Introduction to Ethics Across the Curriculum for Business Faculty

University of Puerto Rico – Mayagüez

College of Business AdministrationJosé A. Cruz, William J. Frey, Halley D. Sánchez

Teaching Business Ethics Conference 2006

June 7-9, 2006© 2003-2006 by Cruz, Frey & Sanchez

Agenda

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

www.upr.edu

• 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

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)uprm.edu

UPR Mayagüez• Academic Staff

– 1,064– 799 faculty

members– 38% female– 12 credit-hours

academic load

• Administrative Staff– 1,909

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

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– 8 in the last five years

Agenda

UPR-Mayagüez

EAC at UPRM 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.

Faculty Development Workshops

Resources (Cases, Exercises, Modules, &

Instructor Manuals)

Special Activitiese.g. Ethics Bowl

Stand Alone Course

EAC

EAC: A Hybrid ApproachEAC: A Hybrid Approach Interrelated Activities to place ethics Interrelated Activities to place ethics

into and across the Curriculuminto and across the Curriculum

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

Faculty Committed

to EAC

Train/Mentor 15% of Faculty in EAC

Magnify efforts with a Toolkit

Students with Ethics Awareness

(85+ %)

Students

Objective Activity

Introduce Ethics Across the Curriculum

Introductory Presentation & Pre-test

Learn to Use Ethics Tests Gray Matters: ethics scenarios with solution alternatives evaluated and ranked by participants

Introduce Case Writing Modeling cases in Pre-test and Gray Matters ActivitiesShort Presentation on Case Writing

Write Cases Participants form teams, write cases, and debrief on cases

Introductory EAC Workshop

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

Co-Mentoring EAC Workshop: Veterans and Rookies

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

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?

Suggested Questions About Ethics Education for Business School Leaders

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 SocialResponsibilit

y

EthicalDecision-Making

EthicalLeadership

Corp.Governance

SICI 3### MOD-X

ADMI 3### MOD-Y

CONT 3### MOD-A MOD-B

FINA 4### MOD-C 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

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 intoPreventive 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 socio-

technical 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”

Social Resp-

ponsibility

Ethical Dec.-

Making

Ethical Leadershi

p

Corp. Governan

ce

SICI ____ Mod-A

ADMI ___ Mod-B

CONT___

FINA____

Awareness

Evaluation

Integration

Prevention

✔

✔

✔✔

Ethics Integration Module / Activity Recognition & Documentation Form

Course Module / Activity Description SR DM EL CG EA EE EI EP

ADMI3007

Students react and discuss short scenarios, use 3 ethics test to evaluate these scenarios and propose solutions or prevention

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

Ethics Integration Module / Activity Recognition & Documentation Form

Course Module / Activity Description SR DM EL CG EA EE EI EP

ADMI3007

Students react and discuss short scenarios, use 3 ethics test to evaluate these scenarios and propose solutions or prevention

Time:1.5hrs ✔ ✔ ✔ ✔ ✔ ?

Level: (High,Med.Low)

H

L L

H HM

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

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

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 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 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

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

Guests

Members

Authors/Editors

Community / Mentors

Ethics Instructors

BSE Instructors

Students

Professionals

Industry / Government

Users / Stakeholders Participation Levels=

Agenda

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: 389-408.

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