Transport users make mode choices based on a variety of factors. These factors are economic or service driven, based on individual roles, habits, and interests, as well as age, life cycle stage, and gender. Analysis reflects different mobility patterns for males and females relating to care activities. Literature suggests that experiences of harassment have a significant effect on user choices. This study examines how South African data compares with international studies. Mode use and trip purposes, distances, and times differ depending on gender and are affected by the experience of harassment, which affects females more than males. Analyzing trip making in South Africa revealed that travel modes, distances, and times are not significantly different across gender. South African females make fewer trips than males, but significantly more care trips. Different modes of public transport score differently regarding potential experience of harassment, with trains performing the worst. The reason mode choice is not significantly different between females and males is assumed to be because of financial reasons. Investigating harassment perception in Cape Town reveals that females experience harassment more often and this influences their choices regarding care trips. These findings have significant implications for transport policy in South Africa and suggest that more nuanced policies are required.
Ethics in engineering has long been an important element in engineering programmes, however these subjects are often taught at a basic learning level with little attempt to connect to demonstrative learning outcomes. In recent years there has been a step change in the importance of ethics as an integral part of engineering programmes and is reflected in the text of accreditation documents. In this paper we expand our analysis from an earlier study, which focused on four European countries, to understand the role of ethics on a more global scale. We conducted a multi-country analysis on how and where ethics features in accreditation documents in twelve countries across five continents (Belgium, Canada, Colombia, France/Switzerland, Ireland, Japan, Romania, South Africa, Sweden, UK and USA). We identified explicit or implicit references to ethics education, extracted verbs relating to learning outcomes, and compared definitions of key terms. A comparison to Bloom’s taxonomy showed considerably higher frequency of verbs linked to ethics teaching associated to lower levels of cognitive learning. Definitions of terms relating to the process of accreditation were often lacking in documents, highlighting a need for setting terms of reference. This study highlights differences in how ethics is described in accreditation documents. However, more needs to be done to explicitly highlight ethics as an integral part of engineering education. Relying on implicit links to ethics leaves the role of ethics open to interpretation, resulting in uneven emphasis in the translation of ethics within programme designs.
The integration of ethics in engineering education has largely been focused at the curriculum design level. The authors posit that this integration be done at the accreditation level and investigate how ethics may be more extensively incorporated in the documentation of a particular engineering accreditation body's qualification standards. The paper proceeds, by means of a narrative review, to justify an expanded conception of the teaching of ethics within engineering education. It builds a synthesis of contrasting conceptual approaches to the teaching of ethics within engineering and proposes a conceptual framework to guide both regulators and educators to identify and engage with different elements of the ethics across the curriculum within an engineering programme. The South African case study provides a context to engage with existing policy formulation around programme accreditation and to demonstrate the application of the proposed conceptual framework across the graduate attributes so to indicate how ethics might be more comprehensively integrated within a programme. This demonstrates that ethics needs to be repositioned at the centre of the preparation of engineers, rather than at the periphery. The expected consequence of this integration is the more extensive incorporation of ethics within and across accredited engineering programmes.
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