The Development of a Case-Based Course on Global Engineering Ethics in China
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The development of a case-based course on global engineering ethics in China Rockwell F. Clancy 1,2,3 Accepted: 14 September 2020/ # Springer Nature Switzerland AG 2020
Abstract This article describes the development and teaching of a course on global engineering ethics in Shanghai Jiao Tong University, China. It outlines course objectives, methods, and contents, and instructor experience and plans for future development. This is done with the goal of helping educators to plan standalone courses and/or integrated modules on global engineering and technology ethics, which address challenges arising from the increasingly cross-cultural and international environments of contemporary technology and engineering practice. These efforts are motivated by the global environments of engineering, as well as recent research in empirical moral psychology. Although this course was developed and taught in China, as a course on global engineering ethics taught to students from throughout the world, its approach could be beneficial elsewhere. Keywords Global engineering ethics . Ethics education . Cross-cultural . International .
Moral psychology . China
Introduction Engineering and technology are evermore cross cultural and international, evident in the rise of multinational corporations, global supply chains, and international technology and educational exchanges (Jesiek et al. 2014; Luegenbiehl 2010; Luegenbiehl and Clancy 2017; Zhu and Jesiek 2017). This can create problems for ethical engineering:
* Rockwell F. Clancy [email protected]
1
University of Michigan-Shanghai Jiao Tong University Joint Institute, Shanghai Jiao Tong University, Room 411C, Longbin Building, 800 Dongchuan Road – Minhang District, Shanghai 200240, China
2
Institute of Social Cognition and Decision-making, Shanghai Jiao Tong University, Shanghai, China
3
Department of Values, Technology, and Innovation, Faculty of Technology, Policy, and Management, Delft University of Technology, Jaffalaan 5, Delft, BX 2628, the Netherlands
Clancy R. F.
The effects of technology are diffuse in space and time, making it difficult for engineers and those working with technology to discern their effects (Martin and Schinzinger 2009). Additionally, culture has been shown to affect ethical judgments and behaviors, leading to different, sometimes conflicting understandings of ethics, appropriate and inappropriate behaviors and policies, across cultures and countries (Feinberg et al. 2019; Graham et al. 2009; Henrich et al. 2010; Peng and Knowles 2003). Research has found that not all ethics curricula equally foster ethical knowledge, understanding, awareness, reasoning, or behaviors, although it has not always been clear which parts of these curricula have had these effects (Bebeau 2002; Borenstein et al. 2010; Hess et al. 2019; Hess and Fore 2018; Mulhearn et al. 2017; Oishi et al. 2013; Schlaefli et al. 2008; Schwitzgebel et al. 2020; Watts et al., 2017a; Watts et al., 2017b). To address these issues, this article describes in detail the development and i
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