Lecturer-Practitioner Leadership in Maritime Cadet Formation: Perceptions of Former Seafarers as Educators at STIP Jakarta
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Abstract
The integration of experienced seafarers into the academic workforce of maritime higher education institutions constitutes one of the most distinctive features of professional maritime training management. Yet the leadership dynamics of practitioner-educators—and how their professional identities, authority, and pedagogical approaches are perceived by cadets across different training tracks—remain substantially undertheorized in the maritime education literature. This study investigates the perceptions of deck nautical and engine technics cadets at Sekolah Tinggi Ilmu Pelayaran (STIP) Jakarta regarding the leadership effectiveness of former seafarers serving as lecturers, while also capturing practitioner-lecturers' self-reported managerial and pedagogical philosophies. Employing a qualitative descriptive design, data were gathered from thirty cadets—fifteen per track—and five practitioner-lecturers comprising three maritime captains and two master mariners. Findings reveal that while cadet perceptions of practitioner-educator authority and occupational credibility are broadly positive across both tracks, significant differences emerge in how deck and engine technics cadets evaluate the pedagogical leadership, mentoring quality, and professional relevance of their seafarer-educators. Practitioner-lecturers themselves demonstrate distinctive leadership orientations shaped by their seafaring ranks and professional histories. The study contributes a bidirectional perceptual framework for understanding practitioner-educator leadership in maritime cadet formation and offers institutional recommendations for optimizing the educator-formation relationship at STIP Jakarta.
Keywords : practitioner-educator; maritime cadet formation; lecturer leadership; seafarer identity
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