Department of Management, HEC Montreal, Montreal, QC, H3T 2B1, Canada.
Polytechnique Montreal, Montreal, QC, H3T 1J4, Canada.
Sci Eng Ethics. 2019 Jun;25(3):911-937. doi: 10.1007/s11948-018-0044-2. Epub 2018 Mar 12.
The complexity of industrial reality, the plurality of legitimate perspectives on risks and the role of emotions in decision-making raise important ethical issues in risk management that are usually overlooked in engineering. Using a questionnaire answered by 200 engineering students from a major engineering school in Canada, the purpose of this study was to assess how their training has influenced their perceptions toward these issues. While our results challenge the stereotypical portrait of the engineer, they also suggest that the current engineering education might fail to empower engineers to engage in ethical risk management. We therefore propose an active-learning method to help in this matter. Carried out through workshops with 34 students in chemical engineering, the effectiveness of this method has been evaluated using group interviews and questionnaires. Our results suggest that such an approach is effective, at least in the short run, to motivate students to engage in ethical risk management and to trigger reflectivity on what it means to be an engineer today.
工业现实的复杂性、风险的多种合法视角以及决策中的情感作用在风险管理中引发了重要的伦理问题，而这些问题通常在工程学中被忽视。本研究使用了一份由加拿大一所主要工程学校的 200 名工科学生回答的问卷，旨在评估他们的培训如何影响他们对这些问题的看法。虽然我们的结果挑战了工程师的刻板印象，但也表明当前的工程教育可能未能赋予工程师从事伦理风险管理的能力。因此，我们提出了一种主动学习的方法来帮助解决这个问题。通过与 34 名化学工程专业的学生进行研讨会来实施这种方法，并使用小组访谈和问卷调查来评估其效果。我们的结果表明，这种方法至少在短期内是有效的，可以激励学生参与伦理风险管理，并促使他们思考当今工程师的含义。
