Teaching Ethics to Engineering Students in India

2015 ◽  
pp. 121-132 ◽  
Author(s):  
Reena Cheruvalath
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Engineering Students ◽  
Teaching Ethics ◽  
Major Objective ◽  
Ethics Course ◽  
Ethics Courses ◽  
Integrated Ethics ◽  
Ideological Difference

Most engineering colleges in India have integrated ethics courses into their curriculum for the reason that students may develop an ethical ability to engage in sound decision making. However, there are differences noticed in defining the concept of “ethics” by the engineering students and the teachers who teach them ethics. Often, it is observed that students' positions with regard to ethics courses are egoistic pragmatism while the teachers follow idealistic pragmatism. This ideological difference makes teaching ethics to engineering students a difficult task and thus undermines the effectiveness of the ethics course. The major objective of this chapter therefore is to examine the extent to which the “gap” can be merged and make the students more ethically responsible. It also helps to achieve more job satisfaction for teachers. Finally, the chapter discusses some suggestions to make engineering students more ethically sensible.

Teaching Ethics to Engineering Students in India

2016 ◽  
pp. 1394-1405
Author(s):  
Reena Cheruvalath
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Engineering Students ◽  
Teaching Ethics ◽  
Major Objective ◽  
Ethics Course ◽  
Ethics Courses ◽  
Integrated Ethics ◽  
Ideological Difference

Most engineering colleges in India have integrated ethics courses into their curriculum for the reason that students may develop an ethical ability to engage in sound decision making. However, there are differences noticed in defining the concept of “ethics” by the engineering students and the teachers who teach them ethics. Often, it is observed that students' positions with regard to ethics courses are egoistic pragmatism while the teachers follow idealistic pragmatism. This ideological difference makes teaching ethics to engineering students a difficult task and thus undermines the effectiveness of the ethics course. The major objective of this chapter therefore is to examine the extent to which the “gap” can be merged and make the students more ethically responsible. It also helps to achieve more job satisfaction for teachers. Finally, the chapter discusses some suggestions to make engineering students more ethically sensible.

How far ethics education positively influences ethical decision making of the young lawyers in Kedah?

2007 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Anida Mahmood ◽  
Haswira Nor Mohamad Hashim ◽  
Kamarul Ariffin Mansor
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision ◽  
Current Practice ◽  
Ethical Decision Making ◽  
The State ◽  
Legal Ethics ◽  
Basic Premise ◽  
Law Faculty ◽  
Ethics Course

This paper was written based on part of the findings of a survey made on young lawyers who are practicing in the state of Kedah. Young lawyers are advocates and solicitors with less than seven y ears of active practice. The objective of this study is to determine what factors positively influenced young lawyers' ethical decision making. Data was collected from /33 young lawyers who are practicing in the state of Kedah between January - June 2006 through self-administered and close- end questionnaires. The finding suggests that knowledge in professional legal ethics gained at the law faculty, pupil age and short ethics course does not contribute much to the ethical decision making of the young lawyers. Moved by this finding. this paper attempts to discuss the current legal ethics education in Malaysia. The main contention of the writers is their firm belief that the current practice of professional legal ethics education in Malaysia is insufficient and far from being adequate in producing ethical lawyers. Therefore the writers have proposed for professional legal ethics education in Malaysia to be reformed and this proposal serves as the basic premise of this paper.

Ethics Courses Teaching Linkage to Quality Management Education

2020 ◽  
pp. 232-245
Author(s):  
Damini Saini ◽  
Sunita Singh Sengupta
Keyword(s):  
Ethics Education ◽  
Management Education ◽  
History Of Ethics ◽  
Ethical Education ◽  
Ethics Course ◽  
History Of ◽  
Management Institutions ◽  
Ethics Courses

Almost every management institution in India has an ethics course in their curriculum that is focused upon inculcating the value set in an individual. To understand the role of ethical education in accelerating the quality of management education, this chapter provides a discussion of implications of the questions of quality, dilemma, and pedagogy of ethical training. In the introduction, the authors emphasize on the reasons of focusing upon the ethical education, then give a brief history of ethics education in Indian management institutions. In order to show the significance, authors also show the place of ethics course in top 10 business institutions in India. Further, the authors describe the main focus of the chapter that is the contribution of ethics in management education.

Teaching Engineering Ethics in the Classroom

2016 ◽  
pp. 1334-1349
Author(s):  
Josep M. Basart
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Public Welfare ◽  
Social Responsibilities ◽  
Teaching Responsibilities ◽  
Ethics Courses ◽  
And Training ◽  
Insight Into

Engineering students are introduced to their profession's ethical and social responsibilities along with their education and training at university. This might be the only time and place where public welfare engagement may be promoted by the institution and acknowledged by students. Their future behavior as engineers heavily depends on the understanding and commitment they may develop during this process. The purpose of this chapter is to discuss the main points related to the teaching and learning of Engineering Ethics at universities. In order to gain insight into this complex educational scene, a set of questions are formulated and explored. The discussion of these questions amounts to explain what Engineering Education consists of, how to integrate Engineering Ethics courses into the curriculum and develop instructional designs for classroom teaching, who should assume teaching responsibilities, and finally, what Engineering Ethics goals should be. For each query, the primal issues, controversies, and alternatives are discussed.

Career adaptability of South Korean engineering students

2020 ◽  
Vol 44 (4/5) ◽  
pp. 469-488
Author(s):  
Sunyoung Park ◽  
Su Yeong Park
Keyword(s):  
Decision Making ◽  
Career Development ◽  
Career Choice ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Engineering Students ◽  
Career Decision ◽  
Career Adaptability ◽  
Career Decision Making ◽  
Content Type

Purpose The purpose of this study is to examine the role of mastery goal orientation, support for career development, career decision-making self-efficacy and engineering interest in career adaptability for engineering students. Design/methodology/approach Data were collected from 307 Korean engineering students from two universities. Structural equation modeling was used to analyze data and examine the relationships among the variables. Findings The results indicated that the level of mastery of goal orientation and support for career development significantly affected career decision-making self-efficacy. Engineering students’ career decision-making self-efficacy also positively influenced their engineering interests and career adaptability. Finally, the students’ engineering interest positively affected their career adaptability. Originality/value This study demonstrated that important factors for career planning and development need to be successively considered during the career choice process by linking it to career decision-making self-efficacy, engineering interest and career adaptability (career choice action), in consecutive order.

Developing ethical managers for future business roles: a qualitative study of the efficacy of “Stand-Alone” and “Embedded” University “Ethics” courses

2020 ◽  
Vol 13 (2) ◽  
pp. 145-162 ◽  
Author(s):  
David Alastair Coldwell ◽  
Robert Venter ◽  
Emmanuel Nkomo
Keyword(s):  
Decision Making ◽  
Business Ethics ◽  
Moral Reasoning ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Business Leaders ◽  
Higher Learning ◽  
Content Type ◽  
Postgraduate Students ◽  
Ethics Courses

Purpose While the problem of unethical leadership is undoubtedly a global one, the urgency of generating ethical leadership to advance the development of Africa has never been more evident than it is today. The challenge for higher education in developing ethical leaders is of core importance, as it is responsible for providing the main recruiting ground of business leaders. The current paper reports findings of a qualitative study of postgraduate students’ ethical development at the end of courses in business ethics aimed to enhance moral reasoning and ethical decision-making. The paper aims to ascertain whether stand-alone ethics courses are more effective than integrated ones in achieving academic ethical competency. Design/methodology/approach The study adopts an idiographic approach which aims at eliciting individual student subjective perceptions of the effects of the direct and indirect courses of ethical instruction on their moral reasoning and ethical practice. The research design broadly follows Mill’s (2017) method of difference. Findings Findings indicate perceived differences in the relative effectiveness of stand-alone and embedded ethics courses among students but also show that most students hold positive overall evaluations of the effectiveness of the both types of ethics instruction. Research limitations/implications Limitations to the study include that it is cross-sectional, involves a small sample of postgraduate students and is restricted to two management courses at one institution of higher learning. Furthermore, while Mill (2017) provides a useful research design in this context, it is not able to indicate causality, as there are other possible unidentified “third variables” that may be the actual cause of student differences between embedded and stand-alone ethics courses. The study is not able to show the durability and transfer of ethical competencies into students’ later working lives. Practical implications The study provides a useful practical educational contribution to the extant knowledge in the field in that it suggests that ethical courses aimed at giving students a moral reasoning “toolkit” for ethical decision-making are more effective when delivered in the stand-alone format, whereas practical decision-making skills are best honed by embedded business ethics courses. Social implications The problem of corruption in business and politics in South Africa is widely documented and has been regarded as responsible for creating a serious developmental drag on the alleviation of poverty and quality of lives of the majority of people in the country. The moral/ethical competency and behavior of future business leaders is partly the responsibility of institutions of higher learning. The study aims to find the most effective means of imparting moral awareness in postgraduate students who are likely to take up business leadership positions in their future careers. Originality/value The study provides useful contribution to the extant knowledge in the field in the African context in that it suggests that ethical courses aimed at giving students a moral reasoning “toolkit” for ethical decision-making are more effective when delivered in the stand-alone format, whereas practical decision-making skills are best honed by embedded business ethics courses.

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