![]() Unfortunately, these studies largely suggest a form of motherhood statement dressed up as “findings,” such as a simulator provides students with vital critical incident management and stress coping skills (Øvergård et al. In the case of simulators, a training method may be developed to help operators to adopt technologies, particularly regarding safety issues. ![]() On the other hand, researchers hope to evaluate a given technology to see how operators can and will perform. Through the study of these issues as they pertain to organizations, researchers aim to determine ways to train humans to be reliable assets for an organization. Related to these two areas, studies in the maritime domain can be found in a variety subjects, such as organizational studies of marine operations (Weick 1987) and assessment of technology (Lützhöft et al. In particular, human factor specialists work in these two fields addressing issues concerning the relationship between humans and technology, such as simulators (Lützhöft et al. In terms of maritime education, the current simulator-based studies can be divided into two areas: marine engineering and nautical science. Thus, the goal of simulator-based studies is about utilizing applications of digital technologies to train operators through less time-consuming and less expensive methods (Schramm et al. ![]() An operator may not have a chance to stay in one position on a vessel, but instead could gain a high level of technical skills, professional knowledge of the bridge team, and knowledge of communication through simulators (Hanzu-Pazara et al. However, with the growth of simulator-based studies, an experiential gap between juniors and officers has been created (Hanzu-Pazara et al. Historically, becoming an operator implied working one’s way up the hierarchy as a junior member of a team at sea. This is partially due to changes in the work activities themselves: in recent decades, maritime operations have been transformed as ship equipment and technologies have undergone rapid changes (Lützhöft et al. Simulator-based maritime training serves as an illustrative and paradigmatic example of a domain in which the introduction of high-end technologies, together with new legislative demands, has created new possibilities and challenges for the maritime industry. The paper also reflects on the benefits and limitations of utilizing a multiple case study in the maritime domain. It helps clarifying who will gain the benefits from simulator use in the future, as well as when and on what basis. It advocates that the simulator is a medium between maritime academia and industry and aligns it with the same actor-network to facilitate the process of “meaning construction.” Such a meaning construction process offers simulator-based training with a valuable definition of the learning outcomes. Such an actor-network expands simulator use beyond purely training purposes. The paper argues that the simulator itself is an actor that can integrate shared interests with other actors to establish an actor-network. ![]() Through a qualitative inquiry, we utilized the actor-network theory to analyze the common understanding of simulator use in these organizations. This paper reports a multiple case study of a training center collaboration with three offshore companies and a coastline authority.
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