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5 Results and Discussion: Identical Elements

The document discusses findings from a study of 6 maritime training institutions (Cases 1-6). It finds that while the number of simulator bridges varied between cases, there was no correlation found between the number of bridges and the number of students per bridge. Most cases (1, 2, 3, and 5) had 2-3 students per bridge, while cases 4 and 6 had higher numbers of 5-8 students per bridge. A figure is presented showing the number of bridges, students per bridge, and instructors per session for each case.

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Imam Firdaus
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33 views1 page

5 Results and Discussion: Identical Elements

The document discusses findings from a study of 6 maritime training institutions (Cases 1-6). It finds that while the number of simulator bridges varied between cases, there was no correlation found between the number of bridges and the number of students per bridge. Most cases (1, 2, 3, and 5) had 2-3 students per bridge, while cases 4 and 6 had higher numbers of 5-8 students per bridge. A figure is presented showing the number of bridges, students per bridge, and instructors per session for each case.

Uploaded by

Imam Firdaus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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5 Results and discussion

Table 5 below presents a summary of the findings. Each coding related to the perfor-
mance indicators will be discussed in relation to the literature review and presented with
the use of a figure. The six participating institutions are referred to as BCases.^

5.1 Identical elements

5.1.1 Number of full mission bridges

The number of full mission bridges each case has in the simulator training facility was
collected to see if it correlated with the number of students each case could place in
every bridge, subsequently, if a case with many bridges would encompass a low
number of students in each bridge, to construct the simulator training as similar to
reality as possible (Baldwin and Ford 1988; Farmer et al. 1999; IMO 2012).
As we can see in Fig. 4, a variation was observed regarding how many students each
case encompassed in their simulator bridges. However, this was not in relation to the
number of bridges each institution had. Case 1 and 2 have the ability to utilize five
bridges each, with respectively three and two students in every bridge. This is similar to
cases 3 and 5, which only utilizes two and three bridges respectively with two to three
and three students in each bridge. Conclusively, they have approximately the same
number of students in each bridge, with a varied number of bridges to utilize.
Cases 4 and 6 have a clear difference in the number of bridges, 4 and 1, respectively.
Nevertheless, both cases have the highest number of students in each bridge, with
respectively eight and five students in every bridge. Consequently, a correlation
between the number of bridges and the number of students/bridge could not be found
among the different cases.

5.1.2 Number of students/bridge

As we can see in Fig. 4, 66.66%, subsequently four cases, 1, 2, 3, and 5, facilitated two
to three students/bridge, in comparison to 33.33%, cases 4 and 6, which facilitated five
to eight students/bridge.

Identical Elements
9 8
8
7
6 5 5 5
5 4 4
4 3 2-3 3 3
3 2 2 2 2
2 1 1 1 1
1
0
Case 1 Case 2 Case 3 Case 4 Case 5 Case 6

Nr of bridges Students / bridge Nr of instructors / session


Fig. 4 Identical elements

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