Marine equipment Transport: Water Transport Means. Transport: Transport Transport: Seaports and logistics Water Transport Systems. Transport Seaports and logistics Faculty of Ocean Engineering & Ship Technology Designing of Special Ships and Ocean Engineering Objects. Exploration of Seas and Ocean Resources. Manufacturing Resources Maritime equipment Exploration and exploitation of the seabed M Deep Ocean Technology GE collaboration. Resources Exploration and exploitation of the seabed Power Engineering Systems and Equipment. Manufacturing Marine equipment Operation of Power Engineering Systems. Service and other operations Maritime services Turbine Propulsion in Land, Ocean and Air Transport. Manufacturing Marine equipment generationbalt.eu 35

36 CHAPTER 2 NO INSTITUTION NAME FACULTY/ DEPARTMENT DEGREE DISCIPLINE GROUP OF MARITIME ECONOMY SEGMENT/SECTOR OF MARITIME ECONOMY Faculty of Marine Electrical Engineering M Electrical Engineering: Marine Electro-Automation Manufacturing Marine equipment Computer Control Systems Manufacturing Marine equipment Electro-automation Manufacturing Marine equipment Mechanical Engineering and Machine Design: Marine Propulsion Plant and Offshore Construction Operation Manufacturing & Service and other operations Marine equipment and Maritime works Technology for Repairs of Ship and Port Units Manufacturing Innovative maritime industries Faculty of Marine Engineering B &M Operational Engineering. Marine Propulsion Plant Operation Services and other operations Services and other operations Maritime services Maritime works 2 Gdynia Maritime University Repair Engineering Management Operation of Industrial Installations Manufacturing Services and other operations Watercraft industry (shipbuilding and repair) Maritime services Faculty of Marine Engineering M Operation of Industrial Installations Marine Propulsion Plant Operation 2 (ESO2) Services and other Services and other Maritime services Maritime services Innovative economy Innovative company Public sector Maritime area management and administration Faculty of Entrepreneurship and Quality Science B Informatics business Innovative systems transport and logistics Public sector Transport Maritime area management and administration Seaports and logistics M Innovative administration Transport and logistics in the global economy Transport Seaports and logistics 3 Gdynia University of Business and Administration Transport Logistic B Engineering and transport logistics Transport Seaports and logistics B Maritime logistics Transport Seaports and logistics B Transport and forwarding Transport Seaports and logistics Administration M Maritime administration Public sector Maritime area management and administration 36

37 CHAPTER 2 QUESTIONS &ANSWERS Excerpts from interviews with higher education experts in the South Baltic Region Are all departments presented in the table equally responsive to the needs of the labour market? Please comment. Ocean Engineering and Ship speaking, the educational Technology is one of the oldest at offers concerning technical Gdansk University of Technology specialisation of Pomeranian and it is the only academic high education institutions meet department in Poland to have the requirements of the labour continuously taught Ocean market and adequately prepare Engineering with shipbuilding students to the employment specialties since early requirements so that graduates Since 1993 it has been teaching have no problem finding jobs engineers in the specialty of to match their qualifications. Management and Economics However, graduates from in Maritime Industries (first humanistic specialisations and graduates in 1997). It boasts others such as tourism are not a highly experienced staff who easily persuaded to change ensures effective education and careers even if attractive research activities in broad areas trainings are offered. of maritime industries. Generally 2. Identify which fields of study (educational offers) should be developed and which, due to low demand suppressed. Please describe in few sentences. Modern methods and and subsea technologies, technologies of multimodal marine computer science transport, handling of liquefied and intelligent environmental gases, operation of transport protection management systems and devices, offshore systems. Has a new innovative study specialisation been introduced into the educational offers in you region during the last two years? Subsea technology with General Electric cooperation, Natural resources engineering ( Exploitation of raw materials and Exploitation of sea and ocean resources. Higher education institutions of the Pomeranian region have made efforts to respond to labour market requirements, cooperate tightly with the business sector (shipyards, classification societies DNV-GL and others) and have rebuilt their learning programme in accordance with the changes observed in the maritime employment sector and the maritime economy. Another initiative of higher education institutions is the preparation and development of study programmes taught in English in order to welcome incoming students from abroad including other states of the South Baltic Region. generationbalt.eu 37

38 CHAPTER 2 THE KALININGRAD REGION TABLE 6. MOST IMPORTANT HIGHER EDUCATION INSTITUTIONS OF THE KALININGRAD NO INSTITUTION NAME FACULTY/ DEPARTMENT DEGREE DISCIPLINE GROUP OF MARITIME ECONOMY SEGMENT/SECTOR OF MARITIME ECONOMY Bioresources and natural resources exploration B, M Aquatic resources and aquaculture Resources Fisheries and aquaculture B, MSc, Eng. Industrial fishery Resources Fisheries and aquaculture Industrial fishery B Environmental engineering and the water use Resources Exploration and exploitation of sea bed 1 Kaliningrad State Technical University Shipbuilding and energy M B Complex use and protection of water resources Service and other operations Shipbuilding, ocean engineering and systems Manufacturing engineering of marine infrastructure objects Hydro engineering Watercraft industry (ship-building and repair) Marine power plants and the thermal power Eng. Exploitation of ship power plants Manufacturing Marine equipment Ship s electrical equipment and electrical energy Eng. Exploitation of ship electrical equipment and automation means Manufacturing Marine equipment Navigation B Management of water transport and hydrographic services for navigation Transport Seaports and Logistics Maritime services Eng. Navigation Service and other operations Maritime services 2 Baltic Fishing Fleet State Academy Radio technologies Eng. Maintenance of transport radio equipment of fishing fleet Manufacturing Marine equipment Exploitation of ship power plants Manufacturing Marine equipment Marine Engineering Eng. Exploitation of ship electrical equipment and automation means Manufacturing Marine equipment 3 Baltic Federal University of Immanuel Kant Nature, territorial development and urban planning B M.Eng. Hydrometeorology Oceanology Service and other operations Service and other operations Hydro engineering Hydro engineering 38

39 CHAPTER 2 QUESTIONS &ANSWERS Excerpts from interviews with higher education experts in the South Baltic Region 1. Are all departments presented in the table equally responsive to the needs of the labour market? Please comment. All technical departments meet the industry requirements in the Kaliningrad region and partially abroad (e.g. navigation, ship engineering). The Institutes of the Baltic Federal University of Immanuel Kant mostly prepare specialists for scientific activity. 3. Has a new innovative study specialisation been introduced to the current educational offer in you region since last two years? Environmental engineering and water use and Complex use and protection of water resources. 2. Identify which fields of study (educational offers) should be developed and which, due to low demand suppressed. Please describe in few sentences. None should be suppressed.. At present, all fields of study presented in the table have a stable demand in the Kaliningrad region. 4. Is there a new study specialisation going to be introduced in the near future in your region? Maritime Spatial Planning. generationbalt.eu 39

40 CHAPTER Comparison between education offers and economic development A comparison between the current educational offers in HEIs of the SBR and the anticipated directions of economic development and demand for skilled employees reveals leading areas in which qualifications will be needed in the future. The following table summarizes the gaps in maritime related educational offers in the South Baltic Region according to Generation BALT research. TABLE 7. SUMMARY: GAPS IN MARITIME RELATED EDUCATIONAL OFFERS IN THE SOUTH BALTIC REGION (GÓRSKI/KOZAK, 2013)* REGION GAPS IN MARITIME RELATED EDUCATIONAL OFFERS MAIN SECONDARY Mecklenburg Western- Pomerania Transport Maritime Law Logistics Environmental Law Lithuania Renewable Energy Aquaculture Pomerania West Pomerania Renewable Energy Environmental Law Renewable Energy Environmental Law Environmental Engineering Aquaculture Environmental Engineering Aquaculture Sweden Environmental Law Aquaculture * Mianowicz, Kamila (Ed.): Foresight of the South Baltic Maritime Labour Market Gdynia, Online: 40

41 CHAPTER 2 The strategy should be considered in different ways and dimensions. I can be understood in 5 aspects: I as a student I as a policy maker I as a high education institution I as a teacher I as an employer 2.5. Four steps to bridge the gap between maritime labour market demands and higher maritime education The outcome of comparative analysis of labour market needs and higher education offers relating to the maritime sector showed that connections between maritime education and the maritime economy have to be fostered to educate a new generation of Baltic Sea experts that will answer the future innovative, competitive, and quickly changing labour market demands. To achieve the best results in linking education with the job market Generation BALT proposes the I 4 Maritime Economy concept, which addresses the most important current educational, business and political issues in the maritime sector: implementable innovation, internationalisation, interdisciplinary approach and individual attitude. The focus areas of this concept are based on the basic question: What can I do for the creation of a new generation of maritime experts? generationbalt.eu 41

42 CHAPTER 2 1 IMPLEMENTABLE INNOVATION The role of innovation in the maritime economy is of a crucial character and its effective implementation requires a close cooperation between the business sector and research and development (R&D) New challenges for higher education Introduce innovative aspects into educational curricula, follow technological development and emphasise the need for implementation of new solutions. Teach how theoretical knowledge can be translated into practice. Follow best practices and existing know-how with a local focus, which teaches creativity, supports innovative thinking and shows how to implement new solutions. 2 INTERDISCIPLINARY APPROACH An interdisciplinary approach translates into a new way of thinking. Expertise can be the result of a marriage between several disciplines. In practice it can contribute to innovation and to enhancing the competitiveness of the maritime sector. New challenges for higher education Prepare broad educational offers with a wide spectrum of knowledge focal areas. Introduce into curricula diversified topics indirectly related to the maritime sector. It is highly recommended that educational offers be complemented with environmental and legislative aspects. Prepare students to work with specialists originating from different disciplines. 3 INDIVIDUAL APPROACH An individual approach to education is one of the factors determining the enhanced competitiveness of employers. New challenges for higher education Prepare broad educational offers combining numerous and diversified topics and disciplines. Give the students the opportunity to choose the educational profile that corresponds to their interests. Support their autonomous activities. Remember that some maritime segments require very sophisticated and highly specialised knowledge. Observe the changing labour market and be prepared to correspondingly adjust your educational offers. Discern new disciplines and trends in the maritime sector and focus on them. 4 INTERNATIONAL The international character of the South Baltic Region requires cohesive policies, development strategies and complimentary activities in economy, law and environmental protection. New challenges for higher education It is also important that the educational offers be complimentary on a regional scale. Common strategies and planning must be emphasised. Contacts between universities and local and regional stakeholders are crucial in order to create and implement international educational profiles. Teach students how to be mobile and flexible. 42

43 CHAPTER 3 THE GENERATION BALT TRAINING PROGRAMME: MEETING THE NEEDS OF STUDENTS AND EMPLOYERS Rima Mickevičienė, Nora Venslovaite, Klaipeda University, Lithuania Manuela Görs, Judith-Rahel Renz, University of Rostock, Germany Ingrid Bressler, Catherine Legrand, Linnæus University, Sweden Kamila Mianowicz, Artur Skowronek, University of Szczecin, Poland Jakub Kowalski, Zbigniew Górski, Gdańsk University of Technology, Poland generationbalt.eu 43

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45 CHAPTER 3 THE GENERATION BALT TRAINING PROGRAMME MEETING THE NEEDS OF STUDENTS AND EMPLOYERS In line with the Generation BALT study concept and based on the Generation BALT Foresight Study the project consortium designed and implemented a pilot training programme for students. This chapter gives an overview of the content and activities of the single training sessions. As briefly mentioned in Chapter 1 the training programme included three key components: 1 Five weekend course modules set in different South Baltic cities and focused on different maritime related topics. The training programme was designed to promote both expert knowledge and soft skills as illustrated in fig. 1. FIG. 1. SKILL DEVELOPMENT IN THE GENERATION BALT TRAINING PROGRAMME (STRZELECKA, A./2014) Willingness to improve the professional qualifications 2 Two summer courses one offshore on board the sailing yacht s/y Zawisza Czarny traveling the route Gdynia- Klaipeda-Kaliningrad-Gdynia and onesummer course onshore in Międzyzdroje, Poland. 3 A practical training internship upon completion of the Unique, interdisciplinary knowledge & skills Ability to cooperate in international teams, creative use of international experiences Transfer of creative ideas to the practical use Communication & cooperation with specialists of different disciplines Use of a wide range of innovative tools & solutions in the implementation of professional challenges programme, with a maritime enterprise, administration or other organisation. A NEW GENERATION OF BALTIC SEA EXPERTS generationbalt.eu 45

46 CHAPTER The weekend course modules Rostock, Germany: MARINE TECHNOLOGIES, AQUACULTURE AND COMBINED SOLUTIONS 28 TH FEBRUARY- 3 RD MARCH 2013 ROSTOCK Germany 27 international students Generation BALT initiated its supplementary training program for the maritime sector with the weekend module Maritime Technologies, Aquaculture & Combined Solutions, which was held at the University of Rostock from February 28 th until March 3 rd, international students from the South Baltic Region were chosen among numerous applicants from Germany, Lithuania, Poland, Russia and Sweden and were invited to Rostock. 13 professional trainers were invited to teach participants about recent developments and trends in the maritime sectors of aquaculture, maritime technology and offshore energy. Scientific lectures were given by speakers from the Alfred Wegener Institute, the Helmholtz Centre for Polar and Marine Research (Bremerhaven) as well as by professors and research assistants from the University of Rostock. The participants gained knowledge on actual trends in mariculture, sustainable aquaculture farming (e.g. integrated multi-trophic systems) and combined solutions with offshore wind energy facilities. Furthermore, they learned about recent innovations to produce energy offshore and juridical as well as socioaspects of using marine resources. This combined approach aimed at training and sensitising participants in multidisciplinary thinking. In addition to the lectures, excursions to a local wind energy company and a closed aquaculture plant complemented the theoretical instruction. Further, during handson exercises the students acquired new soft skills required for intercultural exchange, job application or working abroad and entrepreneurship. 46

47 TABLE 1. EXPERTS AND LECTURES (ROSTOCK MODULE) NAME AND SURNAME WORKPLACE/POSITION TOPIC Prof. Gerhard Graf Dr. Adrian Bischoff-Lang Prof. Bela Buck Dr. Gerd Niedzwiedz Anja Klütsch Michael Lüdtke Dr. Sebastian Schreier Prof. Mathias Paschen Rostock University Head of Maritime Systems Department University of Rostock, Aquaculture & Sea-Ranching Alfred-Wegener-Institute of Polar and Marine Research / Hochschule Bremerhaven University of Rostock, Marine Biology University of Rostock, Careers Service University of Rostock University of Rostock, Marine Technology University of Rostock, Chair for Marine Technology Introduction to the EU-project Generation BALT History of aquaculture, actual development and potential in Europe and the Baltic Sea, methods and technologies. Options for combining offshore wind energy production with aquaculture in Europe. Work of professional scientific divers and their relevance for scientific research and industry Job application in Germany: how to write customised applications Networking and public relations, focussing on how to use social media for establishing a business network and how to write press releases Options for producing energy offshore e.g., by using wind, waves or mineral fuels Marine technologies and the potential for innovation, global interactions and challenges in this field for the Baltic Sea States. Dr. Gesche Krause University of Bremen Socio-economic aspects of using marine resources. Dr. Stefan Forster Kathrin Krüger-Borgwardt and Martin Setzkorn Sabine Brüser University of Rostock, Marine Biology Universität Rostock, Centre for Entrepreneurship University of Applied Sciences Stralsund How hydrodynamically active structures, influence the structure of sediment and marine organisms Workshop on developing business ideas Workshop on intercultural exchange generationbalt.eu 47

48 CHAPTER Kalmar, Sweden: GREEN SHIP, ENERGY, RISKS 4-7 TH APRIL 2013 KALMAR Sweden 29 international students The second weekend course rounded up 29 participants in Kalmar, Sweden, on April 4 th -7 th, During three and a half intensive days at Linnaeus University students from Germany, Poland, Lithuania, Russia (Kaliningrad), Sweden and Estonia gained useful knowledge and hands-on experience on different aspects of the maritime sector, such like environmental initiatives, maritime law, risk management, human resources, logistics, wind energy, bio energy and ship navigation. Lectures and exercises on intercultural communication, networking and job recruitment were vital parts of the course programme as well as an excursion to E.on s Offshore Wind Energy Park outside Kårehamn, Öland. The first lecture was given by Claes Olofsson, managing director of CMI Marine, a company focusing on environmental solutions for dealing with oil spills and other damaging discharges at sea. The president of the International Federation of Shipmasters Associations took an in-depth look at laws and regulations of the shipping industry. Practical exercises on ship navigation, communication and the environmental effects of shipping ended the first day. The next day trainees went to the E.on Offshore Wind Energy Park, which will supply half of all the electricity needed on the island of Öland. The manager on site, Kjell Olofsson, and his successor, Staffan Martinsson, described the massive project and answered student questions. Later on course participants gained knowledge on green shipping, reducing airborne pollution from ships and performed very realistic simulated job interviews. This was a good preparation for the third day training which began with human resource management in the highly internationalised maritime sector. Lectures followed on bio-energy and marine resources and intercultural communication. In the late afternoon, students were given a lecture by Lars Fors from Kalmar Maritime Academy about reducing pollution from ships. This was followed in the evening students by another opportunity to experience very realistic job interviews, led by Catherine Legrand, assisted by John Ohlson from Kalmar Maritime Academy. Three experts from Kalmar Maritime Academy Carl Hult and Fredrik Hjorth elaborated on the complex area of human resource management within the highly intenationalised maritime sector. Cecilia Österman gave a highly appreciated lecture 48

49 CHAPTER 3 on how to design new technology for protection of the marine environment. After lunch, Catherine Legrand gave a lecture on bioenergy and marine resources, after which students had some free time to explore Kalmar. In the evening, Colin Moon, one of Sweden s most renowned professional speakers gave an open lecture on intercultural communication. Anders Sjöblom, Head of Market Development at Oskarshamn s port, opened the fourth day with presentation about complex logistics and infrastructure of a relatively small harbour. TABLE 2. EXPERTS AND LECTURES (KALMAR MODULE) NAME AND SURNAME WORKPLACE/POSITION TOPIC Claes Olofsson Christer Lindwall Kjell Olofsson, Staffan Martinsson Managing director of CMI Marine President of the International Federation of Shipmasters Associations E.on Environmental solutions for dealing with oil spills and other damaging discharges at sea Laws and regulations of the shipping industry Offshore Wind Energy Production for Öland Lars Fors Kalmar Maritime Academy How to reduce pollution from ships Prof. Catherine Legrand, John Ohlson Linnaeus University Kalmar, Kalmar Maritime Academy Job interviews, recruitment, networking and presentation Carl Hult, Fredrik Hjorth Kalmar Maritime Academy Insights into human resource management Cecilia Österman Kalmar Maritime Academy How to design new technology for the protection of the marine environment Prof. Catherine Legrand Linnaeus University Kalmar Bioenergy and marine resources Colin Moon Colin Moon Communications Intercultural communication Anders Sjöblom Head of Market Development at Oskarshamn s port Complex logistics and harbour infrastructure Kjell Larsson Kalmar Maritime Academy Environmental effects of shipping Pär Karlsson and Fredrik Hjorth Kalmar Maritime Academy Maneuvering in sensitive areas/high risk areas (navigation simulator) generationbalt.eu 49

50 CHAPTER Klaipeda, Lithuania TOWARDS GREEN SHIPPING TH MAY 2013 KLAIPEDA Lithuania 27 international students The third weekend course, Towards Green Shipping, was held by Klaipeda University s Faculty of Marine Engineering. 27 international students from the South Baltic Region countries of Lithuania, Germany, Poland, Russia and Sweden were selected and invited to Klaipeda. The Klaipeda Course Module began with an introductory lecture about global shipping conditions and the role of classification societies. Participants were introduced to the functions of the IMO, the flag state concept and state port control mechanisms. With regard to the MARPOL convention, challenges for ship owners were highlighted, such as high investment costs, selection and installation of necessary equipment and safety requirements. Later Assoc. Prof. Rima Mickeviciene from the Ship Engineering Department presented an overview of the global situation of shipbuilding and the ship repair industry including the challenges of developing eco-friendly technologies. Further, solutions how to improve the productivity and how to reduce the environmental impact of shipyards were discussed. Prof. Rodolfo Taccani from University of Trieste (Italy) presented a brief analysis of ship power plants and listed possible emission reduction solutions in his workshop LNG driven ships. Since fuel cells and LNG comply with coming MARPOL requirements, working principles and technologies, examples of common on board applications were presented as well. Renata Strazdauskiene and Kristina Bereisiene, researchers at the Air Pollution from Ships Research Laboratory, provided training on measuring air emissions from ships, acquainted with characteristics of bunker fuel and its quality parameters. The next day began with a sailing boat trip dedicated to the development of the Klaipeda Sea Port. The tour was guided by Klaipeda University Prof. Vytautas Paulauskas. The next field trip included visits to the Western Shipyard and Western Baltija shipbuilding yards. The excursion day ended with the lecture Shipping as a vector for biological introductions, preparing the participants for the next day s in-depth analysis of the IMO Ballast Water Management Convention. Dr. Anastasija Zaiko from the Costal Research and Planning Institute at the Klaipeda University explained guiding principles, definitions, generic options for the BW management, 50

51 D-1 and D-2 standards, treatment methods and its approval process, technical guidelines, Flag State and Port/Coastal State obligations. The following lecture Refitting of a ship concerned the technical improvement of ships according to new regulation requirements. The participants had the chance to compare various installations of scrubbers, SCR, BWT systems or alternatives such as ballast free ships. In the following session Eduardo Blanco Davis from the University of Strathclyde (UK) held a presentation about the Ship Life Cycle Assessment. He introduced FP7 project Eco-REFITEC results such as specialized tools and methods helping to evaluate the ship retrofit footprint, data basis, and the Life cycle assessment module. To improve participants communication skills the Klaipeda module offered afternoon sessions with interactive games and creativity work shops. TABLE 3. EXPERTS AND LECTURES (KLAIPEDA MODULE) NAME AND SURNAME WORKPLACE/POSITION TOPIC MSc. Andrius Uldukis Prof. Rodolfo Taccani PhD. Eduardo Blanco Davis Prof. Vytautas Paulauskas Prof. Sergej Olenin Dr. Anastasija Zaiko Renata Strazdauskiene and Kristina Bereisiene Assoc. prof. Vasilij Djackov Assoc. prof. Rima Mickeviciene DNV District Manager, Senior Surveyor University of Trieste, Department of Mechanical Engineering and Naval Architecture, Italy Strathclyde University, Naval Architecture, Ocean and Marine Engineering Department (Glasgow, UK) Klaipeda University, Faculty of Marine Engineering, Shipping Department Klaipeda University, Coastal Research and Planning Institute Klaipeda University, Coastal Research and Planning Institute Klaipeda University, Air Pollution from Ships Research Laboratory Klaipeda University, Faculty of Marine Engineering, Ship Engineering Department Klaipeda University, Faculty of Marine Engineering, Ship Engineering Department Green shipping (MARPOL Annex VI regulations limiting SOx, NOx, BWM, ECAs LNG driven ships Ship Life Cycle Assessment Klaipeda Seaport development Biological invasions in the aquatic environment Biological introductions with ships hull fouling Shipping as a vector for biological introductions IMO ballast water management Pollution from ships. Equipment for measuring air emissions from ships according to MARPOL/7378 Refitting of ships Overview of shipbuilding and ship repair technologies. Eco-innovative technologies for shipyards generationbalt.eu 51

52 CHAPTER Szczecin, Poland COASTAL ZONE UNDER PRESSURE 30 TH MAY- -2 ND JUNE 2013 SZCZECIN Poland 31 international students The fourth weekend module of the Generation BALT maritime sector supplementary training programme, entitled Coastal zone under pressure took place at the University of Szczecin. 31 international students from the South Baltic Region were chosen among numerous applicants from Germany, Lithuania, Poland, Russia and Sweden. During the four days in Szczecin the participants learned about aspects of environmental law having a direct impact on maritime sector development and about the significance of coastal processes for the management of seas. Scientific lectures were given by invited speakers from the Faculty of Geosciences of the University of Szczecin and the University of Szczecin Marine Field Station, as well as by specialists working in the field of human resources. The participants gained knowledge on theoretical and practical aspects of environmental impact assessment, maritime environmental law pertaining to dredging works, dredged material management and sediment pollution. During the field trip they observed the processes of coastal dynamics and the ongoing developments at the LNG terminal in Świnoujście a facility of key importance for the maritime sector in Poland. The local context of the maritime economy was emphasized in order to raise awareness about the importance of local conditions 52

53 CHAPTER 3 in decision-making. The students acquired new soft skills relating to self-awareness and selfand were given practical tips for getting a job or boosting their careers. The course began with a lecture given by Paweł Montwiłł who is a specialist on human resources and works as a personal coach in a private HR company. He talked about means of extending horizons and taking advantage of the multiple possibilities available nowadays for career improvement through increased self-awareness and self-management. It was a good opportunity for students to learn how to find opportunities anywhere. The next topic was dedicated to the Environmental Impact Assessment. The introductory lecture was given by Teresa Radziejewska of the Faculty of Geosciences, who conducts her scientific research on the LNG Terminal in Świnoujście. After lunch, the topics of maritime environmental law and dredged material management were discussed by Kamila Mianowicz and Artur Skowronek, both from the Faculty of Geosciences. Students were taken to the laboratories of the Geology and Paleogeography Unit of the Department of Geosciences in order to get a closer look at analytical procedures in sediment examinations. The field trip Across and around the Szczecin Lagoon offered students the opportunity to take a closer look at the Szczecin Lagoon a water body that was the local axis of the course and the LNG terminal in Świnoujście. After the cruise, the students were divided into three groups who in turn either visited the lighthouse in Świnoujście to get a look at the LNG terminal facilities and the Port of Świnoujście (guided by Kamila Mianowicz), took a cruise along the waterway of Świnoujście to take samples of sediments and visit the breakwaters of the LNG port (guided by Artur Skowronek and Michał Tomczak) or went to the Świnoujście beach to observe the coastal processes (guided by Tomasz A. Łabuz). The next part of the field trip took place in Międzyzdroje, where students learned about the main activities of the US Marine Station, took some measurements of weather components on the beach and went for a walk along the seashore to observe coastal processes. Among the topics discussed were geology and sedimentology of the cliffs, Aeolian processes, measures for shore protection, mollusc fauna of the Baltic Sea and invasive species. One last lecture of the fourth day was focused on means for scientific career (among others) improvement. TABLE 4. EXPERTS AND LECTURES (SZCZECIN MODULE) NAME AND SURNAME WORKPLACE/POSITION TOPIC Teresa Radziejewska, PhD Kamila Mianowicz, PhD Artur Skowronek.PhD Tomasz Łabuz, PhD Tomasz Olechwir, PhD Jakub Witkowski, PhD Paweł Montwiłł, MSc University of Szczecin, Faculty of Geosciences University of Szczecin, Faculty of Geosciences University of Szczecin, Faculty of Geosciences University of Szczecin, Faculty of Geosciences Human Resources Environmental Impact Assessment Dredged material management & Sediments pollutants Maritime environmental law Coastal dynamics Some ways to develop your scientific career How to raise self-awareness and improve self-management generationbalt.eu 53

54 CHAPTER Gdansk, Poland OFFSHORE WIND ENERGY TECHNOLOGY: PRE-PRODUCTION ENGINEERING AND PROJECT MANAGEMENT 4-5 TH JULY 2014 GDANSK Poland 31 international students 54

55 CHAPTER 3 The 5 th weekend module of the Generation BALT supplementary training programme, Offshore wind energy technology: pre-production engineering and project management, was held at the Gdansk University of Technology on July 4 th -7 th, The main aim of the course was to provide participants with basic knowledge about offshore wind energy farms in the South Baltic region coupled with a project management course. In total 31 students participated in the module. The first part of the course, Offshore wind energy technology: pre-production engineering (PPE) was based on lectures and a visit to the CRIST Shipyard in Gdynia, which is currently involved in manufacturing both structural elements of wind turbines and highly specialised, sophisticated ships and vessels devoted to installation at sea. The module aimed at promoting the idea of an international and unique South Baltic Sea Region and the need for cohesive regional policies regarding the maritime environment. The first part of the course covered two topics: Offshore wind energy technology pre-engineering, taught by Tadeusz Borzęcki and Integrating wind power to the electric power grid taught by Hossein Ghaemi. During the visit to the shipyard participants could get acquainted with the processes of production of wind tower structural elements and the construction of special offshore ships. The second part of the course, Project management, was conducted using the PRINCE 2 Foundation (Projects in controlled environments) training, which is widely used internationally both in the private and public sectors. PRINCE 2 Foundation training covers the general methodology for project management including principles, themes, processes and the project environment. At the end of the course an examination was carried out and successful students received a PRINCE2 Foundation accredited certification. One year later the Gdansk module offered the Generation BALT participants a follow up (Practical application of modern tools in Project Management) of the original course from Based on case studies and team work the participants could test and deepen their knowledge about project management including work with different management tools like Critical Path Method (CPM), Program evaluation and review technique (PERT) and Gantt charts. TABLE 5. LIST OF LECTURERS, EXPERTS AND THEIR SPECIALISATIONS NAME AND SURNAME WORKPLACE, POSITION TOPIC PhD Eng. Tadeusz Borzęcki PhD Eng. Hossein Ghaem Prof. J. Kozak Gdansk University of Technology, Assistant Professor Gdansk University of Technology, Assistant Professor, Vice Dean for Education Dean of the Faculty of Ocean engineering & Ship technology, Gdansk University of Technology Shipyard processes for manufacturing wind turbines Integrating wind power to the electric power grid The Offshore wind energy training module - an introduction Dr. Joanna Sadkowska Gdansk University of Technology Project management course generationbalt.eu 55

56 CHAPTER Summer Courses On- and Offsore The summer courses were the second part of the tripartite Generation BALT study programme. One summer course was an offshore hands-on experience on board a sailing yacht. The second summer course took place onshore in Międzyzdroje, Poland Sailing Yacht Zawisza Czarny: SUMMER COURSE OFFSHORE 16 TH -22 ND September TH September 2013 Gdynia- -Kaliningrad- -Klaipeda- -Gdynia 39 international students The offshore summer course took place on board the sailing yacht s/y Zawisza Czarny a three masts bark traveling from the Port of Gdynia to Klaipeda and onwards to Kaliningrad, then returning to Gdynia. The tour and course syllabus were organised by the Gdansk University of Technology, the Gdynia Administration, the Polish Chamber of Maritime Commerce, the Klaipeda University, the Klaipeda Science and Technology Park, the Baltic Fishing Fleet State Academy of the Kaliningrad State Technical University and the Maritime Education Centre of Polish Scouting. The programme consisted of three parts: training towards life on board, scientific lectures on board and lectures and activities in the ports. The goal of the first part of the cruise was for students to experience life at sea, with all regulations involved. In addition to training in sailing and seamanship, the students were also integrated into all the duties of the crew, such as navigation, setting sails, provision of sustenance, cleaning or watch duties. Scientific lectures were delivered on the Baltic Sea ecosystem and water and sediment sampling (e.g. for water parameters, phyto- and zooplankton, sediment parameters or benthic organisms). During both cruises, samples of marine plankton (with a plankton net) and bottom sediments (with Van Veen sampler) were taken and described. Among the topics discussed were methodologies of sampling, physical and chemical characteristics of bottom sediments with special focus on contamination and port sediments 56

57 Wojciech Miloch properties and the phenomenons of hypoxia and anoxia. During the field trip to the coastal zone of Hel Peninsula, Poland (2 nd cruise only) students were introduced to the geological and palaeohistory of the region with focus onpostglacial processes in the South Baltic Sea. The topic was illustrated with maps and schemes. Activities on both the ports of Kaliningrad and Klaipeda were organised and supervised by the Baltic Fishing Fleet State Academy of the Kaliningrad State Technical University and Klaipeda Science and Technology Park, respectively. In Klaipeda, summer course participants visited the Lithuanian Naval Forces, JSC KLASCO, the biggest stevedoring company of the Klaipeda State Port and were introduced to Klaipeda State Port development figures and ideas. Later on participants were involved in psychological team games. TABLE 6. EXPERTS AND LECTURES (SUMMER COURSE OFFSHORE) NAME AND SURNAME WORKPLACE, POSITION TOPIC Raimondas Barzdziukas Klaipeda University, Marine engineering Klaipeda Seaport Development Aidas Markauskas Lecture of Grand Partners Psychological Game Andrey Moshkov and Nikolay Mamenko ROSMOPORT The Kaliningrad maritime complex Dr. Pavel Kovalishin BFFSA of KSTU Maritime related EU policies Prof. Dr. Vadim Paka and Prof. Dr. Emelian Emelianov Institute of oceanology of the Russian Academy of Sciences Envionmental impact of chemical munitions dumped in the Baltic Sea generationbalt.eu 57

58 CHAPTER Międzyzdroje, Poland: SUMMER COURSE ONSHORE 6 TH -12 ND JULY 2014 Międzyzdroje Poland 35 international students The Maritime Summer Course took place from July 6 th -12 th, 2014 in Międzyzdroje, Poland, a seaside town that is a perfect location to observe the interactions between economic and ecological dimensions of human activity. The main idea of the course was to present the often contrary but still equally important attitudes toward our common resource: the Baltic Sea. THE SUMMER MARITIME COURSE PROGRAMME COVERED FIVE TOPICS: 1. The Baltic Sea: a natural world heritage site? Is a reconciliation of human activity and environmental protection possible? 2. Major on- and offshore infrastructure investments and their impact on economy and environment. 3. Multimodal (intermodal) transportation challenges: the Baltic highway 4. Fisheries and other biological resource use: potential and limitations 5. Looking for management guideposts under changing environmental conditions (climate change adaptation). The course started with the introductory session Defining main economic and environmental challenges in the Baltic Sea and its coastal zone, led by Kamila Mianowicz of the Department of Geosciences at the University of Szczecin and Paweł Montwiłł, a specialist on human resources and a personal coach. The results of the group work then became the basis for the closing event that took place on the last day of the camp: the Oxford style debate. Students were divided into two groups, one claiming that environmental protection is the highest priority, the other that it is the economy that is of most vital importance and should be always be considered first. Throughout the whole course students collected arguments, data and impressions in order to form a convincing argument to back their perspective. The first day ended with hands-on exercises on problem solving methods (moderator: Paweł Montwiłł) and presentations given by Kazimierz Rabski of the EUCC, who talked about the difficulties, methods and effects tied to the ecosystem restoration effort at the coast of the Szczecin Lagoon, undertaken by the NGO Society for the Coast. 58

59 CHAPTER 3 OXFORD STYLE DEBATE The Oxford-style debate is a competitive debate format featuring a sharply framed motion that is proposed by one side and opposed by another. A winner is declared either by the majority or by which team has swayed more audience members between the two votes. Source: Dr. Jan Kube of NorthStream introduced the students to the main economic, environmental and legal aspects of the second NorthSream pipeline construction that is considered one of the most important and impressive investments in the Baltic Sea Region. This part of the course was especially appreciated by the students and other lecturers. The morning session of the last day was dedicated to the new understanding of marine ecosystem importance in everyday life: multifunctional approaches to activities in the coastal zone, ecosystem services and their valuation. The students were introduced to the basics of ecosystem services theory and took part in two practical exercises. The two following days were organised as study tours to the Niederfinow ship hoist on the Oder- Havel Canal in Brandenburg, Germany and the Maritime Academy in Szczecin. The excursions were tailored around the topic of multimodal (intermodal) transportation challenges. The last event of the course was the Oxford style debate. The students exchanged arguments and debated whether to see economy or ecology as the main priority in the Baltic Sea Region. TABLE 7. EXPERTS AND LECTURES (SUMMER SCHOOL ONSHORE) NAME AND SURNAME WORKPLACE/POSITION TOPIC Kazimierz Rabski, PhD Jan Kube, PhD Society for the Coast (EUCC), Poland Nord Stream, AG, Switzerland Is the reconciliation of human activity and environment protection possible? Big on- and offshore infrastructure investments and their impact on economy and environment Thomas Honnef, MSc Eng WNA (Water New Construction Office) Berlin, Germany Inland shipping as an integral part of the multimodal transportation Andrzej Montwiłł, PhD Prof. Tadeusz Borskowski Kamila Mianowicz, PhD West Pomeranian University of Technology, Faculty of Economics and Transport Engineering West Pomeranian University of Technology, Faculty of Marine Engineering University of Szczecin, Faculty of Geosciences Multimodal (intermodal) transportation challenges the Baltic highway Ship emissions in the Baltic Sea: consequences of the environmental regulation Economic and environmental challenges in the Baltic Sea and its coastal zone, Oxford Style Debate Paweł Montwiłł, MSc Human Resources Problem solving, Oxford-style debate generationbalt.eu 59

60 CHAPTER Internships Internships bridge the transition from the classroom to the work world. Internships as well as cooperative education programs and apprenticeships, are designed to help students develop an accurate selfconcept, gain a realistic understanding of various career fields and organizational environments, and allow a check for fit between individual characteristics and the demands of different jobs. TELL ME AND I FORGET. SHOW ME AND I REMEMBER. LET ME DO AND I UNDERSTAND. Kung Fu-tse ( B.C.) Internship programs provide significant benefits to students in terms of career preparation and future income but they also offer valuable advantages for participating business organisations and universities. Many companies recognise the importance of interns as a future source of employees with qualified experience. Internships further provide work experience opportunities to university students, recent graduates and people considering a career change by applying methods and theories learned in the classroom and allowing for the acquisition of jobrelevant skills. As a result, internship participants are better prepared to enter the job market and have significant advantages in obtaining full-time job offers and a higher pay and realising their career aspirations. But despite the obvious benefits (e.g. the increased marketability of interns to employers, the validation of the university curriculum in a working environment) internships are not mandatory in all maritime related courses in the framework of higher education. Within the Generation BALT training programme, the practical internships were a key element to implement the idea of bridging theoretical and practical knowledge. For this purpose, the Generation BALT consortium cooperated with maritime companies, institutions and organisations. The duration of the internships varied depending on the company or organisation but a minimum of two weeks was expected. Students, equipped with a letter of recommendation, were supported in their preparation of CVs and courses were offered how to apply for jobs and internships. 60

61 CHAPTER 3 What did our students say? MY INTERNSHIP AT THE INSTITUTE FOR BALTIC SEA FISHERIES WAS AWESOME, FULL OF NEW PRACTICAL EXPERIENCES. I HAVE BEEN FULLY INTEGRATED IN THE WORKING GROUP AND NOW I AM EVEN WRITING MY MASTER THESIS HERE. Christoph Wengerodt, Germany I HAD BEEN WORKING AS AN INTERN IN THE MARKETING DEPARTMENT OF THE STATE ENTERPRISE AT THE KLAIPEDA STATE SEAPORT AUTHORITY. MY MAIN DUTIES CONSISTED OF VARIOUS ASSIGNMENTS IN THE FIELDS OF MARKETING, MEDIA AND PUBLIC RELATIONS SUCH AS MAKING PRESENTATIONS,STATISTICAL DATA ANALYSIS, PREPARING PROGRESS REPORTS OF EU CO-FINANCED PROJECTS, ADMINISTERING THE PORT WEBSITE AND COMPILING MEDIA INFORMATION, EXACTLY WHAT I EXPECTED FROM MY INTERNSHIP! I AM REALLY THANKFUL FOR SUCH A GREAT OPPORTUNITY TO GAIN PRACTICAL SKILLS IN THE MARITIME ECONOMY SECTOR. Viktorija Lapaite, Lithuania generationbalt.eu 61

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63 CHAPTER 4 EVALUATION OF THE GENERATION BALT TRAINING PROGRAMME Kamila Mianowicz University of Szczecin, Poland Catherine Legrand, Ingrid Bressler, Pär Karlsson Linnæus University, Sweden generationbalt.eu 63

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65 CHAPTER 4 EVALUATION OF THE GENERATION BALT TRAINING PROGRAMME Although surveys and other feedback channels usually fall somewhat short in translating individual and group impressions and experiences, this chapter seeks to give a voice to those involved in the Generation BALT project over the past three years. In short, for all those involved in the study programme as participants, lecturers and maritime experts, Generation BALT seems to have been a very intense and inspiring project Lessons learned The Generation BALT training programme has shown to be a good proof-of-concept, with potential for further development. It has generated some great success stories including those of participants moving on to obtain jobs rapidly thanks to the skills and competences gained during the programme and that of the newly created network with the maritime business community. Observations have also pinpointed that participants with less successful outcomes can blame the lack of international training, cultural diversity or communication skills for these shortcomings. The general feedback from participants and trainers of the Generation BALT training programme is very positive. The majority of participants stated that they gained valuable knowledge and acknowledged the great value of the international network established during the programme. GENERATION BALT HAS GENERATED SOME GREAT SUCCESS STORIES INCLUDING THOSE OF PARTICIPANTS MOVING ON TO OBTAIN JOBS RAPIDLY Experience showed that a training programme of this kind needs to be university-based but with an enhanced university-industry-government- NGO collaboration. The participants also made it very clear in their evaluations that they wished for more representatives of the maritime business sector to take part in the training. generationbalt.eu 65

66 CHAPTER 4 Industry representatives that collaborated with the training programme confirmed the need for a high level of excellence in maritime sectors competences, specifically in Blue Growth areas. Furthermore, they confirmed their general interest in further taking part in educational programmes. The challenge in this regard is generally a lack of time, which indicates that maritime professionals should be involved at an early stage. Generation BALT training programme score Experience and evaluations also indicate that the framework of the programme needs to be more homogenous in content and format. Differences in educational and training practices between different universities in the South Baltic Region along with disparities in communication and language skills between participants and/or trainers complicated matters to some extent. These outcomes highlight the need for transnational collaboration and standardisation in competence development across the region. Content met your needs Matched description in the webpage Workload Oral presentations Recruitment and networking Language Availability of the presenters Class location and equipment Knowledge/experience exchange between participants Travel arrangements Accommodation Food services Provision of information General assessment EXPLANATION 1 below expectations (or poor) 3 average 5 exceeded expectations (or very good) Weekend course modules Summer course

67 CHAPTER 4 Evaluation results: Organisation The Generation BALT training programme was assessed with high grades: an overall score of 4.25 on a 5-point scale. The Programme succeeded in its organisational component, especially during the weekend course modules (blue line) but also during the summer courses (white line). In particular, students appreciated the availability of presenters, travel arrangements and class location and equipment. Even the elements with the lowest scores, such as oral presentations or accommodation were assessed at least above average (more than 3 points). What did our students say? THANKS FOR A GREAT PROGRAMME! I VE GOT NEW KNOWLEDGE, NEW CONTACTS AND NEW IDEAS THAT I WANT TO TRY OUT. MORE LECTURES FROM WITHIN INDUSTRIES AND COMPANIES, MORE INTERNSHIPS, CONTACTS AND POSITION SPECIFICALLY FOR PARTICIPANTS THIS IS MY SUGGESTION FOR FUTURE EDITIONS. THE GENERATION BALT PROGRAMME IS AN EXCELLENT MIX OF WEEKEND COURSES, SUMMER COURSE AND INTERNSHIP. I MUST SAY THAT I REALLY ENJOYED THE WHOLE EXPERIENCE! IT WOULD BE NICE TO INVOLVE STUDENTS FROM OTHER COUNTRIES ALL AROUND THE BALTIC SEA! generationbalt.eu 67

68 CHAPTER 4 Generation BALT training programme score Evaluation: Student benefits Overall students assessed the educational components as higher than a good score. The Programme succeeded particularly well in introducing them to interdisciplinary work and in improving their soft skills. Participants underlined the need to improve the internship component and to strengthen the cooperation with businesses and, to a lesser degree, stakeholders. Some of the students assessed this as the most important part of the Programme, as it could help them in their future professional life, but its arrangement and scope did not entirely meet their expectations. In this context, the contact with potential future employers received the lowest scores. This is also the result of the challenge that lies in establishing a strong cooperation between educational institutions and the business sector. Additional knowledge in a certain scientific field An idea of interdisciplinary working and thinking EXPLANATION Improvement of soft skills Insight into possible working fields in the maritime job market Contacts to possible future employers New contacts / network maritime network 1 below expectations (or poor) 3 average 5 exceeded expectations (or very good) 0 In the opinion of programme organisers, one of the most valuable benefits is the net of contacts between participants, which covers the whole South Baltic Sea region, regardless the political and economic barriers. What did our students say? I WOULD ADD MORE COUNTRIES TO THIS PROJECT AND PLAN MORE WEEKEND MODULES (MORE THAN THREE FOR THE STUDENTS). GENERATION BALT WAS ONE OF THE BEST PROGRAMMES I HAVE PARTICIPATED IN! 68

69 CHAPTER Overall conclusion Generation BALT training programme can be considered as an example of best practice for competence development in the maritime sector and related areas. The proof of concept could be expanded beyond the South Baltic Region considering that Norway and the North Sea region are major players in the EU maritime sector and the global maritime business. The considerable cultural and educational diversity present in the countries in the South Baltic Region emerged during the Programme, revealing the need to learn from one another but also to communicate with one another. The general impression is that maritime companies in the different countries are a step ahead of higher education institutions regarding intercultural communication and transnational collaborations. This underlines even further the importance of a collaboration with the industry in the academic world. In trying to bridge the gaps between education and the maritime labour market, the Generation BALT training programme showed that high a level of knowledge and excellence in Blue Growth areas and a close collaboration with professionals and maritime sector companies facilitate the development of adequate competences targeted to the labour market. Internships and entrepreneurial and communication skills are paramount to enhancing the motivation of students and unemployed professionals as well as people looking for a career change. In the whole Baltic Sea Region, there is an obvious need for enhanced intercultural communication and mutual understanding between countries to ensure the economic, social and environmentally sustainable development of the EU maritime sector and to face future challenges. The best way to achieve this is most likely by allowing young people from the different countries around the Baltic Sea to study together, with similar academic levels of performance and eligibility criteria (standardisation) and with close contact with stakeholders of the maritime industry. INTERNSHIPS, ENTREPRENEURIAL AND COMMUNICATION SKILLS ARE PARAMOUNT TO ENHANCE MOTIVATIONAL SKILLS OF STUDENTS AND UNEMPLOYED PROFESSIONALS. The Generation BALT training programme has enabled young people from different countries to study and train together at a high level of excellence, but also to learn from one another and to discover each other s cultures. The latter may prove to be the most valuable outcome of the project, one which shows great potential for the enhancement of motivation and the development of life skills. generationbalt.eu 69

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71 CHAPTER 5 GENERATION BALT VISION 2020 Tim-Ake Pentz University of Rostock, Germany generationbalt.eu 71

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73 CHAPTER 5 GENERATION BALT VISION 2020 STRENGTHENING MARITIME HIGHER EDUCATION AND BLUE GROWTH FOR QUALITY EMPLOYMENT AND COMPETITIVENESS IN THE SOUTH BALTIC Based on the experiences of the Generation BALT project consortium, this chapter presents a medium term vision for a coherent and jointly elaborated maritime higher education framework. This vision aims to contribute primarily to the promotion of the South Baltic as a competitive and attractive region for students, employers and investments alike The Generation BALT Vision 2020 Visionary work entails creating a vivid image of what the future will or could be like. A good vision identifies the direction and purpose of joint activities, addresses commonly shared standards and core values and is thus a vital first step in a more concrete joint strategic planning. The Generation BALT Vision 2020 pictures the South Baltic in 2020 as: generationbalt.eu 73

74 CHAPTER 5 A VIBRANT, OPEN-MINDED, CREATIVE, PEACEFUL, DEMOCRATIC, ECOLOGICALLY SUSTAINABLE AND COMPETITIVE HUB FOR BLUE GROWTH. THROUGH ITS EFFICIENT USE OF CROSS-BORDER ACTIVITIES AND JOINT PROJECTS WITHIN THE MARITIME ACADEMIC, INDUSTRIAL, ADMINISTRATIVE AND POLICY SECTORS, THE SOUTH BALTIC HAS BECOME AN OUTSTANDING PLACE WHERE HIGH QUALITY MARITIME EDUCATION AND RESEARCH ARE CROSS-FERTILIZING WITH A THRIVING MARITIME ECONOMIC SECTOR. THIS IN TURN ATTRACTS BRIGHT MINDS AND INVESTMENTS FROM AROUND THE WORLD AND PROVIDES QUALITY EMPLOYMENT AND A HIGH STANDARD OF LIVING. 74

75 CHAPTER From vision to reality: Four guiding principles for the elaboration of a coherent and competitive maritime higher education It is important for higher education institutions and concerned stakeholders to keep in mind that the Generation BALT Vision 2020 is a starting point for more concrete planning. Through its training programme the Generation BALT project already showed how a joint and international course can be managed to the benefit of all participants involved. On the other hand, this hands-on practice example also highlighted areas where there is room for improvement in order to establish and further stabilise crossactivities among universities and between universities and the private sector for the benefit of maritime higher education. These experiences and impressions are summarised in the following four interdependent guiding principles: connectivity, an orientation towards societal challenges, a multidisciplinary approach and versatility. a) Connectivity Connectivity is understood here as the ability of two or more entities to productively exchange information and cooperate across spaces and time. To improve connectivity across borders South Baltic universities should: Find mechanisms for actively exchanging information about curricula on a regular basis in order to learn from each other (knowledgetransfer, organisational learning). Coordinate the study programmes of different universities based on their strengths and weaknesses. Not all universities in the South Baltic have to do and teach every subject. Providing courses according to each institution s own strengths and ensuring universities team up and complement one another allows for higher resource efficiency. This in turn implies an internationalisation of study programmes and academic life, beginning with the promotion of English as the common academic Lingua Franca in the South Baltic Region. Further, this also implies finding nonbureaucratic means for opening modules and courses to foreign students with regard to enrolment and accreditation of ECTS points. Finally, this will call for joint investments to safeguard student mobility and/or virtual mobility by providing travel grants, short-term accommodation possibilities and/or the promotion of web-based course offers. generationbalt.eu 75

76 CHAPTER 5 b) Orientation towards societal challenges Societal challenges-oriented, solution-based learning and teaching refers to the establishment of curricula focused primarily on the understanding of actual societal challenges and how the field of study/research in question may address these societal challenges through ideas, processes and products. In this sense strengthening maritime higher education means strengthening the ties to the maritime industry, public administrations like port authorities, energy or environmental authorities and maritime related national and international NGOs (e.g. HELCOM, ICES, CBSS, UN/IMO). The most considered issue by undergraduates in pursuing a maritime study programme is whether the department/faculty/university has a good network with the maritime industry (PALLIS/NG, 2011). The study also shows that most students intend to work in the maritime industry and not stay in the academic environment. Thus, the perspectives regarding postgraduation professional paths and individual development have to be kept at the forefront during the design of study programmes. Universities should therefore: Make internships in the maritime industry, maritime administration or maritime related NGOs a mandatory component for students. Promote field trips to the maritime industry, relevant administrative branches or maritimerelated NGOs for lecturers and other academic staff as professional training ( teach the teachers ). Involve different maritime stakeholders during the drafting of courses and the set up of course offers for example in form of maritime stakeholder advisory boards; More regularly involve guest lecturers from maritime industry and administrations. Encourage students to acquire language, project management and cultural communication skills to improve their chances of rapidly entering the labour market after graduation. Encourage and promote bottom-up activities by students and teaching staff (e.g. crossborder think-tanks, project work addressing maritime-related societal challenges and product development). * Pallis, Athanasios A.; Ng, Adolf K. Y. (2011): Pursuing maritime education an empirical study of student s profiles, motivations and expectations. Maritime Policy and Management, 38:4, , 76

77 CHAPTER 5 c) Multi-disciplinary approach Most societal challenges are complex in their nature and need to be addressed from different perspectives. A multidisciplinary approach means that students and teachers in maritime higher education should cover more than just one branch of knowledge or should at least be able to understand the basic vocabulary, modes and rules for interacting in other systems (e.g. economic, political, judicial, environmental). A multidisciplinary approach, is not only an academic endeavour in learning, teaching and research but will also help improve job opportunities for graduates. With regard to the promotion of a multidisciplinary approach, universities should react by: Encouraging a culture of active mutual respect between different fields of study and scientific foci through in-house information campaigns. Offer interdisciplinary workshops for teaching staff how students from various scientific backgrounds process input or approach problems. Promote the exchange of senior lecturers between departments for guest lectures (e.g. a maritime technology professor gives a lecture about politics and law with regard to his/her own field of study for students of maritime law and policy). In cooperation with partner institutions, offer courses and programmes that allow a specialisation but also cover all other aspects of maritime activities, e.g. marine environmental science, maritime technology, maritime law and policy, maritime economics and management and organisational behaviour. generationbalt.eu 77

78 CHAPTER 5 d) Versatility Often, higher education institutions promote a culture that seeks to maintain the status quo*. However, in a globalized world universities are forced to react to political and economical global trends and challenges more frequently, more rapidly and in accordance with multiple levels of governance, usually without the ability to spend more resources on staff or infrastructure. In this environment the concept of versatility becomes increasingly vital for higher education institutions to avoid lagging behind societal and economic developments and decoupling the academic system from the market. Versatility in this sense describes the ability to adapt structures and processes to many different functions and activities in a rapidly changing environment. This issue may be address by: Exploring alternative administrative structures that facilitate the development of cross-border maritime higher education, for example through easier ECTS accreditation for summer schools with international students Exploring possibilities to facilitate the ad hoc establishment of new market-orientated study modules Promoting internationalisation of academic structures and administrations FIG. 1. GUIDING PRINCIPLES FOR THE ELABORATION OF A COHERENT AND COMPETITIVE MARITIME HIGHER EDUCATION (PENTZ, T.-A. 2014) Connectivity Orientation towards societal challenges Higher Maritime Education Multi-disciplinary approach Versatility * Beattie, James W.; Thornton, Bill; Laden, Rita; Bracket, David (2013): 21 st Century Challenges in Higher Education Strategic Changes and Unintended Consequences. NCPEA International Journal of Educational Leadership Preparation, Vol. 8, No

79 CHAPTER Generation BALT and beyond Promoting the Generation BALT 2020 Vision Administrative cultures and scientific traditions vary from institution to institution and across borders. Thus, it is important to clarify that there is no one-size-fits-all approach to the development and strengthening of maritime higher education in the South Baltic Region. Furthermore, the Generation BALT Vision 2020 ideas summarised under the labels of connectivity, an orientation towards societal challenges, a multidisciplinary approach and versatility are not meant to be exhaustive. However, these ideas listed here derived from hands-on project cooperation and the exchange of knowledge between higher education institutions, the maritime industry, research, policy and public administration. Thus the vision and the guiding principles can be seen as a solid common ground for further joint programming of new maritime courses and activities between academia and the private sector even beyond the Generation BALT project. FIG. 2. THE GENERATION BALT NETWORK STRUCTURE IP20 IP21 IP19 IP23 IP22 IP18 IP17 EXPLANATION P7 IP24 P8 P6 IP16 IP1 IP15 IP2 P1 P5 IP14 IP3 IP13 IP4 P2 P4 IP12 P1-8 Generation Balt Project Partners IP1-24 Interested Parties/Associated Parties P3 IP5 IP6 IP10 IP11 IP7 IP9 IP8 Having said this, it is clear that Generation BALT is not a one-time exercise. In the interest of project sustainability and the further dissemination of knowledge gained thus far, the project consortium has made all relevant information openly accessible to all interested stakeholders via the project s webpage. Moreover, the consortium has agreed to establish a platform the Generation BALT Network for further work aimed at strengthening maritime higher education in the South Baltic Region and adjacent regions. The Generation BALT Network is deliberately designed as an informal network structure open to interested stakeholders from all maritime branches and sectors working for Blue Growth and for the strengthening of maritime THE GENERATION BALT NETWORK IS A MARKET PLACE FOR IDEAS AND A STARTING POINT FOR FUTURE COOPERATION TO IMPROVE MARITIME EDUCATION AND TRAINING. higher education. The network will help its members exchange information about events, activities and best practices. It will work as a match-making point for cooperation between academia and the maritime industry and as a starting point for future project development. generationbalt.eu 79

80 THE PROJECT CONSORTIUM The Generation BALT consortium consist of 18 organisations from Germany, Poland, Sweden, Lithuania and the Kaliningrad Region of Russia. All are involved either in maritime education or the maritime industry. UNIVERSITY OF ROSTOCK GERMANY As one of the oldest universities in the Baltic Sea Region, maritime research has a long tradition at the University of Rostock. Through the Department of Maritime Systems the university has recently taken an innovative approach to bundling its different resources in maritime research and education in order to foster interdisciplinary exchange, explore complex scientific issues and develop new perspectives and technologies. In this context, Generation BALT represents the transfer of knowledge to the maritime economy. UNIVERSITY OF SZCZECIN POLAND Szczecin University, founded over 27 years ago is West Pomerania s largest university with the Faculty of Geosciences being one of the newest research units operating since The Faculty of Geosciences focuses on the leading sub-fields of geography, geology, oceanology, as well as tourism and contributes through projects like Generation BALT to the internationalisation of research and teaching. GDYNIA UNIVERSITY OF BUSINESS AND ADMINISTRATION POLAND As the oldest non-public higher education institution in the Pomeranian Region, UBA is engaged in research and education in the maritime and inland navigation industry. It is a partner in various Polish and international maritime clusters. The Baltic Fishing Fleet State Academy of the Kaliningrad State Technical University is their long-time cooperation partner. POLISH CHAMBER OF MARITIME COMMERCE POLAND The Polish Chamber of Maritime Commerce is an association of entrepreneurs involved in various fields of the maritime economy. Among its tasks are the collection of information on the maritime economy, the development of a database of Chamber members and the organisation of business and social events as well as advisory and training events for enterprises in the maritime economy. GDANSK UNIVERSITY OF TECHNOLOGY POLAND The Gdansk University of Technology (GUT) is represented in the Generation BALT project by the Chair of Ship Technology, Quality Systems and Materials Science of the Faculty of Ocean Engineering and Ship Technology. They have highly experienced staff to ensure effective education and research activities in broad areas of maritime industries. KLAIPEDA UNIVERSITY LITHUANIA The University of Klaipeda (KU) offers a variety of marine-related programmes such as ship engineering, port technologies, ship design and ship building, port management, port construction, marine environmental engineering and ship electric equipment and automation. 80

81 KLAIPEDA SCIENCE AND TECHNOLOGY PARK LITHUANIA Klaipeda Science and Technology Park (KSTP) has more than 40 companies, public enterprises and branches of international companies acting in the innovation environment and the global market. The mission of the KSTP is to promote the development of modern scientifically susceptible technologies and to provide infrastructural and consulting services for innovative enterprises and business ideas in Lithuania. LINNAEUS UNIVERSITY SWEDEN Linnaeus University is Sweden's newest university, the result of a merger between Kalmar and Växjö Universities. The School of Natural Sciences includes, among others, frontline research in the fields of marine phytoplankton ecology and aquatic ecology. Researchers deal with topics such as algal blooming in the seas and oceans, ecological conditions in coastal zones of the Baltic Sea, fish ecology, biological diversity in limnological systems, renewable energy resources and food science. Linnaeus University also includes Kalmar Maritime Academy, which educates marine officers and marine engineers. Non-EU Associates BALTIC FISHING FLEET STATE ACADEMY OF THE KALININGRAD STATE TECHNICAL UNIVERSITY RUSSIA The Baltic Fishing Fleet State Academy of the Kaliningrad State Technical University includes the Maritime Lycee and preparatory courses, the Maritime Fishing College, the Institute for Advanced Studies and the Institute of Professional Pedagogy. The Academy trains specialists in 15 specialties and four bachelor and master's degrees. Training is conducted in the departments of navigation, marine engineering, radio engineering and transport, and the Institute of Applied Economics and Management. BFFSA owns the four masted sailing training ship Kruzenshtern. generationbalt.eu 81

82 Acknowledgements For their support and input the Generation BALT Consortium would like to thank: Baltic University Programme Chamber of Industry and Commerce Rostock European Commission, Directorate-General for Maritime Affairs and Fisheries Fundacjy Gdynska Inicjatywa Akademicka German Association for Marine Technology Institute of Oceanology of the Polish Academy of Sciences Baltic Fishing Fleet State Academy of the Kaliningrad State Technical University Maritime Institute Gdansk Pomeranian Maritime Cluster Association Simrishamn Marint Centrum South Baltic Programme JTS Union of Baltic Cities Imprint Tim-Ake Pentz, Manuela Görs, Judith-Rahel Renz, Gerhard Graf (Eds.) The Generation BALT Compendium, University of Rostock, Rostock: List of Authors: Ingrid Bressler, Linnaeus University Piotr Dwojacki, E. Kwiatkowski University of Business and Administration Zbigniew Górski, Gdańsk University of Technology Manuela Görs, University of Rostock Gerhard Graf, University of Rostock Pär Karlsson, Linnaeus University Jakub Kowalski, Gdańsk University of Technology Catherine Legrand, Linnaeus University Kamila Mianowicz, University of Szczecin Rima Mickeviciene, Klaipeda University Tim-Åke Pentz, University of Rostock Judith-Rahel Renz, University of Rostock Artur Skowronek, University of Szczecin Agnieszka Strzelecka, University of Szczecin Paweł Szalewski, Gdańsk University of Technology Nora Venslovaite, Klaipeda University Editorial board: Tim-Åke Pentz, Manuela Görs, Judith-Rahel Renz, Gerhard Graf Layout: Acrobat.com.pl, Poland Printed by: Druckerei Weidner GmbH, Rostock, Germany External Project Co-ordination Office: biuro projektów fidler, Germany Language revision: Cecilia Torres ISBN Rostock, 2014 Visit: Interested in joining the Generation BALT Network? Contact point: Department of Maritime Systems Faculty of Interdisciplinary Research University of Rostock Albert-Einstein-Str. 3, Rostock, Germany or visit 82

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84 Part-financed by the European Union, European Regional Development Fund Bright minds for Blue Growth: The EU co-financed project Generation BALT ( ) in the framework of the South Baltic Region Programme is enhancing the quality of education in the maritime sector to better meet today and tomorrow's maritime labour market needs. Eight partners and ten associated partners representing academia, industry and expert organisations from Germany, Poland, Lithuania, Sweden and Russia cooperate in the project, which has a total budget of 2 million EUR. For more information visit: This publication has been produced with the assistance of the European Union. Its content is the sole responsibility of the authors and can in no way be taken to reflect the views of the European Union. ISBN