Moral judgment into moral action: Enhancing the teaching of engineering ethics

CONTEXT A recent review of the Australian Qualification framework (AQF) identified ethical decision making as a key capability for future graduates at AQF level 8. Further, ACED Engineer 2035 report also identifies ethics, trust, and ethical decision making as key for the future engineer. While most Australian universities incorporate Ethics as part of their engineering curriculum, very little consideration is given to models of ethical decision making. This paper makes recommendations for improving the current teaching practice of engineering ethics. PURPOSE The purpose of this paper is to examine and enhance current teaching practices of engineering ethics using ethical decision-making models as a basis for the improvement. APPROACH The approach consists of 1) analysing current teaching practices for engineering ethics as described in the literature, against models of ethical decision making, 2) identifying gaps that would better prepare students for ethical decision making, and 3) making recommendations to enhance current teaching practices. OUTCOMES The analysis of the literature highlighted that current teaching practices focus on ethical judgment making rather than ethical decision and action taking. Using models of ethical decision making, the analysis focused on two areas that would better facilitate judgment turning into action. They are 1) the situational context of the ethical issue, in particular the organisational context, and 2) the moral capacity of individuals. CONCLUSIONS/RECOMMENDATIONS/SUMMARY This paper offered recommendations to supplement existing teaching practices of engineering ethics by considering two important moderators of ethical decision making, the situational context and individuals' moral capacity to carry a judgement into action. The two moderators are components of a widely used ethical decision-making model and are not currently considered in existing engineering teaching practices.