A critical realist approach to engineering ethics

Conlon, Eddie

doi:10.1109/istas.2015.7439443

Cited by 6 publications

(4 citation statements)

References 26 publications

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“…By introducing these topics, we want to go beyond the individualistic approach (work place ethics or "micro-ethics") and give due attention to the meso (company, CSR) and macro-level (laws, political system), including topics such as social justice, equity, empowerment of people and environmental sustainability. From our teaching experience, we agree with other authors (Conlon, 2010;Didier & Derouet, 2013) that including CSR in the syllabus is a good and necessary strategy.…”

Section: "Ethical and Social Issues" And "Legal And Professional Issusupporting

confidence: 89%

“…In relation to the teaching methodologies, there is a general agreement on the effectiveness of the use of active learning practices linked to appropriate theoretical and empirical input (Bowden & Smythe, 2008;Conlon, 2010;Davis, 2006;Rathje et al, 2008;Zandvoort et al, 2013). Our course takes two hours of class per week.…”

Section: "Ethical and Social Issues" And "Legal And Professional Issumentioning

confidence: 99%

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Introducing ethical, social and environmental issues in ICT engineering degrees

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et al. 2015

J. Technol. Sci. Educ.

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This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica de Madrid. The experience before the Bologna Process was concentrated on developing elective courses related mainly on the field of the International Development Cooperation. The integration of those topics within the current ICT engineering curricula, adapted to the European Higher Education Area framework, has significantly improved. It reaches all of our students, as the programs include compulsory courses which focus on ethical and social issues, and these topics have to be considered when carrying out the Final Year Project. A holistic and comprehensive approach is being implemented, with a broad view of professional responsibility and sustainability. Appropriate contents, teaching methodologies and assessment methods have been aligned in order to make our students' training more effective. The result is an example of both bottom-up and top-down approach. It has been positively influenced by the European Higher Education Area framework and some external recommendations. However, the significant contribution regarding motivation, drive and previous experience of the teachers involved has been essential.

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Section: "Ethical and Social Issues" And "Legal And Professional Issusupporting

confidence: 89%

Section: "Ethical and Social Issues" And "Legal And Professional Issumentioning

confidence: 99%

Introducing ethical, social and environmental issues in ICT engineering degrees

Rubio

Aller

Anguera

et al. 2015

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…By introducing these topics, we want to go beyond the individualistic approach (work place ethics or "micro-ethics") and give due attention to the meso (company, CSR) and macro-level (laws, political system), including topics such as social justice, equity, empowerment of people and environmental sustainability. From our teaching experience, we agree with other authors - [11] [14]-that including CSR in the syllabus is a good and necessary strategy.…”

Section: The Subject "Ethical and Social Issues"supporting

confidence: 89%

Implementation of competences of social and environmental responsibility in IT engineering degrees

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Aller

Anguera

2015

Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality

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In the present globalized world, the impacts of engineering are growing in importance, society is becoming more aware of them, and more and more universities are including ethical and social issues into their engineering degree programs. This article describes the experience of developing competences of ethical, social and environmental responsibility in undergraduate IT engineering degrees at the Technical University of Madrid. The implementation of these competences has evolved in recent years and currently they are developed in two specific subjects in the first and third year, and that work is completed in the Final Year Project. This model allows us to reach all the students at different times along their studies and with a acceptable level of depth. It is an integral experience, where appropriate contents, teaching methodologies and assessment methods have been adapted to deal with social issues in our academic context. As lessons learned, we highlight the effectiveness this model for developing the aforementioned competences and the important role of external references (from professional, governmental and academic institutions) to intégrate ethical, social and environmental aspects into engineering degrees.

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“…The article aims to analyse the education of engineering ethics in terms of the challenges and dissatisfaction reported in the literature and link these with debates about the paradigms guiding engineering education and the purpose of reform programmes. The literature review draws inspiration from the Critical Realist focus on different levels of the engineering education system, which locates individual agents in the socio-cultural and institutional contexts in which they operate (Conlon, 2015). The failure to integrate these different levels into programs for change has been identified as a gap in engineering education research, with different research communities having focused separately on different levels (Froyd et al, 2008;Seymour, 2002).…”

Section: Introductionmentioning

confidence: 99%

A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics

2021

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This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics.

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A critical realist approach to engineering ethics

Cited by 6 publications

References 26 publications

Introducing ethical, social and environmental issues in ICT engineering degrees

Introducing ethical, social and environmental issues in ICT engineering degrees

Implementation of competences of social and environmental responsibility in IT engineering degrees

A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics

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