815
1 INTRODUCTION
Supply and demand imbalance, as well as the shortage
of officers, especially the graduated ones, have been
noticed in the maritime labour market recently [1, 2, 3].
The shortage of educated employees and anticipation
of competences the students must possess to perform
successfully a job on board are two major challenges
seafarer’s’ profession is facing with. Therefore, a
special emphasis has been given to maritime education
and training that should attract more quality students
and produce graduates with needed competences [4].
According to BIMCO Study, a 2% shortage of
officers was noticed, and the same study revealed the
shortage of European seafarers [5]. World fleet growth,
insufficient number of newly educated officers,
decreased attractiveness regarding ashore professions
as well as the officers’ age contribute to such a situation
[6, 7]. Additional problems are demanding working
conditions that shorten the duration of the active on
board career [8]. According to the International
Maritime Organization, the estimated seafarers’ active
career lasts for 10 years [9], contrasted to the estimated
time for a deck cadet to become a deck officer is also 10
years [10].
According to what has been said above, time
overlaps between the new officers’ promotion and
active officers’ retirement almost does not exist. Thus,
a dis-continuity in the succession of officers could
easily occur. Additionally, if the number of active
officers who have retired from navigation is greater
than the number of newly pro-moted officers, a
Attractiveness of the Maritime Profession – Student’s
Perception
A. Gundić, D. Županović, D. Ivanišević & N. Kostovic
University of Zadar, Zadar, Croatia
ABSTRACT: The attractiveness of maritime professions has decreased recently, making the shortage of officers
one of the greatest problems of the industry. Working conditions as well as the specific work environment have
been identified as the major problem maritime industry has been facing with. Additional problem is the seafarers’
staying in global shipping. The paper has shown the results of the research conducted to determine the reasons
why the students enrol at maritime studies, i.e. at nautical studies; what they expect after graduation; how they
see their future in maritime industry, and whether they expect to continue working in the maritime industry
permanently. The research itself was conducted in four countries’ members of the EU and it lasted for two years.
The participants were regular undergraduate students of nautical studies. Statistical analysis was used in the
research. Research results show that students choose a career in maritime industry because they think the
profession on board will ensure stability and safe future, high paying salary, social status, and prestige. However,
most of them want to spend a limited amount of time working on board and continue their career working ashore.
All the above issues indicate that the trend of a shortage of qualified seafarers, especially officers, could continue
in the future.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 19
Number 3
September 2025
DOI: 10.12716/1001.19.03.14
816
shortage of active officers occurs, which consequently
instigates a negative trend, i.e. a decrease of the total
number of active officers.
Working conditions and tasks the seafarers are
facing on board are significantly different from the
ones ashore [11]. Besides, long periods of absence and
separation from family significantly affect seafarers’
decisions on planned periods of navigation, even the
career change [12]. Therefore, the employers’ major
problem in maritime industry is how to find and keep
a qualified seafarer [13]. The additional challenge is the
opinion of more experienced employees in the
maritime industry that majority of students is not
entirely aware of working conditions as well as of the
characteristics of the career they have chosen [14].
However, students have different goals and
expectations after graduation. In the period prior to
choosing their career, future students face many, inner
and outer, challenges [15]. Schooling, socioeconomic
history, the family and friends’ influence as well as the
expectations resulting from these interactions, are the
basic criteria that affect choosing a career [16]. Apart
from outer challenges, inner challenges affect choosing
a study programme as well. They refer to personal
motives for future education and expectations after
graduation [17]. Most of the students believe that to
live a pleasant life, they have to ensure economic
stability. Therefore, they choose high paying
professions when choosing a career [18]. Accordingly,
relatively higher salaries in maritime industry are a
crucial factor when choosing a maritime career.
However, it could be assumed that conditions,
standards as well as salaries of jobs ashore could
improve, which may result in reduced interest in
enrolling at maritime universities and programmes.
The above-mentioned situation happened in Hong
Kong, Taiwan and Korea in 1970s, when, due to a
significant development of shipping industry, the
young people’s increased interest in maritime industry
was noticed. However, the economic growth and
improvement of living conditions have led to reduced
interests in professions in maritime industry. The same
thing has also happened in more developed countries
like the UK, Japan and France [13].
The analysed literature has shown that research on
students who choose an on board career, i.e. on their
reasons and wishes as to why to choose that career is
rare and is usually conducted in one country. Research
results from more countries are usually not compared.
One of the types of research on this topic was
conducted by Gonzalez, et al. [19] who are of the
opinion that major reasons for choosing a maritime
career are greater employment possibilities, good
salary, travelling and seeing new places. According to
the re-search conducted by Saukka [14], it was found
out that, the status of the master, which the students
find desirable has an important role when choosing a
maritime career. Moreover, this research has shown
that majority of students hope to become masters one
day, i.e. they hope that they will work as officers after
20 years of service.
Therefore, the authors are of the opinion that the
reasons why future students decide to enrol at a
nautical study programme as well as their intentions
regarding an on board career should be analysed. The
results could be used to predict the increase or decrease
in the number of educated officers. The additional
value of the conducted research lies in the fact that the
research itself was conducted in four countries
members of the EU and the results were analysed and
compared with each other.
2 MATERIALS AND METHODS
A questionnaire was used to conduct the research,
whereas data gathered were ana-lysed by statistical
method.
A questionnaire consisting of 15 questions was used
for the purpose of this paper. Thirteen questions were
close-ended questions (any question for which a
researcher provides research participants with options
from which to choose a response), whereas two were
open-ended questions (research participants give their
own answers). Open-ended questions were formulated
in a way to enable students to add their own answers,
which were not included in the close-ended questions.
The research lasted for two academic years. A total
of 308 undergraduate students of nautical studies from
four EU countries (Spain, Estonia, Latvia and Croatia)
have participated in the research.
The students were made familiar with the purpose
and the goal of the research. An additional explanation
of every question was provided as well. The authorized
people of the institutions participants in the research
have given the permission to carry out the re-search.
The research questionnaire was in written form and it’s
carrying out lasted for approximately 25 minutes.
In order to compare two or more groups of data
whose results were shown as frequencies, Chi-square
test (x2) was used. It determines whether the noticed
differences are great enough so that the results could
be applied to the whole population. Value of the test
statistics, number of degrees of freedom and statistical
significance were presented next to every analysis.
Statistical significance ‘p’ is the basic indicator of a
significance with the conditions – p < 0.05 (the results
could be applied to all students), and p > 0.05 (there is
no statistical significance). It means that, although
differences can be noticed in the sample, it cannot be
concluded that they are present in the whole
population.
One of the essential goals of the research was to
determine the reasons why students choose nautical
studies. They were offered 10 answers they had to rank
on Likert scale from 1 (totally irrelevant) to 5
(extremely important).
The One -Way ANOVA (analysis of variance) was
used for every question to determine whether there
were differences between students from different
countries. The One-Way ANOVA is usually used to
compare means of more than two groups of results,
which in this research was the case since the results
from four countries were compared. The result of the
analysis of variance is F- ratio, and if alongside it p <
0.05, there is a statistically significant difference in
answers. However, if only One-Way analysis of
variance is used, it cannot be determined among which
compared groups there are differences. Therefore, LSD
(Least Significant Difference) post-hoc test should be
817
used. After LSD post-hoc test was used in this research,
it was possible to determine the arithmetic mean for
every country, and consequently make a conclusion on
the importance of the criteria.
In the part of the research whose goal was to
analyse differences in the answers of the students with
and those without navigation experience, data were
analysed by t-test (with the goal of comparing
arithmetic means of two groups). Therefore, t-test is
used to com-pare only two groups of results: in this
case students with navigation experience and students
without navigation experience. The results were
shown in two tables. The first table shows arithmetic
means, standard deviations, and standard errors of the
arithmetic means. The second table shows t-test results
for every question. Significant differences were
determined in questions where the p value is less than
0.05.
3 RESULTS
The question Maritime Studies Were my First Choice
was given to the students to find out their reasons and
interests to enrol at a maritime university, i.e. to find
out how many of them did not want to enrol at
maritime studies. They enrolled at maritime studies
because they had not been enrolled at desired studies.
Figure 1. Percentage of students whose first choice when
choosing a study programme was Nautical Study
Programme
Figure 2. Percentage of students with on board experience
The results show that maritime studies were the
students’ first choice very often (χ2=107.55, ss=1,
p<0.01). For the whole sample of students, maritime
studies were very often the first choice of studies (in all
four countries, more than 50% of the students gave the
YES answer). The analysis has shown that the
frequencies of students to whom maritime studies
were the first choice and of those, to whom maritime
studies were not the first choice of studies, are not
about equal in all countries. The frequencies of YES and
NO answers statistically differ significantly in different
countries (χ2 = 14.27, ss = 3, p < 0.01), i.e. maritime
studies were the most often the first choice of the
students in Spain, and hardly ever of Estonian
students.
Table 1. Percentage of students with on board experience -
per year
Year of the study
Total
1
2
3
4
I have a
navigation
experience
Yes
%
84
92.3%
88
87.1%
26
40.0%
0
0.0%
198
64.3%
No
%
7
7.7%
13
12.9%
39
60.0%
51
100.0%
110
35.7%
Total
%
91
100.0%
101
100.0%
65
100.0%
51
100.0%
308
100.0%
The question I Have a Navigation Experience was
given to the students to determine whether there were
differences in answers between the students with and
those without a navigation experience. The answers
show that the students statistically more often answer
that they do not have the navigation experience (χ2 =
25.14, ss = 1, p < 0.01). According to the answers given
to this question, the students from different countries
statistically differ significantly (χ2 = 141.01, ss = 3, p <
0.01). All the Latvian students did have the navigation
experience, whereas those from Spain had the least
navigation experience.
The research was carried out among students of
different study years. The results show that even they
statistically differ significantly (χ2 = 162.01, ss = 3, p <
0.01) as far as the navigation experience is concerned.
The number of students with navigation experience
grows with the year of study. The reasons for such a
situation lies in the fact that educational systems differ
in the countries, participants of the research.
Educational systems of Latvia, Estonia and Spain are
sandwich systems, whereas in Croatia it is a continuing
system. Croatian educational system is organised in a
way that students, after graduating from nautical high
school and can immediately start their career on board.
Therefore, even some Croatian students have the
navigation experience; however, it is rather small
number when compared to other countries,
participants of the research. After completing high
school education, they usually enrol at undergraduate
studies.
Figure 3. Percentage of students who Come from the Family
of Seafarers
818
The question I Belong to the Family of Seafarers was
given to the students to determine how many of them
come from families with seafarers’ tradition. When
analysing the total population of students, they report
that they statistically more often (χ2 = 48.34, ss = 1, p <
0.01) do not belong to the family of seafarers. However,
statistical significance differs significantly (χ2 = 15.64,
ss = 3, p < 0.01) regarding the country they come from.
Croatian students are the ones that the most often come
from the family of seafarers, whereas Spanish students
the least often come from the family of seafarers. The
reason for such a situation could be a long maritime
tradition in Croatia that was passed down from
generation to generation.
One of the goals of the research was to determine
whether the students want to pursue a scientific career,
and whether there was a statistically significant
difference among the students from different countries
regarding this question. The equal division of the
answers was noticed. In other words, the students
equally often want to navigate for a certain period and
then pursue a scientific career, and they do not want to
pursue the scientific career at all (χ2 = 0.47. ss = 1, p >
0.05). Moreover, students from different countries
statistically differ significantly regarding the answers
to this question (χ2 = 22.74, ss = 3, p < 0.01). Students
from Spain most often want to navigate and then
pursue a scientific career, whereas those from Estonia
rarely have that plan.
The researchers surveyed how many students want
to pursue a scientific career only. It was found out that
statistically, students rarely want to pursue the
scientific career only (χ2 = 199.69, ss = 1, p < 0.01). The
answers of the students from different countries
statistically differ significantly (χ2 = 8.746, ss = 3, p <
0.05), i.e. Latvian students the most often want to
pursue the scientific career, whereas those from
Estonia hardly ever want to follow that plan.
One of the major goals of the research was to
determine the reasons why the students choose
nautical study programmes. The students were given
10 answers they had to rank on Likert scale from 1
(totally irrelevant) to 5 (extremely important).
The results show that the answers of the students
from different countries statistically differ significantly
regarding better salary in maritime industry (F (3, 303)
= 4.47, p < 0.01). LSD post-hoc test has shown that
Spanish students consider better salary less important
than students from other countries. Better salary is
equally important to Croatian, Latvian and Estonian
students.
The students from different countries consider
better employment possibilities equally important, i.e.
there is no statistically significant difference (F (3, 301)
= 2.49. p > 0.05).
The criterion Interesting and Dynamic Profession is
equally important to the students from different
countries (F (3, 303) = 1.55, p > 0.05).
Students’ perception that seafarers’ profession is
interesting, and dynamic should not change in the near
future. The reasons for such an opinion are lifelong
learning and education as a result of development of
new technologies on board, multicultural and multi-
disciplinary environment and new challenges referring
to bigger and more complex vessels.
Table 2. The importance of guidelines when choosing a
study programme – per country
Influence of the Family (F (3, 301) = 2.07, p > 0.05)
and Friends (F (3, 302) = 1.56, p > 0.05) are equally
important to the students from different countries.
There is statistically significant difference in
students’ answers to how important procedures and
conditions of enrolling at a study programme are (F (3,
301) = 5.06, p < 0.01). Procedures and conditions of
enrolling at a study programme are less important to
Croatian students than to Estonian and Spanish
students. There is no statistically significant difference
among other countries participants of the research.
Students from different countries statistically differ
significantly regarding the question how important the
content of a study programme is when enrolling at one
(F (3, 302) = 9.54, p < 0.01). The content of the study
programme is significantly more important to Spanish
students than to students from other countries. There
is no statistically significant difference among other
countries participants of the research.
Reputation of a Study
Programme/Department/Faculty is equally important
to all students and there is no statistically significant
difference among countries participants of the research
(F (3, 303) =1.87, p > 0.05).
Students from different countries differ also
regarding the question how important seamanship-
oriented programme is (F (3, 303) = 5.02, p < 0.01).
Seamanship oriented pro-gramme is more important
to Spanish students that to students from Croatia and
Latvia.
Students from different countries differ also
regarding the question how easy it is to graduate (F (3,
302) =3.73, p < 0.05). The expected easiness of
Country
Better salary in maritime industry than
in other industries
Better employment possibilities
Interesting and dynamic career
Influence of the family
Friends’ influence
Procedures and conditions needed to
enrol at a study program
Study programme
Reputation of a study
programme/department/ faculty
Study programme is seamanship
oriented
It is easy to graduate
Spain
N
69
68
70
68
69
68
69
70
70
69
Min
1
1
2
1
1
1
2
1
2
1
Max
5
5
5
5
5
5
5
5
5
5
M
3.72
3.88
4.44
2.34
2.10
2.88
3.83
3.66
3.89
3.33
SD
.765
.838
.694
1.265
1.100
1.000
.822
.946
.808
.780
Latvia
N
40
40
40
40
40
40
40
40
40
40
Min
1
1
1
1
1
1
1
1
2
1
Max
5
5
5
5
5
5
5
5
5
5
M
4.23
4.28
4.15
2.75
2.40
2.75
3.37
3.50
3.50
3.38
SD
.800
.847
.864
1.104
1.081
.809
.838
.847
.847
.838
Croatia
N
113
112
112
112
112
112
112
112
112
112
Min
1
1
1
1
1
1
1
1
1
1
Max
5
5
5
5
5
5
5
5
5
5
M
4.02
4.11
4.20
2.46
2.21
2.51
3.06
3.29
3.41
3.26
SD
.845
.863
1.00
3
1.162
1.035
1.074
1.06
8
1.152
1.062
1.097
Estonia
N
85
85
85
85
85
85
85
85
85
85
Min
2
2
2
1
1
1
1
1
1
1
Max
5
5
5
5
5
5
5
5
5
5
M
4.09
4.16
4.22
2.73
2.44
3.04
3.22
3.47
3.82
3.69
SD
.666
.652
.746
1.095
1.063
.892
.943
.971
.966
.873
Total
N
307
305
307
305
306
305
306
307
307
306
Min
1
1
1
1
1
1
1
1
1
1
Max
5
5
5
5
5
5
5
5
5
5
M
4.00
4.10
4.25
2.54
2.27
2.77
3.32
3.45
3.64
3.41
SD
.788
.808
.856
1.166
1.067
.997
.993
1.026
.974
.951
819
graduation is more important to Estonian students
than to students from Croatia and Spain. There is no
statistically significant difference among other
countries’ participants of the research.
As far as the criteria important when choosing a
maritime study are concerned, the students were also
given the possibility to add answers not mentioned in
the questionnaire. The noteworthy answers were:
1. “There is a greater possibility of promotion in
maritime industry.”
2. “I want to become the master.”
3. “I want to travel.”
Table 3. Students intentions after graduation – per country
It is important to emphasise that the master’s role
and tasks have changed over time due to the increase
of administrative work. His/her responsibility has
increased as the result of the introduction of new
regulations. Moreover, the possibility of independent
decision making has been reduced due to the adoption
of new technologies in communication with a
company. The master’s participation in decision-
making regarding the cargo transported has been
significantly reduced as well.
After determining the reasons why the students
want to enrol at nautical study pro-grammes, their
wishes as what to do after graduation were also
determined. The students were offered four answers
they had to rank on Likert scale from 1 (it does not refer
to me at all) to (it totally refers to me).
One-Way analysis of variance as well as LSD post-
hoc test were used for every question. It was
determined that there is a statistically significant
difference in answers of the students to the question
whether they want to spend active life on board after
graduation (F (3, 300) = 2.83, p < 0.05). Estonian
students want to spend active life on board unlike
Croatian and Latvian students, whereas other
compared groups do not differ significantly.
Table 4. Descriptive data regarding the navigation
experience
Table 5. T-test results regarding differences in answers
referring to navigation experience
There is no statistically significant difference among
students from different countries regarding the
question if they want to spend a part of the active life
on board, and a part of it working ashore (F (3, 300) =
2.21, p > 0.05).
Country
After graduation, I
want to spend my
active life on
board.
After graduation, I
want to gain a
navigation
experience and
then to work
ashore in maritime
industry.
I do not want to
navigate after
graduation.
I want to work
ashore in maritime
industry.
I do not know.
Spain
N
67
67
66
64
Min
1
1
1
1
Max
5
5
5
5
M
3.73
3.61
2.41
2.14
SD
1.162
1.044
1.289
1.344
Latvia
N
40
40
39
28
Min
1
1
1
1
Max
5
5
5
5
M
3.50
3.45
2.59
2.21
SD
1.086
1.197
1.272
1.101
Croatia
N
112
112
112
112
Min
1
1
1
1
Max
5
5
5
5
M
3.57
3.80
2.28
1.96
SD
1.071
1.030
1.195
1.230
Estonia
N
85
85
85
85
Min
2
1
1
1
Max
5
5
4
5
M
3.95
3.47
2.01
2.11
SD
.800
.867
.919
1.058
Total
N
304
304
302
289
Min
1
1
1
1
Max
5
5
5
5
M
3.70
3.62
2.27
2.07
SD
1.036
1.020
1.167
1.194
T
df
Sig. (2-
tailed)
Better salary in maritime industry than
in other industries.
-2.436
305
.015
Better employment possibilities.
-1.130
303
.259
Interesting and dynamic profession.
1.072
305
.284
Influence of the family.
.182
303
.855
Friends’ influence.
.745
304
.457
Procedures and conditions needed to
enrol at a study.
-.241
303
.809
Study programme.
1.764
304
.079
Reputation of a study
programme/department/faculty.
.389
305
.697
Study programme is seamanship
oriented.
.403
305
.687
It is easy to graduate.
-.767
304
.444
After graduation, I want to spend my
active life on board.
-.492
302
.623
After graduation, I want to gain a
navigation experience and then to
work ashore in maritime industry.
1.028
302
.305
I do not want to navigate after
graduation.
I want to work ashore in maritime
industry.
.753
300
.452
I do not know.
.178
287
.859
820
There is a statistically significant difference in the
students’ answers to the question if they want to spend
active life working ashore after graduation (F (3, 298) =
2.72, p < 0.05). This wish is less evident among Estonian
students than among Croatian and Latvian students.
There is no statistically significant difference among
other countries’ participants of the research.
Students from different countries do not
significantly differ regarding the question what they
want to do after graduation (F (3, 285) = 0.53, p > 0.05).
Results of the research referring to the students with
a navigation experience and to those without a
navigation experience are shown in two tables. The
first table includes arithmetic means, standard
deviations and errors of the arithmetic means. The
second table shows t-test results for every question.
Previous research has shown that the students do
not have a clear picture of the on board career, i.e. they
are not entirely aware of the working environment as
well as of the characteristics of the profession they have
chosen. Therefore, in this part of the research, a parallel
analysis of the answers of the students with and those
without navigation experience was made. Students
with navigation experience are aware of the challenges
they can face on board. Therefore, their answers are
more significant since they can give a clear picture of
the students’ opinions on their career on board.
However, the research results have shown that
students with and students without a navigation
experience statistically differ significantly only
regarding the answer to one question. Better salary is
more important to students with the navigation
experience than to those without the navigation
experience (t = 2.44, ss = 305, p < 0.05). Thus, the
navigation experience does not affect the reasons why
the students have chosen to enrol at the study nor their
intentions and wishes upon graduating. The only
noticed difference refers to the answer regarding the
im-portance of better salary in this industry, which is
to be expected because of the navigation experience.
4 CONCLUSION
The reasons why the students enrol at maritime studies
were analysed in the re-search. The answers can be
grouped in two categories, the characteristics of the
profession itself and the characteristics of the study
programme.
The results have shown that reasons why the
students decide to enrol at nautical study programmes
are better employment possibilities, better salary,
interesting and dynamic profession, greater
possibilities of promotion than in other professions,
greater possibilities for travelling and their perception
of the master’s status. Based on the research results, it
can be concluded that the students expect the job on
board to bring them a safe and stable future, ensure
good salary, social status and prestige. Those reasons
are similar for the students of all four countries.
The students from all four countries agree that,
when compared with other professions, seafarers’
profession enables better employment possibilities; it is
an interesting and dynamic profession, and statistically
significant difference was noticed only regarding the
question referring to the importance of better salary.
Spanish students consider better salary less important
than other students do.
As far as the reasons to enrol at a study programme
are concerned, it was determined that the reputation of
the study programme is equally important to students
of all four countries. A statistically significant
difference was determined in the opinions of the
students on the procedures and conditions important
for the enrolment at the programme, on the content of
the programme, on seamanship-orientated
programme, and on the expected difficulty (easiness)
to graduate.
The results referring to the students’ intensions
upon completing the programme have shown that
there is no statistically significant difference in answers
to the question whether the students want to spend
some time working on board and then continue
working ashore. However, there is a statistically
significant difference in the answers to the question
whether the students want to spend their whole active
life working on board. Estonian students are the most
inclined to do that.
The students’ navigation experience did not affect
their answers, i.e. there is no statistically significant
difference in their answers. Statistically significant
difference was deter-mined only referring to the
question on the importance of better salary in this
profession, i.e. students with navigation experience
consider better salary more important than the
students without navigation experience.
The results of the research have shown that, after
graduation, the students mostly want to gain a
navigation experience and then continue their career
ashore.
All the above indicates the possibility of the
negative trend of not keeping the educated seafarers on
board. However, this situation could be improved by
better working conditions on board, improving and
reducing the time spent on board, and reducing the
time of separation from families.
REFERENCES
[1] Barbare, Ines. Maritime Labor Market Demand and
Career Path in Latvia. In Society. Integration. Education.
Proceedings of the International Scientific Conference,
2015., Vol. 1, pp. 56-67.
[2] BIMCO, International Chamber of Shipping, Manpower
report-the global supply and demand for seafarers in
2015, Executive Summary, 2015.
[3] BIMCO, International Chamber of Shipping, The global
supply and demand for seafarers, 2021.
[4] The Future of the Modern Seafarers’ Profession, The
European Community Shipowners' Association, The
Maritime Executive, 2018.
[5] European Commission, Report of the Task Force on
Maritime Employment and Competitiveness and Policy,
2011.
[6] Mitroussi, Kyriaki. "Employment of seafarers in the EU
context: Challenges and opportunities." Marine Policy
32.6 (2008): 1043-1049.
[7] Silos, José María, et al. "Trends in the global market for
crews: A case study." Marine Policy 36.4 (2012): 845-858.
[8] Kartal, Şaban Emre, et al. "An analysis and comparison of
multinational officers of the watch in the global maritime
821
labor market." Maritime Policy & Management 46.6
(2019): 757-780.
[9] www.imo.com
[10] BIMCO/ISF, The Worldwide demand for and supply of
Seafarers, Dalian Maritime University, 2010.
[11] Kristiansen, S. Maritime transportation: safety
management and risk analysis. Amsterdam, Elsevier,
2005.
[12] Papachristou, A., Stantchev, D., & Theotokas, I. (2015).
The role of communication to the retention of seafarers in
the profession. WMU Journal of Maritime Affairs, 14, 159-
176.
[13] Tsai, Chaur-Luh, and Yan-Wei Liou. "Determinants of
work performance of seafarers." Maritime Business
Review 2.1 (2017): 36-51.
[14] Soukka, Nico. "Maritime management students 2011:
The image of maritime industry as seen by new maritime
man-agement students." (2012).
[15] Dias, Diana. "Students' choices in Portuguese higher
education: influences and motivations." European journal
of psy-chology of education 28.2 (2013): 437-451.
[16] Basic career guide
[17] Skatova, Anya, and Eamonn Ferguson. "Why do
different people choose different university degrees?
Motivation and the choice of degree." Frontiers in
psychology 5 (2014): 1244.
[18] Wildman, Malissia L., and Robert M. Torres. "Factors
influencing choice of major in agriculture." NACTA
Journal (2002): 4-9.
[19] Gonzalez, Manuel Joaquin Fernandez, et al. "Youngsters’
Motivations and Difficulties for Choosing Seafarer
Career. The Case of Latvia." European Integration Studies
8, 2014., 131-140.Author 1, A.B.; Author 2, C.D. Title of the
article. Abbreviated Journal Name Year, Volume, page
range.
