IMPLEMENTING ETHICS EDUCATION IN TECHNOLOGY-BASED
PROGRAMS
Technology-based
programs are a significant segment of American higher education. From two-year technical and vocational
institutions to four-year programs in colleges and universities, they are known
variously as: Industrial Technology, Industrial Education, Engineering
Technology, Technical Education, Technology Education (formerly Industrial
Art), Vocational-Technical Education programs etc.. Technology-based programs graduates are
employed in a wide variety of job roles depending on their educational
attainment. For example, Industrial
Technology university graduates commonly are employed in supervisory positions
such as production supervisors, manufacturing engineers, product designers and quality
assurance engineers, to name just a few.
As a group, technology-based
programs have produced many technically-minded graduates who play
numerous important roles in American society.
Thus, thousands of students are positively affected by technology-based
programs.
Yet
current trends suggest that society is yearning for practical moral values in
its workplaces, governments, educational institutions, etc.. Young people in particular appear to be
endangered if pertinent values are not included in their educational
preparation. It is safe to assume that
students of the nineties generally have less understanding of principles of
moral values than their predecessors.
Hence their level of responsibility may be generally lower by all
standards. This is in spite of new and
emerging challenges for all educational institutions, such as increasing
ethnically and racially diverse student populations, more female students
entering many professional courses, increasing domestic and global competition,
and more and more employers demanding more knowledgeable, honest and drug-free
employees. These trends suggest that
perhaps ethics education needs to be implemented to better prepare future
leaders and workers of this nation’s industry.
Traditionally,
schools, families, and religious institutions are the three primary channels
for teaching values in a modern society.
But with so many Americans not having any kind of religious affiliation,
and more and more couples having to engage
in the work force, the bulk of
teaching these values rests on the educational institutions. In fact, “The school is the only agency
established by organized society and supported by taxation whose sole job it is
to teach the child the knowledge, the skills and the values required for a successful adult life within the bounds of
society” (Michener, 1991, p.52).
This
article, while revealing some benefits of ethics education, focuses primarily
on how to implement critical values in technology-based programs. An example is drawn from a typical course
where such an implementation has taken place.
WHAT SHOULD BE IMPLEMENTED
Traditional
curriculum development in American higher education has always called for a
course philosophy. Therefore, a course
philosophy for ethics education will be in order at this juncture: Society is
presently yearning for moral values in its workplaces, governments, educational
institutions, etc.. Ethics education is
needed at all levels of education in order to give society better workers,
environment, government, and citizens.
Table 1 contains a collated listing of some of the opinionated benefits
from Industrial Technology administrators on how society could benefit if
Industrial Technology students studied ethics.
It
is interesting, but not surprising, to note that similar opinions are also
echoed by other responsible leaders in American society. For example, both the American Federation of
Teachers (1987) and the
Table 1
Some Benefits of Ethics Education
to Society.
________________________________
Better
people/workers/society/environment
Better understanding of society’s
moral values
Knowledge of ethical basis for
decision making
Better ethical representation of
the profession
Better manager-subordinate-customer
relationship
Improved
success/quality/productivity
Improved
responsibility/accountability
Stronger commitment from industry
to society
Learn to treat others fairly
Learn to show good examples
________________________________
Notes. From “Teaching Ethics to Industrial
Technologists” by S. C. Obi, 1992, Journal of Industrial Technology, 8,
p.20.
Table 2
Some Values to be Taught in Educational Institutions
________________________________________________________________________
Value Webster’s Descriptor
________________________________________________________________________
Civic responsibility A person’s duty, charge or obligation as
a citizen
Fairness Straight forward justice
Honesty Upright conduct or disposition
Integrity State of being upright, entire or whole
Mutual assistance Reciprocally helping, aiding,
supporting
Personal responsibility A person’s duty, charge or obligation as a
person
Respect for others Proper regard for other
individuals, their characters, or reputations
Self respect A proper regard for one’s own person,
character, or reputation
Self restraint/control Control over oneself, temper,
emotions, and desires
Tolerance of diversity To put up with or support different
kinds of
individuals
________________________________________________________________________
that some important values be
taught in schools, colleges and universities.
Ten of these values and their respective Webster’s dictionary
descriptors are listed in Table 2.
In
a 1993 study to determine the importance of the above 10 values relative to
national productivity and quality, Obi (1993) found that there was a strong
positive relationship between those values and industrial productivity and
quality. But the same study found that
the likelihood of implementing the values in Industrial Technology
Table 3
Likelihood of Implementation and
impacts of Ethics on Industrial Productivity and Quality
________________________________________________________________________
Values Likelihood Impact
(1-5) (1-5)
________________________________________________________________________
Personal responsibility 3.62 4.55
Integrity 3.59 4.43
Mutual assistance 3.67 4.28
Honesty 3.55 4.32
Respect for other 3.61 4.24
Fairness 3.54 4.14
Self respect 3.42 4.07
Tolerance of diversity 3.53 3.84
Civic responsibility 3.11 3.63
Self restraint 2.95 3.78
________________________________________________________________________
Note. From “Productivity, Quality and Ethics:
interrelationship” by S. C. Obi, 1993, College of Applied Sciences and Arts,
San Jose State University, San Jose, CA.
programs was not as strong (Table
3). This suggests that while there is
overwhelming agreement on the need to study ethics in Industrial Technology
programs, there is still some reluctance when it comes to actually implementing
those same values into the programs. But
common sense dictates that implementing these values into the programs is the
only alternative there is, in order to better educate technology-based
students. Some programs, particularly in
the business schools across the nation, have already made significant inroads
in implementing value education into their courses. It is imperative,
therefore, that technology-based program educators consider implementing these
values into their programs to better educate their students.
IMPLEMENTATION ALTERNATIVES
One
of the biggest impediments to ethics education is that many instructors do not
know how and what to teach in ethics as a result of little or no preparation on
the subject (Close 1993). But in
practice, there is really no special training or preparation needed for one to
teach values. According to Close (1993):
... being an instructor in ethics is more
like being a parent than being a professor of Russian
literature. To teach Russian literature
effectively, one must have read Dostoevsky,
Tolstoy, Turgenev and the rest, taken courses
in literary criticism and Russian
language, etc. Ethics is not like
that. All parents teach their children right from
wrong. They do not have to major in
child psychology to do this, nor do they have
to study philosophy. Some of the best
parents, and therefore some of the best teachers,
never went to college, don’t know Plato form Pluto and cannot discourse for a second on ethics pedagogy. (p.5)
It
is, therefore, not surprising that most Industrial Technology programs did not
offer any ethics course as of 1992 (Obi, 1992).
Obi’s study found that about 80.7% of
1% No Response
5.5% One Ethics Course
12.8%
Integrated 80.7%
None
Note.
From “Teaching Ethics to Industrial Technologists” by S. C. Obi, 1992,
Journal
of Industrial Technology, 8, p. 19.
56.7%
Integrate In Course 6.7%
Learn Before Program
15%
21.7% Through General Ed.
Teach As A Subject
Figure 2. How
ethics should be taught
Note.
From “Teaching Ethics to Industrial Technologists” by S. C. Obi, 1992,
Journal of Industrial Technology, 8, p. 19.
Industrial Technology programs did
not contain any ethics course (Figure 1).
This is perhaps why some workable implementation alternatives should be
explored. Although there are several ways to teach values in Technology-based
programs (Figure 2), most Industrial Technology program Administrators favored
the integration approach: that is
making values to be an integral part of all courses contained in their
programs. A common reason given by this
group of administrators was that their existing programs had no room for adding
a stand alone ethics course. This is not
to suggest that a stand alone course in ethics should not be considered if that
is a possible option for a program. Each
program should implement and teach what is suitable and convenient in its
situation. But because it received more
recognition than other approaches in Industrial Technology and many other
programs across the nation, only the integration
approach will be described here.
INTEGRATION APPROACH AT
The
author has been employing the integration approach since 1993 in teaching a
course titled: “Manufacturing: Planning and Processes”, a required core course
for all Industrial Technology majors at
The
course content is divided into eight instructional units, all of which are
covered each semester (Table 4). Each of
the eight units (with the exception of unit 5) takes between one and two weeks
to complete. Unit 5, which has most of
the ethics content, deals exclusively with group/team projects, and is
strategically scheduled to both flow with other units and also to end with the
semester. Because of these reasons, it
takes about five weeks to complete Unit 5.
Table 4
Eight Instructional Units of
“Manufacturing: Planning and Processes”.
________________________________________________________________________
Unit Unit Topic Duration
in Weeks
________________________________________________________________________
1 Introduction
to Manufacturing 1.5
2 Process Planning, Manufacturing 2
Economics
and Automation
3 Forming
Processes and Machines 2
4 Machining
Processes and Machines 1.5
5 Team Project: Ethics and
the Technologist 5
6 Casting
Processes and Machines 1.5
7 Joining
Processes and Machines 1.5
8 Finishing
Processes 1.5
________________________________________________________________________
For
the activities of Unit 5, students are formed into small groups of four each,
selected at random. The purpose is to
form their own “manufacturing company”, conceptualize a product, determine how
to manufacture it using any or a combination of the processes discussed in
class, and write a report on the project.
In other words, they are simulating a small manufacturing company. The project is designed to expose them to
various manufacturing and managerial functions, such as: Product
conceptualization, patent search, material selection, material processing,
assembling, report writing, group meetings, documentation, and such likes. This five-week project is finally presented
to the class by each group who have by now assigned different roles to
themselves.
Before
and during this project, there are lectures and class discussions on “ethics
and the technologist” in which the benefits of ethics to society and the
effects of values on industrial productivity and quality (unit philosophy) are
presented and discussed in class. The
length of the lecture(s) and discussions is dependent upon the amount of time
available. To help bring more life into
the discussions and to generate more issues of interest, a video tape “a Matter
of Judgment” and/or “Buying Trouble: Ethics Issues in Purchasing”, both
produced by the
These
handouts and videos provide rich sources of issues for class discussions. The length of time for these discussions can
be controlled as needed to suit the time available for the exercise and the
degree of learning desired by the instructor.
Student involvement and participation in discussions is a necessity at
this point. Many of these students have
interesting ideas and experiences from their workplaces which are shared during
these discussion exercises. In many
instances some students, especially non-traditional students, have provided
better answers to younger and less experienced students on how to manage some
ethical situations that may arise in the workplace.
The
group projects provide a challenge to students particularly in the areas of personal responsibility, integrity, mutual
assistance, and tolerance of diversity. As students are faced with the challenges of
completing their assigned tasks, helping a team member, and working with others
of different ethnic background (especially at
1. Help one another for the benefit of the group
2. Settle any problems they may have among themselves
3. Accept every member the way he or she is
4. Control their emotions (especially anger) even when unjustly provoked
5. Complete within schedule their assigned tasks
6. Show proper respect to every one in the group, and
7. Maintain a level of integrity to assure other members of their
allegiance to the group.
Perhaps
the most important achievement in this exercise is the introduction and
cultivation of an ethics awareness
atmosphere during the entire period of the project. This kind of atmosphere is necessary so that
the values can be induced in the mind of the students. Team members are constantly reminded through
lectures, class discussions, group activities, and class materials about the
benefits of ethics to a group’s (organization’s) well being, industrial
productivity, and quality of their products.
They are constantly encouraged to employ the underlying principles of
ethical values in conducting and accomplishing their projects, and also to
incorporate those same principles in their future careers. What a difference it would make if values
were taught in every course.
A Discussion on Integrity, Personal
Responsibility, and Mutual
Assistance
Because
values benefit society in so many ways, students must be equipped with the
knowledge of critical values which is so vital for the success of this nation’s
industry. But teachers should also show
examples of values by the way they live. It is known that a lot of what people
know, do, and believe are learned from individuals around them. This suggests
that students of ethics education learn and act by what they see in their
teachers who are their role models. If
their teachers are hard working, for example, students tend to be hard working,
and vice versa.
Since
educators are entrusted with the task of producing fully-functioning
individuals or graduates (
To
perform their role as educators, teachers must have integrity, that quality of “wholeness” which is the symbol of moral
maturity. Kolb (1988) described it as
“...a normative ideal describing the kind of knowing process we humans value
most highly,
the process of human judgment that
we choose to rely on for guidance in creating our collective future.” (p.68)
Mentkowski (1988) noted that “Persons with integrity are trusted with
leadership, executing our collective values and goals, and making decisions
that affect us all. They exemplify human
values despite enormous pressure toward expediency and self interest”. (p.89)
What a complete description of a teacher’s roles.
Kolb
(1988) also recommended that all persons involved in advanced professional work
develop a caring attitude toward their subordinates. This is a challenge that faces every
educator, especially currently when many students are confused. Astin (in Gross and Scott, 1990) observed
that “The saddest thing of all is that they [students] don’t have the quest to
understand things, to understand themselves.” (p.60) Perhaps educators may help students to
understand themselves. One thing is
sure: Society will benefit.
Personal responsibility (personal
obligation) is one of the most important values that students need for a
successful participation in this modern society. In this, the learner is reminded and made to
perform what are his or her inherent obligations for the betterment of his or
her grades, life, career, future, employer, and such likes. To teach personal responsibility, Westrum
(1991) recommended that:
The
first task is to teach people that they are responsible for other people.... A second task in increasing a sense of
responsibility is to identify the effects of people’s
actions... pointing out the consequences of their actions as they occur. The
factory manager who dumps toxic chemicals into a river does not stop to think that
his or her children will have to drink the water, but often they will....
(p.297)
It
is very important that the learner be given, in clear terms, the reasons and
parameters of the task to be performed, or the teacher may be perceived
negatively by the student. Of equal
importance is the tone, attitude, or gesture the teacher conveyed while teaching
responsibility. Responsibility should be
taught in as much a friendly atmosphere as possible while maintaining the
objective.
By
the nature of their courses, technology-based programs are ideal testing areas
for mutual assistance, exemplified
in group/team work, projects and other studies.
In this day and age, industrial organizations cannot do without mutual
assistance. Wojslaw (1992/3) reported
that “The drop in the effectiveness of manufacturing, including some segments
of the electronics industry, can be traced in part to a lack of cooperation or
teamwork. There are nations and
companies which have recognized the value of this component of their industrial
productivity”. (p. 24)
Team
projects should be implemented and encouraged as much as possible in all
technology-based courses. Many educators
will agree that when students work of solve problems in groups, they get to
exchange ideas from one another, help themselves and the project, make new
friends, and thereby learn. Students
should also be encouraged to help each other outside of group projects, class
activities, etc.. They should be
reminded that courtesy is contagious.
Because interpersonal communication and teamwork skills are required in
teamwork, mutual assistance is a potential value that students will acquire
from peer interactions.
Conclusion
Most
Technology-based programs are geared to prepare students for a technical work
role in industry. While the bulk of what
is taught today is modern technologies, society is in dire need of
ethically-minded workers to help improve lives, relationships, productivity,
quality of products, environment, and reduce violence and other crimes. Technology-based programs should be reformed
to address the ethical needs of students while disseminating their
technological obligations.
As
producers of fully-functioning individuals, Technology-based program educators
and administrators will be fulfilling a professional obligation by helping
their students learn those values which will benefit them and society when they
graduate. Values such as personal responsibility, integrity, mutual
assistance, and tolerance of diversity should be taught in all programs and
in an integrated manner, as illustrated in this case study. Because values benefit society in so many
ways, students must be equipped with the knowledge of critical values so they
can perform more effectively when they graduate. Technology-based program educators owe it to
their students. It is a professional
obligation.
References
American Federation of Teachers (1987). Education for democracy: Statement of principles, (Available from
American
Federation of Teachers, 555 New Jersey Ave.,
Washington, DC 22203).
Close,
F. (1993, Winter). Is moral education a
proper role for teachers in the classroom?
Ethics Journal, pp. 1 &
5.
Gross,
D. M., & Scott, S. (1990, July).
Proceeding with caution. Time Magazine.
pp. 56-62.
Kolb, D. A (1988). Integrity, advanced professional development, and learning. In S. Srivastva and Associates
(Eds.), Executive Integrity
(pp.68-88).
Mentkowski, M. (1988). Paths to integrity: Educating for personal growth and professional performance. In S.
Srivastva and
Associates (Eds.), Executive Integrity
(pp. 89-121).
Michener,
J.A. (1991, March). What is the secret
of teaching value? Time Magazine,
pp.52-53.
Obi,
S. C. (1992). Teaching ethics to
industrial technologists. Journal of
Industrial Technology, 8,
19-23.
Obi,
S. C. (1993). Productivity, Quality and
Ethics: Interrelationships. College
of Applied Sciences and Art,
Rogers,
C. R. (1983). Freedom to learn for
the 80s.
Westrum,
R. (1991). Technologies and society.
Wojslaw,
C. F. (1992/93). Team work and
community. IEEE Technology and Magazine, pp. 23-27.