Maritime education factors and presenteeism: a comparative quantitative study

Presenteeism research has only recently extended from a construct capturing lost productivity due to attending work despite health issues to a construct representing students’ perceived academic performance. Aligning with presenteeism’s prevalent research paradigm, the pioneering studies used health-related issues to measure presenteeism. In contrast, this study used the Presenteeism and Perceived Academic Performance (PPAP) Scale, which the researcher developed for this study. The PPAP Scale comprises aspects of student behavior that support academic performance. This study filled gaps in the literature by investigating presenteeism as a concept associated with students’ perceived academic performance, measured with the PPAP Scale, and factors specific to maritime education. The factors investigated were self-identified by the study respondents, in sufficient numbers to support statistical analysis, as favorably (i.e., cruise and license/maritime instruction) or negatively (i.e., mandatory regimental activity, taps, morning or afternoon formations, and watch) impacting their academic performance. This study found no statistical evidence to suggest the level of presenteeism, measured with the PPAP Scale, among the study’s sample of license students is associated with factors perceived to favorably or negatively impact academic performance. Additional insight can be gained from license student participants’ responses to the study’s open-ended questions (e.g., a perceived imbalance between time available to allocate to their academics and time needed to fulfill regimental responsibilities).