Background: Engineering education must prepare students to assume professional and ethical responsibility for the societal impacts of technology, but most engineering students do not receive adequate ethics teaching. In fact, engineering education has been described as characterized by a "culture of disengagement" in which ethical and societal concerns are constructed as different from and less important than purely technical concerns.Purpose/Hypothesis: This study explores how a culture of disengagement is discursively constructed and perpetuated in engineering education by analyzing the discursive construction of ethics and ethical reflection in an introductory engineering course in Sweden.Design/Method: The study is based on extensive ethnographic data in the form of field notes, lecture recordings, interview data, and course documents. The data are analyzed using a discourse analytic approach rooted in discourse theory.Results: The results illustrate five processes through which ethics and ethical reflection are articulated as not the responsibility of the specific field of engineering, irrelevant for the profession, of low quality and status, and not very important for the engineering degree.Conclusions: The results contribute to understanding how a culture of disengagement may be perpetuated in engineering education. The results also point toward pedagogical tools and strategies that instructors and program managers can use to construct ethics and ethical reflection as an advanced skill that is an important and integral part of engineering and engineering education-and thus better prepare future engineers to become responsible professionals.
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