Advances in Phytochemistry, Textile and Renewable Energy Research for
Industrial Growth – Nzila et al. (Eds)
© 2022 Copyright the Author(s), ISBN: 978-1-032-11871-0
Open Access: www.taylorfrancis.com, CC BY-NC-ND 4.0 license
A survey of engineers’ and engineering students’ perceptions on ethical
behaviour
Emmanuel C. Kipkorir ∗ , Sum Kipyego & Rioba Oteki
Department of Civil and Structural Engineering, School of Engineering, Moi University, Kenya
ABSTRACT: The engineering industry is known for its low ethical performance. Professional ethics instruction
in Kenyan engineering faculties is commonly conducted by examining case studies in light of the code of ethics
and conduct for engineers. Although the tenets of a code of ethics may leave a lasting impression, students
generally gain their professional identity from relatives, colleagues, and practicing engineers. Their engineering
professional ethics tend to be mostly an extension of their personal ethics. Instruction on ethics during training
generally serves only to reinforce students’inclination to act ethically and encourages them to act on these beliefs.
This study based on survey on engineering ethics adopted moral awareness which is one of the Rest model’s
four processes. The survey was conducted (n = 164) to examine the personal ethical perceptions of engineering
students (n = 120, consisting of n = 79 for 1st year and n = 41 for 5th year) and practicing engineers (n = 44).
The survey consisted of 16 acts that challenged respondents by examining their personal ethical beliefs in light
of the professional ethics requirements of the Engineers Board of Kenya (EBK) code. The survey measured
how respondents perceive their own ethical beliefs and how they perceive the ethical beliefs and actions of
their peers. After familiarization with the EBK code, respondents were also invited to comment regarding their
beliefs regarding adherence to the code. Results indicate that, although generally the engineers and engineering
students sampled agreed that the acts listed were unethical, several items raised concern. In particular, the item
concerning “continuous professional development” was rated as one of the least unethical behaviours. This result
points strongly to the need to further reinforce the need for relevant lifelong learning for engineers both during
training and practice. Also, results indicated that there is evidence of self-perception-versus-other disparity. For
six unethical acts for students and four acts for engineers, in the surveyed list, the means of data for self-perception
and colleague perceptions were statistically significantly different at the alpha level of 0.05. When the act was
perceived as more unethical, both engineers and students tended to rate themselves as more ethical compared
to their peers. Action research through mentorship is recommended as part of the solution to addressing ethical
issues in engineering practice.
Keywords: identity, ethics, engineering practice, perceptions, student, professional, development
1 INTRODUCTION
The engineering community has experienced numerous scandals involving unethical and illegal engineering practices; many of them are committed by
large and well-known engineering companies and government agencies (Bairaktarova & Woodcock 2017).
According to Bowen, Akintoye, Pearl, and Edwards
(2007), ethical codes and codes of conduct, bribery
and corruption, and favouritism have a negative implication on engineering processes in any organization
and may lead to decreased performance and service
delivery. This occurs at a time when professional
engineers have a personal and professional obligation to society to act ethically (Passino 1998). To
address the challenge, the Engineers Board of Kenya
(EBK) has developed a code of conduct and ethics
∗ Corresponding author
which forms the basis and framework for responsible professional practice in Kenya, as it prescribes the
standards of conduct to be observed by all engineers.
The code is based on broad tenets of truth, honesty,
trustworthiness, respect for human life and welfare,
fairness, openness, competence, accountability, engineering excellence, protection of the environment, and
sustainable development (EBK 2016).
Development of ethical judgment skills in future
engineers is a key competency for engineering schools
as engineering ethics is part of the engineering thinking, identity, and professional practice of engineers
(Harris, Davis, Pritchard, & Rabins, 1996). A study
by Loui (2005) on ethical and moral development
revealed that the greatest benefit of professional engineering ethics education is to reinforce students’
inclination to act ethically. Therefore, instruction on
moral reasoning frameworks and professional codes
of conduct to engineering students encourages them
DOI 10.1201/9781003221968-1
3
Industrial Growth – Nzila et al. (Eds)
© 2022 Copyright the Author(s), ISBN: 978-1-032-11871-0
Open Access: www.taylorfrancis.com, CC BY-NC-ND 4.0 license
A survey of engineers’ and engineering students’ perceptions on ethical
behaviour
Emmanuel C. Kipkorir ∗ , Sum Kipyego & Rioba Oteki
Department of Civil and Structural Engineering, School of Engineering, Moi University, Kenya
ABSTRACT: The engineering industry is known for its low ethical performance. Professional ethics instruction
in Kenyan engineering faculties is commonly conducted by examining case studies in light of the code of ethics
and conduct for engineers. Although the tenets of a code of ethics may leave a lasting impression, students
generally gain their professional identity from relatives, colleagues, and practicing engineers. Their engineering
professional ethics tend to be mostly an extension of their personal ethics. Instruction on ethics during training
generally serves only to reinforce students’inclination to act ethically and encourages them to act on these beliefs.
This study based on survey on engineering ethics adopted moral awareness which is one of the Rest model’s
four processes. The survey was conducted (n = 164) to examine the personal ethical perceptions of engineering
students (n = 120, consisting of n = 79 for 1st year and n = 41 for 5th year) and practicing engineers (n = 44).
The survey consisted of 16 acts that challenged respondents by examining their personal ethical beliefs in light
of the professional ethics requirements of the Engineers Board of Kenya (EBK) code. The survey measured
how respondents perceive their own ethical beliefs and how they perceive the ethical beliefs and actions of
their peers. After familiarization with the EBK code, respondents were also invited to comment regarding their
beliefs regarding adherence to the code. Results indicate that, although generally the engineers and engineering
students sampled agreed that the acts listed were unethical, several items raised concern. In particular, the item
concerning “continuous professional development” was rated as one of the least unethical behaviours. This result
points strongly to the need to further reinforce the need for relevant lifelong learning for engineers both during
training and practice. Also, results indicated that there is evidence of self-perception-versus-other disparity. For
six unethical acts for students and four acts for engineers, in the surveyed list, the means of data for self-perception
and colleague perceptions were statistically significantly different at the alpha level of 0.05. When the act was
perceived as more unethical, both engineers and students tended to rate themselves as more ethical compared
to their peers. Action research through mentorship is recommended as part of the solution to addressing ethical
issues in engineering practice.
Keywords: identity, ethics, engineering practice, perceptions, student, professional, development
1 INTRODUCTION
The engineering community has experienced numerous scandals involving unethical and illegal engineering practices; many of them are committed by
large and well-known engineering companies and government agencies (Bairaktarova & Woodcock 2017).
According to Bowen, Akintoye, Pearl, and Edwards
(2007), ethical codes and codes of conduct, bribery
and corruption, and favouritism have a negative implication on engineering processes in any organization
and may lead to decreased performance and service
delivery. This occurs at a time when professional
engineers have a personal and professional obligation to society to act ethically (Passino 1998). To
address the challenge, the Engineers Board of Kenya
(EBK) has developed a code of conduct and ethics
∗ Corresponding author
which forms the basis and framework for responsible professional practice in Kenya, as it prescribes the
standards of conduct to be observed by all engineers.
The code is based on broad tenets of truth, honesty,
trustworthiness, respect for human life and welfare,
fairness, openness, competence, accountability, engineering excellence, protection of the environment, and
sustainable development (EBK 2016).
Development of ethical judgment skills in future
engineers is a key competency for engineering schools
as engineering ethics is part of the engineering thinking, identity, and professional practice of engineers
(Harris, Davis, Pritchard, & Rabins, 1996). A study
by Loui (2005) on ethical and moral development
revealed that the greatest benefit of professional engineering ethics education is to reinforce students’
inclination to act ethically. Therefore, instruction on
moral reasoning frameworks and professional codes
of conduct to engineering students encourages them
DOI 10.1201/9781003221968-1
3