1.

Engineering Ethics [1]

1.1 Introduction
Engineering is the process of developing an efficient mechanism which quickens and eases
the work using limited resources, with the help of technology. Ethics are the principles
accepted by the society, which also equate to the moral standards of human beings. An
engineer with ethics, can help the society in a better way.
Hence the study of engineering ethics, where such ethics are implemented in engineering by
the engineers, is necessary for the good of the society. Engineering Ethics is the study of
decisions, policies and values that are morally desirable in engineering practice and research.
We are all encouraged to make ethical choices and apply ethics in all areas of our lives. But
what does ethics mean, and why do ethics matter for engineers?
We can think of ethics as the principles that guide our behavior toward making the best
choices that contribute to the common good of all. Ethics is what guides us to tell the truth,
keep our promises, or help someone in need. There is a framework of ethics underlying our
lives on a daily basis, helping us make decisions that create positive impacts and steering us
away from unjust outcomes. Ethics guides us to make the world a better place through the
choices we make. [2]

[2-1]

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1.2 Morals [1]
Morals are the principles or habits with respect to right or wrong of one’s own conduct. They
are not imposed by anyone. Morals are what you think is good and bad personally.
Though morals are not imposed, they can be understood as the preaching of our inner self.
Depending on a few factors, our mind filters things as good or bad. These are the ideas that
help frame our personality so that we can distinguish between what is right and what is wrong.

A moral is the code of conduct that you develop over time and set for yourself to follow, just
like

• Being good to everyone

• Speaking only the truth
• Going against what you know is wrong
• Having chastity
• Avoid cheating
• Being a nice human being etc.

Morals are always defined by one’s own

personality. Morals can be changed
according to one’s beliefs as they are
completely dependent on one’s perception
towards the ethical values.

[3]

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1.3 Ethics [1]
Ethics are a set of rules or principles that are generally considered as standards or good and
bad or right and wrong, which are usually imposed by an external group or a society or a
profession or so.
Ethics can be understood as the rules of conduct proposed by a society or recognized with
respect to a particular class of human actions or a particular group or culture. Ethics are
dependent on others definition. They may or may not vary from context to context.

A person who strictly follows a set of ethical principles, may not have any moral at all while a
person who violates ethical principles at times, may maintain a high moral integrity. The
ethical theories include duty ethics, right ethics, virtue ethics and so on. A best example that
can explain ethics is utilitarianism.
utilitarianism is the philosophy which explains that the happiness or pleasure of a greatest
number of people in the society is considered as the greatest good. According to this
philosophy, an action is morally right if its consequences leads to happiness of the people
and wrong if the action leads to their unhappiness. This theory moves beyond the scope of
one’s own interests, it rather takes into account the interests of others.

1.4 Ethics in Engineering [1]

Ethics are principles followed depending upon the moral responsibility that a person feels.
The study of related questions about moral ideals, character, policies and relationships of
people and organizations involved in technological activity, can be termed as Engineering
ethics.
An engineer whether he works individually or works for a company, has to go through some
ethical issues, mostly under the conditions such as, conceptualization of a product, issues
arising in design and testing departments, or may be on the issues involving the
manufacturing, sales and services. Questions related to morality also arise during supervision
and team works.

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The ethical decisions and moral values of an engineer need to be considered because the
decisions of an engineer have an impact on the products and services - how safe they are to
use, the company and its shareholders who believe in the goodwill of the company, the public
and the society who trusts the company regarding the benefits of the people, the law which
cares about how legislation affects the profession and industry, the job and his moral
responsibilities and about how the environment gets affected, etc.

Not only an engineer, but everyone has to follow a set of morals in order to keep away from
getting morally degraded.
Our behavior should include the following:

• Respecting others and ourselves.

• Respecting the rights of others.
• Keeping promises.
• Avoiding unnecessary problems to
others.
• Avoiding cheating and dishonesty.
• Showing gratitude towards others and
encourage them to work.

Morality commands respect for persons, both

others and ourselves. It involves being fair and
just, meeting obligations and respecting rights
and not causing unnecessary harm by dishonesty
and cruelty or by hubris.

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1.5 Steps to Deal with Issues [1]
1.5.1 Introduction
Whenever there occurs an issue, one should possess a few skills in order to sort out the
problem. The issues that engineers face, have to be dealt with patience and few moral goals
have to be kept in mind while dealing with such issues. They are as follows −
• Moral Awareness − One should be able to recognize the moral problems and issues
that occur in Engineering. The analysis on the problem is necessary in order to
differentiate and judge according to ethics or according to the rules to follow.
• Cogent Moral Reasoning − In order to come to a conclusion on an issue, the
argument has to be assessed and comprehended. The argument on both sides has to
be considered with all the probabilities and the nature of the argument should be logical
and moral.
• Moral Coherence − After having gone through all the logical and moral facts,
consistent and comprehensive viewpoints are to be formed based upon a consideration
of relevant facts.
• Moral Imagination − The moral issues and the practical issues have to be dealt
separately. Alternative responses are to be found out for dealing with moral issues
while creative solutions should be found out for practical difficulties.
• Moral Communication − The language to communicate about one’s moral views
should be precise and clear that should not alter the original meaning.
Though one has all these moral goals, the ethical reasoning for achieving moral conduct with
responsibility and commitment is obtained by a few skills that are described below.

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1.5.2 Important Skills for Ethical Reasoning [1]
Let us now discuss the important skills for ethical reasoning:

• Moral Reasonableness − The ability and willingness to be morally reasonable that

one should have while dealing such issues. Unless one is willing and improve such
ability, justice cannot be done.
• Respect for Persons − The persons involved in the issue, should be treated with
genuine concern by one. Such concern should also be there with oneself along with
being there for others.
• Tolerance of diversity − One should have a broader perspective towards ethnic and
religious differences that the people have. Every person differs with another when
compared on grounds of moral reasoning. The acceptance of those differences is really
important.
• Moral hope − The moral conflicts can be resolved by using better communication and
having rational dialogue which is evident-based and open-ended which is acceptable
and appreciable by both the parties.
• Integrity − The moral integrity has to be maintained. Being honest and having strong
moral principles helps one to resolve an issue in an efficient manner. An individual also
needs to consider other’s professional life and personal convictions while solving a
problem.

1.6 Moral Issues [1]

A moral issue can be understood as an issue to be resolved not only by considering the
technical stuff but also by keeping moral values in mind. To be more precise, let us consider
the definition in general.
“Moral issue is a working definition of an issue of moral concern is presented as any issue
with the potential to help or harm anyone, including oneself.”

1.6.1 Types of Moral Issues

There are mainly two types of Moral issues that we mostly come across while keeping the
ethical aspects in mind to respond. They are:
- Micro-ethics
This approach stresses more on the problems that occur on a daily basis in the field of
engineering and its practice by engineers.
- Macro-ethics
This approach deals with social problems which are unknown. However, these problems may
unexpectedly face the heat at both regional and national levels.

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1.6.2 Examples
Let us now understand a few examples related to moral issues.
Example 1
After a recent collapse of a structure in which many people died, an Engineer came to know
about a bridge which is marginally safe. He informed his superior who asked him to stay calm
and not to discuss with anyone, while waiting for the next year budget sessions to get some
financial help for the repair required. What should the engineer do?
Example 2
What should an Engineer who observes his colleague copying confidential information
unauthorized, do immediately? If he chooses to stop his friend, what if this gets repeated
without his notice? If he chooses to report the management, what if his friend loses the job?
Which is morally correct?
Example 3
An engineer who develops a proto-type for the project, loses it due to a mishap exactly the
day before the submission. Is it morally correct to outsource the prototype of the project and
reduce the risks of job insecurity? What should he do?
These are the few examples just to understand the kind of moral dilemmas. There might be
one or more correct answers at times. There can be some other way around to deal with the
issue, which one can’t easily notice. However, the decisions have to be made by following a
slow and clear process in order to avoid further problems and also to solve this in a manner
that leads to no regrets.

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1.6.3 Issues Resolving Inquiries
The issues can be resolved by following an investigation procedure, step by step in order to
have a clear understanding towards the issue. Here we have three different types of inquiries.
Judging the issues has to be followed by a systematic procedure to avoid any flaws.
Engineering ethics involves investigations into values, meanings and facts. Following are the
different types of inquiries made for this.

• Normative inquiries
• Conceptual inquiries
• Factual or descriptive inquiries

- Normative Inquiries
Normative Inquiry refers to the description that describes what one ought to do under a
specific circumstance. This is the expected ideal response, which might differ from what one
believes to be right or wrong.
This list identifies and justifies the morally desirable nature for guiding individuals or groups.
This includes the responsibility of engineers to protect the public safety and how they should
respond under such dangerous practices. Normative inquiries also quote the laws and
procedures that affect the engineering practice on moral grounds. They refer to the thought
process where the moral rights are to be implemented in order to fulfill their professional
obligations.
- Conceptual Inquiries
Conceptual Inquiry refers to the description of the meaning of concepts, principles and issues
related to engineering ethics. The ethics that an engineer should possess to protect the safety,
health and welfare of the public, etc. are described under conceptual inquiries.
It describes what safety is and mentions the marginal issues of safety along with the
precautions an engineer should take to avoid risk. Conceptual inquiries mention the moral
aspects of bribery and how its effects, along with the professional ethics and professionalism.
- Factual and Descriptive Inquiries
Factual Inquiry or the descriptive inquiry helps to provide the facts for understanding and
finding solutions to the value-based issues. The engineer has to conduct factual inquiries by
using scientific techniques.
This helps in providing the information regarding the business realities such as engineering
practice, history of engineering profession, the effectiveness of professional societies, the
procedures to be adopted when assessing risks and psychological profiles of engineers.

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1.7 Moral Dilemmas [1]
1.7.1 Introduction
At times, the situations occur where one
cannot make immediate decisions as the
moral reasons come into conflict. The
moral reasons can be rights, duties, goods
or obligations, which make the decision-making complex.

1.7.2 Types of Complexities

The difficulties in arriving to a solution, when
segregated, can be divided into the following three sections:

- Vagueness
This refers to the condition where the doubt lies in whether the action refers to good or bad.
This is just like having a thought that following the rules is mandatory. This sometimes
includes the unwritten rules like being loyal, having respect, maintaining confidentiality, etc.
- Conflicting reasons
When you know about the solutions you have, the making of better choice among the ones
you have, will be the internal conflict. Fixing the priorities depends upon the knowledge and
the moral values one has. The reason why the particular choice is being made, makes sense.
- Disagreement
When there are two or more solutions and none among them is mandatory, the final solution
selected should be best suitable under existing and the most probable conditions. The
interpretation regarding the moral reasons behind the choice and analysis should be made
keeping in mind whether this is the better or the worse solution in the probable aspects.

1.7.3 Steps in Facing Moral Dilemmas

Whenever a person is faced with a moral dilemma, the issue is to be solved with a stepwise
approach as this will generate a better output. The steps include the following −
- Identification
The step of identification involves the following −
• The issue has to be thoroughly understood.
• Duties and responsibilities of the persons involved are to be clearly known.
• Moral factors related to the issue are to be understood.
• Conflicting responsibilities, rights and clashing ideas involved are to be identified.

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- Ranking
The considerations in the issue are to be listed down. Then they have to be ranked according
to the priorities. The moral aspect has to be considered to rank the issues. The advantages
of a single person should never be given any importance unless any moral reason is there
behind it. No partiality is allowed.
- Inquiries
The inquiry of details involved in the issue is to be completely made. All the facts related to
the issue are brought into light. Considering the alternative courses of action for resolving and
tracing, full implications are also needed.
- Discussions
Discussions are to be made with other members, as different minds look at the issue in
different views to give different solutions. The complete analysis of a problem gives chances
to different viewpoints, perspectives and opinions from which a better solution can be drawn.
- Final Solution
After analyzing different perspectives and considering the facts and reasons on the basis of
truths and understanding the flaws which lead to the issue, a final solution has to be drawn
out. This solution will add value to the whole analysis, in all aspects.

1.8 Moral Autonomy [1]

1.8.1 Introduction
Moral Autonomy is the philosophy which is self-governing or self-determining, i.e., acting
independently without the influence or distortion of others. The moral autonomy relates to
the individual ideas whether right or wrong conduct which is independent of ethical issues.
The concept of moral autonomy helps in improving self-determination.
Moral Autonomy is concerned with independent attitude of a person related to moral/ethical
issues, and is found in moral, ethical and even in political philosophy.

1.8.2 Moral Autonomy – Skills Needed

In this section, let us discuss the skills needed for moral autonomy.
• Ability to relate the problems with the problems of law, economics and religious
principles − It is essential to have the ability to analyze a problem and finding the
relation with the existing law or the topic of issue with the existing principles on that
topic. The ability to distinguish between both of them and finding the moral reasons.
• Skill to process, clarify and understand the arguments against the moral issues −
If the issue is against some moral values or the ethical values to be followed in the
society, then clarity should be maintained about the differences and similarities. Both
of these differences and similarities are to be judged based on why they are a matter
of concern and in what aspect.

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 • Ability to suggest the solutions to moral issues on the basis of facts − If the moral
issues are not fulfilling and needs to be, then the solutions are to be suggested
according to the moral issues based on the facts and truths of the issue. These
suggestions must be consistent and must include all the aspects of the problem. No
partiality is to be allowed in any such aspect.
• Must have the imaginative skill to view the problems from all the viewpoints −
After having known about the facts and illusions of the issue, a clear understanding is
attained in viewing the problem in all kinds of viewpoints. This enables one to be able
to suggest a proper alternative solution.
• Tolerance while giving moral judgment, which may cause trouble − When the
whole analysis is made considering all the viewpoints of the issue, the final output might
be or might not be pleasing to the persons involved. Hence while declaring the
judgment or the decisions taken, a detailed description of the actions done should be
given, while the actions ought to be done should be presented in a better way, to ensure
others that the decisions have been taken without any partialities towards any party.
• Tolerance while giving moral judgment, which may cause trouble − When the
whole analysis is made considering all the viewpoints of the issue, the final output might
be or might not be pleasing to the persons involved. Hence while declaring ……….

1.8.3 Skills for Improving Moral Autonomy

Moral autonomy reflects the concept of individuality. This relates to the idea of building one’s
self with the moral values one has while developing psychologically.
To have moral autonomy in all the aspects, one should have a lot of patience, interest,
kindness. A Person must have adequate knowledge and understanding about the use of
ethical language. He must have better knowledge in understanding the importance of
suggestions and better solutions while resolving moral problems and also about the
importance of tolerance on some critical situations. Above all, moral honesty must be
maintained.

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1.9 Difference Between Morals and Ethics [3-1]
Last updated on February 7, 2023 by Surbhi S

We greatly encounter moral and ethical issues, in our day to day life. Perhaps, these two
defines a personality, attitude, and behavior of a person. The word Morals is derived from a
Greek word “Mos” which means custom. On the other hand, if we talk about Ethics, it is also
derived from a Greek word “Ethikos” which means character. But simply, morals are the
customs established by group of individuals whereas ethics defines the character of an
individual.
While morals are concerned with principles of right and wrong, ethics are related to right and
wrong conduct of an individual in a particular situation. Many use the two terms as synonyms,
but there are slight and subtle differences between morals and ethics, which are described in
the article below.

1.9.1 Definition of Morals

Morals are the social, cultural and religious beliefs or values of an individual or group which
tells us what is right or wrong. They are the rules and standards made by the society or culture
which is to be followed by us while deciding what is right. Some moral principles are:
• Do not cheat
• Be loyal
• Be patient
• Always tell the truth
• Be generous
Morals refer to the beliefs what is not objectively right, but what is considered right for any
situation, so it can be said that what is morally correct may not be objectively correct.

1.9.2 Definition of Ethics

Ethics is a branch of philosophy that deals with the principles of conduct of an individual or
group. It works as a guiding principle as to decide what is good or bad. They are the
standards which govern the life of a person. Ethics is also known as moral philosophy.
Some ethical principles are:
• Truthfulness
• Honesty
• Respect
• Fairness
• Integrity

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1.9.3 Content: Morals Vs Ethics
BASIS FOR
MORALS ETHICS
COMPARISON

Meaning Morals are the beliefs of the Ethics are the guiding principles which
individual or group as to what is help the individual or group to decide
right or wrong. what is good or bad.

What is it? General principles set by group Response to a specific situation

Root word Mos which means custom Ethikos which means character

Governed By Social and cultural norms Individual or Legal and Professional norms

Deals with Principles of right and wrong Right and wrong conduct

Applicability in No Yes
Business

Consistency Morals may differ from society to Ethics are generally uniform.
society and culture to culture.

Expression Morals are expressed in the form Ethics are abstract.

of general rules and statements.

Freedom to think No Yes

and choose

1.9.4 Examples
• If the son of a big politician has committed a crime and he uses his powers to free his
son from legal consequences. Then this act is immoral because the politician is trying
to save a culprit.
• A very close friend or relative of an interviewer comes for an interview and without
asking a single question, he selects him. This act is unethical because the selection
process must be transparent and unbiased.
• A grocer sells adulterated products to his customers to earn more profit. This act is
neither moral nor ethical because he is cheating his customers and profession at the
same time.

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1.9.5 Conclusion
Every single individual has some principles which help him throughout his life to cope up with
any adverse situation; they are known as ethics. On the other hand, Morals are not the hard
and fast rules or very rigid, but they are the rules which a majority of people considered as
right. That is why the people widely accept them. This is all for differentiating Morals from
Ethics.

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2. Engineering Ethics- Professions and Professionalism [1]
2.1 Profession
Profession means a job or an occupation, that helps a person earn his living. The main criteria
of a profession involves the following:
• Advanced expertise − The criteria of a profession is to have sound knowledge in both
technical aspects and liberal arts as well. In general, continuing education and updating
knowledge are also important.
• Self-regulation − An organization that provides a profession, plays a major role in
setting standards for the admission to the profession, drafting codes of ethics, enforcing
the standards of conduct and representing the profession before the public and the
government.
• Public good − Any occupation serves some public good by maintaining high ethical
standards throughout a profession. This is a part of professional ethics where each
occupation is intended to serve for the welfare of the public, directly or indirectly to a
certain extent.

2.2 Professionals
A person who is paid for getting involved in a particular profession in order to earn a living as
well as to satisfy the laws of that profession can be understood as a Professional. The
definition of a professional is given differently by different experts in the field. Let us see the
following definitions −
• “Only consulting engineers who are basically independent and have freedom from
coercion can be called as professionals.” − Robert L. Whitelaw
• “Professionals have to meet the expectations of clients and employers. Professional
restrains are to be imposed by only laws and government regulations and not by
personal conscience.” − Samuel Florman
• “Engineers are professionals when they attain standards of achievement in education,
job performance or creativity in engineering and accept the most basic moral
responsibilities to the public as well as employers, clients, colleagues and
subordinates.” - Mike martin and Ronald Schinzinger

2.3 Models of Professional Engineers

An engineer who is a professional, has some tasks to perform by which he acts as any of the
following, which can be termed as Models of Professional Engineers.
• Savior − A person who saves someone or something from any danger is called a
Savior. An engineer who saves a group of people or a company from a technical danger
can also be called a Savior. The Y2K problem that created problems for computers
and computer networks around the world was solved by engineers who were the
saviors.

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 • Guardian − A person who knows the direction towards a better future is known to be
the Guardian for the same. An engineer who knows the direction in which there is scope
for the technology to develop can also be called a Guardian. This engineer provides
the organization with innovative ideas for technological development.
• Bureaucratic Servant − A person who is loyal and can solve problems when they
occur using his own skills, is a Bureaucratic servant. An engineer who can be a loyal
person to the organization and also the one who solves the technical problems the
company encounters, using his special skills can be termed as a Bureaucratic
servant. The company relies on his decision-making capability for the future growth.
• Social Servant − A person who works for the benefit of the society without any selfish
interest and does not work on any business grounds, is called a Social servant. An
engineer who receives a task as part of the government’s concern for the society
considering the directives laid by the society and accomplishes the assigned tasks can
be termed as a Social Servant. He knows what the society needs.
• Social Enabler or Catalyst − A person who makes the society understand its welfare
and works towards the benefits of the people in it, is a Social Enabler. An engineer who
plays a vital role in a company and helps company along with society to understand
their needs and supports their decisions in work can be termed as a Social Enabler or
Catalyst. This person quickens the procedure and helps maintain good environment in
the company.
• Game Player − A person who plays a game according to the rules given is a Game
player in general. An engineer who acts as neither a servant nor a master, but provides
his services and plans his works according to the economic game rules in a given time,
can be termed as a Game player. He is smart enough to handle the economic
conditions of the company.

2.4 Professionalism
2.4.1 Introduction
Professionalism covers comprehensively all areas of practice of a particular profession. It
requires skills and responsibilities involved in engineering profession. Professionalism implies
a certain set of attitudes.
The art of Professionalism can be understood as the practice of doing the right thing, not
because how one feels but regardless of how one feels. Professionals make a profession of
the specific kind of activity and conduct to which they commit themselves and to which they
can be expected to conform. Moral ideals specify virtue, i.e., desirable feature of character.
Virtues are desirable ways of relating to other individuals, groups and organizations. Virtues
involve motives, attitudes and emotions.
According to Aristotle, virtues are the “acquired habits that enable us to engage
effectively in rational activities that defines us as human beings.”
2.4.2 Professional Ideals and Virtues
The virtues represent excellence in core moral behavior. The essentials for any professional
to excel in the profession are behavior, skills and knowledge. The behavior shows the moral
ideology of the professional.
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The moral ideals specify the virtue, i.e., the desirable character traits that talk a lot about
the motives, attitude and emotions of an individual.

• Public spirited virtues

• Proficiency virtues
• Team work virtues
• Self-governance virtues
The virtues mentioned above show the professional responsibility of an individual. Hence, the
professionalism that comes in with these virtues is called Responsible Professionalism. Let
us now understand each virtue in detail.
2.4.2.1 Public-spirited Virtues
An engineer should focus on the good of the clients and the public at large, which means no
harm should be done intentionally. The code of professional conduct in the field of engineering
includes avoiding harm and protecting, as well promoting the public safety, health and welfare.
Maintaining a sense of community with faith and hope within the society and being generous
by extending time, talent and money to professional societies and communities, an engineer
can maintain the public-spirited virtue. Finally, justice within corporations, government and
economic practices becomes an essential virtue that an engineer should always possess.
2.4.2.2 Proficiency Virtues
These refer to the virtues followed in the profession according to the talent and intellect of an
engineer. The moral values that include this virtue are competence and diligence.
The competence is being successful in the job being done and the diligence is taking care
and having alertness to dangers in the job. Creativity should also be present in accomplishing
the assigned task.
2.4.2.3 Teamwork Virtues
These virtues represent the coordination among team members which means working
successfully with other professionals. These include cooperative nature along with loyalty and
respect towards their organization, which makes the engineers motivate the team
professionals to work towards their valuable goals.
2.4.2.4 Self-governance Virtues
These virtues are concerned with moral responsibilities which represent integrity and self-
respect of the person. The integrity actually means the moral integrity which refers to the
actions, attitude and emotions of the person concerned during his professional period.
The self-governance virtues center on commitment, courage, self-discipline, perseverance,
self-respect and integrity. The truthfulness and trustworthiness which represent his honesty
are the crucial moral values to be kept up by a professional.

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2.4.3 Possible Problems Linked to Professionalism
• Lack of Vision - acceptance at the expense of critical thinking, overlook
alternatives
• Incompetence - poor execution of technical tasks
• Lack of Time or Materials - poor management
• Compartmentalization - poor communication
• Irresponsibility - notion that someone down the line will deal with problem
• Dishonesty - misleading others at any point in the engineering process

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3. Engineering Ethics- Codes of Ethics[1]
3.1 Codes Roles
The engineers who are represented as professionals, and who belong to a professional
society need to have some moral responsibilities. A code of conduct is important for engineers
to remain committed to their world.

The engineering societies such as AAES, ABET, NSPE, IEEE and AICTE have framed these
codes of ethics which are helpful to engineers to strengthen the moral issues on their work.
The codes of ethics play at least eight important roles such as the following −
• Serving and protecting the public − Engineers are in a responsible position where
trust and trustworthiness, both are essential. A code of ethics functions as a
commitment by the profession as a whole that engineers will serve the public health,
safety and welfare.
• Guidance − Codes are written in brief yet prove effective in offering general guidance
to the engineers. More specific directions may be given in supplementary statements
or guidelines, which tell how to apply the code. If needed, the assistance is obtained
for further specification.
• Inspiration − Codes of ethics, which specify a collective commitment towards a
profession, help in motivating the engineers towards ethical conduct. Actually, these
codes make one feel really responsible and proud to be a professional thus motivating
towards the commitment one should have towards one’s profession.
• Shared Standards − The standards established should be applicable to all individuals,
in their particular professions. With the codes of ethics, the public is assured of
engineers with minimum standard of excellence and the professionals are provided a
fair way to compete.
• Support for Responsible Professionals − The professionals who act ethically have
more positive support through these codes. A professional engineer who has the
intention to stand by the codes of ethics, can have no harm from immoral professional
obligations, as he can reject smoothly yet formally. As well, these codes can provide
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 legal support for engineers criticized for living up to work-related professional
obligations.
• Education and Mutual understanding − The codes which are widely circulated and
officially approved by professional societies, promote a shared understanding among
professionals, the public and government organizations about the moral responsibilities
of engineers. These codes prompt discussion and reflection on moral issues.
• Deterrence and Discipline − The professionals who fail to follow the codes exhibit
unethical conduct, which is evident from the disobedience towards their profession.
Such an investigation generally requires paralegal proceedings designed to get at the
truth about a given charge without violating the personal rights of those being
investigated. This might lead to expulsion of those whose professional conduct has
been proven unethical, which also leads to loss of respect from colleagues and the
local community.
• Contributing to the Profession’s Image − Codes project the engineers as the
professionals of ethically committed profession, which inspires them to work with great
commitment and more effectively to serve the public. It can also win greater powers of
self-regulation for the profession itself, while lessening the demand for more
government regulation.

3.2 Advantages of Codes of Ethics

Let us now see the following advantages of codes of ethics. The codes
• Set out the ideals and responsibilities of the profession.
• Exert regulatory effect protecting both clients and professionals.
• Improve the profile of the profession.
• Motivate and inspire practitioners, by attempting to define their raison d’etre (being).
• Provide guidance on acceptable conduct.
• Raise awareness and consciousness of issues.
• Improve quality and consistency.

* See the pdf. file (The National Society of Professional Engineers (NSPE) Code)

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[5]
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4. Engineering Ethics- Responsibility for Safety [1]
4.1 Introduction
Till now, we have come across many reasons why an engineer needs to be responsible. The
responsible engineers follow the codes of ethics to avoid unnecessary problems. The
problems majorly occur in two different ways. One of them is when you can assess and the
other is when you cannot. A mistake made by an engineer at work may result in huge losses.
An engineer is supposed to assess the risks of his experiments. The disasters do occur at
times, though enough care is taken. However, knowing all the possibilities, if an engineer
neglects the precautions, the results can be really disastrous. So, let us try to analyze the
importance of safety in engineering.
4.2 Safety and Risk
The terms of safety and risk are inter-related. It is amazing to know that what may be safe
enough for one person may not be for someone else. It is because of either different
perceptions about what is safe or different predispositions to harm.
For better understanding, let us explore safety and risk further.
4.2.1 Safety
According to William W Lowrance, the famous consultant of those times, Safety was defined
as “A thing is safe if its risks are judged to be acceptable.”

To be clearer on this, let us consider the following three cases:

Case 1. Let it be that we seriously underestimate the risks of something. Buying a non-brand
electric dryer from a local market without any guarantee, may eventually send us to a hospital
with a severe electric shock or burn. While buying this dryer, according to Lowrance definition,
this is quite safe, as the risks are judged to be acceptable.
Case 2. Let it be that we grossly overestimate the risks of something. If we suddenly know
that the consumption of carbonated beverages like cola are the cause of cancer for 5% of the
world’s cancer patients, then we start worrying considering Cola as a poisonous drink. So, in
this case, according to Lowrance definition, the Cola becomes unsafe the moment we judged
the risks of using it to be unacceptable for us.

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Case 2. Let it be a situation wherein, a group makes no judgment at all about whether the
risks of a thing are acceptable or not. As defined by Lowrance, this is the position where the
thing is neither safe nor unsafe with respect to that group. Just like using the products of
certain brands are considered safe, while others are not where nothing seems to differ.
Safety is frequently expressed in terms of degree and comparisons. The words like fairly-
safe and relatively-safe are used where an individual is judged on the basis of settled values
and it is further decided that the risks of anything are more or less acceptable in comparison
with the risks of the other thing. For example, the consideration that road travel is safer than
air-travel.
4.2.2 Risk
Any work which might lead to harm us and is not considered safe, can be understood as a
risk. According to a popular definition, “A risk is the potential that something unwanted
and harmful may occur.” According to William D Rowe, potential for the realization of
unwanted consequences from impending events.
Risk is a broad concept covering many different types of unwanted occurrences. When it
comes to technology, it can equally well include dangers of bodily harm, of economic loss or
of environmental degradation. These in turn can be caused by delayed job completion, faulty
products or systems or economically or environmentally injurious solutions to technological
problems.

With the advancement in technology, people are now aware of all that goes into a process.
Further, risks are understood as those that can be identified. Overall, the public perception
has also undergone a change.

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4.3 Acceptability of Risk
Lowrance in his definition observed safety as acceptable risk. Let us relate to this and further
see the definition by William D. Rowe, “a risk is acceptable when those affected are
generally no longer apprehensive about it”.
Influential factors that lead to such apprehension are −
• Whether the risk is accepted voluntarily or not voluntarily.
• The effects of knowledge on how the probabilities of harm (or benefit) are known or
perceived.
• If the risks are job-related (not a voluntary activity) or other pressures exist that cause
people to be aware of or to overlook risks.
• Whether the effects of a risky activity or situation are immediately noticeable or are
close at hand (not in a long term).
• Whether the potential victims are identifiable beforehand (in advance).
The acceptability of risk depends upon the types of risks such as voluntary and involuntary
risks, short term and long-term consequences, expected probability%, reversible effects,
threshold levels for risk, delayed and immediate risk, etc.

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5. Engineering Ethics- Workplace Ethics
Loyalty to corporations, respect for authority, collegiality and other teamwork are a few
important virtues in the field of Engineering. Professionalism in engineering would be
threatened at every turn in a corporation driven with powerful egos. Robert Jackall, a
Sociologist criticizes professionalism saying, “what is right in the corporation is what the guy
above you wants from you. That’s what morality is in the corporation.” [1]
In order to understand how good the ethical factors in a corporate world should be, let us
consider the following points −
• Ethical values in their full complexity are widely acknowledged and appreciated by
managers and employees alike.
• In an ethical corporate climate, the use of ethical language is honestly applied and
recognized as a legitimate part of corporate dialogue.
• Top management sets a moral tone in words, in policies and by personal example.
• The procedures should be followed for conflict resolution.

5.1 Loyalty
Loyalty is the faithful adherence to an organization and the employer. Loyalty to an employer
can be either of the two types −
• Agency-loyalty − Agency-loyalty is acting to fulfil one’s contractual duties to an
employer. This is entirely a matter of actions, such as doing one’s job and not stealing
from one’s employer, irrespective of the motive behind it.
• Attitude-loyalty − Attitude-loyalty has a lot to do with attitudes, emotions and a sense
of personal identity as it does with actions. It can be understood that people who work
grudgingly and spitefully are not loyal; in spite of the fact they may adequately perform
all their work responsibilities and hence manifest agency loyalty.

5.2 Collegiality [1]

Collegiality is the term that describes a work environment where responsibility and authority
are shared among the colleagues. When Engineering codes of ethics mention collegiality,
they generally cite acts that constitute disloyalty. The disloyalty of professionals towards an
organization, reflects the attitude they have towards the work environment for the salaries
they are paid and the trust the company has for them.
The National Society of Professional Engineers (NSPE) Code, for example, states that
“Engineers shall not attempt to injure, maliciously or falsely, directly or indirectly, the
professional reputation, prospects, practice or employment of other engineers. Engineers who
believe others are guilty of unethical or illegal practice shall present such information to the
proper authority for action”.

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The main factors that help in maintaining harmony among members at a workplace are −

• Respect
• Commitment
• Connectedness
In detail, the colleagues are to be respected for their work and contribution towards the
organizational goals and should be valued for their professional expertise and their dedication
towards the social goods promoted by the profession. Commitment is observed in the sense
of sharing a devotion to the moral ideals inherent in one’s profession. The coordination among
all the members at a workplace or the awareness of participating in cooperative projects
based on shared commitments and mutual support, also encourages the quality of the work.

5.3 Respect for Authority [1]

In order to meet the organizational goals, the professionals should possess respect for
authority. The levels of authority maintained by the organization provides a means for
identifying areas of personal responsibility and accountability.
Following are the major types of authority −
• Executive Authority − The corporate or institutional right given to a person to exercise
power based on the resources of an organization.
• Expert Authority − This is the possession of special knowledge, skill or competence
to perform a particular task or to give sound advice.
According to the goals of the company, the hierarchical authority is distributed. A service
oriented or engineer-oriented company concentrates on the quality of the products which are
decided by the engineers as they are the subject matter experts. Whereas a company when
it is customer-oriented company, focuses primarily on the satisfaction of the customers.
Hence the goal of the company decides the power between a General Manager and a
Technical Manager or an Engineer.

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5.4 Confidentiality
The other important responsibility of an employee or an engineer is to maintain the
confidentiality of the organization or the employer. To understand confidentiality, we need to
understand what is Intellectual Property.

5.4.1 Intellectual Property

This term is often used in the world of business. Intellectual property refers to creations of
mind such as inventions; literary and artistic works, designs; and symbols, names and images
used in commerce.
The ideas and formulations in one’s mind are put in action or may not be done so, but that
idea is the result of one’s intelligence and it cannot be stolen. Such problems are mostly
encountered by scientists, engineers, business people or the upcoming entrepreneurs, and
such. Intellectual Property, i.e., IP is protected by the law; patents, trademarks and
copyrights enable people to earn recognition from what they invent or create. While being
associated with an organization, an engineer is expected to follow a few moral rules and avoid
affecting the intellectual properties of anyone. These when adopted by an organization,
through some agreement, it becomes the responsibility of every employee to maintain the
confidentiality throughout that project.

5.4.2 Confidentiality
When the word confidential is added to any information, it means that it should not be shared
with one and all. It is mostly a trade secret. Maintaining confidentiality and avoiding harmful
conflicts of interest are especially important aspects of teamwork and trustworthiness.
Confidentiality is that practice which helps to keep secret all information deemed desirable
to keep secret. The maintenance of secrecy refers to the unrevealing of any data concerning
the company’s business or technical processes that are not already in public knowledge.
Every company has some knowledge and can identify the individuals and groups that might
have access to a particular set of information. The members of such groups share the
responsibility of maintaining confidentiality.

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5.4.2.1 Types of information
The confidential information can be understood as Privileged Information and Proprietary
information. Privileged information means “available only on the basis of special privilege”
such as a privilege accorded an employee working on a special assignment. Proprietary
information is the information that a company owns or is the proprietor of, and hence is a
term carefully defined by property law. It is simply called trade secret.
The patents legally protect the products from being manufactured and sold by other
competitor unless a patent holder grants permission. Whereas the trade secret, has no such
legal protection. Hence a reverse engineering can be done by analyzing a product to estimate
its manufacturing so as to duplicate it or to develop something more than that, without any
kind of permissions.
5.4.2.2 Changing jobs
The obligation to protect confidential information does not cease when employees change
jobs. The former employees are bound by moral rules and are not supposed to indulge in
revealing or selling such information to the new employers. An employee may change his job
for his personal financial or career-oriented growth. But that should never affect the old
company, which he used to work for.
An engineer’s knowledge base generates an intuitive sense of what designs will work and will
not work, and trade secrets form part of this knowledge base. It is usually considered a better
deal, if the employee is not allowed to change the job until the project finishes; this helps in
avoiding unnecessary revelation of information.
5.4.2.3 Management Policies
To protect the personal interest and rights of engineers and other employees while
recognizing the rights of employers, employment contracts with a few restrictions imposed,
helps. Usually, those restrictions centered on the geographical location of future employers,
the length of time after leaving the present employer before one can engage in certain kinds
of work and the type of work it is permissible to do for future employers.
But such contracts threaten the right of individuals to pursue their careers freely and hence
courts tend not to recognize them as binding. The employers might try different plans such as
an agreement not to work for similar project for few years or to be an outside consultant for
the same project until it finishes so as to make them abide morally. Other tactics like restricting
trade secrets to employees where absolutely essential might result in lessening the
knowledge base of engineers involved in research and development. One potential solution
for employers might be generating a sense of professional responsibility among the staff that
reaches beyond merely obeying the directives of current employers.
5.4.2.4 Justification
The primary justification is to respect the autonomy (freedom, self-determination) of
individuals and corporations and to recognize their legitimate control over some private
information. The rights and duties of autonomy along with its utilities are to be observed. The
trust and trustworthiness can grow once confidentiality is maintained properly.

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5.4.3 Conflicts of Interest
A person may have different types of interests. Such interests can be pursued according to
the will, convenience and the laws prevailing. A person working in an organization might have
multiple interests related to the job he is doing; if he does some side business which means
he might be a competitor or he might work with a competitor, it might pose a problem for the
employer. Such an employee is usually fired from the organization.
Thus, we can refine our definition of conflicts of interest by saying that they typically arise
when the following two conditions are met −
• The professional is in a relationship or role that requires exercising good judgment on
behalf of the interests of an employer or client.
• The professional has some additional or side interest that could threaten good
judgement in serving the interests of the employer or client.

5.4.4 Dilemma
There occurs a usual dilemma between conflicts of interest and conflicting interests. To
get a clear understanding between both, let us consider two examples.
- Example 1
Let us consider a girl who needs to choose from among her interests in order to fit in her
timetable. She wants to attend the exam in college, to attend the music class, to go out for a
movie, to deliver a seminar and also go visit her friend. As she is falling short of time, it is her
interest to choose what to do and what not. The term used to mention this can be “Conflicting
interests” and this cannot be morally wrong.
- Example 2
If another instance is considered where a man works for a company, being in some crucial
position where he has access to all the confidential information and if he works as an unofficial
adviser to his wife’s company, it would be morally wrong, where a moral conflict definitely
arises. This can be termed as “Conflict in interests”.
Hence, the two concepts are different.
There arise very subtle situations with various conflicts of interests. Let us see the most
common ones −
5.4.4.1 Gifts, bribes and kickbacks
The following definitions will help us understand this −
• A bribe is a substantial amount of money or goods offered beyond a stated business
contract with the aim of winning an advantage in gaining or keeping the contract and
where the advantage is unfair or otherwise unethical.
• Gifts can be small gratuities offered in the normal conduct of business.
• Prearranged payments made by contractors to companies or their representatives in
exchange for contracts actually granted are called Kickbacks.

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At times, if the money or gifts offered are substantial enough to threaten the fairness of
competitive situations, then such gifts turn out to be bribes. They cannot be accepted as
simple gratuities. Hence there is a thumb rule stating such condition as, “If the offer or
acceptance of a particular gift could have embarrassing consequences for your company if
made public, then do not accept the gift”.
5.4.4.2 Interest in other companies
An Employee while working in his company, if supports another company, during his leisure
time to earn more or for some other career aspects, can be understood as committing an
immoral act. Such an act is called Moonlighting which usually creates conflicts of interests.
Instances creating such conflicts can be working for competitors, suppliers or customers.
The want of additional income or the need for personal and professional growth might foster
one to pursue such ideas, which usually creates problems. A special kind of conflict of interest
arises, however, when moonlighting leaves one exhausted and thereby harms the job
performance.
5.4.4.3 Insider information
The insider information might concern one’s own company or another company with which
one does business. Leakage of the information for the interest of some other benefits is like
digging one’s own pit. The interest in other’s companies makes a person morally low and lets
him to go beyond moral boundaries and this might create an impact on the confidentiality for
the reception of special privileges. When a person crosses his moral grounds, even the
beneficiaries stop trusting him further.
Employee conflicts of interest occur when employees have interests that if pursued can keep
them from meeting their obligations to serve the interests of the employer or client for whom
they work.

5.5 Engineers as Managers

An engineer, whether he works individually or works for a company, has to go through some
ethical issues, mostly under conditions such as, conceptualization of a product, issues arising
in design and testing departments, or may be on the issues involving the manufacturing, sales
and services. An Engineer is responsible in promoting ethics in an organization, through
framing organizational policies, responsibilities and by personal attitudes and obligations.
Suppose, an issue occurs which might lead to a conflict, an engineer or say a professional
should respond pertaining to specific morals and professional ethics. An engineer should be
able to work as a manager in such situations, resolving conflicts according to priorities,
keeping the organizational benefits in mind. The issue must be resolved without hurting
anyone’s feelings and by developing a mutual understanding with subtlety. Not only the
engineers who act as managers or the managers alone will share the responsibility, but there
lies some social responsibility to stakeholders, customers and employers of a company. They
act to develop wealth as well as the welfare of the society.

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Ethicists project the view that the manager’s responsibility is only to increase the profit of the
organization, and only the engineers have the responsibility to protect the safety, health, and
welfare of the public. But the manager, though an engineer or not, has the ethical
responsibility to produce safe and good products (or useful service), while showing respect
for fellow human beings including his employees, customers and the public. Hence, the
objective for the managers and engineers is to produce valuable products that are also
profitable.
- Managing Conflicts
A conflict is a result of differences in opinions. Conflicts generally arise where the work is
shared among more than one member. In fact, the situations of conflicts should be tolerated
with patience, understood impartially and resolved by the participation by all the concerned.
When a project is distributed among a few members, the conflicts that generally occur are −
• The schedule-based conflicts might occur at different levels of execution of a project,
depending upon the priorities and limitations at each level.
• The prioritizing of projects or departments which can be arrived from end requirements
may change from time to time.
• The deficiency of personnel availability for certain project completion in due time may
also lead to a conflict.
• Conflicts that occur over technical, economic, and time factors such as cost, time, and
performance level.
• Conflict arising in administration such as authority, responsibility, accountability, and
logistics required.
• Conflicts of personality, human psychology and ego problems.
• Conflict over expenditure and its deviations.

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Picking out on the personnel creating may keep others away from the problem and doesn’t
affect everyone. Such personnel can be trained again or given precautions. The interest of
the personnel doing a project should be focused on the ethical attitudes and morals but not
on their positions. In addition, the conflicts between the personnel, can be solved by the
manager who has more ways to solve it. The evaluation of the results should be based on
certain specified objectives such as efficiency, quality, and customer satisfaction.

5.6 Consulting Engineers

The consulting engineers differ from the salaried engineers of an organization. These
consulting engineers work in private and are paid per advice they offer or for the service they
provide in a field of specialized knowledge or training. Consultants are individuals who
typically work for themselves but may also be associated with a consulting firm.
Consultants can play a multi-faceted role; for example, they function as advisors, fixers,
bosses, generalists, stabilizers, listeners, advisors, specialists, catalysts, managers or quasi-
employees. Bringing in an expert can save time, effort and money. It has been estimated that
approximately 3/4 of all companies call upon consultants at one time or another. Many
companies claim that they receive a higher return for their invested dollars by using
consultants for specific tasks.
A Consulting Engineer should maintain the ethical values in the profession, such as giving
proper information without any ambiguities for advertisements, the allowance of small
individual companies to participate in bidding and also maintaining clarity in the contingency
fee which is previously agreed. The greater amount of job freedom enjoyed by consulting
engineers as opposed to salaried engineers leads to wider areas of responsible decision-
making concerning safety.

5.6 Engineers as Advisors

Engineers may accept an assignment requiring education and/or experience outside of their
own fields of competence, but their services shall be restricted to other phases of the project
in which they are qualified. All other phases of such project shall be performed by qualified
associates, consultants, or employees.
For an engineer to be an advisor, should study the costs and benefits of all alternatives in
objective manner, study economic viability, technical feasibility, operational feasibility and
social acceptability, follow honesty, and technical complicity leading to moral complicity. Then
after analyzing the factors that lead to such things and also the consequences that occur,
engineers can work as an advisor.
There may be various roles or models played by engineers who work as advisors. Let us now
see what the roles or models are −

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- Hired Guns
This model highlights the client’s wishes and acts accordingly. All the other factors are given
less priority. Assumptions about uncertainties are inclined in a direction favorable to the
client’s case.
- Value-Neutral Analysts
This model expresses the idea of being neutral and the avoidance of any form of advocacy
towards anyone. The cost-benefit analyses if made, are to be done according to the value
criteria, explicitly.
- Value-Guided Advocates
This model advocates the idea that it is the responsibility of engineers to keep the public good
in mind and maintain honesty about both technical facts and the values that guide their
studies.
Rosemary Tong defends this model noting, “Honesty is essential, both in negative sense of
avoiding deception and in the positive sense of being candid in stating all relevant facts and
in being truthful in how the facts are interpreted.”

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6. Environmental, Societal, and Global Ethics
6.1 Environmental Ethics [1]
Engineers need to show some responsibility towards the environment and should be ethical
in their approach and find mitigating solutions for the protection of environment. Organizations
should support the activities that promote environment protection. They need to set priorities
for the efficient use of resources, the design of the energy-efficient products, easy
disassembly for recycling and waste minimization. The application of high standards
throughout their operation and placing priority to companies that have an environmental
concern can also extend the support for environmental protection.

[7]

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[7-1]

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6.2 Social Experimentation [1]
6.2.1 Introduction
Engineering itself is based on the improvement of current life, whether in terms of technology
or efficiency or availability with less financial efforts. The process of engineering lets you go
through a series of different experiments when it comes to practical use. Though it is not like
an experiment in laboratory under controlled conditions, which is done while learning, an
engineer should be ready to do the same on a social scale involving human subjects.
Experimentation is the main aspect of designing process. An engineer who is ought to
design the parts of a car, will be able to understand the result only when it is tested practically.
Preliminary simulations are conducted from time to time to know how the new concept of
engineering acts in its first rough design. Materials and processes are tried out, usually
employing formal experimental techniques. Such tests serve as a basis, which help in
developing the final product.

6.2.2 Engineers as Experimenters

In the process of developing a product, an engineer generally learns through experimentation.
To simply put, a trial and error method is the mostly used one to obtain results, but that goes
with some calculations. Hence, we can say that, primarily any experiment is carried out with
partial ignorance. Even the outcomes of the experiments may not be as expected. An
engineer should always be ready for the unexpected output. The improvement of current
prototype will lead to some change which may or may not be fruitful.
The experiments made are mostly subjected to risks though the project is small. Many
uncertainties are likely to occur depending upon the changes that might occur in the altered
model or materials purchased. At times, when the materials were subjected to continued
stress and strain, or some process, it might happen that the nature of the substance changes
which might lead to some destruction. These are the areas of experiment where nothing is
really predictable.

[8]

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6.2.2.1 Responsibility in Experimentation
Although the experiments and the results are uncertain, there are few things which an
engineer is ought to keep in mind. Consider the following points which are related to the moral
aspects of human behavior −
• To maintain the safety of human beings.
• To procure their rights of consent.
• To keep them aware regarding the experimental nature of the project.
• To warn them about the probable safety hazards.
• Should monitor the results of the experiment continuously.
• Having autonomy in conducting experiments.
• Accepting accountability for the results of the project.
• Exhibiting their technical competence and other characteristics of professionalism.

6.2.2.2 Conscientiousness
The ethics that an engineer should follow depends upon the moral standards of the individual.
Conscientiousness implies consciousness which means the sense of awareness. Every
engineer is expected to have some moral standards irrespective of the role he is performing.
The present working environment of engineers, narrow down their moral vision fully with the
obligations accompanied with the status of the employee. But this might break the moral laws.
Along with satisfying the employer’s goals, by behaving as a responsible employee, by not
doing any fraud, not breaking confidentiality and violating patent rights etc., an engineer
should be conscious about the unexpected. Adverse outcome may come up as unexpected
result of their experiments; for this, they are answerable to the public.
6.2.2.3 Informed Consent
As a responsible engineer, one should be informed of the facts so as to be conscious. The
engineered products of the company should be in such a way that they can never be used to
perform any illegal or unsocial activities, which causes destruction.
It is to be observed that if a company produces some products that are out of fashion or the
items which promote wastage of energy and do not fetch in benefits, such things are to be
well explained to the employer and alternative solutions should also be suggested by the
engineers.
6.2.2.4 Moral Autonomy
The responsibility to answer an unexpected result, influences an engineer to involve himself
personally into the work. This leads to moral autonomy wherein, he also gains the trust of the
employer, through his commitment. Such responsible actions lead to great outcomes.
6.2.2.5 Accountability
Accountability can be understood as the moral responsibility that we have towards our
actions. It means a tendency to be willing to openly accept the moral examinations towards
one’s actions and being responsive to the assessment of others.

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6.3 Global Issues [1]
6.3.1 Introduction
Ethical engineering practice is a global issue. However, cultural norms and social realities
may result in differences in ethical behavior. A basic instructional challenge is developing the
ability to understand ethical practice and to facilitate discussion of ethical issues across
regional and cultural boundaries. The concept of globalization increases with the integration
of nations through trade, investment, transfer of technology and exchange of ideas and
culture.
So far as the engineers and companies are concerned, the Multinational Companies play
crucial roles in promoting globalization.

6.3.2 Multinational Companies (MNCs)

Multinational Companies, also called Transnational Companies are the companies that have
a main branch in a country called the Home country and its other branches in different
companies called the Host countries, as International Labor Organization (ILO) defines it.

Multinational Corporations (MNCs) can have a powerful influence in local economies, and
even the world economy, and play an important role in enhancing international relations and
globalization. These MNCs also get tax benefits, pledges of governmental assistance or
improved infrastructure or lax environmental and labor standards enforcement as they help
in increasing the national GDP. MNCs should produce high degree of operational efficiency
pertaining to high standards in the jurisdiction of the place where they are. The wages, safety
measures, employee benefits are all should be taken care of by the MNCs.

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6.3.3 Weapons Development
Based on the size of expenditures, direct or indirect involvement of engineers and innovative
developments, military technology is an area that calls for serious discussion on engineering
ethics. As modern weapons of war progressed through catapults, cannons, machine guns
and bombs released from airplanes and missiles to reach further and further, the soldiers
firing them were less likely to see the individual human beings, the soldiers as well as citizens,
they had as their general target.
Likewise with nuclear weapons, we never used to need to ask the question of how we should
avoid a civilization-destroying nuclear war because it simply wasn’t possible, but once those
weapons were invented, then we did need to ask that question, and answer it, because we
were – and still are – at risk for global disaster.
For some engineers, their involvement with weapons develop conflicts with personal
conscience, such as knowing that making weapons in a company, is the job which would be
done by someone else if he doesn’t do and that cannot change the results. Though working
in a toxic chemical manufacturing plant can make you feel guilty, the idea abolishing this
disastrous thing once you become the chief executive officer (CEO) of the company, makes
you get the feeling of being in good books, though you might or might not do that when the
time comes.
There can also be instances where an engineer can feel that the development of weapons is
an expression of conscientious participation in national defense. An engineer who is a
specialist in missile control and guidance, can feel proud that he is being able to help his
country through his efforts in the defense industry, especially as part of the “War on terrorism”.
In a broader context, weapons include anything used to gain an advantage over an adversary
or to place them at a disadvantage. Examples include the use of sieges, tactics, and
psychological weapons which reduce the morale of an enemy.

6.3.4 Conclusion
Engineering ethics began in the US and has largely evolved as a Western phenomenon,
based on assumptions that might not hold across different cultures and countries. However,
engineering is more global, cross-cultural, and international than ever before, and engineering
ethics must follow suit. But disagreements exist about if and how this should occur, i.e., what
it would mean for engineering ethics to be “global.” To introduce and promote these debates,
the foregoing has outlined the what, why, how, and when of global engineering ethics,
surveying trends within the field and directions for possible future developments.
Global engineering ethics can be beneficial for and benefit from engineering ethics education
programs developed in domestic contexts. On the one hand, traditional pedagogies and
assessment tools can inspire and inform teaching resources for global engineering ethics. On
the other hand, these pedagogies and assessment tools can be strengthened through their
broader use, for instance, by exploring the validity and reliability of assessment tools in cross-

43
cultural contexts. Most engineering ethics pedagogies and assessment tools have been
developed in domestic contexts for US students, and more empirical exploration is needed to
examine the extent to which these resources would be valid in cross-cultural settings.
Research and practice in global engineering ethics can provide findings that inform domestic
engineering ethics and even more fundamental ethical questions (for instance, what it means
to be a professional engineer, and whether moral judgments or intuitions constitute the
foundations of ethical decision-making). Ideally, integrating global dimensions into
engineering ethics would not simply teach students practical skills that allow them to
competently navigate ethical issues arising from international and cross-cultural engineering
practices. It would also allow engineering students to broaden their scope, develop
awareness of interconnectedness, and cultivate moral sympathy and creativity. Curricula in
global engineering have been shown to increase ethical knowledge, reasoning, and intuitions
among engineering students in general (Chung, 2014; Clancy, 2020a; Newberry et al., 2008).
Therefore, global engineering ethics would benefit even those students whose future roles
mainly serve local populations. [10]

[10-1]

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7. Technology Ethics [1]
7.1 Introduction [11]
Technology ethics is the application of ethical thinking to the practical concerns of technology.
The reason technology ethics is growing in prominence is that new technologies give us more
power to act. While in the past our actions were involuntarily constrained by our weakness,
now, with so much technological power, an engineer has to learn how to be voluntarily
constrained by his judgment: his ethics.
In the past few decades many new ethical questions have appeared because of innovations
in medical, communications, and weapons technologies. With the development of artificial
means of maintaining circulation and respiration this became a serious question. For example,
with communications technologies like social media we are still figuring out how to behave
when we have access to so many people and so much information; and the recent problems
with fake news reflect how quickly things can go wrong on social media if bad actors have
access to the public.
These changes obviously present some powerful risks, and we should ask ourselves whether
we think such changes are worthwhile – because we do have choices in the technologies we
make and live by. We can govern our technologies by laws, regulations, and other
agreements. Some fundamentally ethical questions that we should be asking of new
technologies include:
What should we be doing with these powers now that we have developed them?
What are we trying to achieve?
How can this technology help or harm people?
What does a good, fully human life look like?
As we try to navigate this new space, we have to evaluate what is right and what is wrong,
what is good and what is evil.
As an example, artificial intelligence (AI) is a field of technological endeavor that people are
exploring in order to make better sense of the world, in a way, AI has a fundamentally ethical
aspect. Lots of the organizations are exploring AI with a goal in mind that is not necessarily
the best goal for everyone. They are looking for something good, whether it is making sense
of large datasets or improving advertising.
As a result, we’ve become so powerful now that we not only have the power to destroy
ourselves, but we also have the ability to change ourselves. With synthetic biology, we can
choose to genetically modify people, and by implanting biomedical devices into our bodies
and brains we can change how we function and think. That tremendous power must be
matched with serious reflection on ethical principles such as dignity, fairness, and the
common good. The temptation to power without ethics is something we need to avoid now
more than ever. If one is powerful without goodness, he may well destroy himself and perhaps
take many innocent lives with him.

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7.2 Computer Ethics
Computers with Internet raise a host of difficult moral issues, many of them connected with
basic moral concerns such as free speech, privacy, respect for property, informed consent
and harm. To evaluate and deal with these issues, a new area of applied ethics called
Computer Ethics has come up. These ethics are related to all the computer professionals
such as programmers, analysts, operators, designers, etc. along with the users.
The ten commandments of Computer Ethics, created in 1992 by the Computer Ethics
Institute consists of the following –

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One should never use a computer −
• To harm the people (anti-social activities)
• To interfere with other’s work (illegal manipulations)
• To snoop into other’s files (malware)
• To steal a computer/data (hacking)
• To bear false witness (manipulation and morphing)
• To use/ copy a software you didn’t pay for (like illegal downloads and usages)
• To use or copy other’s software without compensations (illegal pirated versions)
• To use other’s intellectual output inappropriately (violating IPR)
• Doing without thinking of social consequences of the program being written (libeling)
• Always use a computer ensuring consideration and respect towards fellow beings.
However, these ethics are facing lax in today’s world. A very small section of concerned
individuals seems to be following these ethics. A large section seems to be violating these
ethics. With this, there is an unprecedented increase in cybercrime.

7.2.1 Role of Computers in Technological Development

With technological developments, the Internet provides a spring of new ways to be in contact
with other people and with sources of information. It has also created greater convenience in
ordering consumer items, paying bills and social experiments trading stocks and bonds. Like
other major, it also has raised a host of new issues. One set of issues centers on free speech,
including control of obscene forms of pornography, hate speech, spam which is unwanted
commercial speech, and libel. Computers contribute to greater centralization or
decentralization insofar as human decision makers direct them.

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There come issues which call for trouble wherein, computers are used in embezzlement and
other forms of stealing money or financial assets. The issues concerning theft of software and
information is again a similar one. The computers are centrally involved when an unauthorized
person uses a telephone computer system to obtain private phone numbers or when
maliciously alters or scrambles the programming of a telephone computer. In today’s world,
malicious people have come up with not one but various ways of exploiting money, goods,
services, assets, etc. through the computers and internet. The Internet besides easing our
work has also paved way to gather an individual’s confidential details easily.
The two main factors that make computers troublesome are their speed and geographical
coverage, which allows the masses to be victimized further. The difficulty lies in tracing the
underlying transactions to apprehend the thieves. This problem is compounded when the
communication lines linking the computers involved cross national boundaries.
The most commonly discussed cases of computer abuse are instances such as −

• The stealing or cheating by employees at work.

• The stealing by non-employees or former employees.
• The stealing from or cheating clients and consumers.
• The violation of contracts for computers sales or services.
• The many conspiracies to use computer networks to engage in widespread fraud.
Alarmingly, the Internet has led to an explosion of identity theft, in which personal information
is obtained and used to forge documents and commit fraud.

7.2.2 Privacy Factors

The misuse of Internet also influences privacy factors.
The illegal attackers or hackers get access to restricted
data which is a security threat.

• The inappropriate access which leads to security breach in an office leads to the
leakage of confidential information which might severely affect the growth of the
company.
• The hackers who crack the security and get unauthorized entry into the highly secured
information zone, tend to copy the content or they may change the content, delete the
content or get it affected with virus as soon as the authorized personnel opens the file.
• The different types of viruses such as Trojan Horse, Memory Resident, Overwrite,
Browser Hijacker, Directory Virus, etc. can create instances wherein, the data on
computer system get affected in various ways.
• The legitimate access to information is restricted to protect individual privacy, national
security and freedom within a capitalist economy to protect proprietary information
essential in pursuing corporate goals.
• The Privacy Act of 1947 prohibits the information contained in government files from
being used for purposes beyond those for which it was originally gathered.

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7.2.3 Plagiarism [11-1]
IEEE defines plagiarism as “the use of someone else’s prior ideas, processes, results, or
words without explicitly acknowledging the original author and source”.
According to IEEE, “plagiarism in any form is unacceptable and is considered a serious
breach of professional conduct, with potentially severe ethical and legal consequences”.
Consequently, IEEE started to impose severe punishment upon those who commit deliberate
acts of plagiarism, including titles being revoked and authors being banned from publishing.
In addition, publishers are struggling to deal with the malpractice of self-plagiarism, which
concerns the somewhat vague concept of copying one’s own work. While this is a topic of
ongoing debate, self-plagiarism is an issue for publishers because it affects copyrights and
the quality of their publications.
The role of the scientific advisor/mentor is critical. Showing students what is acceptable is
important, and examples of plagiarism could help in explaining the limits. However, many
times advisors are surprised to find out the extent of plagiarism in their advisees’ work, thus
it is too late to address the problem at that stage.
- Dealing with Cases of Plagiarism
The next step is to identify plagiarism, and the peer-review process is the most important tool
for that. Unfortunately, there is no fail-safe way to identify plagiarism, but looking at the
definitions already suggests where to start.

[11-2]

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Sometimes it is quite obvious. If parts of a text are directly copied into a manuscript, the writing
style (or even the font) may not match the style of the rest of the paper. This is probably the
best indicator that something might be fishy. There is a substantial set of specialized software
tools that can help in finding the original documents that contain the suspicious text. The IEEE
Robotics and Automation Society (RAS) started to screen papers in 2011. The software tools
were first used in conferences and eventually deployed to the transactions. For example, at
the IEEE International Conference on Robotics and Automation (ICRA), the iThenticate
software is used to filter out possible cases of plagiarism. The software generates a report
that highlights the overlaps between a given paper and other sources (including both the
public domain of the Internet and reference databases) from which the text has been taken.
Further, it provides an overlap score, which may be compared to a threshold.
- Spotting the Copycats
Once a reviewer suspects a case of plagiarism, the most important thing is to report their
concerns to the liaison editors, providing references to the original works as proof. Then, the
liaison editors will take a proper action. IEEE guidelines provide a protocol for how to deal
with plagiarism; in particular, the following should be considered:

• amount of text being plagiarized (ranging from a single sentence to a full paper)
• proper use of quotation marks
• appropriateness credit notices
• properness of paraphrased text.

The guidelines identify five levels of plagiarism, according to severity.

• Level 1 pertains to the uncredited verbatim copying of a full paper, or the verbatim
copying of a major portion (>50%), or verbatim copying within more than one paper by
the same author(s).
• Level 2 pertains to the uncredited verbatim copying of a large portion (between 20%
and 50%) or verbatim copying within more than one paper by the same author(s).
• Level 3 pertains to the uncredited verbatim copying of individual elements
(paragraph(s), sentence(s), illustration(s), etc.) resulting in a significant portion (<20%)
within a paper.
• Level 4 pertains to uncredited or improper paraphrasing of pages or paragraphs.
• Level 5 pertains to the credited verbatim copying of a major portion of a paper without
clear delineation (e.g., quotes or indents).

The measures taken by IEEE against the author(s) depend on the severity level, and therefore
it is very important that proof is provided enabling fair judgment of the case.
Numerous authors have been banned from publishing in IEEE because of plagiarism issues,
and the pressure is mounting to increase the sanctions. Some authors have also been
penalized for their plagiarized work. This clearly illustrates the severity and actuality of the
issue. Furthermore, it is absolutely necessary to raise awareness and educate (prospective)
authors on this issue.

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8. Voluntarism/Humanitarian Engineering
8.1 Introduction
Humanitarian Engineering extends engineering practice to provide a focus on addressing
social inequities and contributing to sustainable development for all. Engineering students
today are motivated to be Humanitarian Engineers as they acquire knowledge and skills and
build a professional identity as engineers who can work in complex socio-technical
sustainability contexts.
-Humanitarian Engineers need to be aware of how to develop solutions that can impact
developing countries while considering social–cultural issues.
-Humanitarian Engineers need to think socio-technically, where empathy was defined as
one’s ability to understand and share others’ emotions and feelings.
Hence, the emphasis is “public safety, health, and welfare” rather than “use and convenience”.

8.2 Voluntarism and Control

In our daily life, we come across many such things where the scopes of risk might or might
not be low. For instant,
-The person who breaks a red signal, is prone to be a victim of an accident, but risks.
-A person who lives near a dumping yard is prone to ill-health, but neglects.
-A boy who rides a vehicle at a high speed cannot rely on the perfect functioning of the brakes.
But these people take voluntary risks thinking they can control.

In this manner, they may well display the characteristically unrealistic confidence of most
people when they believe hazards to be under their control. Enthusiasts worry less about the
risks they might face and hence neglect the dangers behind them. The chance of getting
affected is unpredictable in such cases.
8.3 Magnitude and Proximity
It is unfortunate that most of us, realize the magnitude of risk only when we ourselves or the
person who is in our close proximity or a relative, gets affected. A group of 20 friends
including us, if gets affected or if had a narrow escape from death, affects us more than the
incident occurred to a group of 50 strangers, in a group of a 1000. This proximity effect arises
in perceptions of risk over time as well.
A future risk is easily dismissed by various rationalizations including −
• The attitude of “out of sight, out of mind”.
• The assumption that future predictions must be discounted by using lower probabilities.
• The belief that a counter-measure will be found in time.
A continuous enthusiasm that fosters us to do such task without thinking is really dangerous.
Either the attitude that everything is under control or the negligence upon the number of
accidents occurred is equally risky. It is important that engineers recognize as part of their
work such widely held perceptions of risk and take them into account in their designs.

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8.4 Risk issues
8.4.1 Effective information on Risk assessment
The acceptance of risks also depends on the manner in which information necessary for
decision making is presented. A person can be motivated to violate the safety rules by
explaining the higher probability of success, whereas the same person can be demotivated
from such task, by explaining the probability of failure and the fatal effects of it.
Hence, options perceived as yielding firm gains will tend to be preferred over those from which
gains are perceived as risky or only probable. Emphasizing firm losses will tend to be avoided
in favor of those whose chances of success are perceived as probable. In short, people tend
to be more willing to take risks in order to avoid perceived firm losses than they are to win
only possible gains.

8.4.2 Risk Analysis

The study of risk analysis covers other areas such as risk identification, risk analysis, risk
assessment, risk rating, suggestions on risk control and risk mitigation. In fact, risk analysis
can be deeply discussed with a view on risk management study. The risk management study
also includes residual risk transfer, risk financing, etc.

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A step-wise risk analysis includes −
• Hazards identification
• Failure modes and frequencies evaluation from established sources and best practices.
• Selection of credible scenarios and risks.
• Fault and event trees for various scenarios.
• Consequences-effect calculations with work out from models.
• Individual and societal risks.
• ISO (International Organization for Standardization) risk contours superimposed on layouts for various
scenarios.
• Probability and frequency analysis.
• Established risk criteria of countries, bodies, standards.
• Comparison of risk against defined risk criteria.
• Identification of risk beyond the location boundary, if any.
• Risk mitigation measures.
All of these again depend on how the risk is compared with the benefit in doing the work with
some risk. How far it is beneficial to risk also counts the actions of a person while coming out
of the safety bounds.
8.4.3 Risk Benefit Analysis
As per the famous saying, “A Ship in harbor is safe. But that’s not what ships are built for” risk
is somewhat common to be accepted. The most common risk we all take is driving an
automobile in a traffic. Though we are not sure about the perfect functionality of the brake
system and the timings of other drivers’ responses, we take risk. The controlling factor
appears to be their perception of their individual ability to manage the risk-creating situation.
Just like the above instance, people mostly calculate the ratios of risk to benefit, while
accepting the risks. The risk to benefit analysis is made depending on the types such as the
ones mentioned below.

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 • The risk to be occurred in future is completely known after it gets fully developed. It is
called as Real future risk.
• If the idea of risk is developed using current data, such one is called as Statistical risk.
• The risk which is analytically based on system models structured from historical studies
is called as Projected risk.
• The risk which is intuitively seen by individuals is called as Perceived risk.
If risks of traveling on an air-plane is considered for observation, then the flight insurance
company can observe it as a statistical Risk, while the risk the passenger faces is Perceived
Risk and the Federal aviation administration, faces a Projected Risk. Hence, the view of
accepting the risk and the idea of risk to benefit ratio motivates the individual.

8.4.4 Risk Reduction

The risks we generally face can be reduced to a great extent by proper analysis with steps.
as mentioned below −

• Define the Problem.

• Generate Several Solutions.
• Analyze each solution to determine the pros and cons of each.
• Test the solutions.
• Select the best solution.
• Implement the chosen solution.
• Analyze the risk in the chosen solution.
• Try to solve or move to next solution.
•
8.4.5 Risk at Government’s Approach
The risk management has to be viewed in a wider angle at times when sudden disasters occur
due to lack of proper care and assessment. The government which has the responsibility to
take care of all the public needs to take some risk. The government’s approach towards the
public lies in saving as many lives as possible.
The two major approaches of the government are −
• Lay person − Wants to protect himself or herself from risk.
• The government regulator − Wants as much assurance as possible that the public is
not being exposed to unexpected harm.
For example, at the times of flood or some fire accident, the government of any place should
aim at protecting as many lives as possible rather than looking for a benefit or protecting some
property. It will count as a successful attempt towards facing risk if the authority is able to
protect its people even after the destruction of property.

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9. Engineering Ethics and Social Justice
9.1 Introduction [12]
Dr. Donna Riley of Smith College, addressed essential prerequisites for engineers working
toward social justice. She argued that for engineers to be professionals, and to be considered
as such, they must exercise individual autonomy and collective responsibility in working for
social justice. She acknowledged, however, that exercising that responsibility would be
difficult because engineers are not autonomous. Instead, she said, they are in “social
captivity” insofar as they work in non-executive capacities for large corporate or government
institutions. For the work of engineers to advance social justice, she said, they must be aware
of the particular circumstances of each project, including the historical context, negative
impacts of globalization, racism, classism, and sexism.

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9.2 Social justice criteria [13]
Engineering students are becoming increasingly interested in issues of social justice. Nearly 45 percent of
university students say they would give up 15 percent of their salary to have a job that seeks to make a
social or environmental difference in the world. To accommodate the change, there has been a trend
among engineering educators to promote contextual listening and social justice parameters into the
engineering design process. Organizations such as ESW (Engineers for a Sustainable World),
ESJP (Engineer, Social Justice, and Peace), and EAP (Engineers Against Poverty) aim to promote
sustainability, build local capacity, fight corruption, and strengthen workers’ rights; among others.
At the Colorado School of Mines, researchers Jon Leydens and Juan Lucena have developed an
engineering for social justice framework that identifies root causes of inequitable distribution of design
solutions. This seven-step design framework (as social justice criteria) involves listening and researching
both the local context and the structural conditions that give rise to inequalities.

1. Listening: In the research phase, engineers must listen for specifications, for consumer desires and
needs, and for empathy. But they also must listen in ways to identify structural conditions that give
rise to community needs. Information collected from stakeholders that is common in the standard
design research phase, such as cost, timeline, and other technical specifications, can be
meaningless if the context of the stakeholder (their political agenda, needs, forms of knowledge,
etc.) is not fully understood.
2. Identifying structural conditions that give rise to needs: Typically, design treats structural conditions
as background noise to ignore. In this step, however, the designer identifies structural conditions
that can enhance or degrade the human experience. A valuable example is the passing of the 1968
Architectural Barriers Act, which called for features such as ramps and doors wide enough for
wheelchairs to pass through. To this day, buildings constructed before the act passed can inhibit
people with disabilities.
3. Increasing human rights: Multiple stakeholders may have their hands in a design project. They may
include end users, governments, corporations, and local communities. Designers should ask
“whose rights are improved by this project, and how?” More specifically, the design should focus
on increasing the rights of historically marginalized people, rather than corporations and wealthy
stakeholders. In simpler terms, the product should aim to empower the end users.
4. Increasing opportunities: Designs should allow people to do tasks they were unable to do before.
5. Increasing resources: Designs that allow people to access something they were unable able to do
before.
6. Reducing imposed risks and harms: Designs should focus on mitigating unintentional risks to the
user and local communities (such as unintended pollutants, disruptions in economy, or inequitable
access to resources).
7. Enhancing human capabilities: Designs should enhance the things that make life worth living. A
short list of those includes longevity, bodily health, bodily integrity (i.e. nonviolence, moving freely),
senses, imagination, thought, emotions, practical reasoning (i.e. thinking, religion, opinion),
affiliation (i.e. institutions, identities, orientations), other species (how we interact with nature),
recreation, and control over the political and material environments.

These seven social justice criteria can change the way engineers look at their designs. We, as engineers,
have the responsibility to provide all populations, regardless of accessibility, nationality, ethnicity, gender,
sex, orientation, religion etc. with access to technological resources that enhance livelihoods and mitigate
risk.

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10. Ethical Theories [1]
10.1 Introduction
Ethics is that branch of philosophy that deals with morality. An engineer with ethics is a person
who is expected to possess the moral integrity with rich ethical values. The ethics are mainly
divided into two categories depending upon the morality of humanity. They are:
-Consequential Ethics
The Consequential ethics are values of outcome of which determine the morality behind a
particular action. A lie which saves a life, comes under this.
-Non-consequential Ethics
The non-consequential ethics are values followed where the source of morality comes from
the standard values. The moral law which states that a lie is a lie, and shouldn’t be done,
though it ends in a good deed can be taken as an example of non-consequential ethics.
Advantages of Ethical Theories
• Ethical theories help a person to arrive at a decision.
• Ethical theories help in choosing what is appropriate for the given situation.
• Ethical theories also give us a perspective on morality.
• Ethical theories assist us in making reasonable choices.
• Ethical theories are useful in solving some dilemmas.

10.2 Types of Ethical Theories

Depending upon the ethics a person is intended to follow, four theories were postulated by
four different philosophers. These theories help to create the fundamentals of obligation
suitable and applicable to professional and personal conduct of a person in his everyday life.
Let us discuss each theory in detail.

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10.2.1 Golden Mean/Virtue ethics
The Golden Mean ethical theory was proposed by Aristotle. According to this theory, the
solution to a problem is found by analyzing the reason and the logic. A “Mean value of
solution” which will be between the extremes of excess and deficiency.
For example, the solution to the problem of environment pollution is neither by avoiding
industrialization and civilization, nor by neglecting the environment completely. A mean
solution that will work towards controlling the pollution and protecting the environment will
also help.
Problem in Application
The application of this theory varies from one person to another with their powers of reasoning
and the difficulty in applying the theory to ethical problems.
What is Golden Mean?
The Golden Mean virtue can be understood as the virtue of reaching a proper balance
between extremes in conduct, emotion, desire and attitude. This theory phrased by Aristotle
states that virtues are tendencies to find the golden mean between the extremes of too much
(excess) and too little (deficiency) with regard to particular aspects of our lives.
The most important virtue is practical wisdom, i.e., morally good judgment, which enables
one to discern the mean for all the other virtues. There are internal goods such as products,
activities and experiences should never clash with the external goods such as money, power
self-esteem and prestige. The standards of excellence enable internal goods to be achieved.
The external goods when extremely concerned, though by individuals or by organizations,
threaten the internal goods.

10.2.2 Rights-based Ethical Theory

The Rights based ethical theory was proposed by John Locke. According to this theory, the
solution to a problem is by realizing that every person has a right to live. Live and let live is
the philosophy behind this theory. The rights of a person towards life, health, liberty,
possession, etc. are taken care of under this theory.
For example, any action in terms of Capital punishment, Jails, Income taxes and Medical
charges etc. come under this category.
Problem in Application
One rights of a person may be in conflict with rights of the other.
What does it mean?
Rights-based ethics is the recognition of human dignity at its most basic form. The ethics refer
to the basic human rights whether they are positive or negative. Everyone has a right to live,
liberty and the pursuit of happiness. Beauchamp and Childress, authors of ethical theorists,
have defined the term "right" to be a "justified claim that individuals and groups can make

58
upon other individuals or upon society; to have a right is to be in a position to determine by
one's choices, what others should do or need not do."
The natural law states that human laws are defined by morality and not by some authority.
This law is derived from the belief that human morality comes from nature. Any action done
by a person that would prevent a fellow being from living a good and happy life, is considered
immoral or unnatural. Any law should have some morals. Moral duty is the obligation to act
based on ethical beliefs.

10.2.3 Duty-based Ethical Theory

The duty-based ethical theory was proposed by Immanuel Kant. According to this theory,
every person has a duty to follow which is accepted universally, with no exceptions.
An example of this can be expecting all to be honest, kind, generous and peaceful.
Problem in Application
The universal application of this theory can be misleading.
What are these ethics?
Kant observed that everyone is bound to follow some moral laws. It is the choice we make to
be morally sound though we have chances to do anything. This theory can also be called
as Deontological theory or the Absolutist theory. According to this, it is our duty to obey
the categorical imperative rules. To have good will, is to perform one’s duty for the sake of
duty and for no other reason.
The categorical imperative law states that “Act only according to that maxim by which you can
at the same time will that it should become a universal law.”
There are four virtues that come under this law, which have to be discussed here.
- Prudence
The quality of prudence states that every individual has a life that should be respected and
every individual has duties which should be done without any exception. One should always
be cautious to perform one’s duties.
- Temperance
Temperance is the voluntary self-restrain from the attractions. The temptations that might lead
to the violation of duties and ethics have to be restrained. No false promises are to be made
as they contradict the principles of duties.
- Fortitude
Fortitude is the sense of having tolerance. No perfection can be maintained if happiness alone
is sought and no happiness is achieved if perfection alone is sought. Both may or may not go
with each other.

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- Justice
Every individual is a human being with a set of intrinsic values and morals. Truth and fairness
are the aspects one should always bear in mind. People should be treated as separate
individuals but never as a mere means of existence.
A free will and a will under moral laws are one and the same. We are free only when we act
in accordance with our own best natures, while we are slaves whenever we are under the rule
of our passions and wills. There should be a universally valid will, under which everyone can
be free.

10.2.4 Utilitarian Ethics

The Utilitarian ethics was proposed by John Stuart. According to this theory, the happiness
or pleasure of a greatest number of people in the society is considered as the greatest good.
According to this philosophy, an action is morally right if its consequences lead to happiness
of people and wrong if they lead to their unhappiness.
An example of this can be the removal of reservation system in education and government
jobs, which can really benefit the talented. But this can have an impact on the rights of the
minorities.
Problem of Application
Qualification of the benefits can be difficult.
What are these ethics?
Consider the cost-benefit analysis in engineering. A typical cost-benefit analysis identifies the
good and bad consequences of some action or policy in a monetary aspect. It weighs the total
good against total bad and then compares the results to similar tallies of the consequences
of alternative actions or rules. This supports the idea of maximizing benefits against cost.
There are two main types of Utilitarianism. They are −
- Act Utilitarianism
The Act Utilitarianism focuses on each situation and the alternative actions possible in the
situation. Act Utilitarianism states that “A particular action is right if it is likely to produce the
higher level of good for the most people in a given situation, compared to alternative choices
that might be made.”
In accordance with this theory, the good done is only considered but not the way how it is
done. For example, looting the richer to feed the poor, can satisfy and make a group of poor
people, happy. But looting is not a way of morality. Hence act-utilitarianism seems to justify
the wrong-doing.
- Rule Utilitarianism
The Rule Utilitarianism states that “Right actions are those required by rules that produce the
higher level of good for the most people.” We need to consider a set of rules, where they

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interact with each other. This was developed to clear the problem that occurs with act-
utilitarianism.
Engineers with ethics should follow the rule-utilitarianism considering the point, “Act as faithful
agents or trustees of employers”. So, engineers should abide by it even when an exception
might happen to be beneficial. Like in the above example, one should seek the help of law
and order to prove the guilt of richer and let see that the poor get benefitted.

10.3 Formulation of Ethical Theories

After having gone through the various ethical theories, one can understand that these ethical
theories have to be formulated considering the following points −
• The concepts of the theory formulated must be coherent.
• The tenets of the theory should never contradict the other.
• The theory should never be defended upon false information.
• The theory should guide in specific situations comprehending all aspects possible.
• The theory should be compatible with individual’s moral convictions in any situation.
Ethical theories help in the following areas −

• Understanding moral dilemmas.

• Justifying professional obligations and ideas.
• Relating ordinary and professional morality.

10.4 Engineering Ethics- Case Studies

10.4.1 GM Food Products Cases [14]
10.4.1.1 Introduction
The functioning of some of the ethical theories will be illustrated by application to a case study
about the new technology 353 of Genetically Modified Organisms (GMOs) in food products.
In GMOs genes from one species are inserted into another species in order to transfer a
desired characteristic (Anderson, 1999). As gene transfer techniques have a very low success
rates, a marker gene which codes for resistance to a commonly used antibiotic is attached to
the gene to be transferred. There is a possibility of gut bacteria developing resistance to these
antibiotics. Therefore, for instance, the Advisory Committee on Novel Foods and Processes
has advised the UK Government against authorizing the use of a marker gene resistant to
ampicillin (Anderson, 19993,). A promoter or piece of DNA from a virus or bacterium is also
transferred to activate the gene in the new host. The promoter may make the gene express
its traits at very high, possibly harmful levels.
Most research by the biotechnology industry has focused on making crops resistant to their
own broad-spectrum herbicides, so that (in theory at least) spraying a field will kill all plants
except the resistant crop. 71% of the 27.8 million hectares of genetically engineered crops
planted in 1998 were herbicide resistant (Kollek, 1996). One of the earliest and best-known

61
examples is soya beans modified by Monsanto to be resistant to their bestselling herbicide
Round-up. Although Roundup has been promoted as a benign herbicide, the US Fish and
Wildlife Service has identified 74 endangered plant species potentially threatened by the
excessive use of glyphosate, its main constituent. Studies have shown that it can damage
fish, beneficial fungi and earthworms, even at low concentrations. It is the third most
commonly reported cause of pesticide related illness among agricultural workers in California
and can cause eye and skin irritation, cardiac depression and vomiting (Anderson, 1999).
Repeated application of a single herbicide encourages plants to develop resistance within a
short period of time. Herbicide resistance could be transferred to other plants via cross-
pollination. The British Agrochemical Association has predicted that the use of GM herbicide
resistant crops would increase sales of herbicide in the US (Antoniou, 1998). Conservation
agencies such as the UK Royal Society for the Protection of birds are concerned about
damage to wildlife when large areas of land are sprayed with broad-spectrum herbicides such
as round-up (Anderson, 1999).
The terms of Monsanto’s Technology Use Agreement prohibit farmers from saving seed for
the following year or using other herbicides. Monsanto has hired Pinkerton private detective
agency to check that farmers are not saving seeds (Berlan et al, 1998). A freephone hotline
has been set up to encourage farmers to report neighbors for seed-saving. Monsanto has
broadcast radio advertisements naming farmers caught saving seed (Anderson, 1999).
Terminator technology is used to genetically disable plants to make them infertile. The
widespread use of proprietary seed has already led to huge losses in genetic diversity, which
will be exacerbated if farmers are unable to save their seed. 1.4 billion farming households
around the world are dependent on farm-saved seeds and concerns have been expressed
about the impact of terminator technology on poor farmers (UCSUSA, 1998a).
Supporters of the technology tend to play down the environmental risks and point to the large
number of trials without incidents or dangerous releases. However, a lack of evidence does
not imply a lack of risk. This approach also ignores the complex interactions which take place
in the environment. It is also counter to the view of some insurance companies. For instance,
the world’s second largest reinsurance firm, Swiss Re, considers that genetic engineering
cannot be covered by classical liability insurance models, as the risk profile is extremely
diversified and difficult to anticipate, bringing into question whether it can be insured
(Epprecht, 1998). Scientists at the University of Chicago have shown that GM plants
examined in field tests had a greatly increased ability to transfer genes to non-GM plants
(Burgelson et al, 1998; UCSUSA, 1998b).
GM supporters suggest that GM food will be necessary to feed the increasing world
population. However according to the United Nations’ World Food Programme one and a half
times the food required to provide everyone in the world with an adequate and nutritious diet
is being produced, but one in seven people is suffering from hunger. A survey in 1997 showed
that 78% of all malnourished children under five lived in countries with food surpluses (Knight,
1998). At the height of the 1984 famine in Ethiopia oilseed rape, cottonseed and linseed grown
on prime agricultural land were exported as livestock feed to Europe (OECD, 1999) and fruit
and vegetables were also exported. Increasing use of GM crops will increase genetic
uniformity and the vulnerability of food supplies (Alexandros, 1988). Genetic uniformity in the
potato crop was the main cause of the nineteenth century Irish potato famine (Anon, 1998),
which led to hundreds of thousands of deaths. Potatoes in the Andes survived the same

62
potato blight due to genetic diversity, with up to 46 varieties of potato, and were subsequently
used to restock European farms (Brush, 1977; Lappé et al, 1999).
The GM food industry is generally against labeling on the grounds that GM food is
‘substantially equivalent’ to non-GM food and that labeling would be discriminatory, but
stresses differences between GM and non-GM products when they try to patent GM products.
This runs counter to public opinion, which seems to be both strongly in favor of labeling and
opposed to GM foods. Recent polls show that 58% of UK respondents are opposed to the
genetic engineering of food and 61% do not want to eat GM food (Genewatch, 1999) and that
81% of US 354 respondents support labeling and 58% would avoid purchasing GM food
products (Anderson, 1999). However public concern tends to be dismissed as emotional or
uninformed. The independence of the regulatory process is being called into question,
particularly in the US, where people on key regulatory bodies have strong links to the
corporations they are supposed to regulate. The Executive Director of the UK Biotechnology
and Biological Science Research Council was previously the chief executive of Zeneca, a
multi-billion company whose activities include GM food (Anderson, 1999). The industry has
also exerted pressure to prevent unfavorable publicity. For instance, a Florida television
station cancelled a series on GM recombinant bovine growth hormone after receiving two
threatening letters from Monsanto lawyers, despite having extensively publicized the series
and hired two award winning journalists to produce it (Ferrara, 2001).

10.4.1.2 Application of Ethical Theories

With regards to virtue ethics, the behavior of both senior management of firms producing
GMOs and members of the regulatory bodies indicates that the climate and context in which
GM food products have been developed, produced and marketed is having a deleterious
effect on character. Examples include strong arm tactics with regards to farmers who save
seed, putting pressure on the media to withhold information, resisting labeling of products,
the close relationships between regulators and the industry and the total lack of concern about
wider environmental, health and other implications. There is also evidence of some
dishonesty in the claims made about GM food, for instance that it is necessary to meet world
food demands. Whether the use of GMOs is intrinsically counter to virtue ethics, or only the
implementation is a more complex issue. However, persisting in the production or marketing
of GM food products in the face of considerable uncertainty about the long term environmental
and health risks as well as some evidence of potential problems indicates that the profit motive
has been put before environmental security and human health. This is clearly counter to virtue
ethics.
In terms of normative ethics, GMOs often provide considerable (financial) benefits to
shareholders, but do not benefit the much larger number of consumers or small farmers and
there is generally no active intention to benefit others. The introduction of GMO crops has
generally reduced the autonomy of farmers, particularly small and/or organic farmers, by
making it more difficult for them to compete with larger GMO outfits or forbidding them to
retain seed for use in the following year. Threats to the organic status of crops due to pollution
by GMO crops are, to a certain extent, a consequence of the inadequate distance between
GMO and other crops. However, the limited available evidence seems to indicate that there
is no safe distance for preventing transmission of GMO seeds. The evidence indicates that
large and powerful multinational companies, such as Monsanto, are imposing GMOs on small

63
farmers and consumers, counter to the interests of justice. Preventing farmers from saving
seed contravenes their autonomy and, in the case, of small farmers, threatens their livelihood,
contrary to the principles of autonomy, beneficence and justice. There is some evidence that,
by reducing genetic diversity, GMO food could threaten world food supplies, at least in some
areas. Lack of labeling of GM food is counter to the principles of autonomy and justice, as it
prevents individuals making informed choices or avoiding food products with unknown risks.
It may also prevent individuals avoiding food products to which they have allergic reactions
and may also violate religious rights, if genes from forbidden foods are incorporated into other
products.
With regards to positive utilitarianism, GMO food products and crops have positive benefits
to producers and manufacturers and probably also to governments in terms of increased or
more secure tax revenues and increased control of the food supply. Costs are to small and/or
organic farmers and risks to consumers. There may also be costs to the world population as
a whole or, at least, the poorer sections of it in terms of threats to food supplies and food
security. There are also costs to animals and birds in terms of loss of habitat and reduced
diversity of the plant life on which they feed. However, positive utilitarianism tends to stress
the positive aspects and ignore the costs. In terms of negative utilitarianism, the most
significant issues are the likely dangers to ecosystems and biodiversity from the dispersal of
GMOs into the environment, with a consequent reduction in plant robustness to disease and
predators and threat to long-term food supplies, and possible health risks from eating GMO
food. Engineering codes generally stipulate duties to employers, the general public and the
environment, often augmented by somewhat vague statements about prioritizing the needs
of the general public. Therefore, in terms of rule-based ethics or engineering codes, duties to
employers to develop GMOs would be in conflict with duties to protect the general public and
the environment and to act responsibly in the presence of uncertainty. However, most codes
give little guidance as to how this conflict should be resolved.
In terms of the ethics of care, current implementation of GM products by Monsanto could
seriously disrupt community relations, for instance by encouraging neighbors to spy on each
other. In terms of the ethics of social experimentation, GMO food products have been
introduced without informed consent and counter to public opinion. The lack of labeling may
force some individuals to participate in the 355 experiment against their will. Little accurate
information, including on possible risks and uncertainty, has been provided by the industry or
government regulators and in some cases the industry has tried to suppress information or
make it more difficult for individuals to access it. With regards to ecocentrid ethics, GM food
products have been introduced with little or no attention to possible long-term consequences
to the natural environment and health. Evidence and warnings of threats to biodiversity and
habitats have been ignored. There has been no attempt to take account of the precautionary
principle which advises caution and delay in introducing new technologies with uncertain (long
term) effects.

10.4.1.3 DISCUSSION AND CONCLUSIONS

This work has discussed several ethical theories and illustrated their application in a case
study of the implementation of new technology, namely genetically modified food products.
All the ethical theories indicate one or more ethical problems with GM food products in general
and/or the way they are currently developed and marketed (by Monsanto) in particular.

64
However, the different ethical theories highlight a number of different ethical problems and
none of them gives the full ethical picture. This indicates that a combination of the different
theories would be necessary to give a more complete understanding of the full range of ethical
issues and problems associated with GM food products.
The case study also illustrates the fact that advanced technologies are often developed or
implemented without any attention being paid to ethical issues. This indicates a need for
increasing weight to be given to ethical issues in technical and professional education.
Despite their inadequacies, the various theories of ethical discussed in this paper can provide
some support for incorporating ethical considerations into professional practice and decision
making. However, there is a clear need for the development of a multi-criteria approach which
combines a number of the current theories and gives an indication of their relative importance
and how tradeoffs should be made when the requirements of the different theories are in
conflict.

10.4.2 Electrical Engineering Cases: [15]

Case studies on ethics for electrical engineers
Markkula Center for Applied Ethics at Santa Clara University

10.4.2.1 Time-Sharing Space

An intern at a power electronics startup faces unkind comments from a fellow engineer. She
suspects that her colleague is prejudice toward female engineers.
Ramona is an intern at an up-and-coming power electronics startup. On her first day of work,
she was shown around a laboratory where she would complete most of her projects. During
this time, she was also introduced to nine male interns who would be sharing the same lab
space. Since the lab could only accommodate five interns at a time, a vote was held to
determine who would work in the lab during the day (e.g. 8am-4pm) and who would work at
night (e.g. 4pm-12am) during certain days of the week. The morning shift was a popular option
for a majority of interns; Ramona was fortunate to be selected for 4 (out of 5) morning shifts.
Weeks passed. Ramona had been enjoying her work and almost completed one of her
projects. However, one day, a fellow intern asked how she was doing. Ramona commented:
“good but tired.” The intern replied that Ramona had “no reason to be tired because she was
working mostly day shifts.” Ramona was offended, but chose to ignore his comment.
The next day, she ran into several interns, one of whom was the one she encountered the
previous day. At some point in group’s conversation, the same intern made a remark about
how Ramona “always got her way [in the workplace] because she was a girl.” Ramona was
upset; however, because she did not want to cause a scene, chose again to ignore his remark.
During the following weeks, Ramona tried to avoid the intern who made the inappropriate
comments. However, certain settings forced her to interact with him and, in those times, he
made a point to make Ramona feel guilty and trivial. Because she did not observe him behave
condescendingly towards the other interns, Ramona speculated that her colleague held a
prejudice towards female engineers.
Jocelyn Tan was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics
at Santa Clara University.

65
10.4.2.2 Copyright Concerns
A computer startup company risks violating copyright laws if it reuses a code that is the
intellectual property of another company.
Clare Bartlett
SDX Alliance is a large company that sells computers, computer components, and software.
Ralph is hired as an entry-level software engineer at SDX Alliance. His first project was to
assist in writing the code for SDX Alliance’s new hard disc controller. He had previously
worked on a similar system interning at a start-up and had written a code which greatly
enhanced the performance of their product. Ralph quietly re-uses this same code in the SDX
Alliance product, and does not think to tell anyone that he has used the code from his last job.
His manager is thrilled with the speed improvements this code brings to the product.
Before the product is released, it has to undergo a four-month long quality assurance process
review. During the review of the product, it was found the code which Ralph developed had
been copyrighted by the startup he had previously worked for. Even though Ralph had
developed the code, his previous company still owned the intellectual property rights to it.
When his manager informed Ralph of the problem, Ralph admits he did not realize he had
made a mistake because he was not familiar with copyright laws. Ralph then goes on to
explain that the start-up he used to work for is now out of business and is unsure if SDX
Alliance would be able to get in contact with the owner of the copyright. If SDX Alliance can’t
use Ralph’s code, then it will have to rewrite the entire code of the product, delaying its release
by many months.

10.4.2.3 Disclosure Dilemma

A manager at a consumer electronics company struggles over whether or not he should
disclose confidential information to a valued customer.
Jocelyn Tan
Dylan is a manager at a leading consumer electronics company. In his role, he must frequently
interact with industry partners and customers. One day, Dylan met with a customer of one of
his company’s custom products. The custom product was a special chip for an electronic
appliance that was currently in its final stages of review before market release. During the
meeting, the customer wanted to know the method of making the chip, a process which was
not specified in the given datasheet. The client claimed this information was needed to ensure
that the chip would function properly when it was integrated with electronic appliances.

At first, Dylan was uncertain. He wanted to give his customer more details if it was for the
benefit of his client’s final product, but, at the same time, was concerned because the
requested information was protected under his company’s non-disclosure agreement (NDA).
Dylan decided to discuss the matter with his supervisor; however, Dylan’s manager was
overseeing many projects and, knowing that Dylan was capable and experienced, entrusted
him to take care of the situation. When he returned to work the next day, Dylan received an
email from his customer. The message stated that, if the chip’s manufacturing methodology
was not disclosed, the customer would cease further investments in the product.

66
Shocked, Dylan believed that if the customer could not abide by the NDA, he should tell the
contract should be broken off. However, doing so would mean losing a significant amount of
profit they had intended on garnering from selling the chip. On the other hand, sharing
confidential information with his customer could cause negative repercussions, especially if
his company were to discover the legal breach.
Although it is highly unlikely that the extra chip information would be used by Dylan’s client
for malicious purposes, its disclosure could potentially affect his company’s reputation, lead
to mistrust in the company and compromise Dylan’s position.

10.4.2.4 Onerous Favorites

Employees of a computer hardware company are angered by a manager that demonstrates
favoritism.
Jocelyn Tan
Anne is an established electrical engineer at Onerous, a computer hardware company. Not a
stranger to incidences of favoritism the company, Anne recently encountered a particularly
unfavorable scenario involving a few of her close co-workers.
Two employees, who had been newly hired, were given visible roles in a prominent project.
Upon the project’s successful completion, the new-hires were given generous promotions by
management. On the other hand, Anne’s co-workers were asked to play supporting roles in
the project, and were not given any special recognition (i.e., promotions) for their work.
Anne’s non-confrontational co-workers were angry and came to Anne for advice since they
knew she had broad professional experience. They told her that they were going to leave the
company if management did not stop playing favorites.
Although strongly inclined to bring this matter up to her manager, Anne felt like doing so would
be futile because her manager is stubborn and inflexible.

10.4.2.5 Unintended Effects

A project engineer believes his company is providing the wrong form of technology to an in-
need community in East Africa.
Nabilah Deen
Jack has been working as a project engineer for a mechanical energy technology firm for a
few years now, and has recently been promoted to review projects for in-need communities
overseas. He has been put in charge of managing the current company’s charity projects, and
determining how to distribute the funding for them.
Some of the projects are pretty straightforward in their mission and material requirement, but
for one project, Jack isn’t sure whether the company should be funding it. The project’s
mission is to provide new solar panels for an East African community but the project data
suggests it is more practical to just install better lighting inside the homes. Jack wonders
whether to bring up his doubts with his boss. Based on the company’s research on the
community, the community desires better lighting system for their homes, and the solar panels
would be an expensive and high maintenance project. Not to mention, there was a previous

67
project that (when followed through) resulted in equipment being stolen from the same region
to exchange for money.
Jack understands their local sponsor would gain a great advantage in featuring solar panels
in the community. It would also foster a good business partnership between the two
companies. However, Jack feels it is his responsibility to provide the community with a more
simple and efficient solution to their problem, without diving into a large project that could
possibly lead to negative side effects.

68
‫‪11. Student Rules and Regulations at The University of Jordan‬‬
‫‪11.1 Student Code of Conduct‬‬

‫مدونة قواعد سلوك طلبة الجامعة األردنية‬

‫صادرة عن مجلس العمداء بموجب قراره رقم (‪ )2017/167‬تاريخ ‪2017/3/6‬‬
‫استنادا للمادة (‪/17‬ب‪ )12/‬من قانون الجامعات االردنية رقم (‪ )20‬لسنة ‪ 2009‬وتعديالته‬

‫المادة (‪ :)1‬تسمى هذه المدونة (مدونة قواعد سلوك طلبة الجامعة األردنية) ويعمل بها اعتبارا من تاريخ‬
‫اصدارها‪.‬‬
‫المادة (‪:)2‬الجامعة األردنية صرح أكاديمي متميز عريق له هويته المستقلة وتاريخه‪ ،‬يلتزم بالقيم اإلنسانية النبيلة‬
‫ويسعى الى تعزيزها وترسيخها لدى طلبة الجامعة والعاملين فيها‪ .‬وفي سعيها لتوفير خبرة تعلمية‬
‫متميزة للطلبة وتبني بحوث منتجة للمعرفة وبناء جسور مجتمعية متينة وشراكات فاعلة‪ ،‬فان الجامعة‬
‫االردنية تتبنى قيم االبداع واالبتكار والتميز والتسامح واالنفتاح‪.‬‬
‫المادة (‪ :)3‬تطبق مدونة قواعد السلوك هذه على جميع طلبة الجامعة األردنية‪ ،‬وهي توثق توقعات الجامعة من‬
‫الطلبة فيما يتعلق بقواعد السلوك على المستويين األكاديمي و غير االكاديمي بما يساهم في بناء‬
‫شخصية الطالب وجعله قادرا ً على تحمل المسؤولية في اطار من االحترام واألمانة والحرية المسؤولة‪.‬‬
‫المادة (‪ :)4‬تهدف هذه المدونة الى بيان قواعد السلوك المقبول للطلبة ومساعدتهم على فهم العواقب الناجمة عن‬
‫انتهاك أو مخالفة تلك القواعد في البيئة التعليمية ومساعدتهم على اتخاذ قرارات تتسم بالمسؤولية‪ .‬وعلى‬
‫الطالب االستفسار وإثراء معلوماته حول قوانين و أنظمة وتعليمات الجامعة من خالل عدة مصادر‬
‫أبرزها‪-:‬‬

‫‪69‬‬
 ‫موقع الجامعة اإللكتروني‪،‬‬ ‫‪-‬‬
‫موقع عمادة شؤون الطلبة‪،‬‬ ‫‪-‬‬
‫مكاتب االرشاد الطالبي‪،‬‬ ‫‪-‬‬
‫مساعدي العمداء لشؤون الطلبة‪،‬‬ ‫‪-‬‬
‫مكتب القضايا الطالبية‬ ‫‪-‬‬
‫اعضاء هيئة التدريس‬ ‫‪-‬‬
‫اتحاد الطلبة‬ ‫‪-‬‬
‫مسؤولي الجامعة ك ٌل حسب اختصاصه‪.‬‬ ‫‪-‬‬
‫المادة (‪ :)5‬تتوقع الجامعة االردنية من طلبتها تبني كافة القيم االنسانية النبيلة وعلى االخص الصدق واالمانة‬
‫واالخالص والوفاء والنزاهة والمحبة والتسامح وحب العمل ومساعدة االخرين‬
‫وكذلك تتوقع منهم االلتزام بالمثل العليا والتمسك بالمبادئ األخالقية وهي تعمل على اعدادهم كي‬
‫يصبحوا أشخاصا ملتزمين قادرين على قيادة مجتمعهم نحو االفضل‪ ،‬وتسعى إلى غرس وترسيخ‬
‫المبادئ واالعراف األكاديمية واألخالقية في نفوسهم‪.‬‬
‫المادة (‪ :)6‬يتوجب على طلبة الجامعة االردنية االلتزام بمبادئ النزاهة الشخصية واألمانة العلمية واحترام حقوق‬
‫اآلخرين وكرامتهم وهويتهم في الغرف الصفية والمختبرات والمكتبة وفي ارجاء الحرم الجامعي واثناء‬
‫الفعاليات التي تقيمها الجامعة داخل وخارج الحرم الجامعي‪.‬‬
‫المادة (‪ :)7‬تشجع الجامعة االردنية حرية التعبير وتبادل األفكار واآلراء ولكنها ال تسمح بأي خرق للمبادئ‬
‫األخالقية للسلوك أو أي من أشكال العنف والمضايقات والتمييز وانتهاك النزاهة األكاديمية‪.‬‬
‫المادة (‪ :)8‬يتوجب على الطلبة المقبولين في الجامعة االردنية االلتزام بالقوانين واالنظمة والتعليمات وقيم الجامعة‬
‫وتقاليدها وقواعدها بما في ذلك حق الجامعة في اتخاذ إجراءات تأديبية بخصوص أي سلوك يعد‬
‫انتهاكا" لهذه التشريعات‪.‬‬
‫المادة (‪ :)9‬على الطالب أن يدرك بأن جهله بالقواعد الناظمة لمسيرة الجامعة ومدونة السلوك هذه ال يعفيه من‬
‫المسؤولية‪ ،‬وان تجاهله لها ومخالفتها سيعرضه لتطبيق العقوبات المنصوص عليها في نظام تأديب‬
‫الطلبة في الجامعة والمسائلة القانونية أمام القضاء‪.‬‬
‫المادة (‪ :)10‬ان اشكال سوء التصرف و تعريفاتها المذكورة أدناه ليست حصرية ولكن سوف يخضع الطالب‬
‫إلجراء تأديبي اذا ما اقترف أيا" من األعمال المدونة أدناه أو خالف مبدأ من المبادئ المذكورة في‬
‫مقدمة هذه المدونة‪.‬‬
‫اوال‪ -‬السلوك األكاديمي غير المقبول‪ :‬يشمل وال يقتصر على ما يلي‪:‬‬
‫‪ )1‬االمتناع المدبر عن حضور المحاضرات‬
‫ال يجوز أن يقاطع الطلبة المحاضرات بأي طريقة كانت وتٌمنع االحاديث الجانبية خارج موضوع‬
‫المحاضرة ويمنع السلوك غير المقبول اثناء المحاضرات بما في ذلك تناول الطعام والشراب‬
‫واالستخدام غير المسموح لألجهزة االلكترونية بما في ذلك الهاتف النقال‪.‬‬

‫‪70‬‬
 ‫‪ )2‬الغش‬
‫ال يجوز للطلبة‪ ،‬خالل تقديم االمتحانات‪ ،‬محاولة الغش او القيام بالغش او االشتراك فيه باي طريقة كانت بما في‬
‫ذلك الهواتف الخليوية ويشمل الغش محاولة تزويد معلومات أو الحصول عليها خالل تقديم االمتحان أو محاولة‬
‫تقديم االمتحان بديال عن الشخص ال ُممتَحن‪.‬‬
‫‪ )3‬السرقة األدبية (االنتحال)‬
‫ويتم ذلك باستخدام أفكار أو تعابير موثقة لشخص آخر دون اإلشارة إلى ذلك الشخص أو المصدر الذي أخذت منه‬
‫هذه األفكار أو التعابير‪ .‬لذا يجب على الطلبة أن يوثقوا المعلومات التي استخدموها عندما يقتبسون أعمال أشخاص‬
‫آخرين‪.‬‬
‫‪ )4‬عدم األمانة‬
‫على الطلبة التصرف بنزاهة وأمانة في جميع تعامالتهم في الجامعة‪ .‬وتشمل أشكال عدم األمانة ‪ -‬وال تقتصر ‪-‬‬
‫على ما يلي‪:‬‬

‫• تزوير الوثائق الرسمية او أجزاء منها أو توقيعها بما في ذلك التقارير الطبية‪.‬‬
‫• ادعاء القيام بعمل فردي او جماعي في محاولة للحصول على فضل أو امتياز او منفعة‪.‬‬
‫• النسخ غير القانوني لبرامج حاسوبية‪.‬‬
‫• التورط في رشوة مهما كان نوعها‪.‬‬
‫• تقديم معلومات كاذبة‪.‬‬
‫ثانيا‪ .‬سوء التصرف غير األكاديمي‪:‬‬

‫‪ )1‬اإلخالل بسير األنشطة األكاديمية وإعاقتها‬

‫يحق لطلبة الجامعة االردنية التعبير عن وجهات نظرهم الى إدارة الجامعة بشكل منظم وحضاري‪ .‬ويحظر على‬
‫أي طالب أو مجموعة من الطلبة‪ ،‬بما في ذلك مجلس اتحاد الطلبة‪ ،‬الدعوة إلى تعليق الدوام والدراسة دون موافقة‬
‫إدارة الجامعة حيث ان رئيس الجامعة هو الوحيد المخول تعليق الدراسة‪ ،‬كما يمنع منعا باتا اإلخالل بسير‬
‫المحاضرات والندوات والدورات واالمتحانات وأنشطة الجامعة و فعالياتها‪ ،‬بسبب تظاهرة طالبية أو اعتصام أو‬
‫إضراب‪ .‬ويحظر منع الطلبة وأعضاء هيئة التدريس واالداريين من التوجه إلى محاضراتهم او مكاتبهم‪.‬‬

‫‪ )2‬توزيع ونشر مواد غير موافق عليها‬

‫يجب أن تتم الموافقة المسبقة على توزيع أي مواد ونشرها في الحرم الجامعي مثل البيانات والمنشورات والملصقات‬
‫والمواد السمعية والبصرية‪ ،‬ويجب ختمها بختم عمادة شؤون الطلبة‪ .‬و يشمل ذلك نشر مواد عبر مواقع التواصل‬
‫االجتماعي تسيء للجامعة وسمعتها او للعاملين فيها أو تسيء لألفراد و الجماعات‪ ،‬أو نشر مواد تحريضية‪ ،‬أو تلك‬
‫التي قد تسبب النزاعات و الفتن‪.‬‬

‫‪ )3‬السرقة‬
‫يمنع منعا باتا السرقة من الطلبة او من غيرهم في حرم الجامعة أو في أي فعالية تقيمها الجامعة خارج الحرم الجامعي‬
‫بما في ذلك استخدام أي من أجهزة الجامعة وخدماتها (مثل الهواتف أو ماكينات التصوير أو أجهزة الحاسوب) دون‬
‫موافقة مسبقة وكذلك يمنع حيازة ممتلكات مسروقة‪.‬‬

‫‪71‬‬
 ‫‪ )4‬اتالف الممتلكات‪ /‬التخويف‪ /‬تعريض السالمة العامة للخطر‬
‫يتوقع من الطلبة عدم تهديد االخرين والمحافظة على سالمتهم وحماية ممتلكات الجامعة والمحافظة عليها سليمة بما في‬
‫ذلك المكاتب والقاعات الصفية والمختبرات والمكتبة والقاعات والحدائق والساحات وتشمل هذه األعمال‪ -‬وال تقتصر‪-‬‬
‫على ما يلي‪:‬‬
‫المشاركة في أعمال تخريب واتالف متعمد (مثل رش الطالء أو رسم على الجدران) للممتلكات واألشجار‬ ‫أ‪-‬‬
‫داخل الحرم أو خالل فعاليات الجامعة خارج الحرم الجامعي‪.‬‬
‫ب‪ -‬إلقاء النفايات والتخلص من القمامة (الزجاجات الفارغة وأعقاب السجائر وعلب الطعام ‪ ...‬الخ) في غير‬
‫األماكن المخصصة لها في الحرم الجامعي‪.‬‬
‫ج‪ -‬االستخدام غير المسؤول و العبثي لطفايات الحريق أو تدميرها أو العبث بها وكذلك جهاز إنذار الحرائق أو‬
‫أجهزة السالمة األخرى‪.‬‬
‫تخريب أو محاولة تخريب ممتلكات خاصة‪.‬‬ ‫د‪-‬‬
‫حيازة ممتلكات خاصة دون موافقة سابقة للمالك أو الشخص المخول قانونيا باالهتمام بها‪.‬‬ ‫ه‪-‬‬
‫و‪ -‬دخول غير مصرح به أو عمل نُسخ عن مفاتيح دون إذن مسبق أو أي استخدام غير مصرح به لمرافق‬
‫الجامعة‪.‬‬
‫ز‪ -‬المشاركة في فعاليات و استعراضات في الحرم الجامعي بشكل فردي أو جماعي دون موافقة مسبقة وارتداء‬
‫أقنعة أو غطاء كامل للرأس والوجه‪.‬‬
‫ح‪ -‬تنفيذ فعاليات عسكرية أو شبه عسكرية في الحرم الجامعي‪.‬‬
‫ط‪ -‬إشعال الحرائق ألي سبب كان داخل الحرم الجامعي‪.‬‬

‫‪ )5‬الحاق او التسبب باألذى النفسي أو الجسدي‪ :‬تمنع أي أفعال تؤدي إلى اي أذى نفسي أو جسدي و تشمل – وال‬
‫تقتصر‪ -‬على ما يلي‪:‬‬
‫أ‪ -‬استخدام القوة الذي يتسبب في إصابة أشخاص أو محاولة استخدام القوة أو التحريض على العنف وإلحاق‬
‫األذى باآلخرين في الحرم الجامعي أو أثناء أي نشاط خاص بالجامعة خارج الحرم الجامعي‪.‬‬
‫ب‪ -‬المشاركة بشكل مباشر أو غير مباشر في الترهيب أو اإلكراه أو االبتزاز أو الرشوة أو التنمر أو المضايقة أو‬
‫التهديد باستخدام القوة أو إلحاق األذى باآلخرين في الحرم الجامعي أو أي نشاط للجامعة خارج الحرم‬
‫الجامعي‪.‬‬
‫ج‪ -‬المشاركة في أي اعتداء جسدي بما في ذلك التهجم على اآلخرين‪.‬‬
‫د‪ -‬المشاركة في أي سلوك يشكل خطرا" أو إصابة لآلخرين مثل إشعال متعمد للحرائق أو التسبب في أعمال‬
‫شغب‪.‬‬
‫ه‪ -‬المشاركة في أي نشاط يعرض سالمة و صحة األفراد للخطر أو التصرف بشكل يُحقر اآلخر و يذله أو‬
‫التصرف بطريقة تحول دون متابعة الفرد لتحصيله األكاديمي‪.‬‬
‫و‪ -‬المشاركة في إضراب عن الطعام في الحرم الجامعي (سواء كان فعليا أو ملفقا) وبشكل طوعي أو غير طوعي‬
‫مهما كان السبب‪.‬‬
‫ز‪ -‬حيازة أسلحة أو مواد خطرة واستخدام أو توزيع أي نوع من األسلحة أو أجهزة متفجرة أو مواد كيماوية‬
‫خطرة أو مواد خطيرة أو أي من األدوات المصممة إلحداث أذى جسدي أو تهدد بإلحاق أذى جسدي في حرم‬
‫الجامعة أو أي نشاط يتعلق بالجامعة خارج الحرم الجامعي‪ .‬كما يشمل ذلك استخدام المفرقعات واأللعاب‬
‫النارية‪ .‬كما أن األدوات واألجهزة التي تستخدم وتحاكي األسلحة وتُعرض أو يحتمل أن تُعرض حياة شخص‬
‫ما للخطر تعد نوعا من األسلحة‪.‬‬
‫ح‪ -‬حيازة واستعمال أو توزيع أو بيع أو محاولة بيع أو توزيع المخدرات والعقاقير المخدرة والمنشطات في‬
‫الحرم الجامعي أو في أي نشاط للجامعة خارج الحرم الجامعي‪.‬‬

‫‪72‬‬
 ‫‪ )6‬التمييز‬
‫تَحظر الجامعة االردنية التمييز على أساس العرق أو اللون أو الدين أو السن أو الجنس أو الحالة االجتماعية أو‬
‫اإلعاقة أو المرض او الجنسية‪ .‬ويشمل ذلك على التخويف أو اإلهانة أو تهديد اآلخرين شفويا أو خطيا أو من خالل‬
‫الوسائل االلكترونية‪.‬‬
‫‪ )7‬التحرش‬
‫يمنع منعا باتا كل فعل أو قول يمس الشرف والكرامة أو يخدش الحياء أو يخل بحسن السيرة والسلوك واآلداب‬
‫المرعية داخل الجامعة أو خارجها‪ ،‬ويمنع منعا باتا التحرش الجنسي والتلفظ بكلمات وتعليقات ذات صبغة جنسية‬
‫واقتناء وعرض أجهزة أو أفالم أو صور أو أشرطة أو صحف أو مجالت تحتوي على ما ينافي اآلداب واألخالق‬
‫داخل الجامعة ومرافقها‪.‬‬
‫‪ )8‬التدخين والمشروبات الروحية والمخدرات‬
‫إن تناول الطلبة للمشروبات الروحية أو تعاطي المخدرات داخل الحرم الجامعي غير مسموح به نهائيا"‪ .‬كما ال‬
‫يسمح بالتدخين داخل ابنية الجامعة االردنية‪.‬‬
‫‪ )9‬استخدام الحاسوب‬
‫ال يسمح الدخول إلى حسابات الحاسوب المحمية في الجامعة أو أي من وظائف الحاسوب االخرى وكذلك النقل‬
‫المتعمد لفيروسات الحواسيب وكذلك االستخدام غير األخالقي لحواسيب الجامعة االردنية أو موقعها على االنترنت‪.‬‬

‫‪ )10‬سوء التصرف في المكتبة‬

‫ال يسمح بممارسة أي عمل يعيق االستخدام اآلمن والفعال للمكتبة من قبل جميع روادها‪ ،‬وذلك بهدف الدراسة الفردية‬
‫والجماعية وإجراء األبحاث والمطالعة وأي نشاطات أكاديمية أخرى‪.‬‬

‫‪ )11‬أشكال اخرى من السلوك غير المسموح به‬

‫السلوك اإلجرامي و التمرد على القوانين واألنظمة والتعليمات‬ ‫•‬
‫رفض تقديم الهوية الشخصية والوثائق المناسبة عند الطلب لحراس األمن‬ ‫•‬
‫جلب أية أنواع من الحيوانات إلى الحرم الجامعي دون إذن مسبق من الجهة المختصة‬ ‫•‬

‫أخذ ممتلكات شخص آخر دون إذن مسبق وصريح‬ ‫•‬

‫دعوة خطباء أو متحدّثين إلى الجامعة دون الحصول على إذن خطي مسبق‬ ‫•‬
‫التصريح بمعلومات عامة باسم الجامعة دون الحصول على إذن خطي مسبق بذلك‬ ‫•‬
‫تنظيم أو إقامة أي نشاط أو فعالية بالجامعة دون الحصول على إذن خطي مسبق بذلك‬ ‫•‬
‫استعمال ممتلكات الجامعة دون الحصول على إذن خطي مسبق بذلك‬ ‫•‬
‫إقامة تجمعات أو سباقات بالجامعة دون الحصول على إذن خطي مسبق بذلك‬ ‫•‬
‫إقامة تجمعات أو سباقات أو نشاطات خارج الجامعة دون الحصول على إذن خطي مسبق بذلك‬ ‫•‬
‫استخدام اسم الجامعة او شعاراتها او وحداتها او مرافقها ألي غرض كان دون موافقة خطية مسبقة‬ ‫•‬
‫عدم مراعاة عادات وتقاليد المجتمع األردني في اختيار اللباس والهندام والمظهر العام‬ ‫•‬

‫والهيئة االدارية مسؤولون عن تنفيذ احكام مدونة السلوك هذه‪.‬‬ ‫المادة (‪ :)11‬اعضاء هيئة التدريس‬

‫‪73‬‬
‫‪11.2 Student Discipline Regulation‬‬

‫(‪)1‬‬
‫نظام رقم (‪ )94‬لسنة ‪1999‬‬
‫نظام تأديب الطلبة في الجامعة األردنية وتعديالته‬
‫(‪)2‬‬ ‫بالنظام المعدل رقم (‪ )49‬لسنة ‪ 2003‬تاريخ ‪2003/4/30‬‬
‫(‪)3‬‬
‫والنظام المعدل رقم (‪ )74‬لسنة ‪ 2007‬تاريخ ‪2007/7/16‬‬
‫صادر بمقتضى المادة (‪ )27‬من قانون الجامعات األردنية‬
‫رقم (‪ )29‬لسنة ‪1987‬‬
‫المادة ( ‪ -:) 1‬يسمى هذا النظام ( نظام تأديب الطلبة في الجامعة األردنية لسنة (‪ )1999‬ويعمل به من تاريخ نشره‬
‫في الجريدة الرسمية‪.‬‬

‫‪74‬‬
‫المادة ( ‪ -:) 2‬تسري أحكام هذا النظام على جميع طلبة الجامعة‪ ،‬ويخضعون لألحكام واإلجراءات التأديبية‬
‫المنصوص عليها فيه‪.‬‬
‫المادة ( ‪ -:) 3‬تعتبر األعمال التالية مخالفات تأديبية تعرض الطالب الذي يرتكب أيا منها للعقوبات التأديبية‬
‫المنصوص عليها في هذا النظام‪.‬‬
‫االمتناع المدبر عن حضور المحاضرات أو الدروس أو عن األعمال األخرى التي تقضي األنظمة‬ ‫أ‪-‬‬
‫بالمواظبة عليها‪ ،‬وكل تحريض على هذا االمتناع‪.‬‬
‫الغش في االمتحان أو االشتراك أو الشروع فيه‪.‬‬ ‫ب‪-‬‬
‫اإلخالل بنظام االمتحانات أو الهدوء الواجب توافره فيها‪.‬‬ ‫ج‪-‬‬
‫أي فعل ماس بالشرف أو الكرامة أو األخالق أو مخل بحسن السيرة والسلوك أو من شأنه اإلساءة إلى‬ ‫د‪-‬‬
‫سمعة الجامعة أو العاملين فيها‪ ،‬بما في ذلك أي فعل من هذا القبيل يرتكبه الطالب خارج الجامعة في‬
‫مناسبة تشترك فيها الجامعة أو نشاط تقوم به‪.‬‬
‫المشاركة في أي تنظيم داخل الجامعة من غير ترخيص مسبق من الجهات المختصة في الجامعة‪ ،‬أو‬ ‫هـ ‪-‬‬
‫االشتراك في أي نشاط جماعي يخل بالقواعد التنظيمية النافذة في الجامعة‪ ،‬أو التحريض عليه‪.‬‬
‫استعمال مباني الجامعة لغير األغراض التي أعدت لها أو استعمالها دون إذن مسبق‪.‬‬ ‫و‪-‬‬
‫إدخال أو حمل أي أسلحة نارية أو أدوات حادة أو مواد غير مشروعة أو إدخال أي مواد واستخدامها‬ ‫ز‪-‬‬
‫لغرض غير مشروع‪.‬‬
‫توزيع النشرات أو إصدار جرائد حائط بالكليات أو جمع التواقيع أو التبرعات التي من شأنها اإلخالل‬ ‫ح‪-‬‬
‫باألمن والنظام الجامعي أو اإلساءة إلى الوحدة الوطنية‪.‬‬
‫اإلخالل بالنظام واالنضباط الذي تقتضيه المحاضرات أو الندوات أو األنشطة التي تقام داخل الجامعة‪.‬‬ ‫ط‪-‬‬
‫أي إهانة أو إساءة أو إيذاء يرتكبه الطالب بحق عضو هيئة التدريس أو أي من العاملين أو الطلبة في‬ ‫ي‪-‬‬
‫الجامعة‪.‬‬
‫إتالف أي من الممتلكات الخاصة بالجامعة أو بالعاملين فيها أو بطلبتها أو بزوارها‪.‬‬ ‫ك‪-‬‬
‫التزوير في الوثائق الجامعية أو استعمال األوراق المزورة في أي أغراض جامعية‪.‬‬ ‫ل‪-‬‬
‫إعطاء وثائق وهويات جامعية للغير بقصد استعمالها بطريقة غير مشروعة‪.‬‬ ‫م‪-‬‬
‫سرقة أي من الممتلكات الخاصة بالجامعة أو بالعاملين فيها أو بطلبتها أو بزوارها‪.‬‬ ‫ن‪-‬‬
‫س ‪ -‬التحريض أو التدبير أو االشتراك أو التدخل في أعمال عنف أو شغب أو مشاجرات ثنائية أو جماعية‬
‫ضد طلبة أو أشخاص آخرين داخل الجامعة أو خارجها في مناسبات تشترك فيها الجامعة أو نشاط تقوم‬
‫به‪.‬‬
‫حيازة مشروبات روحية أو مواد مخدرة أو تعاطيها أو الترويج لها داخل الجامعة‪ .‬أو حضور الطالب‬ ‫ع‪-‬‬
‫إلى الجامعة وهو تحت تأثير المشروبات الروحية أو المواد المخدرة‪.‬‬
‫ف ‪ -‬مخالفة قانون الجامعة أو أنظمتها أو تعليماتها أو قراراتها النافذة أو التحريض على مخالفة أي منها ‪.‬‬

‫‪75‬‬
‫المادة ( ‪ -:) 4‬مع مراعاة أحكام المواد (‪ )5‬و (‪ )6‬و (‪ )7‬و (‪ )8‬من هذا النظـام ‪ ،‬تحدد العقوبات التأديبية للطالب‬
‫على المخالفات التأديبية الواردة في المادة (‪ )3‬من هذا النظام على النحو التالي‪-:‬‬
‫التنبيه الخطي‪.‬‬ ‫أ‪-‬‬
‫اإلخراج من قاعة التدريس واستدعاء األمن الجامعي عند الضرورة إلخراجه‪.‬‬ ‫ب‪-‬‬
‫الحرمان من حضور بعض أو كل محاضرات المواد التي يخل الطالب بالنظام أثناء تدريسها‪.‬‬ ‫ج‪-‬‬
‫الحرمان لمدة محددة من االستفادة من الخدمات التي يقدمها مرفق أو أكثر من المرافق الجامعية التي تم‬ ‫د‪-‬‬
‫ارتكاب المخالفة فيها ‪.‬‬
‫الحرمان لمدة محددة من ممارسة نشاط أو أكثر من األنشطة الطالبية التي ارتكبت المخالفة فيها ‪.‬‬ ‫هـ ‪-‬‬
‫اإلنذار بدرجاته الثالث ‪ :‬األول والمزدوج والنهائي‪.‬‬ ‫و‪-‬‬
‫الغرامة بما ال يقل عن قيمة مثلي الشيء أو األشياء التي أتلفها الطالب‪.‬‬ ‫ز‪-‬‬
‫إلغاء التسجيل في مادة أو أكثر من مواد الفصل الذي تقع فيه المخالفة‪.‬‬ ‫ح‪-‬‬
‫اعتباره راسبا في مادة أو أكثر‪.‬‬ ‫ط‪-‬‬
‫الفصل المؤقت من الجامعة لمدة فصل دراسي أو أكثر أو عدم السماح له بالتسجيل في الفصل الصيفي‪.‬‬ ‫ي‪-‬‬
‫الفصل النهائي من الجامعة‪.‬‬ ‫ك‪-‬‬
‫تعليق منح الدرجة بما ال يتجاوز فصلين دراسيين‪.‬‬ ‫ل‪-‬‬
‫إلغاء قرار منح الشهادة إذا تبين أن هنالك عملية تزوير أو احتيال في متطلبات الحصول عليها‪.‬‬ ‫م‪-‬‬
‫المادة ( ‪ -:) 5‬إذا ثبت نتيجة التحقيق أن الطالب حاول الغش أو اشترك أو شرع فيه أثناء تأدية االمتحان أو االختبار‬
‫في إحدى المواد ‪-:‬‬
‫توقع عليه العقوبات التالية مجتمعة إذا كان من طلبة الكليات التي تتبع نظام الساعات المعتمدة‪-:‬‬ ‫أ‪-‬‬
‫اعتباره راسبا في تلك المادة‪.‬‬ ‫‪-1‬‬
‫إلغاء تسجيله في بقية المواد المسجلة له في ذلك الفصل‪.‬‬ ‫‪-2‬‬
‫فصله من الجامعة لمدة فصل دراسي واحد يلي الفصل الذي ضبط فيه‪.‬‬ ‫‪-3‬‬
‫توقع عليه العقوبتان التاليتان مجتمعتين إذا كان من طلبة الكليات التي تتبع النظام السنوي‪-:‬‬ ‫ب‪-‬‬
‫اعتباره راسبا في تلك المادة‪.‬‬ ‫‪-1‬‬
‫إلغاء تسجيله في بقية المواد المسجلة له في تلك السنة‪.‬‬ ‫‪-2‬‬
‫توقع على الطالب الذي اتفق مع طالب آخر أو شخص آخر على الدخول لتأدية امتحان أو‬ ‫أ‪-‬‬ ‫المادة ( ‪-:) 6‬‬
‫اختبار بدال منه ودخل لتأديته العقوبات التالية مجتمعة‪-:‬‬
‫اعتباره راسبا في ذلك االمتحان أو االختبار‪.‬‬ ‫‪-1‬‬
‫إلغاء تسجيله في بقية المواد المسجلة له في ذلك الفصل‪.‬‬ ‫‪-2‬‬

‫‪76‬‬
‫‪ -3‬فصله من الجامعة لمدة فصلين دراسيين على األقل اعتبارا من الفصل الذي يلي‬
‫الفصل الذي ضبط فيه‪.‬‬
‫كما توقع على الطالب الذي دخل االمتحان أو االختبار بدال من طالب آخر العقوبات التالية‬ ‫ب‪-‬‬
‫مجتمعة‪-:‬‬
‫إلغاء تسجيله في المواد المسجلة له في ذلك الفصل‪.‬‬ ‫‪-1‬‬
‫فصله من الجامعة لمدة فصلين دراسيين على األقل اعتبارا من الفصل الذي يلي‬ ‫‪-2‬‬
‫الفصل الذي ضبط فيه‪.‬‬
‫أما إذا كان الطالب الذي ارتكب المخالفة المنصوص عليها في هذه المادة من طلبة الكليات‬ ‫ج‪-‬‬
‫التي تتبع النظام السنوي‪ ،‬فتوقع عليه العقوبات المنصوص عليها في الفقرة (ب) من المادة‬
‫(‪ )5‬من هذا النظام‪.‬‬
‫وإذا كان الشخص الذي دخل قاعة االمتحان من غير طلبة الجامعة فيحال إلى الجهات‬ ‫د‪-‬‬
‫القضائية المختصة‪.‬‬
‫إذا ثبت‪ ،‬نتيجة التحقيق‪ ،‬أن الطالب قد حرض أو دبر أو شارك أو تدخل في أعمال عنف أو‬ ‫أ‪-‬‬ ‫المادة ( ‪-:) 7‬‬
‫شغب أو مشاجرة ثنائية أو جماعية داخل الجامعة أو خارجها في مناسبة تشترك فيها الجامعة‬
‫أو نشاط تقوم به‪ ،‬يوقع عليه جزاء الفصل النهائي من الجامعة‪.‬‬
‫إذا ثبت نتيجة التحقيق‪ ،‬أن الطالب قد أقدم على إيذاء بليغ لعضو هيئة التدريس أو العاملين‬ ‫ب‪-‬‬
‫في الجامعة أو الطلبة فيها‪ ،‬فيوقع عليه جزاء الفصل المؤقت أو النهائي من الجامعة‪.‬‬
‫المادة ( ‪ -: ) 8‬أ ‪ -‬إذا ثبت نتيجة التحقيق‪ ،‬أن الطالب كان في حوزته مشروبات روحية‪ ،‬أو حضر إلى الجامعة‬
‫وهو تحت تأثيرها‪ ،‬يوقع عليه جزاء الفصل من الجامعة لمدة فصلين دراسيين‪ ،‬وفي حالة‬
‫تكرار ذلك يفصل نهائيا من الجامعة‪.‬‬
‫ب ‪ -‬إذا ثبت نتيجة التحقيق‪ ،‬أن الطالب كان في حوزته مواد مخدرة أو أنه قد تعاطى أو روج لها‬
‫‪ ،‬أو حضر إلى الجامعة وهو تحت تأثيرها ‪ ،‬يوقع عليه جزاء الفصل النهائي من الجامعة‪.‬‬
‫يجوز الجمع بين عقوبتين تأديبيتين أو أكثر من العقوبات المنصوص عليها في هذا النظام‪.‬‬ ‫أ‪-‬‬ ‫المادة ( ‪-:) 9‬‬
‫في حالة إيقاع عقوبة الفصل المؤقت من الجامعة تسحب هوية الطالب المفصول ويمنع من‬ ‫ب‪-‬‬
‫الدخول إلى الحرم الجامعي خالل مدة الفصل إال بإذن مسبق من عميد شؤون الطلبة‪.‬‬
‫يحرم الطالب الذي فصل من الجامعة فصال تأديبيا نهائيا من الحصول على شهادة حسن‬ ‫ج‪-‬‬
‫السلوك‪ ،‬كما يتم تعميم أسم الطالب المفصول نهائيا على الجامعات الرسمية والخاصة‬
‫األخرى‪.‬‬
‫تحفظ قرارات فرض العقوبات التأديبية في ملف الطالب لدى عمادة شؤون الطلبة وتبلغ‬ ‫أ‪-‬‬ ‫المادة (‪-:)10‬‬
‫الجهة المختصة بفرض العقوبة قرارها إلى عميد الكلية المعني وإلى المسجل العام وإلى‬
‫ولي أمر الطالب وإلى الجهة الموفدة‪ ،‬إن وجدت‪ ،‬ولعميد الكلية المعني وضع القرار في‬
‫لوحة اإلعالنات‪.‬‬
‫ب ‪ -‬على عميد الكلية تبليغ جميع قرارات فرض العقوبات على أي من الطلبة في كليته إلى عميد‬
‫شؤون الطلبة ومدير وحدة القبول والتسجيل‪.‬‬
‫‪77‬‬
‫أ ‪ -‬ال يحق للطالب الذي فصل من الجامعة فصال تأديبيا مؤقتا التسجيل في الفصل الصيفي الذي‬ ‫المادة (‪-:)11‬‬
‫يسبق الفصل الذي فصل فيه‪.‬‬
‫ال تحتسب للطالب المفصول فصال مؤقتا أي مواد يدرسها خالل مدة فصله في أي جامعة‬ ‫ب‪-‬‬
‫أخرى‪.‬‬
‫ال يحق للطالب المحال إلى التحقيق أن ينسحب من الدراسة قبل انتهاء التحقيق معه‪.‬‬ ‫أ‪-‬‬ ‫المادة (‪-:)12‬‬
‫توقف إجراءات تخريج الطالب إلى حين البت في موضوع المخالفة التي ارتكبها‪.‬‬ ‫ب‪-‬‬
‫يؤلف مجلس الكلية في الشهر األول من كل عام جامعي لجنة من ثالثة أعضاء‬ ‫‪-1‬‬ ‫أ‪-‬‬ ‫المادة (‪-:)13‬‬
‫باإلضافة إلى عضو رابع احتياطي من أعضاء الهيئة التدريسية في الكلية‪ ،‬وذلك‬
‫للتحقيق في المخالفات التي يرتكبها الطلبة داخل مباني الكلية‪.‬‬
‫تكون مدة اللجنة سنة واحدة قابلة للتجديد‪.‬‬ ‫‪-2‬‬
‫‪ -3‬يتولى عميد الكلية إحالة المخالفات إلى اللجنة للتحقيق فيها وتنسيب العقوبة المناسبة‬
‫بشأنها‪.‬‬
‫يؤلف عميد شؤون الطلبة في مطلع العام الجامعي لجنة من ثالثة أعضاء باإلضافة‬ ‫‪-1‬‬ ‫ب‪-‬‬
‫إلى عضو رابع احتياطي من أعضاء الهيئة التدريسية في الجامعة‪ ،‬وذلك للتحقيق‬
‫في المخالفات التي يرتكبها الطلبة في حرم الجامعة خارج مباني الكليات‪ ،‬ويجوز‬
‫للعميد في حالة الضرورة تشكيل أكثر من لجنة للتحقيق‪.‬‬
‫تكون مدة اللجنة سنة واحدة قابلة للتجديد‪.‬‬ ‫‪-2‬‬
‫يتولى عميد شؤون الطلبة إحالة المخالفات إلى هذه اللجنة للتحقيق فيها وتنسيب‬ ‫‪-3‬‬
‫العقوبة المناسبة بشأنها‪.‬‬
‫يؤلف مجلس العمداء في مطلع العام الجامعي مجلسا تأديبيا يتكون من عميد شؤون الطلبة‬ ‫أ‪-‬‬ ‫المادة (‪-:)14‬‬
‫رئيسا وعميد الكلية التي يتبعها الطالب وثالثة أعضاء من الهيئة التدريسية في الجامعة ويتم‬
‫تسمية عضو رابع احتياطي من الهيئة التدريسية في الجامعة‪ ،‬وذلك للنظر في مخالفات‬
‫الطلبة المحالة إليه من عميد شؤون الطلبة أو من عمداء الكليات حسب مقتضى الحال‪.‬‬
‫تكون مدة المجلس سنة واحدة قابلة للتجديد‪.‬‬ ‫ب‪-‬‬
‫لمجلس العمداء في حاالت خاصة أن يستبدل برئيس مجلس التأديب رئيسا آخر لمدة محددة‪.‬‬ ‫ج‪-‬‬
‫المادة (‪ -:)15‬على لجان التحقيق ومجلس التأديب البت في القضايا المحالة إليها خالل مدة ال تتجاوز ثالثين يوما‬
‫من تاريخ إحالتها من الجهات المختصة‪ ،‬ولرئيس الجامعة تمديدها أن اقتضت الظروف ذلك وعلى‬
‫الطالب المخالف المثول أمام لجان التحقيق أو مجلس التأديب خالل هذه المدة وللجان التحقيق‬
‫ومجلس التأديب الحق في إصدار العقوبة غيابيا إذا لم يمثل الطالب المخالف بعد تبليغه عن طريق‬
‫اإلعالن في الكلية للمرة الثانية‪.‬‬
‫المادة (‪ -:)16‬إذا انتهت المدة المحددة ألي لجنة من لجان التحقيق ومجلس التأديب تستمر في ممارسة صالحياتها‬
‫إلى أن تشكل لجان جديدة ومجلس جديد يحل محلها‪.‬‬
‫المادة (‪ -:)17‬تحدد صالحيات إيقاع العقوبات التأديبية على الطلبة على النحو التالي ‪-:‬‬
‫‪78‬‬
‫لعضو هيئة التدريس أو من يدرس المادة‪ ،‬حق إيقاع العقوبات المنصوص عليها في الفقرات‬ ‫أ‪-‬‬
‫(أ) و (ب) و (ج) من المادة (‪ )4‬من هذا النظام خطيا على الطالب‪.‬‬
‫للعميد حق إيقاع العقوبات المنصوص عليها في الفقرات من (أ) إلى (ي) من المادة (‪ )4‬من‬ ‫ب‪-‬‬
‫هذا النظام‪.‬‬
‫للعميد المختص حق مصادرة أي مادة يدخلها الطالب بهدف استخدامها ألي غرض غير‬ ‫ج‪-‬‬
‫مشروع‪.‬‬
‫لمجلس التأديب حق إيقاع العقوبات المنصوص عليها في المادة (‪ )4‬من هذا النظام وفقا‬ ‫د‪-‬‬
‫لقناعته بالعقوبة المناسبة للمخالفة المعروضة عليه‪.‬‬
‫مع مراعاة الفقرتين (ب ‪ ،‬ج) من هذه المادة تكون جميع القرارات التأديبية نهائية‪ ،‬باستثناء‬ ‫المادة (‪ -:)18‬أ ‪-‬‬
‫العقوبات المنصوص عليها في الفقرات (ك) و (ل) و (م) من المادة (‪ )4‬من هذا النظام‪ ،‬إذ‬
‫يحق للطالب أن يستأنف لدى مجلس العمداء أي قرار منها خالل خمسة عشر يوما من‬
‫تاريخ صدور القرار أو إعالنه في الكلية‪ ،‬ولمجلس العمداء أن يصادق على القرارات‬
‫المتخذة بشأن الجزاء أو يعدله أو يلغيه‪ ،‬وإذا لم يستأنف الطالب قرار الجزاء يعتبر القرار‬
‫التأديبي الصادر بحقه نهائيا‪.‬‬
‫ترصد العقوبات من درجة إنذار أول فما فوق في سجل الطالب األكاديمي‪.‬‬ ‫ب‪-‬‬
‫ينتهي مفعول العقوبات المرصودة وتشطب من سجل الطالب األكاديمي على النحو التالي‬ ‫ج‪-‬‬
‫‪-:‬‬
‫اإلنذار األول بعد مضي فصلين دراسيين‪.‬‬ ‫‪-1‬‬
‫اإلنذار المزدوج بعد مضي ثالثة فصول دراسية أو عند تخرجه‪.‬‬ ‫‪-2‬‬
‫اإلنذار النهائي بعد مضي أربعة فصول دراسية‪.‬‬ ‫‪-3‬‬
‫باقي الجزاءات بعد مضي فصلين دراسيين بعد تخرج الطالب من الجامعة‪.‬‬ ‫‪-4‬‬
‫المادة (‪ -:)19‬يتولى موظفو األمن الجامعي المحافظة على األمن والنظام داخل الحرم الجامعي‪ ،‬وتكون للتبليغات‬
‫والتقارير التي يقدمونها حجيتها ما لم يثبت عكس ذلك‪.‬‬
‫المادة (‪ -:)20‬لرئيس الجامعة أن يتولى اختصاصات مجلس التأديب في الجامعة المنصوص عليها في هذا النظام‬
‫في حالة الضرورة كحدوث مشاجرات أو شغب أو اعتداء على ممتلكات الجامعة أو اضطراب أو‬
‫إخالل بالنظام فيها ‪ ،‬ويبلغ رئيس الجامعة قراره الذي يصدره في هذه الحالة إلى مجلس العمداء‪.‬‬
‫المادة (‪ -:)21‬للجامعة االستمرار في إجراءاتها التأديبية المنصوص عليها في هذا النظام حتى لو كانت المخالفة‬
‫منظورة لدى جهات أخرى‪.‬‬

‫‪79‬‬
[1] https://www.tutorialspoint.com/engineering_ethics/engineering_ethics_quick_guide.htm

[2] https://www.scu.edu/mobi/resources--tools/blog-posts/ethics-in-life-and-business/ethics-in-life-and-business.html
[2-1] https://slideplayer.com/slide/13744892/

[3] https://slideplayer.com/slide/14323530/89/images/2/Obligatory+%2F+Forbidden+%28conduct%29.jpg
[3-1] https://keydifferences.com/difference-between-morals-and-
ethics.html#:~:text=Ethics%20is%20a%20branch%20of,also%20known%20as%20moral%20philosophy.

[4] http://arielsheen.com/wp-content/uploads/2019/10/ieee_code_ethics.png
[5]https://sites.pitt.edu/~gveser/Ethics/EthicsModule_II.pptx#:~:text=being%20honest%20and%20impartial%2C%20and,technical%20soc
ieties%20of%20their%20disciplines.

[6] https://www.mdpi.com/safety/safety-07-00077/article_deploy/html/images/safety-07-00077-g002-550.jpg
[7] https://www.slideshare.net/DrSSelvaGanesan/unit-v-ge8076-professional-ethics-in-engineering
[7-1] https://slideplayer.com/slide/6188327/
[8] https://bennadel-cdn.com/resources/uploads/2017/milgram-experiment-on-authority-figures-engineers.png
[9] https://www.youtube.com/watch?v=0Ttt-I8urWI
[10] https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1028&context=jiee
[10-1] https://slideplayer.com/slide/18070450/
[11] https://www.scu.edu/ethics/focus-areas/technology-ethics/
[11-1] https://www.ieee-ras.org/publications/plagarism-and-ethical-issues
[11-2] http://iilsindia.com/blogs/wp-content/uploads/2017/03/Untitled-1-2.png
[12] https://nap.nationalacademies.org/read/12887/chapter/4
[13] https://efests.asme.org/news/month/7-steps-to-incorporate-social-justice-into-the-eng
[14]https://www.sciencedirect.com/science/article/pii/S1474667015398712/pdf?md5=2b3b8e27a5a5fcc8869ce546ecbb437b&pid=1-s2.0-
S1474667015398712-main.pdf (Ethical Theories)

[15] https://www.scu.edu/ethics/focus-areas/more-focus-areas/engineering-ethics/engineering-ethics-cases/time-sharing-space/
[16] https://units.ju.edu.jo/ar/LegalAffairs/Regulations.aspx ‫نظام الجامعه االردنيه‬

80