This page contains a Flash digital edition of a book.
Trans RINA, Vol 156, Part C1, Intl J Marine Design, Jan - Dec 2014


4.1(e) Students’ life as a Naval Architecture undergraduate


It was encouraging to see that all 35 students want to be ship designers as their dream profession. Apart from that, the majority of


students mentioned that they would


choose to study Naval Architecture, if they were high school graduates again. The prominent motivation was the students’ interest to have more practical experience and demonstrations onboard ships. Furthermore students mentioned the following additional areas of learning which will be helpful for their future.


 more understanding on HF in ship design  more understanding on HF Engineering


4.2 ONBOARD SURVEY 4.2(c) According to


4.2(a) Impact of experience gained by the students during the knowledge


activities for their design failures that make HF/HCD


After analysing the students’ feedback given in the record sheets, it was encouraging to see that all of them were able to identify


discomfort or disturb the work flow of the seafarers during their day to day operations. In addition, they were able to identify the good design features available on the vessel and their findings are summarized in Table 2. Furthermore, they got insight on habitability, workability, maintainability and controllability issues faced by the seafarers during their activities.


Table 2: Design failures/ good design features identified by students


Design Failures Steep stairs


Poor accessibility and operability of valves


Poor accommodation layout design


Insufficient headroom


Insufficient natural light in accommodation Insufficient width of the stairs in emergency Poor work flow Excessive vibration Cramped entry and exit points


4.2(b) Students’ feedback on significance of considering HF/HCD during ship deign


Majority of the students provided positive feedback on the significance of including HF in the early stages of the ship design process for overall safety of the ship and wellbeing of the seafarer. Besides that, they recognized the significance of designers’ critical thinking about the end users, space utilization, workflow support and the


Good Design features


Sufficient space in the bridge for teamwork


Sufficient space in the galley, engine store room


Adequate washroom & washing facilities


Adequate study facilities the students, what practical


benefits seafarers may receive by applying HF/HCD during ship designs


It was encouraging to see that all the students were able to recognize the benefits that seafarers may receive by applying HF/HCD and their feedback was given as follows,


 less chance of accidents & better safety  reduce fatigue  seafarers’ job satisfaction  seafarers will have ships that are comfortable and safe for them to operate


 improved workflow  longer working life  can increase the efficiency  can increase the productivity  decrease risk of personal issues


5. DISCUSSION


5.1 METHODOLOGICAL DISCUSSION According to Marshal


and Rossman [25] & K.


Williamson [26] ‘a thoughtful and insightful discussion of the literature builds a logical framework for the research that sets it within a tradition of inquiry and a context of related studies’. It will help the researcher to understand the research question and


teamwork support for the crew during design stage. In addition to that, 30% of


the students requested to


introduce this discipline in their Naval Architecture degree course for them to gain in depth knowledge.


However, 10% of students pointed out the drawbacks of implementing HF/HCD in design. The following statements were given by them,


 “HCD should focus on making repairs easier rather than day to day work”


 “An excellent idea but sometimes failed when you want to fit all of the equipment in smaller space”


 “It can be difficult to match an ideal level of comfort with an efficient working area. Generally common sense can dictate the best compromise”


its context.


Therefore the body of the literature was reviewed to identify previous studies on the topic of applying HF and HCD disciplines to the maritime industry.


Due to the easy access to the target group and significant population available at AMC, a survey was selected as the best approach to initiate the study. According to Mitchell and Jolley [27], there are two main types of survey instruments as questionnaire and interview. In this study the questionnaire was employed as the instrument to gather data. Since the researcher was available during the survey, this instrument can be further identified as Investigator-administered survey that has advantages and


© 2014: The Royal Institution of Naval Architects C-157


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176  |  Page 177  |  Page 178  |  Page 179  |  Page 180  |  Page 181  |  Page 182  |  Page 183  |  Page 184  |  Page 185  |  Page 186  |  Page 187  |  Page 188