Transcript Introduction to Ethics Across the Curriculum for Business

Introduction to Ethics Across the
Curriculum for Business Faculty
University of Puerto Rico – Mayagüez
College of Business Administration
José A. Cruz, William J. Frey, Halley D. Sánchez
Teaching Business Ethics Conference 2006
June 7-9, 2006
© 2003-2006 by Cruz, Frey & Sanchez
Agenda
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
UPR-Mayagüez
EAC at UPRM
AACSB Accreditation
Statement of Values
EAC Toolkit
Discussion
Agenda
 UPR-Mayagüez





EAC at UPRM
AACSB Accreditation
Statement of Values
EAC Toolkit
Discussion
The University of Puerto Rico
• Created through an act of
law by the Puerto Rico
Legislative Assembly on
March 12, 1903
• Public institution
• 11 Campuses
• More than 70,000 students
University of Puerto Rico at Mayagüez
www.upr.edu
The University of Puerto Rico
at Mayagüez
• Established in 1911
• Land-Grant, Sea-Grant & Space-Grant Institution
• Four Colleges
– Engineering
– Agricultural Sciences
– Arts & Sciences
– Business Administration
• SMET campus of the UPR System
• Research and Development Center
• Agricultural Experiment Stations
• Agricultural Extension Service
(offices in 65 of 78 municipalities
)
University of Puerto Rico at Mayagüez
uprm.edu
UPR Mayagüez
• Academic Staff
– 1,064
– 799 faculty members
– 38% female
– 12 credit-hours
academic load
• Administrative Staff
– 1,909
University of Puerto Rico at Mayagüez
2004
• Student Body (2005-2006)
– Registered
• 12,338 students
• 49.4% female
– Undergraduate students
• 11, 258
– Graduate students
• 1080
• 300+ are foreign students
• Class of 2005
• 1385 undergraduates
• 172 Master’s degree
• 7 Ph.D. degrees
University of Puerto Rico at Mayagüez
Research at UPRM
Research Funding (2004-2005)
• $24 million of external funding
– 202 proposals submitted
– Agencies: NSF, DOD, NASA, NOAA, USCoE, NIH, DOE, etc.
– Industries: Texas Instruments, Amgen, Pfizer, Microsoft,
Merck Sharp, Eastman Kodak, HP, Boeing and others
• Students benefited by the research projects
– 862 graduate assistantships
– 436 undergraduate assistantships
– 304 were employed on research projects
• 18 Patents
University of Puerto Rico at Mayagüez
– 8 in the last five years
Agenda
 UPR-Mayagüez
 EAC at UPRM
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


AACSB Accreditation
Statement of Values
EAC Toolkit
Discussion
Ethics Across the Curriculum at UPRM
 What do we mean by EAC?
 Ethics across the curriculum is an approach
to ethics education that relies heavily on
ethics modules integrated directly into
mainstream business, science, and
engineering courses.
 Example: Students in a seminar or capstone
class discuss the ethical implication or
impact of their proposed solution or design.
EAC: A Hybrid Approach

Interrelated Activities to place ethics
into and across the Curriculum
Stand Alone Course
Faculty Development
Workshops
EAC
Special Activities
e.g. Ethics Bowl
Resources (Cases,
Exercises, Modules, &
Instructor Manuals)
EAC can enhance the role of the
standalone ethics course
 Engineering Ethics at UPRM
 Taken by only 25% of the (5000+) students
 Empowers ethically motivated students to serve
as ethics mentors in other EAC projects
 Mechanical Engineering Capstone Course in Design
 Standalone course serves as ethics “intellectual
commons” where new EAC modules are
designed, tested, and refined
 Freshman and Senior engineering EAC modules were
derived from the elective engineering ethics course
EAC requires building an
interdisciplinary foundation
 Faculty Development Workshops
 Interdisciplinary and based on Co-Mentoring
 Interdisciplinary Community empowered in EAC
 collaborating to develop modules & resources
 committed to continuity and continual
improvement
 Support for Community, Collaboration and
Continuity is important
 cases, frameworks, instructor manuals,
exercises, modules, syllabi, assessment materials
 EAC Toolkit: an online approach to C-C-C
15/85 EAC Concept:
A Dual Lens Metaphor
Faculty
Committed
to EAC
Students
Students
with Ethics
Awareness
(85+ %)
Faculty
Train/Mentor 15% of
Faculty in EAC
Magnify efforts
with a Toolkit
Introductory EAC Workshop
Objective
Activity
Introduce Ethics Across the
Curriculum
Introductory Presentation & Pretest
Learn to Use Ethics Tests
Gray Matters: ethics scenarios
with solution alternatives
evaluated and ranked by
participants
Modeling cases in Pre-test and
Gray Matters Activities
Short Presentation on Case
Writing
Participants form teams, write
cases, and debrief on cases
Introduce Case Writing
Write Cases
Co-Mentoring EAC Workshop:
Veterans and Rookies
Objectives
Activities
Introduce Ethical Theory to veterans and
rookies (first day participants)
Decapsulation: Mountain Terrorist
Debate—In theory presentations on
Ethical Dilemma
Document and disseminate ongoing
ethics integration projects
Documentation: Veterans presentations
on their EAC integration projects
Build mentoring relations between EAC
“veterans” and “rookies”
Mentoring: Veteran-rookie teams write
new EAC Modules
Results
 74 BSE Ethics Cases
 22 EAC modules for BSE classes
 181 faculty participants from Puerto Rico, U.S.,
Canada, & Dominican Republic
 Online:
 www.computingcases.org
 www.uprm.edu/ethics
 Grants
 NSF SBR 9810252 & NSF SES 0551779
 2 UPR – Central Administration Grants
 4 Puerto Rico Humanities Foundation Grants
Summarizing, EAC empowers
Business, Science and Eng. Faculty
 Involves BSE faculty in ethics instruction, and BSE
faculty turn out to be excellent ethics mentors
 Makes the most sense pedagogically speaking
 Rest: students need to examine real world cases
(which requires the integration of technical and
ethical expertise)
 Damon and Colby: morally exemplary professionals
integrate ethical principles into sense of self
 Huff: ethics pedagogy requires practice/coaching in
basic skills such as moral imagination, moral
creativity, reasonableness, and perseverance.
Agenda
 UPR-Mayagüez
 EAC at UPRM
 AACSB Accreditation
 Statement of Values
 EAC Toolkit
 Discussion
EAC is an effective approach to meet the
ethics dimension of AACSB accreditation
 Standards Specifically Address Ethics
 A heightened and explicit emphasis on integrity
 Ethics Education in Business Schools
 Report of the Ethics Education Task Force to
AACSB International’s Board of Directors
(see www.aacsb.edu )
 Highlights 4 Broad Themes
 the responsibility of business in society
 ethical decision-making
 ethical leadership
 corporate governance
Suggested Questions About Ethics
Education for Business School Leaders
 Where do students learn about the
responsibility of business in society? (#5)
 Where do students learn and practice
ethical decision making? (#6)
 Where do students learn about their
responsibilities for ethical leadership in
organizations? (#7)
 What assurance is there that these learning
opportunities are effective?
Where do students learn about specific
ethical issues and guidelines relating to
other content areas? (#9)
 This implies integration of ethics across
the curriculum or EAC
EAC Plan of Action for the new
UPRM Business School Curriculum
 Intro. to Business, Management & Ethics
 about 6 hours (two weeks) in year one
 EAC Modules within business courses
 about 12-15 hours in years 2, 3 and 4
 Accumulate at least 45 hours (“a full course”)
 Motivate students to take the elective
freestanding course
 A Business Ethics course or similar course
EAC Matrix for Business Courses
 Recognition and Documentation of Modules
 what we're doing, gaps and opportunities
AACSB ETHICS THEMES
COURSE
Social
Responsibility
SICI 3###
MOD-X
Ethical
DecisionMaking
ADMI 3###
MOD-Y
CONT 3###
MOD-A
FINA 4###
MOD-C
Ethical
Leadership
Corp.
Governance
MOD-B
MOD-Z
EAC Matrix Provides feedback and
supports assessment
 RECONITION
(What you are doing?)
 Complete Course-AACSB Themes Matrix
 Document Modules
 IDENTIFY GAPS/OPPORTUNITIES
 What courses might incorporate Ethics?
 Which AACSB Theme(s)?
 Identify or develop a modules to “fill” the
gaps
A key objective of EAC is to
promote moral development skills
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Ethical Awareness
Ethical Evaluation
Ethical Integration
Ethical Prevention
Value Realization
 These levels they form sequence where the
more complex skills build upon simpler skills
First, it promotes
Ethical Awareness
 Objective:
 Ability to perceive ethical issues embedded
in complex, concrete situations
 Outcomes:
 Using a moral problem classification
framework, students can classify the moral
problems that arise in a real world scenario.
Second, it fosters
Ethical Evaluation
 Objective:
 Ability to assess an action alternative, product,
policy or process in terms of different ethical
considerations
 Ethical considerations are derived from or telescope
ethical approaches:
 utilitarianism, deontology, virtue
 Outcomes:
 Students (in Gray Matters exercise) use ethics tests
(reversibility, publicity, and harm) to evaluate,
compare, and rank alternative solutions to a real
world moral problem
 Bloom terms can be substituted for italicized words
Third, it develops
Ethical Integration
 Objective:
 Ability to integrate—not just apply—ethical
considerations into an activity (or a decision,
product, or process) so that ethics plays an
essential and constitutive role in the final results
 Outcomes:
 Students use ethics tests as guidelines to design
solutions to Gray Matters scenarios
 Additional outcome:
 Solutions are value integrative
 Students are able to design solutions that
optimize, satisfice, or morally trade off conflicting
values over multiple situational constraints
Fourth, it keys us into
Preventive measures
 Objective:
 Ability to recognize moral problems at early stages of
their development
 Ability to design counter-measures that prevent these
problems from developing into full-blown ethical
dilemmas
 Outcomes:
 Students can use a values table to identify values
embedded in solutions and socio-technical systems
 Students can identify value mismatches between sociotechnical systems and solutions
 Students can, by exercising moral creativity, generate
realistic and developed solutions to these problems
Finally, EAC promotes
Value Realization Skills
 Objective:
 Ability to recognize and exploit opportunities
for using skills and talents to promote moral
value
 Outcomes:
 Students are able to recognize opportunities
for delivering value to the community
through service learning projects. (Purdue
University EPICS program)
EAC Matrix:
Objectives vs. Activities vs. ”Sequence”
✔
Prevention
Integration
Evaluation
✔
Awareness
Social Respponsibility
SICI ____
ADMI ___
CONT___
FINA____
✔
✔
Ethical Dec.Making
Mod-A
Mod-B
Ethical
Leadership
Corp.
Governance
Ethics Integration Module / Activity
Recognition & Documentation Form
Course
Module / Activity Description
ADMI
3007
Students react and discuss short
scenarios, use 3 ethics test to
evaluate these scenarios and
propose solutions or prevention
SR
DM
EL
CG
EA
Time:
1.5hrs
✔
✔
Level:
(High,
Med.
Low)
H
H
SR=Social Responsibility / DM=Ethical Decision-Making
EL=Ethical Leadership / CG= Corporate Governance
EA=Ethical Awareness / EE=Ethical Evaluation
EI=Ethical Integration / EP=Ethical Prevention Skills
EE
EI
EP
Ethics Integration Module / Activity
Recognition & Documentation Form
Course
Module / Activity Description
ADMI
3007
Students react and discuss short
scenarios, use 3 ethics test to
evaluate these scenarios and
propose solutions or prevention
SR
DM
EL
CG
EA
EE
EI
Time:
1.5hrs
✔ ✔✔✔✔?
Level:
(High,
Med.
Low)
H
H H
M
L L
SR=Social Responsibility / DM=Ethical Decision-Making
EL=Ethical Leadership / CG= Corporate Governance
EA=Ethical Awareness / EE=Ethical Evaluation
EI=Ethical Integration / EP=Ethical Prevention Skills
EP
Agenda
 UPR-Mayagüez
 EAC at UPRM
 AACSB Accreditation
 Statement of Values
 EAC Toolkit
 Discussion
A Statement of Values for UPRM-CBA
 AACSB requires a code of conduct
 In place of a code we have had
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University Regulations
Faculty Rules and Regulations
Regulations from the Gov. Ethics Office
Mission and Vision Statements
 These compliance based tools don’t
cover key functions of a code of ethics
A opportunity to fulfill other
functions beyond compliance
 Codes can fulfill at least 5 functions

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Educate
Inspire
Promote Dialogue
Empower and Protect
Discipline
 We initiated a process to develop a
values-based code that led to a
Statement of Values for the CBA
An overview of the UPRM process
 Workshop
 Learning about ethics codes (embody values,
serve different functions, solidify the
community)
 Committee Work
 Refining values list using template
 Result: Statement of Values as Working
Document
 End Result: Statement of Values
Workshop
 Discuss Pirate Code of Ethics
 Examine bona fide codes for values
 Develop preliminary list of community
values
 Develop refined list after discussion and
voting
Committee Work
 Committee expands values into different dimensions
using template
 Template

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
Value
Description
Principle
Commitments
 Generate a Dialogue
 Emphasize that this is a process that requires
revisiting and revising
 Results in a document: Statement of Values that went
through various drafts
Agenda
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


UPR-Mayagüez
EAC at UPRM
AACSB Accreditation
Statement of Values
 EAC Toolkit
 Discussion
The EAC Toolkit Concept
Puts 2 and 2 together
Our experiences/pains
+
Insights from emerging technologies…
=
The EAC Toolkit Concept as a means to
support…
Collaboration
Continuity
Community
What is the EAC Toolkit?
 A web-based online environment…
 for interactive dissemination of EAC resources and
instructional best practices
 that complements existing online / offline resources
 populated with modules…
 exercises, case studies, instructor support materials, games,
assessment tools, etc. (links)
 that gives rise to…
 communities where ethics educators interact and collaborate
with BSE faculty (and professionals)
 resulting in an EAC repository that is self sustaining
through the collaborative efforts of the EAC community
EAC TOOLKIT Concept
Users / Stakeholders
=
Participation Levels
Guests
Ethics Instructors
BSE Instructors
Students
Members
Authors/Editors
Professionals
Industry / Government
Community / Mentors
Agenda
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
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
UPR-Mayagüez
EAC at UPRM
AACSB Accreditation
Statement of Values
EAC Toolkit
 Discussion
 Questions? Comments? Suggestions?
References:
Ethics Across the Curriculum

Cruz, J. A., Frey, W. J. (2003) “An Effective Strategy for Integration
Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge,”
Science and Engineering Ethics, 9(4): 543-568

Davis, M., Ethics and the University, Routledge, London & New York,
1999, pp. 111-142.

Drake, M.J., Griffin, P.M., Kirkman, R., and Swann, J.L., “Engineering
Ethical Curricula: Assessment and Comparison of Two Approaches,”
Journal of Engineering Education, April 2005: 223-231.

Jimenez, Luis O.., O’Neill, Efraín, & Marrero, Eddie, “Creating Ethical
Awareness in Electrical and Computer Engineering Students: A
Learning Module on Ethics,” Session T2D, 35th ASEE/IEEE Frontiers in
Education Conference.

Jimenez, Luis O.., O’Neill, Efraín, Frey, William, Rodriguez-Solis, Rafael,
Irizarry-Rivera, Agustín, & Hunt, Shawn, “Social and Ethical
Implications of Engineering Design: A Learning Module Developed for
ECE Capstone Design Courses, Session T1A, 36th
References:
Ethics Across the Curriculum

Rabins, Michael S., “Teaching Engineering Ethics to
Undergraduates: Why? What? How?”, Science and Engineering
Ethics 4(3): 291-301.

Nicholas H. Steneck, “Designing Teaching and Assessment Tools
for an Integrated Engineering Ethics Curriculum,” Session 12d6,
29th ASEE/IEEE Frontiers in Education Conference

Weil, Vivian, “How Can Philosophers Teach Professional Ethics?
Journal of Social Philosophy, Vol. XX, Nos. 1 & 2, Spring/Fall
1989, pp. 131-136.

Frey, William J., Cruz-Cruz, José A., & Sanchez, Halley D., “Work
in Progress – 15/85 & Toolkit Concepts: Ethics Across the
Curriculum at UPRM,” Session S3D, 35th ASEE/IEEE Frontiers in
Education Conference.
References:
Moral Development

Blasi, A. (1991). The self as subject in the study of personality. In
D. J. Ozer, J. M. Joseph, Jr. (Eds.), Perspectives in personality (Vol.
3), Part A: Self and emotion; Part B: Approaches to understanding
lives (pp. 19-37). Bristol, PA: Jessica Kingsley Publishers.

Colby, A., & Damon, W. (1992). Some Do Care: Contemporary
Lives of Moral Commitment. New York: Free Press.

Huff, C., and Frey, W., (2005), “Moral Pedagogy and Practical
Ethics”, in Science and Engineering Ethics, 11(3), July 2005: 389408.

Callahan, D., “Goals in the Teaching of Ethics,” in Callahan, D. &
Bok, S. (eds) Teaching Ethics in Higher Education, Plenum, New
York, pp. 61-74.

Rest, James R., Narvaez, D., Bebeau, M.J., & Thoma, S.J. (1999)
Postconventional MoralThinking: A Neo-Kohlbergian Approach,
Lawrence Erlbaum Press, Hillsside, NJ