Literature Draft
Introduction
February 12, 2009, Colgan Air Flight 3407 crashes in Buffalo, New York. The national Transportation and Safety Board investigates and publishes the final report blaming inappropriate pilot responses to the stall warnings. This, resulted in todays 1500 minimum flight time requirement, but is it necessary? The question of whether to go through the ATP or Embry Riddle program has been confusing for many learners for various reasons. Some would wish to attend to Embry Riddle which would cut down the flight time requirement from 1500 hours to 1000 hours while others see no difference since all programs are approved by FAA. This situation should be simplified in order for the learners to understand which program to attend and exactly why so that one can choose to attend a degree course before pilot training or not. The study hypothesis is to prove that; going to college to achieve a bachelor’s degree and then register for pilot training makes one a better pilot.
Literature Review
The literature concerning this field holds the suggestion that college classes format lecture traditionally has not always been effective for students currently (Brady et al., 2001). Despite the fact that there is a challenge of deciding on ATP or Embry Riddle, after historical disappointment in other disciplines the flights brought in public excitement and achievement (McCormick, Newberry & Jumper, 2004). There have been a number of substantial findings indicating that changing the FAA policy might have the solution to this question of flight time and the quality of the learning program (Johnson, Anderson & Harl, 2009). While determining whether to go ATP way or Embry Riddle way, organizational capacity is very important in achieving the overall mission (Wetmore, Jackman & Savard, 2010). The time difference between the flight needed for one to become a commercial pilot for students it is a factor in this case (Barata & Neves, 2011). Some time back the government of the United States of America published a report which indicated that there was a contemporary problem with getting fully qualified pilot individuals (Marshall et al., 2016). Amongst the factors contributing to the shortage of pilot are; the lifestyle of the pilots, pilots pay while the main one according to this research it is pegged on the criteria of Embry Riddle and ATP where the current graduates are facing a challenge of determining the best route to follow (Papa, 2018). Interestingly, it has been noticed by various quarters that the new pilot’s shortage might be due to the criteria change.
Research Question
It means a lot to achieve a bachelor’s degree, but one would want to understand whether it is a prerequisite in order to become a pilot. Whether it is ATP or Embry Riddle program to follow, the research seeks to understand the achievement and importance of having a bachelor’s degree as a pilot. The great work done by previous researchers have come up with various findings and the common argument has been on getting pilots who are well qualified (Lutte & Lovelace, 2016). The research seeks to study; what is the advantage of having a bachelor’s degree as a pilot?
Theoretical framework
While there has been a problem with the way aviation lecture is delivered traditionally, various researches have sought the justification for it coming up with different findings (Lewis & Smith, 2003). The main concern in this research is to demystify the best way to go considering ATP or Embry Riddle program and achieving a bachelor’s degree first as a pilot. Becoming a pilot without a bachelor’s degree and achieving the bachelor’s degree first are considered as important variables for the study as they are routed from Embry Riddle and ATP lecture programs. The common thing from all the variables in the project is grounded on the issue of becoming a well qualified commercial pilot but the problem is on which program to be followed.
Hypotheses
Research Hypothesis: In the end, does attending ERAU and taking a 4-year bachelor’s degree have any better benefit compared to attending ATP?
Statistical Hypotheses: Attending ERAU compared to ATP doesn’t make a better pilot
References
Barata, J., & Neves, F. (2011, January). The history of aviation education and training. In 49th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition (p. 407).
Brady, T., Stolzer, A., Muller, B., & Schaum, D. (2001). A comparison of the learning styles of aviation and non-aviation college students. Journal of Aviation/Aerospace Education & Research, 11(1), p.1.
Van Dam, A. (2018, Jun 04). industry faces a pilot shortage; airlines raid flight schools, creating a dearth of instructors to train next wave. Los Angeles Times, https://search-proquest-com.ezproxy.libproxy.db.erau.edu/docview/2049455866/1045e303ef2d4540pq/1?accountid=27203
Johnson, J. A., Anderson, S. L., & Harl, T. L. (2009). Implications of Current Federal Aviation Regulatory Policies Governing Low Time Commercial Pilots who Transition to Single Pilot/IFR Environments. Journal of Aviation/Aerospace Education & Research, 18(2), 5.
Lewis, J.E. & Smith, D.E. (2003). Desirable faculty qualifications as assessed by students in the aeronautical science program at Embry-Riddle Aeronautical University. Journal of Aviation/Aerospace Education & Research, 13(1), 9-14.
Lutte, R. & Lovelace, K. (2016). Airline pilot supply in the US: Factors influencing the collegiate pilot pipeline. Journal of Aviation Technology and Engineering, 6(1), 53–63.
Marshall, D. M., Barnhart, R. K., Hottman, S. B., Shappee, E., & Most, M. T. (2016). Introduction to unmanned aircraft systems. Crc Press.
McCormick, B. W., Newberry, C. F., & Jumper, E. (Eds.). (2004). Aerospace engineering education during the first century of flight. Aiaa.
Papa, U. (2018). Introduction to Unmanned Aircraft Systems (UAS). In Embedded Platforms for UAS Landing Path and Obstacle Detection (pp. 1-11). Springer, Cham.
Wetmore, M. J., Jackman, B., & Savard, J. F. (2010). Organizational Capacity and Progress Plateaus in the Flight Training Environment. Journal of Aviation/Aerospace Education & Research, 19(2), pp.9-34.