The purpose of this article is to propose an ethical framework for software engineers that connects software developers’ ethical responsibilities directly to their professional standards. The implementation of such an ethical framework can overcome the traditional dichotomy between professional skills and ethical skills, which plagues the engineering professions, by proposing an approach to the fundamental tasks of the practitioner, i.e., software development, in which the professional standards are intrinsically connected to the ethical responsibilities. In so doing, (...) the ethical framework improves the practitioner’s professionalism and ethics. We call this approach Ethical-Driven Software Development, as an approach to software development. EDSD manifests the advantages of an ethical framework as an alternative to the all too familiar approach in professional ethics that advocates “stand-alone codes of ethics”. We believe that one outcome of this synergy between professional and ethical skills is simply better engineers. Moreover, since there are often different software solutions, which the engineer can provide to an issue at stake, the ethical framework provides a guiding principle, within the process of software development, that helps the engineer evaluate the advantages and disadvantages of different software solutions. It does not and cannot affect the end-product in and of-itself. However, it can and should, make the software engineer more conscious and aware of the ethical ramifications of certain engineering decisions within the process. (shrink)

This paper provides a sketch of my general way of understanding professions and then applies that sketch to a specific question, how to distinguish between two very similar professions, chemistry and engineering. I argue that the professional ethics of chemists do differ from the professional ethics of engineers and that the differences are important. The argument requires definition of both 'ethics' and 'profession' - as well delving into the details of chemistry and engineering.

This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring (...) and can be replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context. (shrink)

Engineering, as a profession and business, is at the sharp end of the ethical practice. Far from being a bolt on extra to the ‘real work’ of the engineer it is at the heart of how he or she relates to the many different stakeholders in the engineering project. Engineering, Business and Professional Ethics highlights the ethical dimension of engineering and shows how values and responsibility relate to everyday practice. Looking at the underlying value systems that inform practical (...) thinking the book offers a framework for ethical decision-making. Covering global corporate responsibility to the increasing concern for the environment within the engineering business, the book offers ways in which value conflict can be handled. Integrating practice, value and diversity the book helps to prepare the engineer for the ethical challenges of the 21st century. This book is essential reading for all students on courses accredited by the Engineering Council e.g. Civil, Chemical, Mechanical and Environmental Engineering who need to be aware of ethics. Also of interest to practicing engineers and professionals such as Sustainability Managers and Community Workers involved in engineering projects. The authors have worked together in the area of engineering, professional and business ethics for many years and are all members of the National Centre for Applied Ethics at the University of Leeds. •Integrates ethical considerations into everyday decision-making •Shows how to review and overcome professional ethical problems •Practical case studies and examples throughout. (shrink)

Engineers make an enormous contribution to promoting the wellbeing of individuals and the communities in which they live, but engineering may also give rise to adverse consequences. Engineering therefore requires ethical awareness, and professional engineers often use ethical codes to guide their actions. The content of the Royal Academy of Engineering’s authoritative Statement of Ethical Principles is discussed and compared to the paradigmatic Rule of St Benedict. This leads to suggestions for the development of an enriched code (...) for engineering that considers not only what actions are desirable but also how and why they should be carried out. Issues arising in the formulation of an enriched code acceptable also to those of no explicit faith or of other faiths are considered. It is suggested that the development of enriched professional codes is a general and strategically important challenge for theological ethics. (shrink)

The ethical choices faced by engineers today are increasingly complex. Competing and conflicting ethical demands from clients, communities, employees, and personal objectives combine to suggest that engineers employ ethical approaches that are adaptive yet grounded in three concrete professional circumstances: first, that engineers apply unique professional skills in the service of a client, subject to protecting the public interest; second, that engineers advance the state of knowledge of their professional field through reflection, research, (...) and sharing experience in journals and conferences, and third, that they develop new professionals by active mentoring. This paper examines five features of American pragmatism and suggests that its emphasis on specific, context-based ethical decision making can assist engineers in a postmodern setting. In particular, it considers the venues of interpersonal ethical choices, institutional ethical conflicts, and social choices that have ethical components. Pragmatism suggests that in such a complex ethical climate, there is a need for the co-evolution of judgment and action, for individual reflective judgment in particular situations, and for ceasing to search for a single, immutable principle for ethical choice. (shrink)

In the last several years, philosophical enthusiasm for applied professional ethics has spread from medicine to law, education, government, engineering, business, and to other professional and semiprofessional fields. Each involves an institutional structure within which professional practitioners provide specific services to those who seek them, and within which practitioner behavior in providing these services is regulated by both formal and informal institutional codes and conventions. Recent work in applied ethics has forced reinspection of these codes (...) and conventions and of the moral features of the professional practices they govern—from client confidentiality to the exchange of fees—and has revealed characteristic dilemmas and conflicts which are endemic to these areas of professional activity. Indeed, in some cases—for instance, in the de-paternalization of medicine—the inquiries of applied professional ethicists have begun to produce quite striking changes in professional practice itself. (shrink)

Professional Ethics is a textbook designed for budding engineers to understand important ethical concepts that will enable them to effectively resolve the moral issues they will face in real professional situations. It also provides an understanding of the interface between social, technological and natural environments.

As commonly understood, professional ethics consists of shared duties and episodic dilemmas--the responsibilities incumbent on all members of specific professions joined together with the dilemmas that arise when these responsibilities conflict. Martin challenges this "consensus paradigm" as he rethinks professional ethics to include personal commitments and ideals, of which many are not mandatory. Using specific examples from a wide range of professions, including medicine, law, high school teaching, journalism, engineering, and ministry, he explores how personal commitments (...) motivate, guide, and give meaning to work. (shrink)

The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati (UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning with the Class of 2006, students in UC’s Centennial Co-op Class will be following a new co-op curriculum centered around a set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating in the Professional Practice Program, which will (...) cover issues of organizational culture, technology, professional ethics, and the integration of theory and practice. During their third co-op work term, students will complete a learning module on Professional Ethics. To complete the learning module students must familiarize themselves with the code of ethics for their profession, create a hypothetical scenario portraying an ethical dilemma that involves issues covered by the code, resolve the dilemma, and explain why their resolution is the best course of action based upon the code of ethics. A three-party assessment process including students, employers and faculty complete the module. (shrink)

Numerous articles in the popular press together with an examination of websites associated with the medical, legal, engineering, financial, and other professions leave no doubt that the role of professions has been impacted by the Internet. While offering the promise of the democratization of expertise – expertise made available to the public at convenient times and locations and at an affordable cost – the Internet is also driving a reexamination of the concept of professional identity and related claims of (...) expertise and standards of integrity. This paper begins with a presentation of case studies illustrating the ease by which impostors infiltrate the ranks of professionals. Reports of individuals masquerading as professionals via the Internet often reveal that these imposters cause harm to the unwary victims who rely on assertions of professional expertise. Such reports motivated the authors to examine the origins and evolution of the traditional roles of professions and professionals in today’s society, as well as question how, or whether, the standards for professional practice have been adapted to the challenges posed by technology, i.e., do statements of professional ethics provide a ‘guiding light’ for practitioners and their clients in the cyber age? The authors challenge the professions to consider the notion that technology forces a confrontation between the guild-like aspects of a profession that have served, on the one hand, to protect a profession from encroachment and, on the other hand, have purportedly protected the public. (shrink)

This paper articulates an Aristotelian theory of professional virtue and provides an application of that theory to the subject of engineering ethics. The leading idea is that Aristotle’s analysis of the definitive function of human beings, and of the virtues humans require to fulfill that function, can serve as a model for an analysis of the definitive function or social role of a profession and thus of the virtues professionals must exhibit to fulfill that role. Special attention is (...) given to a virtue of professional self-awareness, an analogue to Aristotle’s phronesis or practical wisdom. In the course of laying out my account I argue that the virtuous professional is the successful professional, just as the virtuous life is the happy life for Aristotle. I close by suggesting that a virtue ethics approach toward professional ethics can enrich the pedagogy of professional ethics courses and help foster a sense of pride and responsibility in young professionals. (shrink)

The purpose of this article is to outline a systematic answer to the question of collective autonomy, its conceptual nature and lmimits, and apply it by way of example to the case of the engineering profession.In the first section, it is argued that a professional activity involves systematic knowledge and proficiency, a form of continuous improvement of the related bodies of knowledge and proficiency, as well as two levels of understanding: a local one, which is the ability to justify (...) and explain professional acts, and a global one, which involves a conception of the whole profession and its ethical principles.The second section is devoted to a conceptual analysis of professional ethics. It is argued that it consists of a general conception of professionality, a particular conception of the profession under consideration, and a conception of the normative requirements made by the societal envelope of the professional activity, in particular basic norms of democracy.The third section draws conclusions with respect to the nature and limits of professional autonomy. It is shown that such autonomy is much more restricted than its apparent extent. Examples from engineering and other professions are provided. (shrink)

This paper investigates four questions related to ethical issues associated with the involvement of engineers and scientists in 'military work', including the influence of ethical values and beliefs, the role of gendered perspectives and moves beyond the purely technical. It fits strongly into a human (and planet)-centred systems perspective and extends my previous AI and Society papers on othering and narrative ethics, and ethics and social responsibility. It has two main contributions. The first involves an analysis of (...) the literature through the application of different ethical theories and the application of gendered analysis to discussion of masculinities in engineering and the military. The second is a survey of scientists and engineers to investigate their opinions and experiences. The conclusions draw together the results of these two contributions to provide preliminary responses to the four questions and include a series of recommendations covering education and training, ethical approval of work not involving human participants or animals, the need for organisational support, approaches covering wider perspectives and the encouragement of individual ethical commitment. (shrink)

My problem is how should we approach the concrete moral problems that arise in medicine, law, management or engineering in a pluralistic society — in what follows I shall concentrate upon medicine, but my concern is basically with the whole spectrum presented by the term “professional ethics”. My thesis is that we shall not be in a position to discuss the moral problems of professionals until we get clear about “where ethics comes from” as one concerned scholar (...) put it1 — something that modern philosophy is generally confused about — and something that the very notion of ‘applied’ ethics confuses. My suggestion is that we have much to learn from the example of the Hastings Center , with respect to handling problems of professional ethics. My assumptions are, first, that philosophers — as Alasdair Maclntyre has long insisted — for the most part confuse the ethical issues they would illuminate by endeavoring to supply theoretical solutions to practical problems, and, second, that this confusion is rooted in an erroneous notion of how concepts function, namely, in the idea that concepts have meaning prior to their application. (shrink)

Focusing on five increasingly interrelated spheres of professional activity-politics, law, engineering, medicine, and science-the contributors to Professional Ethics and Social Responsibility cast new light on familiar ethical quandaries and direct attention to new areas of concern, particularly the institutional setting of contemporary professional activity.

This paper argues that research for engineering ethics should routinely involve philosophers, social scientists, and engineers, and should focus for now on certain basic questions such as: Who is an engineer? What is engineering? What do engineers do? How do they make decisions? And how much control do they actually have over what they do?

Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching (...) engineering ethics” to mean training engineers to be moral individuals (as some advocates seem to have proposed). However, I also conclude that there is a justification to teaching engineering ethics, insofar as we are able to clearly identify the most desirable and efficacious pedagogical approach to the subject area, which I propose to be a case study-based format that utilizes the principle of human cognitive pattern recognition. (shrink)

Recent results from two different studies show evidence of strong emotional engagement in moral dilemmas that require personal involvement or ethical problems that involve significant inter-personal issues. This empirical evidence for a connection between emotional engagement and moral or ethical choices is interesting because it is related to a fundamental survival mechanism rooted in human evolution. The results lead one to question when and how emotional engagement might occur in a professional ethical situation. However, the studies employed static dilemmas (...) or problems that offered only two choices whose outcome was certain or nearly so, whereas actual problems in professional ethics are dynamic and typically involve considerable uncertainty. The circumstances of three example cases suggest that increasing personal involvement and uncertainty could have been perceived as changes, threats, or opportunities and could therefore have elicited an emotional response as a way to ensure the reputation, integrity or success of oneself or a group to which one belongs. Such emotional engagement is only suggested and more studies and experiments are required to better characterize the role of emotional engagement in professional ethics. (shrink)

Three frames of reference for engineering ethics are discussed—individual, professional and social—which can be further broken down into “microethics” concerned with individuals and the internal relations of the engineering profession and “macroethics” referring to the collective social responsibility of the engineering profession and to societal decisions about technology. Few attempts have been made at integrating microethical and macroethical approaches to engineering ethics. The approach suggested here is to focus on the role of professional engineering societies in (...) linking individual and professional ethics and in linking professional and social ethics. A research program is outlined using ethics support as an example of the former, and the issuance of position statements on product liability as an example of the latter. (shrink)

In March 2019, the World Health Organization (WHO) declared that humanity was entering a global pandemic phase. This unforeseen situation caught everyone unprepared and had a major impact on several professional categories that found themselves facing important ethical dilemmas. The article revolves around the category of biomedical and clinical engineers, which were among those most involved in dealing with and finding solutions to the pandemic. In hindsight, the major issues brought to the attention of biomedical engineers have (...) raised important ethical implications, such as the allocation of resources, the responsibilities of science and the inadequacy and non-universality of the norms and regulations on biomedical devices and personal protective equipment. These issues, analyzed one year after the first wave of the pandemic, come together in the appeal for responsibility for thought, action and, sometimes, even silence. This highlights the importance of interdisciplinarity and the definitive collapse of the Cartesian fragmentation of knowledge, calling for the creation of more fora, where this kind of discussions can be promoted. (shrink)

Engineering programs in the United States have been experimenting with diverse pedagogical approaches to educate future professional engineers. However, a crucial dimension of ethics education that focuses on the values, personal commitments, and meaning of engineers has been missing in many of these pedagogical approaches. We argue that a value-based approach to professional ethics education is critically needed in engineering education, because such an approach is indispensable for cultivating self-reflective and socially engaged engineers. (...) This paper starts by briefly comparing two prevalent approaches to ethics education in science and engineering: professional and philosophical. While we acknowledge that both approaches help meet certain ethics education objectives, we also argue that neither of these is sufficient to personally engage students in authentic moral learning. We make the case that it is important to connect ethics education to the heart, which is extensively driven by values, and present a value-based approach to professional ethics education. We provide some classroom practices that cultivate a safe, diverse, and engaging learning environment. Finally, we discuss the implications of a value-based approach to professional ethics education for curriculum design and pedagogical practice, including opportunities and challenges for engineering faculty eager to incorporate value-based inquiry into their classrooms. (shrink)

This textbook presents an overview of the critically important ethical and legal issues that arise in the computing field and provides a professional perspective from software engineering. The author gained exposure to these aspects of computing while working as a software engineer at Motorola in Ireland, where he coordinated the patent programme and worked with several software suppliers. Topics and features: Presents a broad overview of ethics and the law Includes key learning topics, summaries, and review questions in (...) each chapter, together with a useful glossary Discusses the professional responsibility of computer professionals Explores ethics in various civilisations and religious traditions Discusses ethical software engineering and ethical outsourcing Considers what is fair and ethical in data science Describes ethical challenges that arise in social media and the AI field Reviews intellectual property including patents, copyright and trademarks This practical and easy-to-follow textbook/reference is ideal for computer science students seeking to understand legal and ethical aspects of computing. The text also serves as a concise self-study primer for software engineers and software managers. (shrink)

The Software Engineering Code of Ethics and Professional Practice, intended as a standard for teaching and practicing software engineering, documents the ethical and professional obligations of software engineers. The code should instruct practitioners about the standards society expects them to meet, about what their peers strive for, and about what to expect of one another. In addition, the code should also inform the public about the responsibilities that are important to the profession. Adopted in 2000 by (...) the IEEE Computer Society and the ACM--two leading international computing societies--the code of ethics is intended as a guide for members of the evolving software engineering profession. The code was developed by a multinational task force with additional input from other professionals from industry, government posts, military installations, and educational professions. (shrink)

When (if ever) may a professional deceive a client for the client's own good? Under what conditions (if any) is whistle-blowing morally required? These are just some of the questions that scholars as diverse as Michael D. Bayles, Thomas Nagel, Sissela Bok, Jessica Mitford, and Peter A. French confront in this stimulating anthology. Organized around philosophical issues such as the moral foundations of professional ethics, models of the professional-client relationship, deception, informed consent, privacy and confidentiality, (...) class='Hi'>professional dissent, and professional virtue, the volume illuminates the complex ethical issues that arise in journalism, law, health care, counselling, education, engineering, business, politics, and social science research. A variety of pedagogical aids--including clear introductions to and study questions for each set of readings, concrete cases designed to focus discussion, and an appendix on preparing cases and position papers--makes the text invaluable for both students and teachers of professional ethics. (shrink)

Without question “business ethics” is one of the hot topics of the day. Over the past months we have seen business after business charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate management, and has had severe economic consequences. From many quarters business educators have heard the call to put more emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since the (...) practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions. In the summer of 2002, Auburn University’s Engineering Professional Development program made the decision to produce—based on the author’s Executive MBA course in Business Ethics—a distance-delivered continuing education program for professional engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes its production, distribution, application, and evaluation. (shrink)

Engineering ethics is usually focused on engineers’ ethics, engineers acting as individuals. Certainly, these professionals play a central role in the matter, but engineers are not a singularity inside engineering ; they exist and operate as a part of a complex network of mutual relationships between many other people, organizations and groups. When engineering ethics and engineers’ ethics are taken as one and the same thing the paradigm of the ethical engineer which (...) prevails is that of the heroic engineer, a certain model of the ideal engineer: someone both quite individualistic and strong enough to deal with all the moral challenges that could arise. We argue that this is not the best approach, at least today in our interrelated world. We have achieved a high degree of independence from nature by means of technology. In exchange for this autonomy we have become increasingly tied up with very complex systems to which we constantly delegate new tasks and powers. Concerns about safety keep growing everywhere due to the fact that now we have a sensitive awareness of the huge amount of power we are both consuming and deploying, thus, new forms of dialogue and consensus have to be incorporated at different levels, in different forums and at different times. Within these democratic channels of participation not just the needs and interests, but also the responsibilities and mutual commitments of all parties should be taken into account. (shrink)

In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering design course that focuses on the design process and technical writing. Engineering students early in their student careers generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students are exposed to “grey” or multiple possible solution technical (...) problems. To identify and solve these problems, the engineering design process is used. Ethical problems are also “grey” problems and present similar challenges to students. Students need a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues, relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader, global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue. (shrink)

Archaeologists employed in governmental positions often deal with issues that produce conflicts between their professional duties to their employer, their ethical responsibilities to the resource, and their obligations as established by legislation. The paper examines some of the conflicts imposed on governmental archaeologists by each of these systems but focuses on the conflicts imposed by federal legislation and regulations on governmental archaeologists, using “Kennewick Man” as an example.

What does it mean to be an ethical professional? A professional career can be so demanding that it permeates every aspect of a person's life and personality. In light of this fact, it is especially important for students who are planning to enter a chosen profession to understand its moral status, moral virtues, and possible moral pitfalls, so that they will be equipped to deal with the inevitable moral quandaries that they will encounter as professionals. The most up-to-date (...) professional ethics reader available, Ethics Across the Professions analyzes the complex ethical issues that arise in such fields as engineering, finance, healthcare, journalism, and law. Featuring a wide array of both classic and contemporary sources, it ranges from works by Aristotle and Kant to selections by Michael Bayles, Sissela Bok, Paul Ekman, and Thomas Nagel. Organized topically, the anthology covers what it means to be a professional, outlines several ethical models, and addresses key issues including deception in professional life, privacy, loyalty, social welfare, conflicts of interest, and self-regulation. The book includes detailed chapter introductions, several practical case studies at the end of each chapter, and provocative discussion questions on issues like "whistle-blowing," the Iraq War, educating illegal immigrant children, and advertisements for pharmaceutical companies. Edited by three renowned ethicists, Ethics Across the Professions is especially suited for introductory professional ethics courses taught in philosophy departments as well as in nursing schools, business schools, and other professional programs. (shrink)

The most up-to-date reader with cases in professional ethics available.What does it mean to be an ethical professional? A professional career can be so demanding that it permeates every aspect of a person's life and personality. In light of this fact, it is especially important for students who are planning to enter a chosen profession to understand its moral status,moral virtues, and possible moral pitfalls, so that they will be equipped to deal with the inevitable moral (...) quandaries that they will encounter as professionals.The most up-to-date professional ethics reader available, Ethics Across the Professions analyzes the complex ethical issues that arise in such fields as engineering, finance, healthcare, journalism, and law. Featuring a wide array of both classic and contemporary sources, it ranges from works byAristotle and Kant to selections by Michael Bayles, Sissela Bok, Paul Ekman, and Thomas Nagel. Organized topically, the anthology covers what it means to be a professional, outlines several ethical models, and addresses key issues including deception in professional life, privacy, loyalty, socialwelfare, conflicts of interest, and self-regulation. The book includes detailed chapter introductions, several practical case studies at the end of each chapter, and provocative discussion questions on issues like "whistle-blowing," the Iraq War, educating illegal immigrant children, andadvertisements for pharmaceutical companies. Edited by three renowned ethicists, Ethics Across the Professions is especially suited for introductory professional ethics courses taught in philosophy departments as well as in nursing schools, business schools, and other professional programs. (shrink)

How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short (...) cases that posed moral problems. For each case, the role of the engineer was successively changed and the student was asked how each change altered his or her decisions about the case. Students who had completed the ethics course considered more options before making a decision, and they responded consistently despite changes in the cases. For both cases, even when they were not directly involved, they were more likely to feel responsible and take corrective action. Students who were less successful in the ethics course gave answers similar to students who had not taken the course. This latter group of students seemed to have weaker feelings of responsibility: they would say that a problem was “not my business.” It appears that instruction in ethics can increase awareness of responsibility, knowledge about how to handle a difficult situation, and confidence in taking action. (shrink)

Most professional societies, scientific associations, and the like that undertake to write a code of ethics do so using other codes as models but without much (practical) guidance about how to do the work. The existing literature on codes is much more concerned with content than procedure. This paper adds to guidance already in the literature what I learned from participating in the writing of an important code of ethics. The guidance is given in the form of (...) “rules” each of which is explained and (insofar as possible) justified. The emphasis is on procedure. (shrink)

Global Engineering Ethics introduces the fundamentals of ethics in a context specific to engineering without privileging any one national or cultural conception of ethics. Numerous case studies from around the world help the reader to see clearly the relevance of design, safety, and professionalism to engineers. Engineering increasingly takes place in global contexts, with industrial and research teams operating across national and cultural borders. This adds a layer of complexity to already challenging ethical issues. This book (...) is essential reading for anyone wanting to understand or communicate the ethics of engineering, including students, academics, and researchers, and is indispensable for those involved in international and cross-cultural environments. (shrink)

Engineering ethics is a required aspect of accredited ABET programs, but there is widespread variation in how ethics is taught, to what ends, and how those ends are assessed. This variation makes it challenging to identify practices for teaching ethics to engineers aligned with extant practices in the field. In this study, we revise a recent coding framework by reviewing exemplary engineering ethics programs recognized by the National Academy of Engineering in 2016, or what we (...) refer to as “exemplars.” We pursue two primary objectives: (1) To apply and revise a prior coding framework to codify ethics learning objectives, instructional strategies, and assessment strategies in engineering education; and (2) To use the revised coding framework to identify trends in learning objectives, instructional strategies, and assessment strategies of NAE exemplars. We employ systemic review procedures to update the coding framework using 24 of 25 exemplars as a data source. The updated framework includes four primary categories associated with learning objectives, instructional strategies, assessment data collection strategies, and assessment design characteristics. Results indicate that ethical sensitivity or awareness was present in every exemplar as a learning objective, often alongside ethical reasoning-based learning objectives and the formation of professional skills. Exemplars employed numerous instructional strategies in tandem, as we coded eight out of 18 instructional strategies among at least half of the exemplars. Assignments/homework and summative reflections were the most oft-used sources of assessment data. Due to our challenges in coding assessment approaches, we offer practical suggestions for assessing engineering ethics instruction which are based on many of our coding discussions. We hope that this coding framework, the results classifying exemplary features of the NAE programs, and our practical suggestions can guide future instructors as they design, classify, assess, and report their approaches to engineering ethics education. (shrink)

In spite of the acknowledged importance of professional ethics, technical students often show little enthusiasm for studying the subject. This paper considers how such engagement might be improved. Four guiding principles for promoting engagement are identified: aligning teaching content with student interests; taking a pragmatic rather than a philosophical approach to issue resolution; addressing the full complexity of real-world case studies; and covering content in a way that students find entertaining. The use of these principles is then discussed (...) with respect to the specific experience of developing and presenting a master’s module in Ethical and Legal Issues in Cyber Security at Queens University Belfast. One significant aspect of the resulting design is that it encourages students to see ethical issues in systemic terms rather than from an individual perspective, with issues emerging from a conflict between different groups with different vested interests. Case studies are used to examine how personal and business priorities create conflicts that can lead to negative press, fines and punitive legal action. The module explores the reasons why organisations may be unaware of the risks associated with their actions and how an inappropriate response to an ethical issue can significantly aggravate a situation. The module has been delivered in three successive years since 2014 and been well received on each occasion. The paper describes the design of the module and the experience of delivering it, concluding with a discussion of the effectiveness of the approach. (shrink)

Engineering begins with a design problem: how to make occupants of vehicles safer, settle on an inter-face for an x-ray machine, or create more legible road signs. In choosing any particular solution, engineers must make value choices. By focusing on the solving of these problems, Ethics Within Engineering: An Introduction shows how ethics is at the intellectual core of engineering. Built around a number of engaging case studies, it presents real examples of engineering problems that everyone, engineer (...) or not, will recognize, ranging from such simple artifacts as toasters and the layout of burners and knobs on a stove top to the software responsible for the Colombia airliner crash. (shrink)

Many college and university courses are complemented by collaborative or cooperative activities such as role playing, team projects, or problem solving in small groups. This paper summarizes the importance of multidisciplinary collaboration in professional ethics, describes two courses (Engineering Ethics and Professional Ethics) that involved a fieldwork component where students were required to interview a group of professional who deal with an ethical problem, and articulates the pedagogical value of complementing a course using a (...) fieldwork assignment. By integrating a fieldwork assignment into philosophy courses, students are not only better able to connect classroom learning to concrete ethical problems associated with a given profession but also, since fieldwork is conducted in groups, acquire a deeper understanding of collective moral responsibility. (shrink)

Professional ethics refer to the rights and obligations of practitioners within any profession or sector. Engineering ethics can be discussed based on the nature of the engineer profession and its implications for professional morality. This paper takes the virtue ethics lens to discuss engineering ethics and argues that, since human and social good derives from professional virtues, protecting the public interest is a professional virtue of engineers. Further, since the protection of (...) the public interest redounds to human and social good, then engineers are bound by the nature of their professional role to achieve these two interconnected aims, namely, protecting the public interest and promoting human good. The importance of virtues is eminent in the way an engineer improves her professional conduct and this has an impact on the social environment and on human good in general. Given an engineer’s concern with the broad public needs of people, the engineer’s function counts as a morally good role, and therefore can be described as one that can lead to human flourishing. (shrink)

Professional ethics refer to the rights and obligations of practitioners within any profession or sector. Engineering ethics can be discussed based on the nature of the engineer profession and its implications for professional morality. This paper takes the virtue ethics lens to discuss engineering ethics and argues that, since human and social good derives from professional virtues, protecting the public interest is a professional virtue of engineers. Further, since the protection of (...) the public interest redounds to human and social good, then engineers are bound by the nature of their professional role to achieve these two interconnected aims, namely, protecting the public interest and promoting human good. The importance of virtues is eminent in the way an engineer improves her professional conduct and this has an impact on the social environment and on human good in general. Given an engineer’s concern with the broad public needs of people, the engineer’s function counts as a morally good role, and therefore can be described as one that can lead to human flourishing. (shrink)

Michael Davis, a leading figure in the study of professional ethics, offers here both a compelling exploration of engineering ethics and a philosophical analysis of engineering as a profession. After putting engineering in historical perspective, Davis turns to the Challenger space shuttle disaster to consider the complex relationship between engineering ideals and contemporary engineering practice. Here, Davis examines how social organization and technical requirements define how engineers should (and presumably do) think. Later chapters test his analysis (...) of engineering judgement and autonomy empirically, engaging a range of social science research including a study of how engineers and managers work together in ten different companies. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been (...) successfully implemented. The paper concludes that difficulties in professional ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

Ethical decision-making is central to the practice of construction engineering and management. This is no more evident than in the twenty-first century, when the construction industry must function in very diverse organizational contexts. Whilst construction companies pursue projects in international markets, many investors are buying or forming joint ventures with domestic companies. New and varied professional attitudes have recently arrived in western markets such as the United States and Australia because construction companies are increasingly employing managers from developing nations (...) to undertake commercial and infrastructure engineering projects. In many developing countries the construction industry is vulnerable to unethical behavior or corruption – vulnerability in part because of differences in culture and managerial systems across countries; and this diversity is manifest in the different perspectives of professional ethics and professional practice. Importantly, professionals in construction engineering must be aware of these differences; however current ethics education for engineering professionals generally lacks global components. In this chapter, emphasis is placed upon professional registration, including mandatory awareness of professional ethics, as an imperative for the welfare of world citizens; discussion on the nature of the construction industry and globalized trends emphasizes why ethics and professional education must be integrated within civil and construction engineering and management curricula. Only then we can anticipate an appropriate educational foundation for professional registration of the international engineer. (shrink)

Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have (...) somewhat established instructional methods to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students’ ability to build a professional identity and be prepared for the engineering profession and practice. (shrink)

Suppose an accountant discovers evidence of shady practices while ex amining the books of a client. What should he or she do? Accountants have a professional obligation to respect the confidentiality of their cli ents' accounts. But, as an ordinary citizen, our accountant may feel that the authorities ought to be informed. Suppose a physician discov ers that a patient, a bus driver, has a weak heart. If the patient contin ues bus driving even after being informed of the (...) heart condition, should the physician inform the driver's company? Respect for patient confidentiality would say, no. But what if the driver should suffer a heart attack while on duty, causing an accident in which people are killed or seriously injured? Would the doctor bear some responsibility for these consequences? Special obligations, such as those of confidentiality, apply to any one in business or the professions. These obligations articulate, at least in part, what it is for someone to be, say, an accountant or a physician. Since these obligations are special, they raise a real possibility of con flict with the moral principles we usually accept outside of these spe cial relationships in business and the professions. These conflicts may become more accentuated for a professional who is also a corporate employee-a corporate attorney, an engineer working for a construction company, a nurse working as an employee of a hospital. (shrink)

This article presents the ethical issues of the professional practice of engineers.

The unusual essays gathered here explore the proposition that as a society we are becoming amoral, our professions no longer have a moral dimension. Wide-ranging, it looks at, for example, the ethics of forestry and planetary engineering.