(pressing HOME will start a new search)

 

Back

ASC Proceedings of the 23rd Annual Conference
Purdue University - West Lafayette, Indiana
April  1987              pp 140-143

 

DEVELOPING ETHICS EDUCATION IN THE CONSTRUCTION EDUCATION PROGRAM

 

Harold D. Robertson
University of Nebraska-Lincoln
Lincoln, Nebraska

 

There has been a dramatic increase in the interest in applied ethics as it relates to the construction industry.This interest has focused on the introduction, examination and applicaton of applied professional ethics as it relates to the construction education program . This has been spurred, at least in part, by the liability insurance crisis, a product of both the bad publicity given the industry in bid-rigging cases (some of which have been given prominent media coverage), and increased public interest in issues of environmental impact and safety. Other factors include the increased rate of litigation and skyrocketing awards given plaintiffs by the courts. Society, through the media and the courts, is demanding high standards of professional competence and performance. Constructors must be aware of their social responsibilities and prepare themselves to reflect critically on the moral dilemmas they will confront. They must fulfill the resultant moral obligations to the public. The public must acquire an understanding of the extent and limit of the responsibilities of the Constructor; it must be prepared to accept its own responsibilities where those of the Constructors end.

 

 

 

INTRODUCTION

 

As educators, we recognize our duty to prepare students for their futures. College graduates need to possess knowledge to perform their chosen field of work. But it is just as important to have knowledge of their moral obligations to society while performing this work and the conduct requisite to meeting those obligations. The question is: How do you teach ethical precepts and proper conduct? The purpose of this paper is to discuss the various approaches to presenting ethics in the construction curriculum. This will include the use of the various disciplines that might be available for input and recourses available for research and for use in developing course material and classroom presentation.

 

At the University of Nebraska, the Construction Management Department is in the College of Engineering. The presentation of ethics within the construction education program therefore benefits from 'ethic' activities developed within the College and University as a whole.

 

Ethics education at Nebraska is currently being supplemented by a grant from the Peter Kiewit Foundation. The Colleges of Architecture, Business Administration, Engineering and Law are developing new programs for the teaching and study of applied professional ethics. Kiewit Ethics Grant money, administered by the UN-L College of Law, is intended to develop existing resources and programs, enhance teaching of applied ethics, stimulate research, and promote lectures and conferences.

 

The College of Engineering has received a portion of this grant. This with additional funds provided by the Engineering College for graduate student assistance ships as well as financial support from the Associated General Contractors, Nebraska Building Chapter is being used to develop a program for teaching applied professional ethics to all students in the Engineering College. The College of Engineering has made substantial progress toward developing a program of applied professional ethics instruction. Projects include: the construction of a data base which catalogues the material available in the libraries of the University of Nebraska at both the Lincoln and Omaha campuses relating to applied professional ethics for engineers and the construction industry; the development of an interactvie videodisc which will allow students to confront and solve various applied ethical problems; contacting other colleges and universities in an effort to develop a network .for ascertaining current developments; and Masters and Doctoral level research in applied ethics, with an eye toward development of courses in applied professional ethics for the College of Engineering.

 

 

STATEMENT OF THE PROBLEM

 

Though the breadth of activities directed at applied professional ethics instruction at the University of Nebraska is fairly impressive, a. question arises as how to effectively present the subject matter. As a result there is much debate over the proper method of presenting the topic of ethics in the classroom. Some argue in favor of a course taught by members of the Philosophy Department, others argue for senior level seminars instructed by practicing professionals, and some for a set of courses presenting theoretical and applied material in sequence. When one reflects on the manner whereby an individual may assimilate a set of values, the mental image of a professor inculcating an ethical code through a set of lectures seems doomed to failure.

 

The assimilation of a set of ethical precepts, which defines standards of proper conduct, must occur over an extended period of time. The concepts for these rules of moral conduct must then be presented in a timely fashion. The manner in which these values and conceptual tools may best be passed along is through the positive motivation given by the entire faculty and effective presentation during the learning process.

 

Many students arrive at college with little understanding of what their next four years will be like, and almost no idea of what they will be doing after graduation. They must learn both the value structure of the institution they are attending and the academic material presented in class. Cues given by peers, upperclassmen, and faculty will inculcate accepted standards of conduct, while textual studies will start them on the path of mastering their chosen fields.

 

Rules of conduct appropriate to college life are learned over a period of months. As rules are learned, students either follow them with little or no question, identify ways of circumventing them or assimulate and adhere to them.

Students may merely follow rules if there is some penalty associated with transgression. For example, university administrations frequently have numerous deadlines which students must meet as they progress through school. These deadlines are often 'enforced' by late penalties. It is doubtful that the existence of these penalties teaches the value of punctuality; more likely, deadlines are met merely to avoid imposition of a penalty.

 

Rules are often circumvented if the perceived gain associated with transgression outweighs the perceived possible costs. It is common knowledge that a student will find the easiest way to accomplish any given task or assignment.

Only when a rule has been assimilated will there be adherence to it as a matter of principle, without consideration of possible reward or punishment. To accept a rule as a consequential guide to future conduct, a student must attach intrinsic importance to the rule. This can occur only if the student comprehends the underlying reason '.s) for the rule, and values the results of adhering to the rule more than the results of not adhering to the rule.

 

Optimization of ethics instruction may be achieved by providing students with a component to their college environment which provides constant or recurring exposure to sound ethical values. Students need affirmative examples and positive motivation to develop inherent codes of ethics.

The missing element in the development of a program of applied professional ethics instruction is therefore little more than a need for the faculty in general to highlight ethics instruction throughout the curricula. Values will not be inculcated through lecture alone, but may be assimilated in response to the positive example of faculty members. In essence, the creation of a cultural element focused on ethical conduct will sensitize students to relevant issues, stimulate an interest in resolving those issues, and motivate long-term ethical behavior.

 

 

POSSIBLE SOLUTIONS

 

1.         To support faculty in an effort to create a cultural element which highlights applied professional ethics, the establishment of channels of discourse is highly encouraged. Faculty forums may be one reasonable approach. To aid students assimilation of the lofty ideals of applied professional ethics is a complex task, but one highly worthy of attention. Issues of professional registration, professional competence, and the liability insurance crisis are all related to engineers doing their jobs well.        If the faculty will lead the way, the students will follow, imbued with a sense of their moral obligations to society and the conduct requisite to meeting those obligations.

2.      On a more pragmatic level, there is a need to teach ethics to students in a manner most likely to equip them with the "tools" for identifying and resolving ethical problems. There appears to be general agreement among educators interviewed that this presentation must consist of two facets: theoretical and practical. The difficult issues include finding adequate blocks of time within already crowded curriculum schedules to include ethics coursework, picking the right level at which to present each topical area, and identifying the right mix of theory and pragmatism.[1]

 

 

The consensus view obtained from educators involved in developing and presenting ethical curriculum appears to be that theoretical training must precede applied instruction. In order for students to intelligently address applied professional ethics, they will need to develop two sets of vocabularies. The first is the vocabulary appropriate to the discipline (i.e the construction industry). Detailed discussions of what may be encountered by the Constructor will falter unless students understand the construction industry. This understanding will develop as they study in school and gain practical experience during summer employment, internships, co-ops etc. The second vocabulary required is one appropriate to a discussion of ethics. Discussion of the source of a moral obligation for the Constructor, and the social and personal mechanisms supporting conformance to the obligation, depends on a basic theoretical background.

 

Theoretical introduction to ethics is appropriate at the freshman or sophomore level. This introduction is probably best handled by the Philosophy Department, and included as a social sciences elective. The course does not need to proceed to great depths, but should cover concepts r,4 rutty and responsibility justice law and morality, and social action and human nature. Exposure to an assortment of authors would best give the student a good feel for the breadth of thought on the various subjects suggested for review.

 

After the student has acquired a sense of the construction industry and a grounding in ethical theory, it is time to address the subject of applied ethics for construction professionals.

 

This should be a senior level course, [2l and ought to include the following components:

1. A brief review of ethical theory
2. A review of professional codes of ethics
3. Case studies
4. Problem solving

5. A detailed case review, in the form of a written analysis         prepared by the student.

 

 

Placing a course in applied professional ethics two years distant in the curriculum from the theoretical introduction virtually mandates a brief review of the preceding material. This review can be accomplished in one or two lectures which focus primarily on the nature of moral obligation, duty to society, and law and justice.

 

A review of professional codes of ethics will expose students to the existing consensual standards of the industry. There is currently a scarcity of information relating to an ethical code for construction professionals, but the codes of the engineering profession and the American Council of Engineering Consultants will suffice to instill an understanding of the thrust of these standards. In addition, the inclusion of a text such as "Ethics In Engineering" by Martin and Schinzinger would provide a source of review of ethical theory, case study and professional responsibility. Attention may also be given to the Opinions of the Board of Ethical Review of the National Society of Professional Engineers, which apply provisions of the code of Ethics for Professional Engineers to the ethical problems encountered by engineers.

 

At this point it must be stressed to the student that possession of a code does not provide definitive answers to ethical issues. Instead, the code can do little more than provide some form of a rule or guide to conduct. In general, the Opinions of the Board of Ethical Review highlight this reality, and reinforce the notion that the action to be taken to achieve ethical conduct in any particular situation must be determined for that specific situation.[3]

 

Case studies may then be addressed to demonstrate examples of problems confronted in industry. These case studies again highlight issues, and point toward valid resolutions - often without the aid of a code of ethics or any other formula for determining appropriate behavior. In addition to the source previously mentioned, The Center for the Study of Ethics in the Professions, Illinois Institute of Technology, Chicago, 11 60616, and the Hastings Center, 360 Broadway, Hastings-on Hudson, NY 10706, are excellent sources for material.

 

The movie "The Truesteel Affair" by the Association of Professional Engineers of Ontario, available through the Information Center, National Society of Professional Engineers, 2029 K Street, NW, Washington, DC 20006, would supplement the course well during the presentation of case studies. In the alternative, the movie may provide a very good method of capturing students attention, and would therefore be appropriate for screening early in the curriculum.

 

Problem solving in ethics is the skill most needed by students, and most difficult to teach. The approach under consideration at the University of Nebraska - Lincoln is to use interactive videodisc. A pilot script has been developed and production is in process with completion schedule for early fall .14) This method will allow students to view a television program depicting a series of ethical dilemmas, and to interact with the program via a personal computer. Student responses are required at various points throughout the program, and each next step in the program is dependent upon the student's preceding responses.

 

Interactive video is believed by some to be the best economical method of instructing a large group of individuals in problem solving. Each student must confront ethical problems for him or her self, and then suffer the consequences (good or bad).

 

Problem solving is a thought process, not •a set of rules, and as such must be developed by the student rather than prescribed by the instructor. Interactive videos is a method of challenging the student to develop this process.

 

As a final component of a course in applied professional ethics, a detailed case review, in the form of a written analysis prepared by the student, is suggested. A writing assignment is a useful tool for forcing a student to organize his or her thoughts logically, and then express them clearly. The writing will encompass all of the preceding elements of the course: a comprehension of ethics theory, consensual standards or codes, and problem solving ability. The assignment should be presented to the student in the form of a case problem, a hypothetical situation which poses a problem in applied professional ethics for construction professionals.

 

 

CONCLUSION

 

The most important element for the instruction of professional ethics is the generation of an environment which encourages critical judgment rather than merely digesting of others views, and motivates right conduct. This environment can be created through the attention of faculty members, and the insertion of ethical issues into courses throughout the curricula. The actual teaching of applied ethics can and should be done on two levels: a sophomore level course for the introduction of ethics theory, and a senior level course for the discussion of applied ethics per se.

 

The real challenge is to provide a introduction to the basic issues in construction ethics, with emphasis given to the ethical/moral problems within the Constructor business setting and develop a set of moral values and a problem solving technique. From this introduction and development the student must be encouraged to develop a critical judgment rather than merely digesting others views to reach his or her own answers. Accordingly, the aim is not to force conviction, but to provide either acceptance or reasoned rejection of what is said. The faculty can facilitate this learning process by providing the following: (1) a proper environment; (2) a curriculum which will clarify key concepts and sketch alternative views and provide relevant case study material to develop an understanding of applied ethics.

 

 

ACKNOWLEDGMENTS

 

Applied Professional Ethics Program, College of Engineering and Technology, University of Nebraska-Lincoln. Thomas Lagerstrom P.E.,J.D. for assistance in preparing this paper and

Greg Balfony for developing the script and work on production of the interactive videodisc pilot program.

 

REFERENCES

 

1.         Schinzinger, Roland, and Mike Martin, (1983), Ethics in Enaineerinq , McGraw-Hill.

2.         Weil, Virginia, (1980), Future Trends for Ethics in Engineering Curricula , 1980 ASEE Annual Confrerence Proceedings.

3.         National Society of Professional Engineers, (1976), °Opinions of the Board of Ethical Review", NSPE Publication No. 1106-C, Vol. IV, 1976.

4.         Lagerstrom, Thomas, and Gregg Balfony, (1987), An unpublished Script develop for use in producing a pilot vidiodisc through Nebraska Educational Television (NTV) , University of Nebraska-Lincoln.

 

 

SUPPLEMENTARY REFERENCES

 

1.         Kemper, J.D., (1978), Teachinq Professionalism and Ethics , Civil

2.         Engineering-ASCE, April 1978.

3.         Symposium Proceedings, (1984), Current Problems of Professionsl Ethics-An Interdisciplinary Approach, , Nebraska Committee for the Humanities, University of Nebraska-Lincoln, March 1984.

4.         Randolph, K.,DDS. 1984, What Role should Ethics Play in the Education of Professionalism . The Nebraska Humanities, Nebraska Committee for the Humanities, Fall 1984.