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Global survey and analysis of post-graduate curricula in ocean engineering
Richards, A.F.; Richards, E.A. (1984). Global survey and analysis of post-graduate curricula in ocean engineering. UNESCO Reports in Marine Science = Rapports de l'Unesco sur les sciences de la mer, 26. UNESCO: Paris. 20 + annexes pp.
Part of: UNESCO Reports in Marine Science = Rapports de l'Unesco sur les sciences de la mer. UNESCO: Paris. ISSN 0253-0112; e-ISSN 0257-6589, more

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    Curricula; Ocean engineering; Marine

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  • Richards, A.F.
  • Richards, E.A.

    The results of this survey show that the field of ocean engineering is well defined and global in extent. At least 97 academic institutions in 19 countries were found to have ocean engineering postgraduate curricula. Another 21 universities and an additional 7 countries may have postgraduate curricula in ocean engineering. The probability is great that even the latter numbers may be conservative because detailed information is lacking from some countries that might have comparable curricula. Ocean engineering is included in curricula at both undergraduate and postgraduate levels in industrializing and industrialized countries. In terms of numbers of universities having curricula, the top 4 countries are the United States with 25 universities, the United Kingdom with 14 universities, and Japan and China with 11 and 10 respectively. All other countries had 5 or fewer universities with postgraduate ocean engineering curricula.Ocean engineering, as exemplified by the curricula in the institutions surveyed, includes the subfields of harbour and coastal engineering, offshore engineering, marine technology, and the more traditional fields of naval architecture and marine engineering. A number of institutions in industrializing countries are following the example of many institutions in the industrialized countries by changing the name of a department of naval architecture or naval architecture and marine engineering to a department of ocean engineering. This reflects the modern convention that ocean engineering is the more encompassing term. Although the term 'marine technology' is sometimes used, this designation for ocean engineering was rarely used by the institutions surveyed. Clearly, the all-inclusive term that is used worldwide for academic curricula covering engineering activities in harbours, coasts, seas, or oceans is ocean engineering. This term also is in very widespread use in national governments and industry.Most postgraduate degrees are designated in one of the traditional engineering fields (e.g. Master of Science in Civil Engineering) or undesignated by discipline (e.g. Master of Science). However, in the United Kingdom, the United States and a few other countries, a number of institutions have curricula in which postgraduate degrees are designated specifically in ocean engineering (e.g. Master of Science in Ocean Engineering). There exists a definite similarity of subjects or courses including in most ocean engineering curricula. Subjects common in three subfields of ocean engineering (harbour and coastal, offshore, and naval architecture and marine engineering combined) are identified and approximately ranked according to their frequency of occurrence in the corresponding curricula.

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