Developing Ethical Responsibility in Future Nanoscience Professionals Through Scenario-Based Assessment.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Institutional Obstacles to Integrating Ethics into the Curriculum and Strategies for Overcoming Them Abstract Several national reports emphasize the importance of providing undergraduate engineering students with effective ethics education, and most engineering faculty and administrators agree that ethics is an important aspect of engineering undergraduate education. However, there are many obstacles to integrating ethics into the curriculum. This study investigated these obstacles at 18 diverse institutions and found five common themes: 1) the curriculum is already full, and there is little room for ethics education, 2) faculty lack adequate training for teaching ethics 3) there are too few incentives to incorporate ethics into the curriculum, 4) policies about academic dishonesty are inconsistent, and 5) institutional growth is taxing existing resources. This study concludes with recommendations for overcoming these obstacles. Introduction Recent, high profile cases such as the interstate bridge collapse in Minneapolis, levee failures in New Orleans, and steering and braking failures in Toyota automobiles have elevated ethics in engineering to national and international attention. These cases stress the significance of ethical responsibility in the engineering profession and emphasize the need to educate engineering students about their professional and ethical obligations. Several national reports emphasize the importance of providing undergraduate engineering students with effective ethics education. Reports from the National Academy of Engineering (NAE) conclude engineers need to be trained to recognize their professional responsibilities and the ethical implications of their work12,13. In addition, most engineering faculty and administrators agree that ethics is an important aspect of engineering undergraduate education. In fact, the Accreditation Board for Engineering and Technology (ABET) includes ethical and professional responsibility as one of its program objectives for accreditation of engineering programs5, and the professional codes for most national engineering societies include tenets related to ethical responsibility as well1,14. Despite the compelling evidence and accreditation requirements to include ethics in engineering education, many engineering programs struggle to incorporate ethics into the curriculum. These difficulties stem from both institutional and personal contexts, but all have an impact on the ethics curriculum and education of engineering undergraduates. Because of the importance of developing ethical engineers, it is critical to identify these obstacles so they can be addressed by engineering programs. This study investigates these obstacles and suggests ways to overcome them. Literature Review The importance of developing ethical engineers highlights the need to integrate ethics into engineering education. Harris, Davis, Pritchard, and Rabins7 identify nine purposes of engineering education which Newberry15 classifies into three categories: particular knowledge, intellectual engagement, and emotional engagement. Newberry argues that particular knowledge,

Today’s businesses have an obligation to conduct themselves in an ethical and responsible manner at all times. Fortunately, many businesses have historically embraced the idea that they can operate in an ethically & responsible manner. However, there are way too many companies that are willing to cut corners and do whatever it takes to make a profit, thus contributing to the vortex of mistrust, distrust, misinformation, disinformation and less than full disclosures as a result of their unethical misconduct. This book takes the position that ‘enough is enough’ and argues that all businesses can and must be ethically responsible no matter its size or whether it operates locally or globally. The book describes the features of an ethically responsible (e.g., ethical and socially responsible) organization that is committed to always “doing the right things” which means they are committed to building, institutionalizing and sustaining an ethically oriented organizational culture. Ethical responsibility means maintaining —even improving—your bottom line, while setting a high bar for high ethical standards AND making a positive contribution to society. The book argues that organizations must be attentive to ensuring that the culture has as its core accountability, responsibility, and learning which means it invests in developing and expecting all of its employees to be fully engaged in making ethical decisions and being ethical leaders. The book also discusses what it means to be an ethically responsible global business, leader, middle manager, and lower level employee.The Ethically Responsible Organization provides a detailed look at the importance of organizations doing preventive work to avoid ethical falls or scandals and takes the position that if such a fall or scandal occurs then the company should seize the moment and learn from the experience by becoming a learning organization. The book also takes the position that an ethically responsible organization is already a learning organization where continuous inquiry, diagnosis, reflection, learning and self-correction is the keystone of the way it operates. Finally, the book offers some ideas on how organizations can reinforce and sustain themselves as ethically responsible businesses today and in the future by taking a strategic approach to ethics that includes constant and consistent ethics training and education for all its employees and partners. In the end, the purpose of the book is to continue to increase our understanding of why organizations stray from “doing the right things” and how a focus on being ethically responsible can position companies to avoid or quickly respond to any potential ethical misconduct or find themselves in the list of the years’ top ethical scandals. This book is written for all those who also take the stance that ‘enough is enough’ when it comes to the headlines of another failure because the organization’s leaders would not commit to being ethically responsible and find themselves in the throes of an ethical scandal and unable to recover from it – and like “Humpty Dumpty, all the kings horses and all the kings men the company can’t recover from what was a preventable ethical fall.”

Background Practising pharmacists continuously develop their ethical reasoning skills, which evolve with practice experience and exposure to challenging scenarios. Considering the recent expansion of the roles of pharmacists and the paradigm shift in pharmacy practice, it is timely to explore community pharmacists' attitudes regarding the importance of ethics and their ethical reasoning. Objective To explore underlying factors influencing community pharmacists' and pharmacy students' ethical reasoning and attitudes towards pharmacy ethics, ethical reasoning processes and perceived current dilemmas. Setting Practising registered community pharmacists, pharmacists with provisional registration (interns) and final year pharmacy students in Australia. Method Two focus group discussions and two interviews were conducted with 16 Western Australian community pharmacists, interns and students. Participants were purposively selected for gender, background, practice setting, and practice experience. Main outcome measure Emerging themes embracing important influences on community pharmacists', interns' and students' ethical reasoning and perceived current ethical dilemmas and challenges. Results Two major themes embraced participants' ethical reasoning processes and conduct: (1) fundamental underpinning, from personal values and practice exposure, and (2) paradigm influenced, such as the changing healthcare landscape, expansion of roles, management of dilemmas, and competence. Increased frequency and complexity of ethical dilemmas related to role expansion. Rural pharmacists experienced unique ethical dilemmas in relation to practice isolation, privacy and confidentiality. Conclusion Changes in the community pharmacy practice environment has increasingly exposed pharmacists to more complex ethical dilemmas. Pharmacists practising in rural communities experience unique challenges. Structured and sound ethical reasoning skills are essential as pharmacists are faced with contemporary challenges.

PurposeThe aim of this research, which uses the theories of social identity and social exchange, is to investigate the relationship between responsible leadership, prosocial behavior and the mediating role of psychological ownership in this relationship. In addition, the moderating role of ethical and social responsibility in the relationship between responsible leadership and psychological ownership is tested in the study.Design/methodology/approachThe sample of the research consists of 246 participants who work full-time at İstanbul Sabiha Gökçen Airport in ground handling services (GHS). The convenience sampling method was used in the research, and the research data were collected by the face-to-face survey method. The hypotheses of the research were tested with the partial least squares structural equation model (PLS-SEM) and SPSS Process Macro.FindingsAccording to the results, it was determined that responsible leadership affects prosocial behavior positively and significantly, and psychological ownership plays a mediating role in this relationship. In addition, the moderating effect of ethical and social responsibility on the relationship between responsible leadership and psychological ownership was determined. When ethical and social responsibility is perceived as high by the employees, it was revealed that the conditional indirect effect of responsible leadership on prosocial behavior through psychological ownership was strong.Research limitations/implicationsWhen responsible leadership encourages employees to take psychological ownership, they are more likely to engage in prosocial behavior. This study contributes to the field by evaluating the structures discussed with social identity and social exchange theory. In the management practice of organizations, responsible leadership should be strengthened and training should be given to develop responsible leadership.Originality/valueIn the literature review, it was observed that although there are studies conducted with responsible leadership, the concept was not examined with prosocial behavior, and it was not studied in the aviation sector, which has become indispensable for the world economy. With these features, the study distinguishes itself from others and constitutes a source of motivation for researchers.

HRMARS - The transformation of Technical and Vocational Education and Training (TVET) has increasingly emphasised competency-based curricula aligned with industrial practices. Within this transformation, lecturers play a crucial role in mediating knowledge between educational institutions and industry environments. This study explores how lecturers’ epistemological orientations and informal professional learning influence the implementation of industry-aligned competency curriculum in vocational colleges. A qualitative research design was employed using semi-structured interviews with TVET lecturers from technology-based programmes. The data were analysed using thematic analysis. The findings reveal three interconnected dimensions shaping lecturers’ professional practices: epistemological beliefs about knowledge, informal professional learning mechanisms, and the implementation of industry-driven curriculum transformation. Lecturers generally perceive knowledge as dynamic, contextual, and continuously evolving alongside technological change. Informal learning activities such as peer collaboration, industry engagement, digital learning, and experiential reflection play an important role in supporting lecturers’ professional development. These learning processes enable lecturers to adapt teaching approaches and implement competency-based curriculum through project-based learning and industry simulations. The study suggests that effective curriculum transformation in TVET depends not only on institutional policies but also on lecturers’ epistemological orientations and continuous professional learning practices. These findings contribute to a deeper understanding of how educators negotiate knowledge and curriculum implementation within contemporary vocational education reforms.

This study examines the effect of a business ethics course on undergraduates’ attitudes toward the importance of corporate ethics and social responsibility, as measured by the PRESOR scale. It employs a survey approach, adopting a pretest/posttest methodology in the data collection. A total of 132 undergraduate students were surveyed over a period of four semesters during 2006 and 2007. To test the effects of individual personality characteristics and examine their potential interaction with ethical education, participants’ personal values and degree of Machiavellianism were also assessed. The business ethics course resulted in significantly less support for the traditional “stockholder view” of business, providing backing for the inclusion of a stand-alone business ethics course in the business studies curriculum. In addition, among nonbusiness majors, the course resulted in significantly greater support for the “stakeholder view,” suggesting that it would be especially beneficial to open such a course to nonbusiness students.

DOI: https://doi.org/10.26565/2074-8922-2025-85-23 The purpose of this article is to study the impact of information technology (IT) proficiency on the methodological culture of vocational education masters. The practice of applying information technologies in vocational education has shown the following: a) their use significantly increases the motivation of students to learn; b) the informatization of education reduces the psychological tension of communication between students in the system of new objective relationships between “student – computer – teacher”; c) the informatization of education increases labor productivity and improves the information culture of university teachers. The new generation of specialists must have an educational background enabling them to effectively and quickly master not only the technological devices and equipment already created by previous generations, but also those that may appear in the future. They must be prepared for the further development of science, engineering, and technology. The modern understanding of the readiness of university graduates to master new information technologies includes: knowledge of IT tools and the ability to use them; the ability to obtain, analyze, and apply information; good adaptability, expressed in the ability to cope with information loads caused by the renewal of industrial technologies, etc. The research methods included: a comprehensive analysis of scientific psychological, pedagogical, and methodological sources; synthesis and generalization of appropriate approaches to solving the problems under study. It is advisable to integrate modern information technologies into all vocational educational disciplines, which will require a certain level of professional training from teaching staff, their knowledge of the potential of these technologies, as well as the ability to use all their capabilities for practical and scientific purposes. The integration of information technologies into the educational process should be pedagogically appropriate and justified, and serve as an additional factor, rather than a total replacement of traditional forms, methods, and means of teaching in the modern professional education system. It seems promising to identify the organizational and pedagogical conditions for developing information culture as a component of methodological culture in future master's students in vocational education. In cites: Kovalenko O. E., Pielykh A. A. (2025). Proficiency in information technologies as the basis of modern methodological culture of master's degree students in vocational education. Problems of Engineering Pedagogic Education, (85), 266-277. https://doi.org/10.26565/2074-8922-2025-85-23 (in Ukrainian)

Moral sensitivity and moral reasoning are essential competencies biomedical researchers have to develop to make ethical decisions in their daily practices. Previous research has shown that these competencies can be developed through ethics education. However, it is unclear which underlying mechanisms best support the development of these competencies. In this article we argue that the development of moral sensitivity and moral reasoning can be fostered through teaching strategies that tap into students’ moral imagination. We describe how moral imagination can stimulate the development of these competencies through three different merits of moral imagination. Moral imagination can help students to 1) transfer and apply abstract moral concepts to concrete situations and contexts, 2) explore the perspective of others, 3) explore and foresee the moral consequences of different decisions and actions. We explain these three merits of moral imagination in the context of biomedical research and present a theoretical model for how these merits can be used to stimulate the development of moral sensitivity and moral reasoning. Furthermore, we describe multiple teaching strategies for biomedical curricula that tap into the three merits of moral imagination. These teaching strategies can inspire teachers to design ethics education that activates students’ moral imagination for the development of moral sensitivity and moral reasoning.

This study surveys the content of published articles investigating the impact of accounting ethics interventions on students’ ethical sensitivity and moral reasoning. The results of a sample of 27 articles show that research on ethics interventions is aimed primarily at elevating students’ moral reasoning development with far fewer articles aimed at understanding elevations in students’ ethical sensitivity. The research findings overwhelmingly support a positive effect on students’ moral reasoning and ethical sensitivity primarily attributed to interventions incorporating subject matter on ethical theories, codes of ethics, decision-making frameworks, and case discussion. The adoption of a discrete or a pervasive approach to learning ethics have gained relatively equal attention and endorsement of its ability to elevate students’ ethical sensitivity and moral reasoning. The results also indicate that the mere presence of ethics education may not in itself enhance students’ ethical sensitivity or moral reasoning, but a carefully designed intervention is more likely to achieve a positive outcome.

The Perceived Role of Ethics and Social Responsibility (PRESOR) instrument was developed in the United States by Singhapakdi et al. (1996b) as a reliable and valid scale to measure the perceived role of ethics and social responsibility in achieving organizational effectiveness. This study was carried out to confirm the factorial structure of the instrument and to assess its reliability and validity for use in Hong Kong, the finance and service heart of the Asia-Pacific region and a culture with clear differences in ethical attitudes and perceptions from those of the United States. Constructive replication of the exploratory factor analytic procedure of the original study with a representative sample of Hong Kong managers failed to support the hypothesized scale structure but instead suggested a different, two-factor, structure. Confirmatory factor analysis defined the alternative model which comprised two interpretable, negatively intercorrelated factorial scales, "Importance of ethics and social responsibility" and "Subordination of ethics and social responsibility in the achievement of organizational effectiveness". The model showed a high level of goodness-of-fit for the population and the two subscales, comprised of five items and four items respectively, were shown to have acceptable internal consistency reliability. Correlational and multiple regression analysis showed highly significant levels of association with the ethical ideology dimensions of the EPQ (Forsyth, 1980), used in the validation of the original scale, and with two ethical philosophy subscales derived from the ATBEQ (Preble and Reichel, 1988). The instrument is short, easily administered, is psychometrically sound and has considerable potential in the study of the perceived role of ethics and social responsibility in the achievement of organizational effectiveness.

IntroductionEthics and professionalism in the health professions reflect how health professionals behave during practice, based on their professional values and attitudes. Health professions education institutions have implemented various strategies for teaching ethics and professionalism, including interprofessional education. The aim of the study was to evaluate the perception of undergraduate health professions students about the outcomes of an online interprofessional course in ethics and professionalism as well as their perception of interprofessional education and the importance of ethics and professionalism after taking the course.MethodsThis is a descriptive cross-sectional study that targeted medical, dentistry, and pharmacy students. A researcher-made 31-item questionnaire was used. The questionnaire was tested for face, content, and construct validity. Reliability of the questionnaire was estimated by Cronbach alpha test. Descriptive statistics were used. T-test was performed to compare the results of male and female students and ANOVA was performed to compare the results of medical, dentistry, and pharmacy students. Statistical significance was set at p < 0.05.ResultsFactor analysis of the questionnaire yielded three factors, namely course evaluation, perception of interprofessional education, and importance of ethics and professionalism in health professions education. The study participants expressed positive perceptions of all aspects of the course. They reported positive perceptions of interprofessional education, highlighting its benefits in enhancing understanding, teamwork skills, and respect for other healthcare professionals. The findings reveal some program-related differences in participants’ responses, where medical students showed higher ratings of all aspects of the course, interprofessional education and importance of ethics and professionalism.ConclusionStudents of the three programs showed positive perceptions of the online IPE course on ethics and professionalism as well as the benefits of IPE and the importance of ethics and professionalism. This highlights the effectiveness of the course in addressing such important aspects of health professions education.

Previous articleNext article No AccessPractical Reason and the Possibility of Error*Douglas LavinDouglas Lavin Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Ethics Volume 114, Number 3April 2004 Article DOIhttps://doi.org/10.1086/381695 Views: 241Total views on this site Citations: 42Citations are reported from Crossref © 2004 by The University of Chicago. 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Ethics is properly defined as the discipline concerned with what is good and wrong in terms of moral duty and obligation. Ethics education is necessary in the curriculum to help students deal with ethical dilemmas in professional practice and life. The ethical codes and student’s perceptions of these codes have an impact on how they perceive, maintain and act in accordance with the ethical standards set at their workplace or school. Moral values are a set of valuable principles that assist us in becoming better human beings. These values include a variety of aspects such as morality, respect for others, helping others, loving others and so on. Social, aesthetic, cognitive, spiritual, economic, religious, health, political, environmental and cultural values are among the several forms of moral values. Information about these values enables individuals to make a meaningful contribution to the community and nation's well-being, as well as to develop into moral and ethical human beings. Human values and human rights, professional integrity, respect and equality, privacy, building of trusting relationships, creating and participating in a culture of positive cooperation, respecting the competence of other professions, taking initiative, promoting an open culture and displaying loyalty towards goals and objectives are some of the factors that lead to the development of professional ethics. Moral standards can be improved through education, especially among students. Education, in my opinion, is the most effective means of instilling moral ideals in individuals. Student’s emotional intelligence will be influenced by their moral ideals. As a result, moral values and ethics education is critical in our schooling. Moral and ethical values education will result in a society that is more egalitarian, diverse and inclusive.

Ethics in research is a very important consideration that researchers and scientists all over the world should be aware and consciously recognize its importance. Ethics in research did not gloriously appear one day; it advanced and was perfected over time. It took the Nuremberg Code (1951), The Declaration of Helsinki (1964), The Belmont Report (1979), the APA Ethical guidelines (1947, 1953, 2002), and government regulations to assist in setting a guide to research ethics involving key principles to protect respondents. The focal point of ethics in research is to protect the respondents from harm and safeguard their dignity, anonymity, and confidentially. If the test subject is human, plant, or animal, there should be a humane way of handling test subjects. This chapter looks at research ethics and its relevance to post-grad students conducting research at a university. It is pivotal that students are aware of their ethical responsibility towards their test subjects/respondents whilst conducting their study.

n the paper the essence of the concept «vocational and technical education» is disclosed and its content analyzed. The place of vocational and technical education in the theory of learning is determined. The differences between general, professional, and vocational education are shown. It is ascertained that the task of vocational and technical education is to prepare professional talents of all levels and types for society, and its goal is to enable students to master one or more specific knowledge in the sphere of production and work skills necessary for a certain working profession or professional group. Vocational and technical education is a specialized education, which is one of the main characteristics that distinguishes it from general education. Unlike general or comprehensive education, which is associated with the acquisition of advanced knowledge, the discovery of objective patterns, and engagement in spiritual creativity, vocational and technical education is a narrow specialized education that trains primary, secondary, and senior level workers employed in real production. Vocational and technical education refers to specialized education aimed at developing and improving technical business knowledge and practical work skills and covers all areas except those related to science, research, design, planning, and other occupations, the main feature of which is intellectual activity. Vocational and technical education is obtained after leaving a secondary school at vocational schools of various types, higher vocational colleges, higher vocational and technical colleges, multidisciplinary technical colleges, etc. and involves training courses in specialized professional theory and practice. Thus, it includes both vocational and technical education and vocational training. The main forms of organizing the learning process are training in an educational institution, training in an enterprise, and the “dual system”. Vocational and technical education is an integral part of the lifelong education system and an indispensable form of education that is important both for the economic and social development of society and for combating poverty, as it can meet people’s needs for preparation for employment and become a stage and center of lifelong education.