Abstract
The purpose of the thesis is to identify how the coupling between the practical knowledge, and the theoretical teachings taught at the Royal Danish Defence College (RDDC) is ensured, and furthermore, to investigate whether an alternate structure for the education and training would enhance the learning outcome for engine officers. This is done by using a combination of both qualitative and quantitative data analysis methods, as well as analysis of documents based on relevant learning theories.
As mentioned above, the thesis makes use of qualitative and quantitative data. The quantitative data is gathered using a survey and used to determine the relevance of the project, by determining whether other engine cadets have had a similar experience or not. The analysis of the coupling between the naval practice and the theoretical teachings of the RDDC, is carried out using Knud Illeris definition of learning, and using Constructive Alingment as well as transfer theory, to determine if the experienced coupling could be improved. The qualitative data is gathered using semi-structured interviews surrounding the experience of former cadets who graduated from the RDDC through an alternative educational format, effectively giving them two years of experience before commencing the last theoretical part of their education.
The quantitative clarification showed that all of the engine cadets have experienced difficulties using their knowledge of the naval practice as a theoretical point of relevance. The conducted semi-structured interviews revealed that the former cadets, who had the two years of practical experience before completing the last part of their education found this beneficial, not only during their time at the RDDC, but also after returning to the operational structure.
Based on the outcome of the project it appears evident that the coupling between the naval practice and the theoretical teachings of the RDDC is ensured in large by the curriculum and the subjects it contains. Furthermore, the subjects have specific module plans in which the coupling to the naval practice must be explicitly explained, thus creating a focus on the aforementioned coupling. It is also evident that an alternative educational structure could be implemented advantageously for the engine cadets. In order to enhance the learning outcome, the engine cadets should be given more practical knowledge which is to be attained in the operational structure of the royal danish navy, before they commence on the diploma.