Araştırma Makalesi
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Mühendislik Öğrencilerinin Etik Algıları: Harran Üniversitesi İnşaat Mühendisliği Örneği

Yıl 2020, Cilt: 5 Sayı: 3, 205 - 212, 25.12.2020
https://doi.org/10.46578/humder.791868

Öz

Bu çalışmada Harran Üniversitesi Mühendislik Fakültesi İnşaat Mühendisliği öğrencilerinin kendi etik inançlarını ve meslektaşlarının etik inançlarını ve eylemlerini nasıl algıladıklarını belirlemek ve bu iki algı arasında karşılaştırma yapmak amacıyla bir anket çalışması yapılmıştır. Yapılan karşılaştırmalarda cinsiyet, uyruk ve mühendislik etiği ile ilgili ders alma durumu faktörlerinin etkisi de incelenmiştir. Araştırmanın bulguları genel olarak öğrencilerin etik davranma konusunda bilinçli olduklarını ve kendilerini akranlarına göre daha etik olarak algıladıklarını göstermiştir. Bayan öğrenciler bu algıyı kısmen sergiledikleri halde, yabancı öğrencilerin algısı farklıdır. Etik dersi alma durumu bu genel algıyı çoğunlukla etkilememiştir. Bu çalışma, inşaat mühendisliği öğrencilerinin mevcut kişisel etik inançları hakkında bilgi sağlamıştır. Öğrencilerin gösterdiği etik bilinç düzeyi inşaat mühendisliği programlarında verilmekte olan etik derslerinin önceki çalışmaların öngörüleri doğrultusunda öğrencileri meslek hayatında etik davranma konusunda cesaretlendireceğini ortaya koymaktadır.

Destekleyen Kurum

TÜBİTAK 2209-A üniversite öğrencileri yurt içi araştırma destek programı

Kaynakça

  • Abaté, C. (2011). Should Engineering Ethics be Taught? Science and Engineering Ethics, 17(3), 583-596.
  • Atesh, M., Ward, T., & Baruah, B. (2016, September). Analyzing the perception, judgment and understanding of Ethics among Engineering students in Higher Education. In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-7). IEEE.
  • Aydemir, M. and Demirci, M.K. (2008), “Ethical perceptions of the future leaders: a case of a turkish universty”, International Journal of Emerging and Transition Economies, Vol. 1 No. 1, pp. 163-175.
  • Bauer, C. & Adams, V.D. (2005). Who Wants to Be An Ethical Engineer?. 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, USA.
  • Buckeridge, J. (2011). Do engineers still move mountains?: A “new world” appraisal in light of ethics, engineering, economics and the environment. Australasian Association for Engineering Education Conference 2011: Developing engineers for social justice: Community involvement, ethics & sustainability 5-7 December 2011, Fremantle, Western Australia. pp. 7-12.
  • Coşkun, H., (2007), Mühendislik Öğrencilerinin İş Etiği Konusundaki Farkındalıklarının Belirlenmesi ve Geliştirilmesi, 4.İnşaat Yönetimi Kongresi, TMMOB-İMO İstanbul Şubesi
  • Fatoki, O. and Marembo, M. (2012), “An investigation into the attitudes toward business ethics by university students in South Africa”, African Journal of Business Management, Vol. 6 No. 18, pp. 5865-5871.
  • Fleddermann, Charles Byrns. Engineering ethics. Upper Saddle River, NJ: Prentice Hall, 1999.
  • Loui, M.C. (2005). Ethics and the Development of Professional Identities of Engineering Students. Journal of Engineering Education, 94(4), 383-390.
  • Lynch, W. (1997). Teaching Engineering Ethics in the United States. IEEE Technology and Society Magazine, 27-36.
  • O'Clock, P. & Okleshen, M. (1993). A comparison of ethical perceptions of business and engineering majors. Journal of Business Ethics, 12(9), 677-687.
  • Ooi, P. C., & Tan, M. T. (2015). Effectiveness of workshop to improve engineering students’ awareness on engineering ethics. Procedia-Social and Behavioral Sciences, 174, 2343-2348.
  • Stappenbelt, B. (2013). Ethics in engineering: student perceptions and their professional identity. JOTSE: Journal of technology and science education, 3(1), 3-10.
  • Steele, L.M., Johnson, J.F., Watts, L.L., MacDougall, A.E., Mumford, M.D., Connelly, S. and Williams, T. L. (2016), “A comparison of the effects of ethics training on international and US students”, Science and Engineering Ethics, Vol. 22 No. 4, pp. 1217-1244.
  • Steneck, N. (1999). Designing Teaching and Assessment Tools for an Integrated Engineering Ethics Curriculum. 29th ASEE/IEEE Frontiers in Education Conference, 12-17
  • Usmen, M., Baradan, S., & Akboğa, Ö. (2012). İnşaat Mühendisliğinde Etik: Amerika Birleşik Devletleri Örneği. Engineering Sciences, 7(1), 341-349.
  • Zulu, S. and Muleya, F. (2019), "A student perspective of ethics in the Zambian construction industry", Journal of Engineering, Design and Technology, Vol. 17 No. 2, pp. 266-282.

Engineering Students' Ethical Perceptions: The Case of Civil Engineering at Harran University, Turkey

Yıl 2020, Cilt: 5 Sayı: 3, 205 - 212, 25.12.2020
https://doi.org/10.46578/humder.791868

Öz

In this study, a survey was conducted to determine how Harran University Engineering Faculty Civil Engineering students perceive their own ethical beliefs and their colleagues' ethical beliefs and actions, and to compare these two perceptions. In the comparisons, the effect of the factors of gender, nationality, and course taking status related to engineering ethics was also examined. Findings of the research showed that students are generally conscious about behaving ethically and perceive themselves as more ethical than their peers. Although female students partially exhibit this perception, the perception of foreign students is different. Taking ethics lessons mostly did not affect this general perception. This study provided information about the current personal ethical beliefs of civil engineering students. The level of ethical awareness demonstrated by the students reveals that the ethics lessons given in civil engineering programs will encourage students to act ethically in their professional life in line with the foresights of previous studies.

Kaynakça

  • Abaté, C. (2011). Should Engineering Ethics be Taught? Science and Engineering Ethics, 17(3), 583-596.
  • Atesh, M., Ward, T., & Baruah, B. (2016, September). Analyzing the perception, judgment and understanding of Ethics among Engineering students in Higher Education. In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-7). IEEE.
  • Aydemir, M. and Demirci, M.K. (2008), “Ethical perceptions of the future leaders: a case of a turkish universty”, International Journal of Emerging and Transition Economies, Vol. 1 No. 1, pp. 163-175.
  • Bauer, C. & Adams, V.D. (2005). Who Wants to Be An Ethical Engineer?. 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, USA.
  • Buckeridge, J. (2011). Do engineers still move mountains?: A “new world” appraisal in light of ethics, engineering, economics and the environment. Australasian Association for Engineering Education Conference 2011: Developing engineers for social justice: Community involvement, ethics & sustainability 5-7 December 2011, Fremantle, Western Australia. pp. 7-12.
  • Coşkun, H., (2007), Mühendislik Öğrencilerinin İş Etiği Konusundaki Farkındalıklarının Belirlenmesi ve Geliştirilmesi, 4.İnşaat Yönetimi Kongresi, TMMOB-İMO İstanbul Şubesi
  • Fatoki, O. and Marembo, M. (2012), “An investigation into the attitudes toward business ethics by university students in South Africa”, African Journal of Business Management, Vol. 6 No. 18, pp. 5865-5871.
  • Fleddermann, Charles Byrns. Engineering ethics. Upper Saddle River, NJ: Prentice Hall, 1999.
  • Loui, M.C. (2005). Ethics and the Development of Professional Identities of Engineering Students. Journal of Engineering Education, 94(4), 383-390.
  • Lynch, W. (1997). Teaching Engineering Ethics in the United States. IEEE Technology and Society Magazine, 27-36.
  • O'Clock, P. & Okleshen, M. (1993). A comparison of ethical perceptions of business and engineering majors. Journal of Business Ethics, 12(9), 677-687.
  • Ooi, P. C., & Tan, M. T. (2015). Effectiveness of workshop to improve engineering students’ awareness on engineering ethics. Procedia-Social and Behavioral Sciences, 174, 2343-2348.
  • Stappenbelt, B. (2013). Ethics in engineering: student perceptions and their professional identity. JOTSE: Journal of technology and science education, 3(1), 3-10.
  • Steele, L.M., Johnson, J.F., Watts, L.L., MacDougall, A.E., Mumford, M.D., Connelly, S. and Williams, T. L. (2016), “A comparison of the effects of ethics training on international and US students”, Science and Engineering Ethics, Vol. 22 No. 4, pp. 1217-1244.
  • Steneck, N. (1999). Designing Teaching and Assessment Tools for an Integrated Engineering Ethics Curriculum. 29th ASEE/IEEE Frontiers in Education Conference, 12-17
  • Usmen, M., Baradan, S., & Akboğa, Ö. (2012). İnşaat Mühendisliğinde Etik: Amerika Birleşik Devletleri Örneği. Engineering Sciences, 7(1), 341-349.
  • Zulu, S. and Muleya, F. (2019), "A student perspective of ethics in the Zambian construction industry", Journal of Engineering, Design and Technology, Vol. 17 No. 2, pp. 266-282.
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İnşaat Mühendisliği
Bölüm Araştırma Makaleleri
Yazarlar

Ahmet Sabri Öğütlü 0000-0003-1634-0600

Ali Toktaş Bu kişi benim 0000-0002-7509-8538

Yayımlanma Tarihi 25 Aralık 2020
Gönderilme Tarihi 10 Eylül 2020
Kabul Tarihi 10 Kasım 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 5 Sayı: 3

Kaynak Göster

APA Öğütlü, A. S., & Toktaş, A. (2020). Mühendislik Öğrencilerinin Etik Algıları: Harran Üniversitesi İnşaat Mühendisliği Örneği. Harran Üniversitesi Mühendislik Dergisi, 5(3), 205-212. https://doi.org/10.46578/humder.791868