A Framework for the Teaching of Ethics and Professional Issues

1

• A Framework for the Teaching of Ethics and
  Professional Issues
• Les Neal Galway August 2003

2

• Ethics and Professional Issues
• QAA Subject Benchmark
• BCS Exemption
• SARTOR Requirements

3
QAA subject benchmark Computing-related
cognitive abilities Professional considerations
recognise the professional, moral and ethical
issues involved in the exploitation of computer
technology and be guided by the adoption of
appropriate professional, ethical and legal
practices.
4
Benchmarking standards 5.1 Threshold identify
appropriate practices within a professional and
ethical framework and understand the need for
continuing professional development 5.2
Modal apply appropriate practices within a
professional and ethical framework and identify
mechanisms for continuing professional
development and life long learning
5
The Charter The British Computer Society, under
its Royal Charter, is required to establish and
maintain standards of professional competence,
conduct and ethical practice for information
systems practitioners. This duty includes the
responsibility to develop and maintain standards
for the educational foundation appropriate to
people wishing to follow a career in information
systems.
6
BCS Code of Conduct In your professional role
you shall have regard for the public health,
safety and environment. This is a general
responsibility, which may be governed by
legislation, convention or protocol.
7
You shall ensure that within your professional
field/s you have knowledge and understanding of
relevant legislation, regulations and standards,
and that you comply with such requirements.
8
You shall conduct your professional activities
without discrimination against clients or
colleagues Grounds of discrimination include
race, colour, ethnic origin, sexual
orientation. You are encouraged to promote equal
access to the benefits of IS by all groups in
society.
9
BCS examinations The Society looks for course
content which specifically aims to give students
an understanding of the professional issues
relevant to their future working lives, as well
as a sound academic grounding in the
discipline. (A course should provide
opportunities for) a full appreciation of the
wider issues of ethical standards, legislative
compliance and the social and economic
implications of information systems practice.
10
Engineering Council The Society became a
Nominated Body of the Engineering Council in
1990. This empowers the Society to accredit
courses against the educational formation
required for registration as Chartered Engineers
or Incorporated Engineers. SARTOR
requirements (The degree must include) social
and business awareness and a wide appreciation of
risk, environmental, health and safety, and
political issues.
11

• A Departmental Ethos
• Thesis
• A Department as whole should have a strong ethos
  that promotes a professional attitude in both its
  staff and students.
• This implies good leadership by departmental
  heads and managers but also a
• collective responsibility of all staff towards
  professional behaviour.

12

• Responsibilities
• Acting professionally as staff
• Acting professionally as students
• Adopting a professional approach towards
  professionalism

13
Acting professionally as staff Staff (both
academic and support staff) seen as role
models. There is a need for positive policies for
returning coursework, providing constructive
feedback, providing support, etc Policies by
themselves insufficient - they need to be acted
upon and monitored.
14

• General principles
• Visibility issues documented in syllabus and
  in instructions on practical work
• Integration issues integrated into main
  stream activity
• Importance issues not seen as peripheral
  aspects included in assessment

15

• Level 1
• Acting professionally as students
• Lab safety
• Hacking and plagiarism
• Learning skills
• investigations and presentations
• Group and team activity

16

• Level 2
• Integration stand-alone module
• Use of scenarios
• group activity
• presentations

17

• Level 3
• Professional Issues included as and when
  relevant
• implies an explicit statement in module
  specifications
• Role in final year project work
• Critical evaluation of such areas skills
  needed
• Module (or part) on Ethics ?

18

• Conclusions
• The above framework proposes activity that should
  take place within all three levels of an
  undergraduate degree programme.
• It wishes to promote the thesis that Computing
  Departments should adopt an overall ethos,
  exemplified through an explicit policy statement
  that encourages both staff and students to behave
  professionally. Policy implementation should be
  reviewed on a regular basis.