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Professor and Chair Vincent Quan's Contribution to the WWD Korea K-Fashion Conundrum Hallyu is alive and well. The global phenomena of K-Beauty, K-Brand Ambassadors, K-Cars, K- Drama, K-Electronics, and K-Pop, amongst other sectors, have been sweeping the world. Is Korean culture of the present a unique entity or are there parallels from Japan of the past? Is it fathomable that K-Beauty was preceded by J-Beauty, K-Cars preceded by J-Cars, K-Electronics preceded by J-Electronics, and others? Not long ago, Japanese brands similarly swept the globe with names such as Sony and Panasonic dominating the television industry. Today, these brands have been usurped by LG and Samsung. In December 1997, Toyota introduced the first hybrid, gas-electric vehicle called the Prius. This was over a quarter of a century ago. However, instead of taking the Prius hybrid to the next level, full electric, the Japanese manufacturer rested on its laurels paving the way for numerous competitors such as Tesla to develop and launch fully electric vehicles. A recent visit to Washington DC’s Union Market revealed an interesting yet unscientific observation. The line of cars parked along one row of the parking lot had more Hyundais than Hondas. More importantly, has K-Fashion achieved equal or greater global success than the aforementioned sectors riding the Korean wave? This depends on the definition of K-Fashion. If K-Fashion includes K-Pop celebrities wearing and endorsing fashion goods, then the answer is certainly “Yes.” On the other hand, if K-Fashion is defined by the global recognition of Korean fashion designers as leaders in the fashion world, then the answer may be quite different. It takes time to take a deeper dive into K-Fashion. Specifically, there are two distinctions which need to be made. For Korean fashion brands, there are brands which bear the name of the designer and there are brands which do not bear the names of the designers. For the former, think of brands such as Hyein Seo and Wooyoungmi versus brands such as Andersson Bell and Gentle Monster for the latter. The history of J-Fashion goes back more than fifty years. If challenged to name the top three to five global Japanese fashion designers and their eponymous labels, who would they be? If asked to name the same number of Japanese fashion brands but not bearing the designers’ name, who would they be? Now, replicate these questions for Korean designers and brands. Perhaps, one or two Korean designers or brands come to mind but what about the rest? The goal of any nation is to increase Gross Domestic Product (GDP), which is the total market value of all the goods and services produced by a country within a specified period. Korea has been masterful across many sectors in increasing its GDP through the careful planning and marketing of numerous Korean brands to the world. However, one could argue that K-Fashion is an exception to the trend. Looking back at the history of Japanese fashion, there are lessons to be learned and perhaps “reinvented” from investments by Japanese fashion designers beginning in the early 1970s. According to Yuniya Kawamura, Professor of Sociology at the Fashion Institute of Technology, New York and author of The Japanese Revolution in Paris Fashion, and Fashion-ology: Fashion Studies in the Postmodern Digital Era, one of the key factors was that “Japanese designers went to Paris and were legitimated by French fashion professions, such as editors, critics, publicists, and buyers, who were the gatekeepers of fashion prior to the invention of the Internet. They became members of the French fashion federation that controlled Paris Fashion Week every season. Kenzo Takada who created his own brand in 1970 in Paris and was a pioneer and forerunner for other Japanese designers.” According to Dr. Kawamura, Japanese fashion designers who began the J-Fashion revolution such as Kenzo Takada, Issey Miyake, Yohji Yamamoto, and Rei Kawakubo showed their first collections in Paris from the early 1970's to early 1980's. In retrospect, these global brands are still relevant nearly fifty years later. Today, the physical landscape of fashion has been transformed by digital technologies such as 3D design software, artificial intelligence, and social networking services (SNS). What will it take for Korean fashion designers to achieve similar global success? The answers may lie in looking back at the history of Japanese fashion designers along with an intimate knowledge of today’s technologies using social media to grow brand recognition and sales. In a recent conversation with the chief designer of Korean fashion brand MMAM (Maison Museum of Modern Art), Ms. Hyun Park states that her brand appeared five consecutive times at Seoul Fashion Week to build brand recognition. MMAM along with local brands CHARM’S and KIMMY.J were recently awarded the opportunity to participate in New York Fashion Week (NYFW) under the 2023 Concept Korea New York program sponsored by the Seoul City Government. While programs sponsored by the government sector such as Concept Korea and Fashion Code have contributed to the exposure of Korean fashion labels, is it enough to reach the level of success as Japanese designers have achieved? Probably not. Building a globally recognized brand will require substantial investments by both the public and private sectors to support local brands. Juun.J would be an example. Participation in a few of the major Fashion Weeks around the world is also a must. Is settling down in Paris a requirement too? It probably would not hurt to take a page from Kenzo or his peers. In the meantime, “Whassup” Korean Fashion Designers? Do we have all the pieces in place to truly go global? As a footnote, the sequencing of the upcoming Spring/Summer (SS24) Fashion Week schedule commences in early September with New York followed by London, Milan, and culminating in Paris. This leads to another question. How does a city like Seoul become the fifth fashion capital of the world? Click here to read the article in Korean
2023.08.28 Hits 1281
MEC Professors’ Paper Selected as Journal Cover A research article by Mechanical Engineering Department Professor Yang and postdoctoral researcher Park, along with several co-workers – “Structural Color Generation on Transparent and Flexible Substrates by Nanosecond Laser Induced Periodic Surface Structures” – was selected as the cover picture of the journal Advanced Materials Technologies, published on May 24, 2023. Being selected as the cover picture of a journal article has the significance of being regarded as a representative feature of the journal and promotes advertisement through various media to attract the public. Professors Yang and Park’s research is about: “Laser-induced periodic surface structures (LIPSS) fabricated by a nanosecond pulse laser patterning on metal-organic thin films. The photothermal effects, such as thermocapillary flow inducing the material reorganization, are mainly responsible for the controlled LIPSS formation. The LIPSS patterns exhibit iridescent structural coloration while illuminated with white light, distinguishing the color spectrum from red to blue. After that, the LIPSS patterned substrates serve as a mold, and the nanostructures are successfully transferrable to the poly dimethyl siloxane (PDMS), showing the mirror symmetry iridescent structural coloration. These results reveal that the solution-based LIPSS pattern formation from metal-organic thin film-coated substrates can effectively be extended for various optical applications and micro/nanostructure transferring tools for flexible/stretchable electronics.” Arthanari, S., Park, J.-E., Bose, S., Kang, H.W., Kim, S., Yang, M., Lee, H. and Hwang, J.S. (2023), Structural Color Generation on Transparent and Flexible Substrates by Nanosecond Laser Induced Periodic Surface Structures (Adv. Mater. Technol. 10/2023). Adv. Mater. Technol., 8: 2370044. https://doi.org/10.1002/admt.202370044 Professor Min Yang Yang is a leading professor in SUNY Korea. Yang received his BS and MS from Seoul National University and his PhD from the Massachusetts Institute of Technology (MIT). His research areas are nanobiotechnology, sensor fabrication, and precision engineering. Professor Jong Eun Park received his BS and PhD degrees in Mechanical Engineering from KAIST. Park has served as the postdoctoral researcher in Mechanical Engineering at SUNY Korea since March 2021, and also the adjunct professor since September 2022. His research interests are laser material processing and spectral sensing.
2023.06.30 Hits 1310
MEC Professor Wins The Lifetime Achievement Award at ERMR2023 Professor Seung-Bok Choi (MEC) has received a Lifetime Achievement Award at the 18th International Conference on Electrorheological Fluids and Magnetorheological Suspensions (ERMR2023), held in Chongqing, China from June 9 to 12 2023. He started his research from 1985 and is still actively working on design and control sectors utilizing ERF and MRS such controllable automotive suspension system. At this conference he delivered a plenary lecture entitled, “Design of a new rotary MR damper for suspension system of purpose-built vehicles”. Professor Choi received his BS degree in Mechanical Engineering from Inha University, and MS and PhD degree in Mechanical Engineering from Michigan State University. He has served as the leading professor at SUNY Korea since March 2021.
2023.06.13 Hits 1171
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper College Students’ Mental Health; a crisis Mental health of college students is a global problem that requires serious attention by university administrators. According to a 2022 survey by Best Colleges, in the United States more that 77% of college students experienced moderate to severe psychological distress. This included anxiety (35%), depression (27%) as well as trauma, eating disorder and bipolar and substance use disorders. Another 2020–2021 Healthy Minds Study, which collects data from 373 campuses nationwide found more than 60% of college students met the criteria for at least one mental health problem. The situation in Korea is similar. A 2022 published study by Daejeon University conducted on 260 Korean Female College Students in 2018 (Pre-COVID-19) found that 51.9% experience light to sever depression. The rate increased to 69.1% in 2020 (Post-COVID-19). Overall in 2020, South Korea's suicide rate was 25.7 which is more than double the OECD average of 11 per 100,000 population. Although lower than the rate for the elderly (101.4 per 100,000 population) grade school and college students in Korea have a higher than average suicide rate. Factors that affect suicide and suicide ideation are combinations of individual, family, and school factors. University education in Korea is very competitive. Students are constantly worried about their academic performance, grades, class rankings, etc. School-related influencing factors includes stress related to finding a job. Several studies have suggested that critical communication by parents is an important family-related risk factor for suicidal ideation in Korean university students. Korean parents maintain a major influence on their children even after they are grown up. As a result, students who experience considerable critical communication from their parents that reduces their self-esteem, experience more suicidal ideation. Dealing with mental health issues on university campuses requires a multifaced approach which includes university administrators, professors, students and students’ families. Universities must ensure that students have access to high quality mental health care including psychological crisis intervention resources. The mental health care system in Korea can be hard to access and overwhelming for a student in crisis. A combination of on campus resources plus designated outside specialty clinics can help provide needed access. Designing and implementing realistic programs tailored to students' academic majors to enhance their self-esteem and provide practical knowledge in dealing with academic stress will help students obtain a healthier school life emotionally as well as academically. For young adults, college can offer self-discovery, lifelong friendships, and a better understanding of the world. However, college life may also bring enormous social and emotional pressures. Being away from family and friends, unfamiliar environments can cause intense levels of loneliness. Universities can help students navigate through these challenges by having programs that engages inspires and build friendly communities that students can feel safe and welcomed. Studies have also suggested that lack of physical exercise and adequate sleep are important factors for depression among students. Promoting a healthy life style should be an important part of student services programs. Faculty paly a significant role in addressing mental health issues on University campuses. Universities must make sure faculty are adequately trained on how to identify students in distress and how to respond and refer them to mental health professionals. A study by Boston University School of public Health found that only 51 % have a good idea of how to recognize a student is in mental distress, with a mortify (61%) support mandatory training for faculty. Finally, the role of families, particularly parents in student’s mental health is significant but more difficult to address by the universities. Education programs tailored to parents and families, such as brochures maybe effective methods for such communications. Click here to read the article
2023.06.12 Hits 2234
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Academic Freedom in American Universitas In the United States, academic freedom is a recognized principle in the higher education. It is generally defined by the "1940 Statement of Principles on Academic Freedom and Tenure," jointly authored by the American Association of University Professors (AAUP) and the Association of American Colleges and Universities. These principles broadly state that "Teachers are entitled to freedom in the classroom in discussing their subject." Academic freedom is based on the idea that to have a dynamic and safe environment for research, inquiry and education, faculty must have the right to engage in discipline-related teaching, learning, and research without outside interference. More specifically faculty must have the right to determine the universities’ curricula, teaching, students’ admission and evaluation criteria, research topics, publications, etc. The goal is to ensure that universities students and scholars can freely challenge the popular or conventional wisdom. The concept is closely related to principles of shared governance and tenure. Many other countries including South Korea have adopted similar principles in their higher education system, albeit with different degrees of strength. In 2021 Freedom House placed Japan and Taiwan in its top 10% ranking, scoring 4 out of 4 for academic freedom. South Korea’s ranking tied with that of the US at 3 out of 4. China and North Korea, were in the bottom 10%, with academic freedom for both assessed at 0 out of 4. Academic freedom however is not without limitations. The laws of society, including those concerning obscenity, pornography, and libel, apply to academic discourse and publication. Faculty also may not claim the privilege of discussing in their classroom controversial matter which has no relation to their subject. The above-mentioned 1940 statement also permits institutions to impose "limitations of academic freedom because of religious or other aims" In the US, discussions of race, gender and sexual orientation are among the most controversial related issues. Can a professor use racial epithets in teaching a course? Should a white supremacist professor argue for his belief? Should academic freedom protect those who make false and morally repugnant claims? In response to these questions , many universities have adopted policies aimed at limiting speech and writing that is deemed discriminatory , or offensive on the basis of race, ethnicity, gender, religion, sexual orientation, or physical disability. Whereas supporters of the measures, known as “speech codes,” defended them as necessary to protect vulnerable groups against discrimination and harassment, opponents contend that they amounted to the legal enforcement of “politically correct” ideas and expressions. In Korea, the atrocities committed by Japan during its occupation of Korea, and North Korea related topics are among the most controversial academic freedom issues. For example, academics have to tread carefully in accessing officially blocked North Korea state and media websites for their research in order to not violate the National Security Law passed in 1948. As another example, In 2018 a Sunchon University professor was dismissed, prosecuted, and imprisoned for six months for insulting former Korean comfort women during a lecture . Sejong University scholar Park Yu-ha was fined in 2017 for false defamation of comfort women in her book Comfort Women of the Empire. Retired Yonsei University scholar Lew Seok-choon was tried after complaints from civic groups that he had insulted comfort women during a class. Academic freedom is an active subject of controversy and debate. the universities are well advised to have an open dialog with their faculty and students on this topic with consideration of their university’s culture. While in the exercise of this freedom faculty members may, without limitation, discuss their own subject in the classroom, the principle of academic freedom shall be accompanied by a corresponding principle of social responsibility Click here to read the article
2023.02.13 Hits 2666
Professor and Chair Vincent Quan's Interview in Fashionista Vincent Quan, professor and department chair of FIT SUNY Korea, was mentioned in FASHIONISTA, a well-known fashion news website published by Breaking Media. In this article Professor Quan quoted, “FIT SUNY Korea offers an unparalleled win-win for the students and the creative/fashion sector in which we serve." To read the full article click here --> https://fashionista.com/2023/01/fashion-schools-teaching-metaverse-classes
2023.02.03 Hits 1078
A MoMent of Xen Interview: Metaverse and Fashion with Professor Vincent Quan A MoMent of Xen Interview: Metaverse and Fashion with Professor Vincent Quan (Photo Captured from Youtube_'Bridging The Gap Between The Fashion Industry & Metaverse? ft. Joseph DeAcetis & Vincent Quan Ep94) Last week, Professor Vincent Quan went on a live interview on A MoMent of Xen that was broadcasted over iHeart Radio, YouTube, and Traverse TV. A MoMent of Xen is a weekly broadcast that talks about film, fashion, pop-culture, entertainment, and politics hosted by Xen Sams. Xen Sams is an actress, model mentor, and a media contributor who discusses such topics from the millennial mom’s perspective. In this interview, Professor Vincent Quan talked about where fashion is heading, how far it has come, and how it fits into web 3.0. He mentioned how Ralph Lauren, a fashion company, partnered with ZEPETO, a South Korean social network AR avatar app, to create a metaverse for users to dress their own avatars with products and appearances and how this novel platform both generates a huge advantage for marketing brands and creates an entirely new revenue stream through NFT into the web 3.0. The Metaverse is changing the view of fashion. Artificial Intelligence and Augmented Reality opens up opportunities for new business models in the fashion world that leverage virtual fashion targeting the wave of the future, Gen Z. Click here to watch the interview --> https://www.youtube.com/watch?v=pvmQNoBClqc
2023.02.01 Hits 1045
FIT Professor Linda Kim Participates in the 2022 International Fashion Art Biennale FIT Professor Linda Kim Participates in the 2022 International Fashion Art Biennale SUNY Korea FIT Professor Linda Kim participated in the 2022 International Fashion Art Biennale in Busan, Korea that was hosted by the Korea Fashion & Culture Association. 82 fashion art designers from 12 countries and 21 artists from the fields of media, installation, painting, and photography participated in this exhibition. Among the artists, Professor Linda Kim said, “I hope more platforms for artistic exchanges are also happening around the campus. To add on, I hope that not only will the excellence of Korean fashion strive, but also Korean fashion will be able to lead the world of fashion through continuous opportunities like this.” The International Fashion Art Biennale was held from October 20th to 30th at Museum One in Busan, Korea. The theme of this exhibition, “Technique of Healing”, was prepared with the aim of healing the difficult times caused by COVID-19 with fashion art and artworks.
2022.11.03 Hits 1082
DTS Professor Johng-Ihl Lee Awarded the Minister of Trade, Industry and Energy Prize Professor Johng-Ihl Lee Professor Johng-Ihl Lee of SUNY Korea (Professor of the Department of Technology Management and Dean of the Department of Strategic Planning & Relations) received the Minister of Trade, Industry and Energy Award at the 10th Anniversary ceremony of Incheon Global Campus held on October 26th, 2022. Prof. Johng-Ihl Lee received this award in recognition of his contribution to the development of the country and society by encouraging the activation of foreign education and research institutes in the Incheon Free Economic Zone. Prof. Johng-Ihl Lee has served as the Chief Executive of the Korea Israel Industrial R&D Foundation, the President of the Korea Society for Innovation Management & Economics (KOSIME), and the Director of the Korea Institute for Advancement of Technology (KIAT). Also, in March 2022 he was appointed as the co-representative of the Incheon Citizens’ Coalition for Economic Justice (ICCEJ). He is actively working not only for the development of higher education, but also for the development of the local community.
2022.10.25 Hits 936
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Academic Misconduct Among University Students Violation of academic integrity by students is a real concern to university administrators around the world. Cheating, plagiarism, having someone else do the work, or using prohibited resources are some of the more common modes of academic dishonesty among students. However, falsification of records for admission, and cases of falsified research have been more the subject of recent media attention. A comprehensive survey of academic dishonesty in the US was conducted by the International Center for Academic Integrity over 12 years (2002-2015) among 70,000 students. This study found that 17 % of graduate students and 39% of undergraduates admitted having cheated at least once on a test. More importantly, only 39% of the respondents said it is not acceptable to cheat on tests or homework. The situation in Korean universities is similar. In a study conducted by Konkuk University in 2009, 35% of the undergraduate students surveyed reported that they have copied from another student or used a “cheat sheet “during a test. Another study (2015) at two veterinary schools in Seoul reported plagiarism and falsification by students ranging from 32% to 71%. Many researchers have studied and identified various factors that influence cheating. For example, students in small elite colleges have much lower rates of cheating (15-20 %) compared to large public universities where the rate can be as high as 75%. Other factors include age, gender, and grade point average (GPA). Older students, females, and students with higher GPAs are less likely to cheat. Students with excessive extracurricular activities are more probable to cheat according to some studies. The above-mentioned Konkuk university research found that classes that are taught by foreign professors reported fewer incidents of cheating. This might be partly due to the types of assignments and assessment methods that foreign professors employ as well as more emphasis on the importance of academic integrity issues. Race, nationality, and religion show little correlation with cheating. However international students in the United States, United Kingdom, Canada, and Australia have a substantially higher rate of cheating. For example, A Wall Street Journal analysis of data from 14 public colleges in the United States during the 2014-2015 school year found that international students had five times more reports of cheating compared to their domestic counterparts. As online teaching becomes more prevalent, there is a perception among students and faculty that online teaching leads to more cheating. Working remotely may make it easier for students to use unauthorized resources such as cell phones, and the Internet or communicate with others during a test. The research on this topic is ongoing and somewhat inconclusive due to the availability of limited data for a comprehensive study. Addressing the problem of cheating in university classes requires a complex and multifaceted approach. First and foremost, the university administration has to take an active and decisive role. Studies indicate that having a clear code of conduct that is well communicated to students and enforced, is essential. The approach however has to go beyond enforcement and punishment. Faculty play an instrumental role in preventing cheating. For example, avoiding recycling exams and homework, developing the tests and their supervision by faculty, not delegating the task to t teaching assistants, assignments that require oral presentations, using subjective questions that require a written response, and using random questions in tests are among methods that can be used. Finally, creating a culture of integrity in the class by professors that includes, often talking about academic honesty, expecting high standards, being clear about expectations, and getting to know the students is paramount in order to educate responsible and ethical students. Click here to read the article
2022.10.24 Hits 2627
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Academic Leadership Unlike the corporate world, which relies on formally trained managers and leaders, academic leaders typically come to their positions without such formal education or training. Historically, academic leaders go through a transformation from teachers/scholars to department chairs, to deans, to provosts, and presidents. It is during this transformation that they develop their leadership and management philosophies and styles. While at first glance this may seem unsettling, some studies of managers cite work experience, not the classroom, as the best training for developing management styles and leadership skills. In the majority of cases, educational managerial and leadership philosophies of academic unit leaders are the results of their experiences and career transitions, and sometimes in combination with some “self-training” and socialization in academic environments. In general, the definitions of an academic leader pertain to both leadership and management. Academic leadership issues have been widely researched and studied. Numerous articles, texts, and scientific journals such as the Journal of Academic Leadership have been produced to investigate and discuss the nature of the concept. However, despite this extensive literature, the term leadership, while frequently used, is neither consistently used nor uniquely defined. In general, some use the term to describe a collection of tasks or functions performed by individuals appointed to formal positions of responsibility within universities. Others use it to describe the qualities or characteristics of particular individuals who are recognized by others as being academic leaders. There is also the question of the difference between management and leadership. Leadership is distinctly different from management. While management focuses on budgets, tasks, and roles, leadership is about direction and vision. Academic leadership is an influence relationship. Leaders direct efforts toward future results. This influence relationship should be a two-way and non-coercive relationship that is based on interpersonal skills rather than organizational authority. However, this relationship is not an equal partnership since the parties do not provide the same level of expertise and outcome towards the goal. Leaders must articulate the vision, encourage, direct and inspire faculty and staff towards the desired future state, while faculty and staff must contribute with quality teaching, recognized research, and excellent service to all of the stakeholders. Managing an academic unit is no less challenging than leading it. There are generally different and sometimes conflicting ideas and interests about almost any decision and issue facing the academic unit. The main role of the manager is to build a participatory framework where major decisions are openly discussed and decided. Elements of this framework include fairness, transparency, and accountability. A potential drawback of a participatory approach is inefficiency. However, an effective manager must make certain that the process is not unnecessarily prolonged and once a decision is made, the organization moves forward. All of the above strategies require a commitment to excellence. Excellence has to be deeply embedded in the culture of the unit. However, excellence needs to be carefully defined in the context of the mission and capabilities of the institution. It is important to avoid the tendency of mimicking excellence in the sense of other, albeit elite, universities which have different missions and capabilities or serve different constituents. Finally building an academic organization, consisting of highly skilled professionals, which is dynamic and purposeful requires shared governance. The administration alone cannot bring all of the necessary elements to the table. Successful leadership builds a “participatory framework and continual commitments to the shared values, responsibilities and rewards of group leadership” (Polglase, Leadership is everyone’s business, Leadership 2003), which ensures that contributions of all parties, while maybe unequal in specifics, are channeled towards accomplishing the mutual intent. Click here to read the article
2022.06.20 Hits 878
Dr. Hamid Hefazi’s contribution to the Maeil Business Newspaper Engineering Ethics On a cold day on January 28, 1986, at 11:38 am, the Space Shuttle Challenger was launched from Kennedy Space Center. The mission designated as STS-51-L was the tenth flight of the Challenger. The orbiter broke apart 73 seconds into the flight, killing all seven crew members. A subsequent investigation by NASA determined that the technical cause of the accident was the failure of two redundant O-ring seals joining the solid rocket boosters (SBRs). On the surface, this appears to be an unfortunate accident where no malice was involved. Investigation however showed that a series of carless, sometimes self-serving, and unethical decisions were made by managers and engineers of NASA and Thiokol, the SBRs manufacturer, which led to this disaster. Several other notorious and high-profile incidents involving ethical failures such as disregarding public safety, environmental protection, fairness, honesty in research and testing as well as bribery, fraud, and conflicts of interest, on the part of engineers, have been documented in previous years. These problems have raised an important question for engineering educators. Engineers perform works that significantly impact the environment, and public safety, and also have major financial and economic consequences. These conflicting aspects sometimes present ethical dilemmas for engineers. Are engineering students trained and prepared for confronting and resolving such ethical dilemmas in their work? To address this challenge, led by the ABET (ABET.org) the body responsible for accrediting undergraduate engineering programs in the United States, engineering programs in the US are mandated to incorporate engineering ethics in their curricula. Professional ethics is primarily addressed by professional codes of ethics which are specific to each profession. Perhaps the most rigorous professional codes of ethics belong to the medical and legal professions. Engineering professional organizations also have their own codes of ethics. In the United States, these include the National Society of Professional Engineers (NSPE), the American Society of Mechanical Engineers (ASME), and the Institute of Electrical and Electronics Engineers (IEEE) codes of ethics among many others. It is important to note that these codes are guidelines and do not cover every potential ethical dilemma that may be faced by an engineer. Their applications often require a subjective review of the problem. They also sometimes present apparent conflicts when applied to a problem. For example, one of the NSPE Fundamental Canons states that engineers should “hold paramount the safety, health, and welfare of the public”. Professional Obligation section of the same code however states that “Engineers shall not disclose without consent confidential information concerning the business affairs or technical process of any present or former clients or employers or public body on which they serve”. The dilemma presented here is, for example, when Thiokol engineer Roger Boisjoly was aware of potential problems with the O-ring in the booster, was he ethically bound to disclose that to the public without the consent of his employer? Situations like that require students to develop ethical problem-solving skills. Elements of ethical problem solving include understanding both the factual and conceptual issues of the problem, identifying the moral principles to use, and developing a systematic approach to applying these principles. Most problems have a clear ethical answer. Safety health and welfare of the public clearly supersede the professional obligation of confidentiality to an employer. There are however situations when the answers are not as clear. Practicing engineers are well-advised to understand and follow relevant professional codes of ethics in order to protect society, themselves, and their employers from serious negative consequences. Engineering curricula must train students on the analytical skills that are required for addressing ethical questions that are faced by engineers. Click here to read the article
2022.04.19 Hits 1145