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Even though engineering programs, accreditation bodies, and multinational corporations have become increasingly interested in introducing global dimensions into professional engineering practice, little work in the existing literature provides an overview of questions fundamental to global engineering ethics, such as what global engineering ethics is, why it should be taught, how it should be taught, and when it should be introduced. This paper describes the what, why, how, and when of global engineering ethics – a form adopted from a 1996 article by Charles Harris, Michael Davis, Michael Pritchard, and Michael Rabins, which has influenced the development of engineering ethics for over twenty-five years. First, this paper describes global engineering ethics as a response to the increasingly cross-cultural, international characteristics of contemporary engineering, as well as four fundamental approaches to conceive and deliver this training (what). Next, it explains the motivations for global engineering ethics: Neither educators nor practitioners can necessarily assume a shared nationality or culture among students or between coworkers (why). Third, this paper discusses how global engineering ethics should be taught: One of the most prevalent approaches uses case studies with a cross-cultural and/or international dimension (how). Finally, it identifies spots within curricula for global engineering ethics: standalone courses, integrated modules, micro-insertions, competence-based training scenarios, and extracurricular activities (when). As the world becomes ever more cross-cultural and international, training in global ethics will be essential for both students and practicing engineers. 

The article argues that mainstream value-sensitive approaches to design have been based on narrow understandings of personhood and social dynamics, which are biased toward Western Educated Industrialized Rich and Democratic cultures and contradicted by empirical evidence. To respond to this weakness, the article suggests that design may benefit from focusing on user behaviours from the joint perspective of values and norms, especially across cultural contexts. As such, it proposes Norm Sensitive Design as a complement to value-sensitive approaches when designing and implementing new technologies. Versus values, norms serve as more accurate predictors or descriptors of behaviours and can thus support valuesensitive approaches to realize the aspiration of informing user behaviour via design. The article makes two key contributions. On the theoretical side, it promotes the consideration of norms in design. On the practical side, it offers designers and instructors prompts for reflecting on design ethics from the perspective of norms.