1 / 18

Teaching Ethics to Engineers

Teaching Ethics to Engineers. Dr Sue Haile University Sustainable Advisor Senior Lecturer in CEAM. What are ethics ?. A system of moral principles or conduct . The accepted principles of right and wrong that govern the conduct of a profession

suchin
Télécharger la présentation

Teaching Ethics to Engineers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Ethics to Engineers Dr Sue Haile University Sustainable Advisor Senior Lecturer in CEAM

  2. What are ethics ? • A system of moral principles or conduct . • The accepted principles of right and wrong that govern the conduct of a profession • Distinguishing between acceptable and unacceptable behaviour. • But is it like morality? – can we actually teach it?

  3. Royal Academy of Engineering STATEMENT OF ETHICAL PRINCIPLES • Accuracy and Rigour • Honesty and Integrity • Respect for Life, Law and Public good • Responsible Leadership: Listening and Informing

  4. Embedding Ethics • Requirement for Institutional Accreditation of Engineering courses e.g. IChemE • Introduced in CEAM through Case studies and Guest lectures • We have a repository of case study workshops to draw upon so we can change from year to year • Integrate with Sustainable Development

  5. IChemE Responsible Care programme • To earn public trust and confidence through a high level of HS&E performance in order to maintain the industry's licence to continue to operate safely, profitably and with due care for the interests of future generations. • Speak out programme • Stakeholder dialogue

  6. Learning from others’ mistakes • We can show students examples of ethical dilemmas. • What happened • Why it happened • What the impacts were • What lessons are to be learnt

  7. Case studies and External lecturers for Industry • Byker – role playing • Processed disposal water from an Oil rig – the cheapest or the safest? • Waste management in Gateshead ? Recycle or burn • Biofuels – food versus fuel • Wind farms in Northumberland • Child labour • Donation or a bribe • Equity in environmental standards or local limits?

  8. Stage 1 : Ghost ships Debate: Send them back or deal with them here “I see now it can be really hard to make the right decision.”

  9. Stage 2 : Koppers • Communicating risk to stakeholders “The assignment has helped to cement some of the ideals taught within the course, such as the need for openness and transparency when interacting with company stakeholders. “

  10. Stage 4 BP: what went wrong ? Role playing stakeholders as if going on TV. • Company • Locals • Government • Media • Environmentalists “I have never had to work through an exercise like this before; I found it very interesting and enjoyable.”

  11. MSc : Company scandals • Each student talks about one issue and posts a summary on BB • Students assess types of risk and consider how the companies handled the situation and what lessons they learnt “I see now there are others things businesses need to think about that profit! “

  12. MEng and MSc Each group is part of a consortium trying to develop and raise funding for a new project eg. bioethanol plant , autoclave or gasifier. Students identify the potential financial benefits, environmental impacts and societal implications and make an oral presentation. The other students role play stakeholders having been given suggestions for questions as if at a public meeting “This exercise has increased my awareness of the lengths businesses and organisations must go to satisfy all stakeholder concerns when considering expanding or developing.”

  13. Student feedback • “I have learnt that despite the best intentions and reasonable evidence, projects such as the one investigated can still be turned down due to the poor reputation stemming from the reprehensible activities of other, less responsible companies. “ • “I have learned to listen to everyone’s ideas, as there are always things you would have never thought of and it gives a different perspective on how to go about a problem. “

  14. Learning Outcomes • Risk Assessment : the need to identify and manage the many types of risk which include societal, financial, economic as well as environmental and H@S risk. • Supply chain auditing • Effective stakeholder dialogue and communication strategies including which media to use

  15. Learning outcomes • Need to have Management systems, Policies and Procedures • Corporate Social Responsibility and Reporting • Relevant legislation such as Bribery Act, corporate manslaughter.

  16. Additional skills acquired • Team working (have to agree distribution of marks) • Time management • Writing Minutes • Seeing someone else’s point of view

  17. A New Type Engineer • Not just design& operate…..but • Understand Technical,Economic& Social issues. • Minimise Waste,Energy & Transport. • Use Sustainable Materials.

  18. Summary • Don’t think you can “teach” it • Can demonstrate through workshops and discussion • Case study material available if you would like it

More Related