Authority gradient in navigation: An evaluation of Finnish maritime students’ preparedness to defy unsafe orders

Abstract

The aim of the thesis was to investigate if Finnish maritime education introduces concept of authority gradient and means of dealing with it. The focus was specifically on students’ ability to apply this concept well enough to keep their vessel safe in a navigationally hazardous situation. To test this, a sample of students was asked to drive a simulator scenario consisting of two interactions: an ordinary crossing situation with another vessel and a high-stakes situation involving an authority figure. In both situations, the other party requested student to perform maneuver that would result in grounding of their vessel. The study assessed student’s overall ability to recognize the danger and resist the unsafe order. It also investigated if presence of an authority figure had an impact on their decision-making process. Both interactions were graded following NOTECHS assessment system and the scores were compared to verify if students’ performance has changed significantly between the interactions. The students were additionally interviewed after driving the scenario, to clarify their thought process and reasoning behind their decisions. The study found that almost exactly half of the students followed the unsafe order without any hesitation. In majority of those cases, the students remained completely unaware of the danger until the moment of grounding. The students that did not ground mostly recognized the danger straight away and were consistently able to refuse the order despite multiple pushbacks. The study found that while authority gradient was a factor in groundings, the main reason was students’ lack of situational awareness. The results also suggested cultural background may play a significant role in the scenario outcome, however the student’s sample was not big enough to make any solid conclusions.