Work in Progress: Pedagogy of Engineering Ethics: A Bibliometric and Curricular Analysis

Osama Nasir, Saamia Muntaha, R. T. Javed, Junaid Qadir
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引用次数: 4

Abstract

The products built by engineers are enabling better economies, infrastructures, sustainable living, and longer life spans. There is a rising concern about the ethical considerations taken while designing these disruptive products. To ensure ethical products, the pedagogy and curricula of engineering ethics need to be sound. In this study, we try to understand what is being taught when teaching engineering ethics. To do so, we perform a curricular analysis of 123 engineering/ tech ethics courses from around the globe by analyzing their syllabi to shed light on the topics that are covered in curricula and how they relate to current world problems. We also perform a bibliometric analysis and look at 350 research articles on engineering ethics, published in the past 20 years in four top research venues. This enabled us to observe the evolution of the research trends in the engineering ethics research community. We in the end focus on the demographic distribution and global inclusion into the engineering ethics debate. Through this combined bibliometric and curricular analysis, we explore the state of engineering ethics and present insights that will be useful for engineering educators, researchers, and practitioners alike.
工程伦理教育学:文献计量学与课程分析
工程师们制造的产品正在实现更好的经济、基础设施、可持续的生活和更长的寿命。人们越来越关注在设计这些颠覆性产品时所考虑的道德因素。为确保产品符合伦理道德,工程伦理学的教学方法和课程必须健全。在本研究中,我们试图了解在教授工程伦理学时所教授的内容。为此,我们对来自全球的123门工程/技术伦理课程进行了课程分析,通过分析其教学大纲来阐明课程中涵盖的主题以及它们与当前世界问题的关系。我们还进行了文献计量分析,并查看了过去20年在四个顶级研究场所发表的350篇有关工程伦理的研究文章。这使我们能够观察到工程伦理研究界的研究趋势的演变。最后,我们将关注工程伦理辩论的人口分布和全球包容性。通过结合文献计量学和课程分析,我们探索了工程伦理的现状,并提出了对工程教育者、研究人员和实践者都有用的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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