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An Empirical Study on Engineers’ Professional Ethics Education Experience and Ethical Behaviors

机译:工程师职业道德教育经验和道德行为的实证研究

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While considerable attention has been paid in the past to engineers’ ethical education, little empirical evidence has been found to establish the relationship between individual ethical education experiences and ethical attitude or behavior. This study is to discover the current situation of the professional ethics education of engineers in Taiwan’s construction industry and to verify which types of ethical education experiences can really shape suitable ethical attitudes for construction practitioners. 526 valid samples, composed of engineers working for clients, A/E and general contractors, were collected in this study. These engineers can be categorized into four types according to their ethical education experiences. The measurement tool was developed based on past research and various codes of ethics. The reliability of the Likert measurement results was quite consistent, with a high Cronbach’s α value. The investigation showed only 13% of the engineers took courses related to professional ethics at school. Through the questionnaire survey, factor analysis and reliability analysis, this study explored the factors of professional beliefs and ethical behaviors of construction industry engineers. According to the three ttests on the three engineer types with different ethical education experiences and those without any ethical education experiences, it is found ethical education experiences from on-job training and the strict regulations of organizations have a significantly more positive effect on ethical attitude development. This study found suitable on-job ethical training and ethical codes can have a positive effect on engineers’ professional beliefs and ethical behaviors. Based on the findings of this study, a general increase in the quantity and quality of ethics education or trainings can facilitate the promotion of professional ethical codes to a significant level and it is noteworthy for the construction industry.
机译:虽然过去对工程师的道德教育得到了相当大的关注,但已经发现了几乎没有经验证据来建立个人道德教育经历与道德态度或行为之间的关系。本研究是发现台湾建筑业工程师职业道德教育现状,并验证哪些类型的道德教育经验能够真正为建筑学生造成适当的道德态度。在本研究中收集了由为客户,A / E和一般承包商工作的工程师组成的有效样本。根据他们的道德教育经验,这些工程师可以分为四种类型。基于过去的研究和各种道德规范,开发了测量工具。李克特测量结果的可靠性非常一致,具有高Cronbach的α值。调查显示,只有13%的工程师培养了与学校职业道德相关的课程。通过调查问卷调查,因素分析和可靠性分析,本研究探讨了建筑业工程师专业信仰和道德行为的因素。根据三位工程师类型的三个TTEST,具有不同的道德教育经验和没有道德教育经验的人,它发现了从事培训的道德教育经验,严格的组织法​​规对道德态度发展具有显着的积极作用。本研究发现合适的职业伦理培训和道德规范可以对工程师的专业信仰和道德行为产生积极影响。根据本研究的调查结果,伦理教育或培训的数量和质量的一般性增加可以促进促进职业道德规范,并对建筑业值得注意。

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