Abstract
Professional ethics instruction in engineering is commonly conducted by examining case studies in light of the code of conduct of a suitable professional body. Although graphical presentations of spectacular failures, sobering stories of the repercussions and the solid framework provided by the tenets of a code of ethics may leave a lasting impression, students generally gain their professional identity from relatives and colleagues. Their professional ethics tend to be mostly an extension of their personal ethics. Instruction on ethics generally serves only to reinforce students' inclination to act ethically and provides encouragement to act on these beliefs. In this study a survey based on previous investigations was conducted (n = 1136) to examine the personal ethical perceptions of engineering students. The survey measured how engineering students perceive their own ethical beliefs and how they perceive the ethical beliefs and actions of their peers. As a learning exercise, students were then challenged by examining their personal ethical beliefs in light of the professional ethics requirements of the Institute of Engineers Australia (IEAust) code of conduct. After familiarisation with the Engineers Australia code of ethics, students were also invited to comment regarding their beliefs regarding adherence to this code.
Highlights
IntroductionFlanagan & Rorty, 1990; Kohlberg, 1984), there has been little investigation into the effect of professional engineering ethics education on students' moral growth (Self & Ellison, 1998; Sindelar, Shuman & Wolfe, 2003)
Buckeridge (2011) argues the importance of ethics training for engineers in light of the significance this is given in the Washington Accord and subsequently in the Institute of Engineers Australia (IEAust) code of conduct
In light of the limited data available to assess whether the perceived drop in ethical awareness is valid or fallacious, the present study aimed to present a snapshot capturing the current state of engineering students' personal ethical values and their beliefs about others, including practising professional engineers
Summary
Flanagan & Rorty, 1990; Kohlberg, 1984), there has been little investigation into the effect of professional engineering ethics education on students' moral growth (Self & Ellison, 1998; Sindelar, Shuman & Wolfe, 2003). Abaté (2011) argues that if we interpret “teaching engineering ethics” to mean instructing engineering students to be moral members of society, engineering ethics cannot and should not be taught These studies conclude an inability to teach ethics they do propose that ethical reasoning can. The traditional approach to teaching professional engineering ethics is to use a series of case studies (e.g. Hoke, 2012), typically detailing breaches of professional codes of conduct with subsequent dire consequences. Buckeridge (2011) describes the implementation of one such method of instruction employed at RMIT
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