Measuring Sensitivity to Conflicts of Interest: A Preliminary Test of Method

Lind, Rebecca Ann; Swenson-Lepper, Tammy

doi:10.1007/s11948-011-9319-6

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…Lind and Swenson-Lepper focused on measuring students' ability to recognize conflicts of interest (COIs) but did not extend to other examples of ethical dilemmas. Even so, their study found COI scores to vary greatly amongst participants [50].…”

Section: Ethical Sensitivity Assessment In Engineeringmentioning

confidence: 93%

Assessing Ethical Sensitivity Development in Undergraduate Engineering Students

Thoo

Strong

2022

PCEEA

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Canadian engineers are expected to uphold high ethical standards as part of their responsibility to the profession and society. This expectation is echoed in the Canadian Engineering Accreditation Board (CEAB) graduate attributes and in the Ritual of the Calling of an Engineer [1], [2]. Part of upholding high ethical standards as an engineer involves the essential skill of being able to detect and identify ethical issues. This refers to one’s Ethical Sensitivity (ES), which is often overlooked in Engineering Ethics Education (EEE) currently. EEE in North America primarily focuses on the action plans and justifications developed to address presented ethical dilemmas, not on how to identify ethical dilemmas. This then leads to the question, are students’ ES skills being developed over the course of their undergraduate career? While there is some existing research on ethical decision-making and the factors that influence it, there is markedly less research on ES, less on ES assessment, and even less on ES assessment in engineering students. Additionally, the majority of ES assessment tools currently used are either not designed to specifically assess ES, are not designed for engineering, and/or cue the participant in some way to the ethical dilemmas presented, which could misrepresent the participant’s actual ES abilities. This research will investigate current literature on ethical sensitivity and will also describe a research method to assess ES development in undergraduate engineering students. The focus of this paper will be on a pilot study currently in progress along with the next steps for this research. These results can provide insight to educators, ideally resulting in more effective teaching practices, and ultimately creating more ethically conscious engineering graduates.

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Section: Ethical Sensitivity Assessment In Engineeringmentioning

confidence: 93%

Assessing Ethical Sensitivity Development in Undergraduate Engineering Students

Thoo

Strong

2022

PCEEA

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“…Previous research on professional ethics was conducted either by qualitative content analysis of codes of ethics from professional bodies or by quantitative surveys to study individuals' ethical skills or sensitivity (e.g., Casali, 2011; Lind & Swenson‐Lepper, 2013; Shawver & Sennetti, 2009). Both approaches have their limitations.…”

Section: Empirical Backgroundmentioning

confidence: 99%

Ethical requirements in job advertisements: A deep learning approach

Liu

Sin³

et al. 2023

European Management Review

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This study examines ethical requirements in job advertisements as a proxy to understand how ethical qualities are required in the job market. We apply deep learning and natural language processing to analyze the ethical requirements in 196,272 job postings from 13,703 companies across a variety of industries and professions. This large sample allows us to generate a holistic review of ethical requirements in job postings by industry and profession. Specifically, our results show that less than half of the job postings in our sample include requirements for ethics, despite increased attention to ethical conduct. The IT industry had the fewest job postings with ethical requirements compared to other industries. Of the topics within ethical requirements coded in this study, obligations to professional standards occurred most frequently whereas information confidentiality and privacy are less prevalent. Our results have important implications for the ethical practices of businesses and academic ethical education.

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“…Additionally, in NHV we have striven to move beyond the abstract presentation of professional codes to discussing concrete stories and current events in order to increase ethical sensitivity (Jagger 2011;Lind & Swenson-Lepper 2013) and cultivate moral imagination and moral judgement (Pardales 2002). Holsapple, et al (2012) show that students perceive codes as merely rules and laws that lack complexity and real-world application.…”

Section: Curricular Development and Implementationmentioning

confidence: 99%

Integrating Ethics in Engineering Education through Multidisciplinary Synthesis, Collaboration, and Reflective Portfolios

Hitt¹,

Holles²,

Lefton³

2020

Advances

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This article discusses two multidisciplinary courses created at the Colorado School of Mines that were developed to integrate ethics into the first-year engineering curriculum: "Nature and HumanValues" (NHV) and "Innovation and Discovery in Engineering, Arts, and Sciences" (IDEAS). In both NHV and IDEAS, our objectives are to meaningfully integrate personal and professional ethics within a larger context of integrating humanities and social sciences with engineering curricula. We teach students how to apply ethical reasoning in support of engineering solutions through user empathy, problem definition, stakeholder engagement, communication of outcomes, and analysis of contexts and impacts. In the process, we emphasize personal morals, professional ethics, and environmental ethics via literary readings and case studies that have a strong central narrative of engineering and / or environmental impacts. Students practice close reading and analysis, communication in many rhetorical modes, and evaluation of and reflection about the wider contexts and effects of design solutions.These practices, as well as course assessments, enable a focus on synthesis across learning outcomes.Collaboration between faculty from many disciplinary areas as well as student teamwork and group projects also supports this synthesis, and reflective portfolios encourage students to explore their ideas at different learning stages and to review their own perceptions and decisions over time. Our overall theory of change is to simultaneously infuse engineering problem solving with values-sensitive analysis and design, requiring communication skills and ethical reasoning at every step.

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Measuring Sensitivity to Conflicts of Interest: A Preliminary Test of Method

Cited by 6 publications

References 34 publications

Assessing Ethical Sensitivity Development in Undergraduate Engineering Students

Assessing Ethical Sensitivity Development in Undergraduate Engineering Students

Ethical requirements in job advertisements: A deep learning approach

Integrating Ethics in Engineering Education through Multidisciplinary Synthesis, Collaboration, and Reflective Portfolios

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