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Postindustrial societies are characterized by complex technological objects and systems. The publics therein are increasingly reliant on engineers to take public welfare into account when designing and maintaining these objects and systems and raise awareness when public welfare is threatened. The training engineers receive in their engineering undergraduate education is thus expected to foster their sense of responsibility to public welfare, but such training may be absent or insufficient. In this paper, we draw on a survey of 120 employed engineers in the US to assess the extent to which they received formal public responsibility training in their undergraduate education and to assess the relationships between this training and their response to one of four randomly assigned ethical dilemmas. We find that engineers who reported receiving training in public welfare responsibilities as undergraduate students felt better prepared to address public welfare issues than those who had not received such training. Individuals with training in public welfare responsibilities were less likely to identify the ethical dilemma as irrelevant to their work, indicate that such dilemmas happen all the time, be uncomfortable reporting the issue, and believe that their colleagues might respect them less if they report. These findings have implications for improving engineering ethics education and ethical conduct trainings within engineering practice more broadly.
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Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?
Abstract BackgroundEngineers are professionally obligated to protect the safety and well‐being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities. Purpose/HypothesisThis article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies. Data/MethodsWe analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques. ResultsConsistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem‐solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities. ConclusionThese results suggest that training in engineering education can shape engineers' long‐term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non‐negotiable part of engineering education.
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- Award ID(s):
- 2053046
- PAR ID:
- 10496246
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 113
- Issue:
- 2
- ISSN:
- 1069-4730
- Format(s):
- Medium: X Size: p. 407-438
- Size(s):
- p. 407-438
- Sponsoring Org:
- National Science Foundation
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