学会优先考虑公共利益:课堂、工作场所和专业协会的培训是否塑造了工程师对其公益责任的理解?

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Erin A. Cech, Cynthia J. Finelli
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引用次数: 0

摘要

工程师的职业义务是保护受其设计和维护的技术影响的公众的安全和福祉。在一个日益复杂的社会技术世界中,工程教育者和专业机构有责任对工程师进行这些责任方面的培训。本文提出的问题是,工程师在哪里接受公共福利责任方面的培训,这种培训的效果如何?我们认为,在公共福利责任方面接受过培训的工程师,尤其是在工程教育领域接受过培训的工程师,会更加理解他们有责任认识和应对公共福利问题。我们使用描述性和回归技术分析了具有代表性的美国执业工程师样本的独特调查数据。与预期一致的是,在工程课程中接受过公益责任培训的工程师比其他工程师更有可能理解他们保护公众健康和安全以及集体解决问题的责任,更有可能认识到社会后果和道德责任在其本职工作中的重要性,更有可能注意到工作场所中的道德问题,更有可能就与他们相关的问题采取过行动。通过大学、工作场所或专业协会的其他部分进行的培训影响相对较小。令人担忧的是,近三分之一的工程师表示从未接受过有关公共福利责任的培训。这些结果表明,工程教育培训可以塑造工程师对其公共福利责任的长期理解,并强调有必要将这些责任作为工程教育的核心内容进行讲授。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?

Background

Engineers are professionally obligated to protect the safety and well-being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities.

Purpose/Hypothesis

This article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies.

Data/Methods

We analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques.

Results

Consistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem-solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities.

Conclusion

These results suggest that training in engineering education can shape engineers' long-term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non-negotiable part of engineering education.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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