
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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Request a sales quotePreparing 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.
- Coordinates efforts from different disciplines and sectors, and shares effective teaching practices and approaches
- Includes comprehensive case studies that highlight the educational requirements of the workforce and potential economic opportunities
- Presents a framework for unifying several workforce sectors that are dependent upon the ocean
Ocean scientists and Environmental Scientists generally. Policymakers, NGO’s, investors/business people, academics/researchers, marine industry
- 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
- Edition: 1
- Published: May 27, 2021
- Imprint: Elsevier
- No. of pages: 634
- Language: English
- Paperback ISBN: 9780128214312
- eBook ISBN: 9780128214329
LH
Liesl Hotaling
RS