Nations that are signatory to the Washington Accord (1989) accept that the teaching of ethics, in a professional context, is mandatory for undergraduate engineering curricula. The inclusion of ethics, in otherwise very tight curricula, is due to the changing role of engineering; in particular it reflects a greater public awareness of the effects of engineering processes. On the basis of this, it follows that engineers are required to demonstrate transparently responsible practice in the knowledge that they are indeed accountable for their actions. In most countries, this requirement is embodied in legislation. The teaching of ethics to engineering undergraduates is a relatively new concept. This paper provides an overview of one methodology, the &#039;full submergence&#039; technique, wherein engineers are challenged to respond to ethical conundrums in a high intensity project-based, block course. Over the last decade, this model has been successfully used in four countries

Buckeridge, J

RMIT Research Repository

  
Appendices: Papers presented 
 
 
 
 
 
 
NEW ZEALAND NATIONAL COMMISSION FOR UNESCO 
 
ETHICS OF KNOWLEDGE PRODUCTION CONFERENCE 
 
OTAGO UNIVERSITY, DUNEDIN, NEW ZEALAND 
 
12 - 14 FEBRUARY 2006 
 
 
 
Appendix 3 
 
 
 
 
ON THE PEDAGOGY OF ETHICS IN ENGINEERING DEGREES: RATIONALE, 
IMPERATIVES AND INTERNATIONALIZATION 
 
John St. J. S. Buckeridge 
School of Civil & Chemical Engineering 
RMIT University, Melbourne, VIC 3001, Australia. 
john.buckeridge@rmit.edu.au 
 
 
 1
Abstract 
 
Nations that are signatory to the Washington Accord (1989) accept that the teaching of ethics, 
in a professional context, is mandatory for undergraduate engineering curricula. The inclusion 
of ethics, in otherwise very tight curricula, is due to the changing role of engineering; in 
particular it reflects a greater public awareness of the effects of engineering processes. On the 
basis of this, it follows that engineers are required to demonstrate transparently responsible 
practice in the knowledge that they are indeed accountable for their actions. In most countries, 
this requirement is embodied in legislation. The teaching of ethics to engineering 
undergraduates is a relatively new concept. This paper provides an overview of one 
methodology, the “full submergence” technique, wherein engineers are challenged to respond 
to ethical conundrums in a high intensity project-based, block course. Over the last decade, 
this model has been successfully used in four countries. 
 
Key words: 
 
Engineering ethics, resource degradation, natural environment, engineering curriculum. 
 
1. The setting: 
 
At the close of the 20th Century, public perception of widespread environmental 
mismanagement (with resultant loss in biodiversity, and increasing pollution), was 
instrumental in the formulation of new environmentally sensitive legislation and professional 
codes. Codes of ethics that were developed by bodies such as the Institution of Engineers 
Australia and the Institution of Professional Engineers New Zealand, went well beyond the 
“code of practice” that had existed for decades, for unlike a code of practice, these codes of 
ethics incorporated a professional engineer’s obligation to both the wider society and the 
environment (I.E.Aust, 2000). Legislation, such New Zealand’s Resource Management Act 
(1991), and Queensland’s Environmental Protection Act (1994) codified the manner in which 
natural resources were to be developed and managed. A most interesting inclusion in the 
legislation of both is a requirement for those wishing to undertake activities under the act to 
accept a duty towards the natural environment. At the time, this concept of duty in legislation 
was novel, for it implied a higher-level consideration and response to activities that are 
deleterious to society and nature. In other words, engineers, resource managers, developers 
and local authorities were required to exercise ethical judgment upon the effects of their 
activities. Furthermore, judgment was to be transparent (Buckeridge 2004).  
 
The need to exercise ethical judgment in an increasingly secular world disadvantaged some 
practitioners who, without formal training in moral theory, lacked conviction (or 
empowerment) to make ethical decisions about resource use. This, in turn, led to international 
degree accreditation bodies (such as the Washington Accord), to demand that the teaching of 
ethics be mandatory within professional degree curricula. This has now been enacted in 
engineering degrees in all those countries signatory to the Accord1. 
 
 
                                                 
1 The Washington Accord facilitates cross-national movement of engineering professionals through recognition 
of the equivalency of the accreditation systems of organizations holding signatory status (and the engineering 
education programmes accredited by them). Signatories to the Washington Accord are Australia, Canada, Hong 
Kong China, Ireland, Japan, New Zealand, South Africa, United Kingdom and United States of America. 
Chinese Taipei, Germany, Korea, Mexico and Singapore are currently provisional members.   
 2
2. Just what is meant by ethics? 
 
Although the concept of ethics is not new, there is no universally agreed code of ethics, i.e. 
there is no immutable formula that one may apply to unravel an ethical conundrum. This lack 
is testament to the nature of ethics, which are derived from the moral values of any particular 
group or society (Buckeridge 2002). As history shows, these values are constantly in flux. 
However, I have taught ethical theory to undergraduate engineers in some dozen countries, 
and have found that there is one important constant: students from all cultures tend to view 
what is right (and wrong) with remarkable consistency. This is not surprising perhaps, as 
moral theory is deeply imbedded in both Western and Eastern cultures. Confucius (5th 
Century B.C.) believed that reconciliation of one’s own desires with the needs of family and 
community was morally good. This development of good character is similar to the views of 
Aristotle, who in the 4th Century B.C. wrote what are now known as “Virtue Ethics”. 
However changing social structures (and values) led to the development of new moral codes, 
such as utilitarianism (wherein ethical decisions are based on consequences), deontology 
(based on an underlying rationale), or existentialism (based on the adoption of profound 
personal responsibility for actions).  
 
 
 
 
 
3. The na
 
After a p
membersh
perhaps E
engineer, 
about the 
 
3.1 Duty 
to face: in
clearly ou
acquaintan
Perhaps th
O.K. to m
drastically
 
There are
provide ad
if advice 
profession
because n
uncomfor
 In this paper, ethics is defined as: the application of moral values 
within a professional context. ture of ethical judgment 
eriod of several years experience, engineering graduates may apply for corporate 
ip of the engineering profession. Irrespective of whether they are Chemical Civil or 
lectrical Engineers, the process will result in their being recognised as a professional 
i.e. no specific discipline is specified. However, the Code of Ethics is very specific 
duty of engineers to practice only within their area(s) of competence: 
2. Members shall act with honour, integrity and dignity in order to merit the 
trust of the community and the profession; 
 
3. Members shall act only in areas of their competence and in a careful and 
diligent manner; 
Tenets 2, 3 of the Code of Ethics (I.E.Aust, 2000) 
 
of care: This leads to one of the first issues a young professional engineer may need 
 situations where they are informally asked about some aspect of engineering that is 
tside their area of expertise… i.e. they are asked, in a casual manner by an 
ce, for engineering advice. There is no contract, and no money changes hands. 
ey do not wish to offend, and respond to the question along the lines of “it looks 
e, good luck with your project”. Are they then liable for damages if the project goes 
 wrong?  
 clear guidelines for engineers in this situation – engineers are duty bound not to 
vice outside their area of technical expertise; however, this case has further issues: 
is informally given, and there are subsequent problems resulting in litigation, 
al indemnity insurance will not cover legal fees, court costs and rulings. This is 
o fee was charged for the advice (= service). If social pressure made it 
table for the engineer to offer no advice at all, advice may be given, but with a clear 
3
caveat that this was not professional advice… however even then there may be 
misinterpretation. 
 
3.2 Duty and consequences: The above example provides an opportunity to explore the 
manner in which decisions may be made. If a deontologic approach is adopted, where the 
overriding principle is duty (or obligation), problems arise when more than one duty exists. 
For although there is a clear duty of care (as a professional), there may be other duties, some 
of which may conflict; these may include obligation as a neighbour, or to another party, who 
is unsympathetic to the person who sought the advice. A further approach involves 
assessment of the consequences of action (or lack of action). There may be a number of 
potential consequences, and these too may conflict. However, the principle of utilitarianism 
(i.e. moral theory based on consequences) is that the result should provide the greatest benefit 
for the greatest number. In almost all situations it is possible to rank the importance of 
consequences.  
 
Rarely however, is application of one moral theory sufficient to solve complex situations. We 
know instinctively, for example, that the act of lying is generally unacceptable. Indeed this 
was the categorical opinion of Immanuel Kant (the most well known deontologist), who was 
very much opposed to utilitarianism. However most of us concede that there may be a (small) 
place for untruths, especially if it is to protect a greater good (utility); this interpretation is 
reflected in other moral theories, such as virtue ethics, where demonstration of good character 
is an overriding imperative. 
A strength of the course is that it provides a non-threatening learning environment in which 
students are encouraged to debate issues such as this. Students generally show a rapid shift 
from apprehension to assertion.  
 
4. What do engineering students think about including ethics in the curriculum? 
 
Generally those students who choose to study engineering and technical programmes do so 
because they are “left brained” i.e. they are good at subjects such as mathematics and logic, 
but tend to be less comfortable with philosophy and the arts. Indeed, many engineering 
students have indicated that it is with some trepidation that they approach the “professional 
ethics” part of the course. However, feedback after the course has been overwhelmingly 
positive – independent student assessment of the course over the last decade has provided 
statements like: 
 
“…the course provided an opportunity to develop new perspectives on life, the 
engineering profession and society” 
 
“…(I am confident that) the course will lead me to become a more proficient, 
competent and resourceful global engineer” (Buckeridge and Grünwald, 2003). 
 
The course “Ethics & the Professional” has been run at RMIT University, Melbourne, AUT 
University, New Zealand and Wismar University of Business, Technology and Design, 
Germany from the mid 1990s. Recently, on the basis of a successful track record in Germany, 
Østfold University College, Norway has also become involved. Independent, anonymous 
feedback from students consistently indicates strong support for the content, structure and the 
delivery of the course. Of importance is positive student feedback regarding the supporting 
text Ethics & the Professional (Buckeridge, 2002), which was written to provide a clear 
foundation from which students may attain an agreeable level of mastery in ethics theory. 
 4
5. The nature of the course 
 
5.1. Course content: Both class and the text Ethics & the Professional are divided into five 
parts; Part 1 introduces morality and ethics from social and historical perspectives – the 
concepts of universal truth(s), justice and the codification of moral rules are provided a 
rationale for the development of diverse theories; Part 2 introduces these ethical theories, 
including any impetus (e.g. industrialisation) that led to their development; Part 3 
contextualises ethics with a series of case studies; Part 4 provides a deeper consideration of 
professional ethics; Part 5 is comprises a series of questions requiring ethical judgment.  
 
A key objective of the course is to get engineering undergraduates to contemplate ethical 
issues from a range of perspectives. In general, they should be able to conclude that one 
approach (or theory) cannot be applied to all situations. What is required then is for engineers 
to be able to navigate through the different approaches, combining or rejecting concepts as 
appropriate for a particular case. 
 
5.2 Course structure: The course has been offered in two styles, as a block (i.e. a total 
immersion seminar running over three full days), or drip-feeding, as weekly lectures running 
over a full semester. Ocone (2005) suggests that the concept of a separate ethics course is 
flawed, and that ethics should be inculcated throughout the whole programme (i.e. in every 
course). However this is somewhat impractical, principally as many engineering lecturers are 
unsupportive of this – perhaps because they are uncomfortable with ethical theory, but also 
because they feel the time available for introducing ethics at any depth is insufficient2. 
Student feedback however has overwhelmingly endorsed a block course. Indeed, if the course 
is to be run as a discrete unit, (and this appears to be the model most universities have 
adopted), then a weekly lecture is a poor instrument to provide continuity in what can be an 
intellectually demanding subject. 
 
6. Closing comments 
 
Those of us who provide degree opportunities in engineering have no choice other than to 
include ethics in our degree programmes. There will be debate about the nature of this 
component (content and structure) for some time, and this will continue until all lecturers are 
prepared to inculcate ethical theory throughout the programme. What is of interest is the 
approach to this issue by other disciplines, especially the sciences. Most science (and applied 
science) programmes have no ethics component. If we are able to conclude that science is a 
profession (and I accept this), then in a professional context, scientists can be expected to act 
responsibly; in addition, many will be accountable for their activities. In light of this, it is 
perhaps appropriate for us to consider the inclusion of mandatory courses on ethics in all 
science and technology programmes.  
 
 
 
 
 
                                                 
2 An alternative approach, to have ethics theory taught by a lecturer from the Faculty of Arts is not an option 
either, as professional ethics is best taught in context, from/by an engineering practitioner. Although external 
academics are used by many engineering schools to provide “communication skills”, I am aware of significant 
negative feedback, primarily because of a need to communicate as engineers – this feedback has been both from 
engineering students and engineers.  
 5
References: 
 
Buckeridge, J. S., 2002. Ethics and the Professional.  (2nd Edition) Lyceum Press, Auckland 
University of Technology. 123 pp. ISBN 1 877314 01 3. 
 
Buckeridge, J. and N. Grünwald, 2003. Ethics and the Professional: a template for 
international benchmarking in engineering education. Global Journal of Engineering 
Education. 7(1): 51-57. 
 
Buckeridge, J. S., 2004. Ethics and Zoology. Acta Zoologica Sinica 50(5): 834-840. 
 
Institution of Engineers, Australia, 2000. Code of Ethics 2000. Published by Engineers 
Australia, Barton, ACT. pp. 1-8. 
 
Environmental Protection Act, 1994. Office of the Queensland Parliamentary Counsel, 
Brisbane, Australia. 600 pp. 
 
Ocone, R., 2005. Should we teach ethics in chemical engineering? The Chemical Engineer 
773: 24-25. 
 
Resource Management Act, 1991. No. 69. New Zealand Government Printer. Wellington, 
New Zealand. 382 pp. 
 
Union of Concerned Scientists, 1997. (UCS). Call for Action. Kyoto Climate Summit. 
http://www.ucsusa.org/ucs/about/page.cfm?pageID=1007 
 
 
 
       
 
 
 6


On the pedagogy of ethics in engineering degrees: rationale, imperatives and internationalization

Abstract

Similar works

Full text

Available Versions

RMIT Research Repository