Preparing a Workforce for the New Blue Economy

People, Products and Policies

1st Edition - May 27, 2021
Imprint: Elsevier
Editors: Liesl Hotaling, Richard W. Spinrad
Language: English
Paperback ISBN:
9 7 8 - 0 - 1 2 - 8 2 1 4 3 1 - 2
eBook ISBN:
9 7 8 - 0 - 1 2 - 8 2 1 4 3 2 - 9

Preparing a Workforce for the New Blue Economy: People, Products and Policies discusses the Blue Economy, how the industry will develop, and how to train the next generatio… Read more

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Preparing a Workforce for the New Blue Economy: People, Products and Policies discusses the Blue Economy, how the industry will develop, and how to train the next generation. The book considers the use of big data, key skillsets, training undergraduate and graduate students, the Transition Assistance Program (TAP) in the US, economic opportunities in African coastal countries, and governmental agencies, non-profits and NGO’s. Finally, a broad range of case studies are provided, covering oil spills, commercial fishing, data protection and harvesting, sustainability and weather forecasting, all presented to highlight the educational requirements of the workforce and potential economic opportunities.

Cover image
Title page
Table of Contents
Copyright
Contributors
Author biographies
Foreword
Acknowledgments
Section I. Exploration, observation, and prediction
Section I. Exploration, observation, and prediction
Chapter 1. Exploration and technology—key building blocks for the new blue economy
Sea power—sum of all national uses of ocean space
Exploration—discovery leads to scientific knowledge
Exploration of the world ocean—the evolution of oceanography
Ocean engineering—providing the tools to do work in the sea
Essential knowledge that’s needed for the new blue economy
Chapter 2. Technical advancements to improve ocean understanding
Overview
Technology—yesterday and today
Breakthroughs
Gaps
Recent global initiatives on ocean observations, ocean technology, and the blue economy
What would it take for a well-sensed ocean?
The blue economy and ocean observation
Chapter 3. Ocean observing requires a new blue economy workforce
Network of networks—the US integrated ocean observing system story
Ocean information applied to mission needs
Policy and program framework
Network of networks
From technology to program integration skill
Research and development and innovation
Integrating and partnering to meet stakeholder needs
Pipeline for talent expertise and leadership
Pipeline examples
The ocean enterprise as employer
Workforce needs and pipeline of tomorrow
Now and into the future with this successful recipe (technology, programs, and resources)
Chapter 4. Ocean modeling
Introduction
Operational oceanography
Earth system modeling (ESM)
Perspective
Chapter 5. Propelling the new blue economy with safer marine transportation and infrastructure
Introduction
Help over the horizon—national marine weather service providers
Blue data—observations
Transformation—sustaining a new blue economy
Conclusion
Section II. Defining the new blue economy
Section II. Defining the new blue economy
Chapter 6. The new blue economy
Evolution of the blue economy to date (how has the economic exploitation of the sea changed over time?)
What characterizes the new blue economy?
What enables the new blue economy?
What does the new blue economy look like now and what is its potential?
What is needed to make the new blue economy a reality?
Conclusion
Chapter 7. Market analysis
Introduction
The markets for new blue economy products and services
Quantifying new blue economy business activity
OP/ED: The importance of the new blue economy to a sustainable blue economy: an opinion
Abstract
Introduction
Definition of terms
Measuring the economy of the oceans
Sustainability and the high risk of loss
Encouraging sustainable practice
Conclusion
Section III. Programs that deliver
Section III. Programs that deliver
Fisheries
Chapter 8. A new blue economy: connecting ocean information with the needs of the recreational and commercial fishing industry
Introduction
Case study #1: Atlantic butterfish stock assessment
Case study #2: Atlantic sturgeon
Summary
Interview: Recreational fishing
How relevant/important is the “data revolution” (i.e., “big data,” “cloud computing,” etc.) to the business of commercial operational oceanography?
What are the biggest challenges (technological, policy, logistical, etc.) to the business of commercial operational oceanography?
Do we have the right sensors?
Will nongovernmental sources of data become more important? Do we have the right policies and systems in place to acquire those private data?
Are there examples of best practices from other sectors that we might emulate?
From your experience in the industry, what were the most valuable educational experiences (e.g., courses, hands-on experiences) for your workforce?
Are there other fields we could consider when hiring?
Interview: Ocean observing and the new blue economy impacts on business—aquaculture
Have recent technological advancements improved or impacted the aquaculture industry?
Does the increasing acidification of ocean water or any other water quality issues impact your industry?
If someone walked into your office and said I can offer you the following X predictive product to improve your business, what would you want that product to predict?
Looking at your industry from the workforce development angle, is there a need for a certification process for the aquaculture industry?
As a business person, what polices would you like to see change to ensure sustainable development of fisheries and/or aquaculture?
In your opinion, is there another culture of community that you cite as an example of where you feel aquaculture is embraced by the local culture?
Perry Raso biography
Energy
Chapter 9. Marine energy and the new blue economy
An ocean full of energy
Marine energy
The benefits of marine energy
Knowledge required to realize these opportunities
Conclusion
Chapter 10. Using science to safely tap energy and minerals from the sea: role of the US Bureau of Ocean Energy Management
Mission of the Bureau of Ocean Energy Management
Interview: Ocean data use in the oil and gas industry
Energy
Chapter 11. Influences and impact of the energy industry on the new blue economy and its workforce development
The movement of the energy industry offshore
A demanding environment for scientists
Influences of contractual clauses on the performance of projects
Driving innovation in the workforce
Sharing data with the scientific community
The need for training
Developing workforce opportunities
Health
Chapter 12. Oceans and Human Health and the New Blue Economy
Introduction
Ecological forecasting
Vibrio bacteria
Harmful algal blooms
Plastics
Seafood aquaculture
Coastal wellness tourism
OHH and communities
Need for a human health observing system
Conclusions
Interview: Human health and cholera
Recent technological advancements have improved our understanding of the ocean and our ability to measure it. How does this impact your research on oceans and human health?
As an eminent scientist, what policies would you like to see change, or need to occur, to ensure responsible development and use of water resources and to engineer a better future? Is it at the policy level or is it more at the personal use level?
What changes are needed in education and training to prepare the workforce of tomorrow?
All of the issues that you’ve raised are massive, significant, and critical. If there were one or two things that you could do, that you have the power or the authority and responsibility to change immediately, what would be those first things that you would change?
What do you see as the role of government agencies in preparing the workforce of tomorrow for the new blue economy?
How important is professional certification (e.g., certified marine technologist) for the workforce of the future in your field?
We’ve touched on technology, policy, and workforce development. The one thing we didn’t touch on is resources
In retrospect, is there anything that you would have done differently in designing that program now that you have a chance to look back at it?
You’ve mentioned that everybody needs to be working together. With improvements to technologies for monitoring and prediction capabilities, how can that assist Non-Governmental Agencies (NGOs)? Specifically how is that working to further your work on cholera and disseminating that information to NGOs?
Author biography
OP/ED: Harmful algal blooms (HABs)
Author biography
Chapter 13. Biological information for the new blue economy and the emerging role of eDNA
Introduction
Environmental DNA: new mode of monitoring marine life
Summary
National security
Chapter 14. National security and the new blue economy
Environment
Chapter 15. The new blue economy in the American Arctic: challenge and opportunity in the 21st century
Arctic change and challenge
NOAA in Alaska
The new blue economy in the American Arctic
The power of partnerships
Arctic opportunity and optimism in the 21st century
Interview: Marine litter
What are the biggest challenges (technological, policy, logistical, etc.) in marine litter today?
What are some examples of applications of technologies to current problems in addressing marine litter today and what we could do to entice the future workforce to be interested in solving these problems with the technology of today and tomorrow?
What are some examples of training/education that are the most effective for the future workforce in reducing marine litter?
How relevant/important is the “data revolution” (i.e., “big data,” “cloud computing,” etc.) to the marine litter community?
What levels of education/training are most needed in the workforce of the future (high school, community college, college, advanced degrees, etc.)?
How important is professional certification (e.g., certified marine technologist) for the workforce of the future in your field?
Author biography
Interview: Entrepreneur utilizing ocean data and drones for ocean surveys
Recent technological advancements have improved our understanding of the ocean, and our ability to measure and observe it—how does this impact your business model?
What are the major technological limitations to your business?
What are some examples of applications of technologies to current problems and what we could do to entice the future workforce to be interested in solving these problems with the technology of today and tomorrow?
In growing your business, what skill sets will the workforce need?
Oscar Garcia biography
Chapter 16. Tsunami hazard and the new blue economy
Introduction
Evolution of tsunami warning technology: successes and challenges
Successes
Challenges
Future needs and possible solutions
Chapter 17. Rising sea level
Historic ranges of sea level
Primary factors for SLR, plus short-duration flooding
Realistic scenarios for SLR: decades and centuries
SLR economic impacts, risks, and opportunities for new blue economy
Interview: Surfing
How relevant/important is the “data revolution” (i.e., “big data,” “cloud computing,” etc.) to Surfline?
What are the biggest challenges (technological, policy, logistical, etc.) to your business?
What are some examples of applications of technologies to current problems of the industry today and what we could do to entice the future workforce to be interested in solving these problems with the technology of today and tomorrow?
What are some examples of training/education that are the most effective for the future workforce for your business?
What levels of education/training are most needed in the workforce of the future (high school, community college, college, advanced degrees, etc.)?
Ben Freeston biography
Chapter 18. The importance of seafloor mapping to the new blue economy: a private sector perspective
You can’t manage what you don’t know
Continual technology advancement
A changing workforce
Putting it all together: a global call to action
Section IV. Mechanisms for growth
Section IV. Mechanisms for growth
Chapter 19. Australia’s Blue Economy Cooperative Research Centre
Introduction
The Blue Economy CRC
Conclusions
Case study: The new blue economy: People, products, and policies
Abstract
The role of a BlueTech cluster in workforce development and economic development
TMA focused on education and workforce development
Conclusion
Author biographies
Case study: Marine Industries Science and Technology (MIST) Cluster
Introduction
Background
Connections
Training
Workforce development
Partnerships
Regional support
Summary
Author biographies
Case study: Centre for Ocean Ventures and Entrepreneurship (COVE)
Introduction
Author biographies
Interview: Industry trends
As data, data literacy, and the ability to use various technologies are becoming increasingly important across several sectors in the ocean industry, are there any trends in what employers are looking for when hiring?
What skill sets will the workforce of the future need?
What directions are companies pivoting to in order to capitalize on new applications of data?
That is a good example. Looking at what's happened over the last 10 years, where IBM bought out the Weather Channel, Monsanto bought out the Climate Corporation, more of a mergers and acquisitions than a pivot, but it is a pivot in the sense that folks were not thinking of IBM investing in the weather industry until they started doing that. Are you seeing any other examples of that magnitude or dimension?
What levels of education/training are most needed in the workforce of the future (high school, community college, college, advanced degrees, etc.)?
How important is professional certification (e.g., certified marine technologist) for the workforce of the future in your field?
What sectors are doing the best job of positioning their workforce for the challenges of the future?
How would you speculate on the fundamental differences in the workforce working the blue economy in the year 2050 compared to the workforce that we've got right now?
Any other thoughts you would like to share?
Justin Manley biography
OP/ED: Enhancing ocean observing through collaborations
Growth of the ocean observing industry
Collaboration to support the transition
Summary
Section V. Building the workforce
Section V. Building the workforce
Chapter 20. Preparing the workforce for the new blue economy
Introduction
Big picture changes needed in education for the 21st century
Case study example
Summary
Chapter 21. Workforce development and leadership training for the new blue economy
Introduction
Workforce needs of the traditional and new blue economy
Aligning STEM education curriculum to support the new blue economy
Graduate workforce training in marine science: the Blue MBA
Related graduate programs in climate science and management
Industry, government, and stakeholder partnerships
Summary
Case study: RUCOOL Operational Oceanography Masters—workforce development case study
Author biography
OP/ED: Overcoming roadblocks and charting a course forward to the new blue economy: an African American woman's perspective on being the first
Programmatic approaches to bringing diversity and equity to the scientific whelm of the new blue economy
Conclusion
Deidre's biography
Chapter 22. Filling the pipeline: Northwestern Michigan College building a new generation marine technologist for tomorrow's workforce—the blue technician
Introduction
Project management/planning
Building the agile workforce for today and tomorrow
Professional networks are key
Meeting the needs but not the numbers
Building and sustaining the technical workforce of tomorrow
OP/ED: Big ocean data
Author biography
OP/ED: How to prepare the workforce for the new blue economy?
Author biography
Interview: Early career ocean professionals
What are the biggest challenges faced by Early Career Ocean Professionals (ECOPs)?
How different are the challenges faced by ECOPs around the world?
How should we change the training/education of professionals in ocean science?
What levels of education/training are most needed in the workforce of the future (high school, community college, college, advanced degrees, etc.)?
How important is professional certification (e.g., certified marine technologist) for the workforce of the future in your field?
How might activities associated with the UN Decade of Ocean Science for Sustainable Development affect the development of the new blue economy?
Focusing on the workforce associated with the blue economy, what do you think will be fundamentally different in this workforce in the year 2050 from what it looks like right now?
Alfredo biography
Interview: Traditional ecological knowledge
Please share your background
How do you use local traditional knowledge to inform people about baselines and changes in our ocean environments?
What would you like to see in terms of how traditional knowledge influences the way we are conducting technology development?
What's the percentage of your students familiar with any of this information or the language?
Can you say a little bit more about the application of traditional knowledge to inform the state laws?
Are there success stories from other indigenous groups in working with federal law makers?
Are you suggesting that the fact that you are a traditional knowledge expert carried less credence than the fact that you are a credentialed marine scientist?
So how would someone know that you are the one to go to with respect to issues related to traditional knowledge? How do you establish that credential?
How would you suggest we bridge that local knowledge?
Can you share a story about the impact that your training and education of the students has had on a particular student how has it influenced either their career choice or how they approached their career?
Can you share a story about the impact of your training in traditional knowledge on your life?
In a sort of summary what message have you not conveyed that you'd want to convey?
Author biography
Chapter 23. Building an inclusive and equitable new blue economy
The role of exploitation and racism in the old blue economy
Changes needed to build a diverse, equitable, and inclusive intellectual workforce for the new blue economy
The NBE must value diversity, inclusion, and equity
The NBE must embrace alternative and more egalitarian modes of organization
Ethics and ecological knowledge must inform preparation of workers and managers in the NBE
Educating to understand the ocean as a commons
Conclusion
OP/ED: The new blue workforce: A case for diversity, equality, and inclusion by design
Author biography
Interview: Veteran workforce opportunities
Please share a brief summary of your military experience
Please share your postmilitary career path
What were your expectations for employment when leaving military service?
What assistance or suggestions for postservice employment did you receive?
What—if anything—is unique to the military METOC community regarding postservice employment?
Would you change anything in your experience to make the transition out of the military smoother or more efficient?
In retrospect, what was the most valuable aspect of your military career, in terms of preparing you for postservice employment?
Do you feel there is enough guidance or awareness provided to transition enlisted veterans into careers utilizing technology skills assimilated during service?
Do you feel there is enough support and guidance provided to enlisted veterans interested in pursuing a degree?
Do you think a microcredentialing system (crosswalk included) would be an attractive option?
What's the downside of hiring military?
How do we change the mindset so that an employer says I want to look for somebody who came out of the Navy and actually had operational experience working and has the chops to be able to get into the business world?
Interview: Professional certifications
How can certifications help to build the workforce needed for the NBE?
How could certification stacking and microcredentials serve as a substitute for a degree (or can't—define your position)?
Is there a value to certification for the academic workforce? If so, what is that value?
Is certification a regionally or nationally specific activity, or can it be done globally?
How important is continuing education to the certification process?
How will we know if/when certification has succeeded?
Author biography
OP/ED: Role of certifications in education programs
Author biography
Section VI. Policies that facilitate
Section VI. Policies that facilitate
Chapter 24. Domestic opportunities to advance blue economy priorities
Federal policy and our oceans
Bipartisanship at work: the Senate Oceans Caucus
Guiding principles for successful ocean policy
Conclusion
Chapter 25. Government action and the new blue economy
Introduction
Common global challenges
The United States
Current ocean science policy
Federal agency actions
International: examples from other nations
Conclusion
Chapter 26. UN decade perspective
Chapter 27. A sustainable new blue economy
Introduction
Prioritizing the ocean and acting against its biggest threats
A next-generation strategy for ocean conservation
Ocean status, value, and risk
Past as prologue: the risk and cost of inaction
Crossing disciplines with the next generation in mind
Other strategies
The new blue economy: an investment in our future
OP/ED: Risk tolerance
Risk
Author biography
Section VII
Closing thoughts
Index

Liesl Hotaling

Liesl Hotaling, President of Eidos Education, has spent the past 20 years creating hands-on science and technology educational projects for students and educators. She specializes in real time data education projects and hands-on science, technology, engineering and mathematics (STEM) educational projects supporting environmental observing networks. She holds a B.A. in Marine Science from Fairleigh Dickinson University, a M.A.T. in Science Teaching from Monmouth University, and a M.S. in Maritime Systems from Stevens Institute of Technology.

Affiliations and expertise

Eidos Education; University of South Florida, USA

Richard W. Spinrad

Dr. Richard Spinrad, Under Secretary of Commerce and Administrator of the National Oceanic and Atmospheric Administration (NOAA), Professor Emeritus of Oceanography at Oregon State University (OSU), past member of the Ocean Studies Board of the National Academies, and a past President of the Marine Technology Society. In 2016 he retired as Chief Scientist of the NOAA, as appointed by President Barack Obama. Dr. Spinrad was the Vice President for Research at OSU, and previously was the head of NOAA’s Research Office and the National Ocean Service. He co-led the White House Committee developing the nation’s first set of ocean research priorities. Dr. Spinrad was a Senior Executive with the U.S. Navy, where he was awarded the Distinguished Civilian Service Award (highest civilian award in the Navy). He held faculty appointments at three universities, served as Executive Director at the Consortium for Oceanographic Research and Education, and was President of Sea Tech, Inc. He also created the National Ocean Sciences Bowl. Dr. Spinrad was the U.S. permanent representative to the United Nations’ Intergovernmental Oceanographic Commission. Spinrad received Presidential Rank Awards from Presidents Bush and Obama, is past president of The Oceanography Society, and is a Fellow of 3 professional societies. Dr. Spinrad holds degrees from The Johns Hopkins University and OSU.

Affiliations and expertise

Professor of Oceanography, Oregon State University (OSU), USA

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