LAUSR

ABSTRACT Research in engineering ethics has examined the effects of education on the ethical knowledge and reasoning of students from mostly WEIRD (Western educated industrialized rich democratic) cultures. However, it is unclear that findings from WEIRD samples are transferable across cultures. China now graduates and employs more STEM (science technology engineering mathematics) majors than any other country, although little work has examined the ethical perspectives and education of these students. Therefore, a study was conducted exploring the kinds of ethical issues Chinese engineering students expect to encounter (expectations), the importance they attach to being ethical (motivations), and their relations to various curricular and extra-curricular factors, including sources of ethical influence, nature and extent of ethics education, and perceived usefulness of ethics education. 163 Chinese engineering majors from two Chinese-foreign educational institutes in Shanghai, China completed a survey. Results indicate participants were most likely to expect to face ethical issues related to fairness, and that the perceived usefulness of ethics education was predictive of both ethical expectations and motivations, followed by encountering instructors who cared about ethics. The extent of ethics education was related to ethical expectations but not motivations. The implications of these findings and directions for future work are discussed.