Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education
Linking personal and professional social responsibility development to microethics and macroethics: Observations from early undergraduate education
复制标题
将个人和职业社会责任发展与微观伦理学和宏观伦理学联系起来：早期本科教育的观察
DOI：
10.1002/jee.20371
复制
发表时间：
2021
影响因子：
3.4
通讯作者：
Zegura, Ellen
中科院分区：
文献类型：
--
作者：
Schiff, Daniel S.;Logevall, Emma;Borenstein, Jason;Newstetter, Wendy;Potts, Colin;Zegura, Ellen
背景培养未来工程师和计算机科学家的社会责任态度至关重要，而且重要性与日俱增。受职业社会责任发展模式(PSRDM)的影响，本研究探讨了大学生个人社会责任态度与职业社会责任态度发展的关系。我们考虑了广泛的大学和大学预科阶段的影响和抑制因素。设计/方法我们对以工程和计算机科学为主的21名二年级本科生进行了半结构化访谈并进行了分析。这些访谈构成了一项多年混合方法研究的第一批定性数据的收集，该研究自进入大学以来一直对学生进行跟踪调查。结果我们发现，初步证据表明，早期本科生的社会责任态度倾向于沿着两条线在概念上分开：个人和专业考虑，以及微观和宏观层面的关切。这导致一些学生认为，社会责任义务可以被视为周末项目，可能会在职业生涯的后期落实，与技术教育和职业追求相比，通常可以被剥夺。这种差异的可能解释包括父母、宗教价值观、大学社会交往、学生对未来职业的有限熟悉度、社会/技术差异以及工程文化中的精英意识。结论本研究为促进对职业社会责任发展的概念性理解提供了定性证据。这些发现突出了对培养工科学生亲社会态度感兴趣的学者和从业者的个人和制度上的关键影响和障碍。
BackgroundDeveloping social responsibility attitudes in future engineers and computer scientists is of critical and rising importance. Yet research shows that prosocial attitudes decline during undergraduate engineering education.PurposeInfluenced by the Professional Social Responsibility Development Model (PSRDM), this study explores the connection between undergraduate personal social responsibility attitudes and the development of professional social responsibility attitudes. We consider a wide range of college and precollege influences and inhibitors.Design/MethodWe conducted and analyzed 21 semistructured interviews of second‐year undergraduates, predominantly in engineering and computer science. The interviews form the first collection of qualitative data for a multiyear mixed methods study which has followed a cohort of students since they entered college.ResultsWe find preliminary evidence that social responsibility attitudes tend to be conceptually separated for early undergraduates along two lines: personal and professional considerations, and microlevel and macrolevel concerns. This leads some students to assume that social responsibility obligations can be considered as a weekend project, may fall into place later in one's career, and can generally be deprioritized compared to technical education and career pursuits. Candidate explanations for this divide include early influences from parents, religious values, collegiate social interaction, students' limited familiarity with their future profession, and a social/technical divide and meritocratic ideology in engineering culture.ConclusionsThis study provides qualitative evidence to advance the conceptual understanding of professional social responsibility development. The findings highlight key individual and institutional influences and barriers for scholars and practitioners interested in nurturing prosocial attitudes among engineering students.
登录
查看更多内容
离开工程学的动机：从社会责任的角度来看
影响因子：
1.7
作者：
Greg Rulifson;A. Bielefeldt
通讯作者：
A. Bielefeldt
DOI：
10.20982/tqmp.08.1.p023
发表时间：
2012
期刊：
Tutorials in quantitative methods for psychology
影响因子：
--
作者：
Hallgren KA
通讯作者：
Hallgren KA
影响因子：
3.7
作者：
Alpay, E.
通讯作者：
Alpay, E.
工程专业辍学：对本科生离开工程专业的定性检验
DOI：
--
发表时间：
2014
期刊：
影响因子：
--
作者：
M. Meyer;S. Marx
通讯作者：
S. Marx
服务学习对工科学生职业社会责任态度的影响
DOI：
10.24908/ijsle.v9i2.5449
发表时间：
2014
期刊：
International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship
影响因子：
--
作者：
A. Bielefeldt;N. Canney
通讯作者：
N. Canney