WORKING OFFSHORE

1. WORKING OFFSHORE Rewards and Challenges Tim Wilson The New Zealand Maritime School MIT

2. New Zealand Maritime School • part of MIT since 1988 • NZ class based activity 180 EFTS and 35 International NEFTs in 2001 • 15 FTE Academic Staff • domestic consultancy and direct to industry training services NZ $ 0.5 million p.a. • no ITO work

3. Teaching NZ $ 1 million revenue in 2001 year end increase estimated at 25% in 2002 (on track 9 Sept) courses in FSM, Cooks, Samoa, Tonga, Vanuatu, Fiji, Marshall Is, PNG, Kiribati, Tuvalu, Australia, Tanzania, Philippines, Indonesia, Consultancy NZ $ 0.5 million p.a. excess demand throughout Pacific Community, Australia, Philippines, Indonesia, South Africa, Singapore, Thailand, Malaysia. Offshore Experience

4. Why? Mercenaries, Missionaries or Misfits? The TEI system has forced a mercenary approach: Bottom line truth is that the available funding is not adequate to allow quality delivery to enrolled NZ students at international standards without cross-subsidisation from entrepreneurial income.

5. Actual Benefits Experienced • increased budget for domestic activity • increased profile and credibility within NZ • increased bargaining power within Institute • variation and challenge for lecturing staff • increased technical knowledge for staff • professional development and consultancy • increased cultural awareness and improved teaching strategy in NZ classrooms. • increased NEFT enrolment in NZ classes and increased demand for overseas teaching and consultancy

6. Missionaries? • genuine empathy and appreciation for aspiration and challenges facing developing countries. • belief that we genuinely do make a difference. • our developing country strategy is now predicated only on institutional strengthening and projects with clearly defined long term benefits.

7. Misfits? Internationally, maritime departments tend to not fit easily into TEI’s. • staff retain industry rather than institutional loyalties. • staff tend to be pragmatic and intolerant of bureaucratic systems if perceived to add little value. • staff have all worked internationally but generally have given up industry careers to spend time at home and generally are not reliant on institutional income.

8. Challenges Accreditations • some external bodies will not allow overseas teaching because they can not easily audit • generally, we have found it easier to seek accreditation and approval in the overseas country than extend NZ accreditations • insist on internal quality control under our own QMS • almost no courses delivered by us in NZ are offered offshore without extensive modification

9. Flights • require careful planning and a good sense of humour. • of last 12 courses in Kiribati, lecturers have missed start of course 4 times and been delayed when returning 8 times; once for 18 days. • we start courses to meet flight schedules and work 7 days except where Sunday work is not possible (eg, the Pacific).

10. Course Material and Equipment • rarely cost effective or possible to copy in country of delivery • we only freight in where we have reliable local agent or contact in place and where delivery can be confirmed well before lecturer leaves. • custom’s clearance is often problematic. • beware of costs and limits of excess baggage: prior contact and sweet talking essential • lecturer always carries equipment and material for first week with them.

11. Lecturers • overseas work is generally inconsistent with lecturer employment agreements. • all of our agreements specify that teaching away from home base may be required. • mainly rely on goodwill but do pay annual bonus to all staff. • we pay actual and reasonable expenses rather than per diems.

12. Lecturers (support) • never question level or expense of communications home • maintain close contact and relationship with spouses and family • include spouses in team social activities and annual strategy weekend • have both a bail out and extraction policy • ensure generous medical cover and cover all vaccinations • closely monitor mental wellbeing and watch for signs of staff going ‘tropo’.

13. Above all: Lecturers must be able to cope with anything: • no notes on arrival • fix equipment and computers • no participants • participants being completely wrong for the course • no host support • no facilities or equipment • erratic or no power • having to modify courses and material on the spot or deliver a completely different course than that prepared or contracted for. • poor hotels and food.

14. Corruption and Politics • a cancer that underpins almost all delivery in Asia and developing countries. • department must have an agreed ethical standard that all staff honour. Real life situations are rarely black and white. • consider discretion given to people on ground and whether to report incidents. • tread very carefully in domestic politics: it is very unusual to have any real understanding. • staff need to have the diplomatic skills of a career diplomat.

15. Getting Paid • normally slow, particularly from donor agencies. • ensure a system for retaining and balancing all receipts for payments. • ensure staff receive travel advance and letter of expectations on every occasion. • use actual credit card rates for all reconcilitations. • watch the GST on any NZ component and ensure that you are aware of any tax exemptions that may be applicable of working for ADB or any of the UN agencies.

16. Getting Work • obtaining significant work is normally the result of a long term marketing strategy with little pay back in the early years. In our case, it took 4 years to develop any significant activity • work through PINZ and develop relationships with other project managers • register with SPC, ADP, UN agencies etc • get into alliances with partners who have more experience in the field • learn to play the politics of aid but rise above the cynacism

17. Would we still do it if we suddenly gained adequate funding? Without Hesitation!