A. Appendices

The social responsibility module appears to have an impact on students' commitment to others and their surroundings (DIM 1), except in the BM courses and the BM + LAW (Excellens) double degree. Discovering values (DIM 2) seems to be reinforced after taking the module in courses that are related to creativity such as Audiovisual Communication, Marketing, Fine Arts and Design and Pre-school and Primary Education. There also appears to be an impact in courses such as Law and Sport and Physical Activity Sciences where values play a very important role in the exercise of the profession. This hypothesis is reinforced by the impact that approaching their professional activity from a position of social commitment (DIM 4) has for the students. This impact is also present among students of Biotechnology, Teaching and

For students of Business Management, Audiovisual Communication, Physiotherapy, and Fine Arts and Design, while the experience of taking the module appears not to have had an impact in all dimensions, at a general level it does seem to have had an impact on their capacity for commitment and social responsibility. Students of teaching did experience a change in commitment, in discovery of values (DIM 2), in training in social responsibility (DIM 3) and in approaching their professional activity from a position of social commitment (DIM 4). They do not however seem to experience a change at a general level in their commitment and social responsibility. This could be explained by the students being capable of identifying each nucleus or dimension separately, but at an overall level believing that their commitment and

The Student Social Responsibility module delivered at the UFV seems to have a positive general impact on the students. The results show significant differences in the aggregated dimension (general) made up of students' commitment to others and their surroundings, personal discovery of values, training in social responsibility and approaching professional activity from a position of social commitment. This demonstrates its impact on students' capacity for commitment and on their social responsibility after the experience of taking the

The analysis by dimensions indicates that each of the dimensions, separately, has an impact on the students. The students' commitment, discovery of values, training in social responsibility and approaching professional activity from a position of social responsibility are reinforced after taking the module. Also, in general terms, their commitment and social responsibility improve after taking the module. There is a difference in impact after taking the module depending on the course, except in personal discovery of values where no significant differences were found in the comparison between the pretest and posttest on the different courses. The impact by course of the module shows that the results do differ depending on the course. The only course where taking the SREU module does not appear to have an impact is BM + Law (Excellens). In the Journalism, Law and SPPA courses, taking the module has a positive impact

module. It also seems to be clear that this impact differs between courses.

Marketing.

34 Social Responsibility

responsibility has not changed significantly.

5. Discussion of results and conclusions

SREU questionnaire (Values from 1 to 6 with 1 indicating minimal agreement and 6 maximum agreement)

#### Dimension 1. Commitment to others and my surroundings

1. I have an overview of the current situation of the world and I am conscious of the urgent need for sustainable development.

2. This consciousness increases my interest as a student in contributing to improving my immediate environment.

3. I ask myself what my personal position is faced with social injustice and other people's suffering.

4. I put into practice my ability to serve and my commitment to immigrants, disabled people, homeless people, deprived children, the elderly, etc.

5. I think that one of my obligations as a person is to help others, from a position of social commitment.

#### Dimension 2. Personal discovery of values

6. I believe that social commitment is based on recognising and respecting the dignity of every individual.

7. I recognise the need to open myself up to others, put myself in their place and find common good above individualistic interests.

8. I believe that personal change is a necessary prior step to change the world around me.

9. I have personally experienced the happiness that comes from service and solidarity.

10. I believe that the experience of giving oneself to others is helpful for discovering personal values.

#### Dimension 3. Education in social responsibility

11. I believe that being a student helps me be aware of the importance of social responsibility.

12. I have reflected on the importance of not remaining indifferent to or detached from what happens to other people.

13. I believe that the more I study in-depth and work hard at university, the more I can contribute to social change.

14. The training I receive at university will contribute in practice to increasing my level of social responsibility.

15. I believe that social responsibility is a competence that should be worked on at university.

#### Dimension 4. Approaching my professional activity from a position of social commitment

16. I approach performing my future professional activity wth a service vocation directed at the common good.

17. I believe that good professional practice requires commitment, team work, perseverance, empathy, tolerance, integrity and respect.

[7] Sánchez González CL, Herrera Márquez AX, Zárate Moreno LG, Moreno Méndez W. La responsabilidad social universitaria (RSU) en el contexto del cambio de educación supe-

Social Responsibility among University Students: An Empirical Study of Spanish Samples

http://dx.doi.org/10.5772/intechopen.75115

37

[8] de la Calle C, García Ramos JM, Giménez P, Ortega, M. Validación y medida de la responsabilidad social en la Universidad. Revista Complutense de Educación. 2008;19(2)

[9] Larrán Jorge M, Andrades Peña FJ. La oferta de asignaturas de responsabilidad social corporativa y ética empresarial en las titulaciones de finanzas y contabilidad: análisis comparativo con el ámbito de la gestión de organizaciones. Revista de contabilidad.

[10] Lappalainen P. Development cooperation as methodology for teaching social responsibility to engineers. European Journal of Engineering Education. 2011;36(6):513-519

[11] Gordon B, Doyle S. Teaching personal and social responsibility and transfer of learning: Opportunities and challenges for teachers and coaches. Journal of Teaching in Physical

[12] Buyolo F. Humanizar la empresa. Hacia una formación empresarial ética. Bubok Publish-

[13] Robledo Ramón P, Fidalgo Redondo R, Arias Gundín O, Álvarez Fernández L. Percepción de los estudiantes sobre el desarrollo de competencias a través de diferentes

[14] García Cabrera M, González López I, Mérida Serrano R. Validación del cuestionario de evaluación ACOES. Análisis del trabajo cooperativo en Educación Superior. Revista de

[15] López Quintás A. Inteligencia creativa: El descubrimiento personal de los valores.

[16] de la Calle C, García Ramos JM, Giménez P. La formación de la responsabilidad social en

[17] García Ramos JM, de la Calle C, Valbuena MC, DeDios-Alija T. Hacia la validación del constructo "Responsabilidad Social del Estudiante Universitario" (RSEU). Bordon. 2015;

metodologías activas. Revista de Investigación Educativa. 2015;33(2):369-383

rior. Mexico City: Universidad Autónoma De México; 2007

2015;18(1):1-10

ing S.L; 2015

68(1):153-170

Education. 2015;34:152

Investigación Educativa. 2012;30(1):89-107

Madrid: Biblioteca De Autores Cristianos; 2003

la Universidad. Revista Complutense de Educación. 2007;18(2)

18. I think my personal fulfilment and happiness rely on me being a professional committed to the continuous improvement of society.

19. I believe that the action of a good professional has an impact on his or her immediate surroundings and on other areas of greater transcendence.

20. I think it is realistic to say that social commitment is possible through one's professional activity.

#### Opinion item

21. To summarise, evaluate how much you feel committed and socially responsible at this time.

## Author details

José Manuel García Ramos1 \*, Carmen de la Calle Maldonado<sup>2</sup> , María Consuelo Valbuena Martínez<sup>2</sup> and Teresa de Dios Alija<sup>2</sup>

\*Address all correspondence to: jmgramos@ucm.es

1 Department of Research Methods and Educational Analysis, Faculty of Education, Complutense University of Madrid, Spain

2 Universidad Francisco de Vitoria, Spain

#### References


[7] Sánchez González CL, Herrera Márquez AX, Zárate Moreno LG, Moreno Méndez W. La responsabilidad social universitaria (RSU) en el contexto del cambio de educación superior. Mexico City: Universidad Autónoma De México; 2007

17. I believe that good professional practice requires commitment, team work, perseverance, empathy, tolerance, integrity

19. I believe that the action of a good professional has an impact on his or her immediate surroundings and on other areas

\*, Carmen de la Calle Maldonado<sup>2</sup>

1 Department of Research Methods and Educational Analysis, Faculty of Education,

[1] DeDios-Alija T. Responsabilidad de la persona y sostenibilidad de las organizaciones.

[2] Pascarella ET, Ethington CA, Smart JC. The influence of college on humanitarian/civic

[3] Galán JI. Reflexiones sobre la responsabilidad social corporativa en el siglo XXI. Sala-

[4] Astin AJ, Sax L, Avalos J. Long term effects of volunteerism during the undergraduate

[5] Reason RD, Ryder AJ, Kee C. Higher education's role in educating for personal and social responsibility: A review of existing literature. New Directions for Higher Education. 2013;

[6] Hernandez De Hahn L. Socially responsible citizens: Promoting gifts and talents that support social and humanitarian advancement. International Studies in Sociology of

investment values. Journal of Higher Education. 1988;59;412-437

,

18. I think my personal fulfilment and happiness rely on me being a professional committed to the continuous

20. I think it is realistic to say that social commitment is possible through one's professional activity.

21. To summarise, evaluate how much you feel committed and socially responsible at this time.

María Consuelo Valbuena Martínez<sup>2</sup> and Teresa de Dios Alija<sup>2</sup>

\*Address all correspondence to: jmgramos@ucm.es

Madrid: Francisco de Vitoria University; 2014

manca: Ediciones Universidad de Salamanca; 2012

years. The Review of Higher Education. 1999;22(2):187-202

Complutense University of Madrid, Spain 2 Universidad Francisco de Vitoria, Spain

and respect.

36 Social Responsibility

Opinion item

improvement of society.

of greater transcendence.

Author details

References

164:13-22

Education. 2014;24(4):415-434

José Manuel García Ramos1


**Section 2**

**Some Critical Views of Social Responsibility**

**within the Industry Sector**

**Some Critical Views of Social Responsibility within the Industry Sector**

**Chapter 3**

**Provisional chapter**

**Professional Social Responsibility in Engineering**

**Professional Social Responsibility in Engineering**

DOI: 10.5772/intechopen.73785

This chapter presents a range of viewpoints on the social responsibilities of the engineering profession. These social responsibilities of the engineering profession are in many ways synonymous with macroethics. Analysis of the engineering codes of ethics and educational requirements are used to support these arguments, and are compared with the perceptions of engineering students and working engineers. The social responsibilities of engineers include human safety and environmental protection in engineering designs. But it may extend further to include pro bono work and considerations of social justice issues. Research has found that perceptions of the professional social responsibilities of engineers vary across different countries/cultures, engineering disciplines (e.g., mechanical versus environmental engineers) and by gender. The impact of engineering education and broader college experiences on evolving notions of professional social responsibility will be described, in particular community engagement. Concerns about decreasing commitment to socially responsible engineering among college students, a so-called "culture of disengagement" will be presented, as well of the interaction of students' social goals for engineering and leaving engineering

**Keywords:** professional social responsibility, individual social responsibility, ethics,

Social responsibilities are a part of all professions. The profession of engineering is no different. However, there are a diversity of opinions within the engineering profession about what specifically these social responsibilities entail, differing among sub-disciplines within engineering and across different countries and cultures. The process by which an individual

environment, gender, higher education, pro bono, safety, social justice

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

Angela R. Bielefeldt

Angela R. Bielefeldt

**Abstract**

studies.

**1. Introduction**

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.73785

#### **Professional Social Responsibility in Engineering Professional Social Responsibility in Engineering**

DOI: 10.5772/intechopen.73785

#### Angela R. Bielefeldt Angela R. Bielefeldt

Additional information is available at the end of the chapter Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.73785

**Abstract**

This chapter presents a range of viewpoints on the social responsibilities of the engineering profession. These social responsibilities of the engineering profession are in many ways synonymous with macroethics. Analysis of the engineering codes of ethics and educational requirements are used to support these arguments, and are compared with the perceptions of engineering students and working engineers. The social responsibilities of engineers include human safety and environmental protection in engineering designs. But it may extend further to include pro bono work and considerations of social justice issues. Research has found that perceptions of the professional social responsibilities of engineers vary across different countries/cultures, engineering disciplines (e.g., mechanical versus environmental engineers) and by gender. The impact of engineering education and broader college experiences on evolving notions of professional social responsibility will be described, in particular community engagement. Concerns about decreasing commitment to socially responsible engineering among college students, a so-called "culture of disengagement" will be presented, as well of the interaction of students' social goals for engineering and leaving engineering studies.

**Keywords:** professional social responsibility, individual social responsibility, ethics, environment, gender, higher education, pro bono, safety, social justice

#### **1. Introduction**

Social responsibilities are a part of all professions. The profession of engineering is no different. However, there are a diversity of opinions within the engineering profession about what specifically these social responsibilities entail, differing among sub-disciplines within engineering and across different countries and cultures. The process by which an individual

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

develops their feelings toward their professional social responsibilities as engineers, and how these values change over time, have been examined. This chapter will highlight the array of opinions and recent research into these areas.

front-page news (e.g., levee failures in New Orleans, interstate bridge collapse in Minnesota, ignition switches in cars) [7, 8]. It is of concern that the accumulated impact of frequent news-

Professional Social Responsibility in Engineering http://dx.doi.org/10.5772/intechopen.73785 43

Although generally "bundled," health, safety, and welfare each have particular nuances. Vesilind [9] notes that there may be instances when these three elements differ, both in fact and among the perceptions of various groups within the public. Further, the public should not be viewed as a monolith, but rather engineers need to be aware of "diverse publics" with

Health is generally characterized as being able to function physically without pain, and may also include mental soundness. Promoting health is a direct goal of biomedical engineering. Environmental and civil engineers are tasked with providing clean drinking water and preventing the spread of toxic chemicals via air, water, and soil. Chemical engineering is involved in manufacturing medicines, as well as pesticides and other chemicals that may have toxic effects. Thinking specifically about health-related issues is perhaps less prevalent in other engineering disciplines. One challenge is the uncertainty that surrounds what is in fact protective of human health, given incomplete toxicological information and difficulties evaluating chronic effects (e.g., cancer). Different countries have different paradigms regulating the development, distribution, and use of new chemicals with regards to the information that is required on human health effects, with some taking a more precautionary approach [12]. Further, US drinking water regulations take into account both human health and treatment costs. Overall, engineers may disagree on what conditions sufficiently protect human

Safety is associated being protected from physical injuries or death, again considering risks. Thus, civil engineering infrastructure that will be safe in the face of hurricanes or earthquakes, construction engineering to protect on-site workers, mechanical engineering of cars to protect occupants during crashes, etc. Other engineering disciplines are also critically important to safety but as sub-systems may garner less attention (such as software engineering for computer controls or electrical engineering). However, public safety broadly applies to all engineering disciplines. The International Education Association knowledge profile for a Washington Accord Program includes "comprehension of… the professional responsibility of an engineer to public safety" [13]. Disciplinary differences within engineering in the extent that students are taught about safety in their courses were found in a study of engineering educators; among ~1400 survey respondents (96% from institutions in the US), 44% taught engineering/computing students about safety in their courses. However, this varied from 76% in chemical engineering to 26% in computing [14]. Safety is included explicitly as a cognitive "cross-functional" outcome within the Chemical Engineering Body of Knowledge [15].

Welfare relates to overall well-being, potentially inclusive of happiness, health, material wealth, and feelings of security. Thus, welfare is more subjective than health or safety, and is correspondingly harder to measure. While protection of human or public welfare is a common statement in US codes of engineering ethics [16, 17], this term is not included in some international ethics codes [18–20]. The Australia code uses the term "wellbeing" in place of

worthy incidents may over time erode public trust in engineering.

different needs and goals [10, 11].

health.
