Teaching Ethics For Construction Management Majored Students: Standalone Or Micro-Insert? - Globalization and Sustainability Considerations

Abstract

had worked in the industry for 15 years prior to coming back to academia. He has broad research interests including infrastructure construction engineering and management, ethics education in engineering and construction, risk management in construction, environmental and energy aspects in constructed facilities, nontraditional materials utilization in construction, concrete and asphalt technology. He has managed numerous international construction projects in different countries, and conducted many research projects funded by federal, state/provincial governments and industries. He is an international training expert hired by the World Bank Group, Washington DC, and a visiting professor at several universities. He is the sole author of the new book, entitled "The Utilization of Slag in Civil Infrastructure Construction", published by Elsevier in 2016.

How do ethics and diversity, equity, and inclusion relate in engineering? A systematic review

“…First, authors discussed imaginative modes of engagement where students sought to understand stakeholder perspectives. Many authors discussed near or local users, including indigenous groups (Hadisantono et al, 2020), but many discussed global users and the need for students to consider the perspectives or impacts on stakeholders across the globe (Berg & Lee, 2016; Bielefeldt et al, 2018; Clancy & Manuel, 2019; Fu et al, 2018; Huff & Martin, 1995; Hughes et al, 2020; Wang & Buckeridge, 2016). Authors noted that global considerations may inhibit actual interactions with stakeholders whom engineering products impact, but encouraged connecting ethics and DEI by fostering empathy for stakeholders across the globe (Naphan‐Kingery et al, 2019) or applying extant frameworks that are globally oriented (e.g., Sustainable Development Goals, see Tharakan, 2020).…”

“…Naphan‐Kingery et al (2019) theorized a direct link between a student's empathy for others' social suffering, that student's altruistic motivations, and their commitment to an equity ethic. Many authors encouraged students to consider users across the globe (Berg & Lee, 2016; Bielefeldt et al, 2018; Clancy & Manuel, 2019; Fu et al, 2018; Huff & Martin, 1995; Hughes et al, 2020; Wang & Buckeridge, 2016). Building from these works, we argue that promoting empathy for users is one way to encourage students to consider others who may be dissimilar or far‐away (Hess et al, 2016).…”

Learning Ethical, Environmental and Professional Responsibility at Universitat Politècnica de València. Where Are We?

“…The inclusion of these CCLOs within the curricula are mandatory for achieving a positive accreditation from these quality agencies. This fact, together with the growing importance and demand of society, has led to the study of the best way to incorporate these aspects into different fields of study related to business [7,8] computer science [9,10], and engineering [11,12].…”

Learning Ethical, Environmental and Professional Responsibil-Ity at Universitat Politècnica de València. Where Are We?

“…an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts) as essential elements that students must achieve at the end of their studies in order to obtain their quality seal. This, together with the growing importance and demand of society, has led to the study of the best way to incorporate these aspects into different fields of study related to business [7], [8], computer science [9], [10], and engineering [11], [12].…”