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Engineering Ethics Begins in University Education
Introduction
The times we are living now features innovation and originality. Engineering is a
profession that links various inventions to common people. Needless to say, with its vital
role in the society this profession demands its practitioners to be technically, and even
scientifically, competent, as engineers are developing new products, producing them and/or
serving their clients with their expertise. However, technical expertise alone does not
make a good engineer, and the professional morality and responsibility of engineers, which
has long been neglected in university education, is also an indispensable component. Didier
(1999) approaches to the issue of engineering ethics from a historical perspective,
comparing the ethical professional engineering practices in the United States, Germany and
France, and mentions the absence of ethical education in engineering curricula. Johnston et
al (2000), on the other hand, touch upon “the social impact and international and global
nature of engineering practice and outline the necessary educational changes to meet the
social and ethical challenges of this profession. This paper briefly ticks off some
fundamental knowledge of engineering ethics, and tries to discuss some academic practices
in university engineering education that are conducive to or hindering the development of
engineering ethics.
Engineering Ethics
According to Davison and Kock (2004), “professional Ethics concerns one's conduct of
behavior and practice when carrying out professional work.” There are a great many
professional bodies throughout the world that put forward important institutionalized
“codes of conduct and codes of practice” for their members to follow. In many counties,
medical ethics, legal ethics and business ethics are repeatedly discussed by the public and
even regarded compulsory to the practitioners. Engineering ethics has also been becoming an
increasing concern over the past decades, during which the world witnessed some momentous
events like stratospheric ozone depletion, cloning technology, the Challenger disaster and
so on, which are closely related to the issue of engineering ethics. Professional bodies of
engineering like the US professional engineering associations, the German Association of
Engineers and the Institution of Engineers, Australia, are getting more active. Engineering
codes of ethics vary by different cultures and might still remain controversial.
Nevertheless some codes are believed to be universal. For the sake of their professional
integrity, honor and dignity, an engineer is expected to use their knowledge and skills to
enhance human welfare; be honest, loyal and impartial serving the public, their employers
and clients; improve their professional competence and prestige; and work under the
guidance of their professional societies. An example could be where an engineer, who knows
the performance and using precautions of certain products perfectly well, does his best to
overvalue the performance of some goods but hesitates to provide the precautions before
potential customers so as to get them into buying the products. What they bear in mind is
only their corporate interest and their personal benefits, as is against their professional
integrity and impartiality. Examples like this one that concerns knowledge sharing are
numerous. In a journal editorial, Elliot (2004) addresses the issue of knowledge and
information sharing and enumerates a great many cases in corporate setting that make “the
difference between a healthy company and a company that will have to lay off people or
closes its door altogether - which could end up being decidedly grave for individuals,
families and the community.”
Ethics in University Education
The challenges of engineering ethics in the professional work these days that engineering
ethics is becoming a new discipline that holds its place in university education. There is
growing expectation by specialists (Chubin et al 2005, Davison and Kock 2004) and the
public at large to enhance professional ethics education in universities by incorporate it
into improved academic curriculum. Symposia, workshops and seminars could be arranged to
promote professional engineering ethics. They believe professional morality and
responsibility should be introduced early to engineering majors. It is also a professional
must for engineering graduates to familiarize themselves with engineering code of ethics
prior to being practitioners. However, knowledge of right and wrong is at most half of the
battle. A good engineering professional also needs other qualities like self-discipline,
conscientiousness, integrity and professional dignity, which can hardly be acquired by
simple indoctrinization or sheer brainwashing. Johnston et al (2000) advocates practice-
focused ethics in engineering education for that the professional ethics being accepted
well, it could be made an indispensable part of their academic practice. In universities,
engineering majors, undergraduates or postgraduates, are doing experiments, conducting
researches, handling projects and writing papers to conclude their practical work. By
handling these practical tasks, they learn to establish their professionalism by applying
their knowledge to practice and developing some practical skills. Meanwhile they are also
learning to adopt their way of thinking, their mindset and their attitude as a real
professional. In other words, they are also establishing their professionalism by
developing those indispensable professional qualities like self-discipline,
conscientiousness, integrity and professional dignity in practices they are most likely to
continue after their graduation. With these qualities being part of their professional
habit and value, they are bound to be upheld and advanced by those engineering graduates in
their professional career. Among the above mentioned academic virtues, thereis one point
that is most often than not time and again repeated here and there, and could never be
overvalued. That is academic honesty. Academic honesty is relevant to professional code of
ethics in that it practices integrity which is valued by employers and a professional must
demonstrate while working. Academic honesty and integrity is important also in that
practicing academic dishonesty means overcoming academic dishonesty. Academic misconducts
such as plagiarism, collaboration and multiple-submission are rather common and induced by
many factors: lagging behind in coursework, working too many hours, meeting emotional and
healthy issues and so on. Thus, a university student is always tempted to misconduct
academically. Their success in adhering to their honesty and integrity by dealing with
pressure, balancing work and study, putting emotional matter reasonably will help them
adopt correct attitude and develop useful skills that are also needed in their future work.
Plagiarism, using other people’s words or ideas or research findings with proper citation,
is among the most common academic misconducts. Proper citation and referencing mean
acknowledging other people for their innovation and originality, which are particularly
valued in this knowledge-based era.
Conclusion
Universities are places where the students are trained to be real professionals like
engineers. The future engineers are expected to be made ethically qualified and
technically. Thus professional morality and responsibility should be introduced to
engineering students, and engineering code of ethics needs to be infused to these future
professionals. What is even more vital to establish professional ethics is for the
engineering students to develop their professional integrity, honesty, dignity, self-
discipline, conscientiousness and so on through appropriate academic practice. Whenever
doing research, writing paper or handling other academic tasks, they should stay off
academic misconducts like plagiarism. Adhering to academic honesty means overcoming some
temptations and adopting right attitude and useful skills that are essential to
establishing their professionalism. Therefore, it is justifiable to say that “the
development of ethic professional engineering practice begins with the development of
appropriate academic practice in university engineering education.”
Conclusion
References
Chubin, D.E. et al. (2005). Diversifying the Engineering Workforce. Journal of Engineering
Education Davison, R. and Kock, N. (2004). Professional Ethics [online]. : Association for
Information Systems Available from:
http://www.is.cityu.edu.hk/research/resources/isworld/ethics/index.htm [accessed 2 April
2006].
Didier, C. (1999). Engineering ethics in France: a historical perspective. Technology in
Society.
Ellit, M. (2002). Knowledge is Power. IIE Solutions
Johnston, S. et al. (2000). Practice-focused ethics in Australian engineering education.nal
of Engineering Education.
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