Repositioning ethics at the heart of engineering graduate attributes

Q1 Social Sciences
Alison Gwynne-Evans, M. Chetty, Sara Junaid
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引用次数: 5

Abstract

ABSTRACT The integration of ethics in engineering education has largely been focused at the curriculum design level. The authors posit that this integration be done at the accreditation level and investigate how ethics may be more extensively incorporated in the documentation of a particular engineering accreditation body’s qualification standards. The paper proceeds, by means of a narrative review, to justify an expanded conception of the teaching of ethics within engineering education. It builds a synthesis of contrasting conceptual approaches to the teaching of ethics within engineering and proposes a conceptual framework to guide both regulators and educators to identify and engage with different elements of the ethics across the curriculum within an engineering programme. The South African case study provides a context to engage with existing policy formulation around programme accreditation and to demonstrate the application of the proposed conceptual framework across the graduate attributes so to indicate how ethics might be more comprehensively integrated within a programme. This demonstrates that ethics needs to be repositioned at the centre of the preparation of engineers, rather than at the periphery. The expected consequence of this integration is the more extensive incorporation of ethics within and across accredited engineering programmes.
重新定位伦理学在工程毕业生素质的核心
工程教育中伦理学的整合在很大程度上集中在课程设计层面。作者认为这种整合应在认证层面完成,并调查如何将道德更广泛地纳入特定工程认证机构资格标准的文件中。本文通过叙述性的回顾来证明工程教育中伦理学教学的扩展概念是正确的。它建立了工程伦理教学的对比概念方法的综合,并提出了一个概念框架,以指导监管机构和教育工作者在工程项目的课程中识别和参与不同的伦理要素。南非案例研究提供了一个背景,以参与围绕课程认证的现有政策制定,并展示拟议的概念框架在研究生属性中的应用,从而表明如何将伦理更全面地纳入课程。这表明,道德需要重新定位在工程师培训的中心,而不是边缘。这种整合的预期结果是在经过认证的工程项目内部和整个项目中更广泛地纳入伦理学。
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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来源期刊
CiteScore
6.40
自引率
0.00%
发文量
8
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