Senior Engineering Students’ Reflection on Their Learning of Ethics and Morality: A Qualitative Investigation of Influences and Lessons Learned
Senior Engineering Students’ Reflection on Their Learning of Ethics and Morality: A Qualitative Investigation of Influences and Lessons Learned
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DOI：
10.1007/s40889-022-00139-5
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发表时间：
2022-03
影响因子：
0.8
通讯作者：
S. Howland;Dayoung Kim;B. Jesiek
中科院分区：
文献类型：
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作者：
S. Howland;Dayoung Kim;B. Jesiek
通过ABET认证标准和更广泛的社会需求，道德被强调为工程专业人员的重要性。因此，工程专业的学生接触到职业道德和相关的问题，在他们的大学经历内外正式的工程课程，但很少有人知道什么学习经验和教训工程专业的学生认为最难忘和突出的，因为他们接近毕业。因此，本文回答了以下研究问题：RQ 1）什么类型的经验，高年级工程专业学生报告为显着的学习经验，他们的伦理和道德的形成，因为他们接近毕业？和RQ 2）学生从最常讨论的经验类型中学到了什么？为了解决这些问题，我们进行了半结构化的采访与高级工程专业的学生（n=33），并进行归纳专题分析所产生的成绩单。在学生报告的影响他们的伦理和道德观点的各种类型的经验，本文强调的工作经验，正规教育和家庭环境作为最常提到的。我们的研究结果表明，工作经验对学生在专业背景下学习工程道德尤为重要，其次是学术经验作为专业/道德和更一般的道德课程的来源。许多学生还认为家人和朋友具有影响力，特别是与他们对道德的普遍看法有关。基于这些发现，各种教育意义进行了讨论。
Informed by ABET accreditation criteria and broader societal needs, ethics has been emphasized as important for engineering professionals. Engineering students are thus exposed to professional ethics and related concerns throughout their college experiences both within and beyond the formal engineering curriculum, but little is known about what learning experiences and lessons engineering students view as most memorable and salient as they approach graduation. Therefore, this paper answers the following research questions: RQ1) What types of experiences do senior engineering students report as salient learning experiences for their ethical and moral formation as they approach graduation? and RQ2) What do students learn from the most commonly discussed types of experiences? To address these questions, we conducted semi-structured interviews with senior engineering students (n=33) and performed inductive thematic analysis on the resulting transcripts. Among various types of experiences that students reported as influencing their ethical and moral perspectives, this paper highlights work experiences, formal education, and family environment as the most frequently mentioned. Our results suggest that work experiences were especially significant for students’ learning of engineering ethics in a professional context, followed by academic experiences as a source of both professional/ethical and more general moral lessons. Many students also described family and friends as influential, especially as related to their general perceptions of morality. Based on these findings, a variety of educational implications are discussed.