Presentation amazonaws com
Dual Approaches: Integrating ethics into the information systems curriculum José A. Cruz-Cruz William J. Frey University of Puerto Rico at Mayaguez June 14, 2015
Agenda • A Little Background: From Engineering to Business Administration • Our experience with and contribution to ABET Ethics Assessment • The EAC Matrix • Levels of Moral Development
• Approach 1: The 3 Tests – An Ethical Decision-Making Framework • Demonstration • Comments & Pointers
• Approach 2: Applied Theory • Examples • Framing Issues • Common Misconceptions
• Appendix: Online Resources
@ACBSPAccredited
#ACBSP2015
EAC Matrix Objectives x Curricular Targets x Moral Development ✔
Value Realization Integration Prevention Et Evaluation
✔
Et Awareness
Analytical Thinking ADMI 4016: Environment of Organization
✔ ✔
✔
Multiple Framing
Reflective Exploration of Meaning
Practical Reasoning
Mod-A
SICI 3018: Information Systems
Mod-B
GERE 3009: Intro to Management
= Primary Focus
= Secondary Focus
✔ = Actual Outcomes
3
Five Levels of Moral Development: Macro and Micro Original description
Original Micro Applications
Jose’s Pre-Test for Information ethical issues in complex, concrete Systems situations”
Awareness: ability to perceive
Evaluation: ability to assess a product or process in terms of different ethical approaches or tests
Gray Matters as developed by Lockheed Martin (Scenario plus solution alternatives)
Chuck Huff’s Social Impact ethical/social problems, and design Statements for “Ethical Issues in Software Design” (See counter measures computingcases.org)
Prevention: ability to anticipate
J. Cruz and W. Frey, “An Effective Strategy for Integrating Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge”, Science and Engineering Ethics (2003) 9, 543‐568
Redeployed in Macro Ethics ability to pick out social, ethical, and global relevance in technologies and socio-technical systems. evaluating and ranking different appropriate technology solutions to problems of community development ability to uncover ethical problems through a socio-technical analysis
Five Levels of Moral Development: Macro and Micro Original description Integration: ability to integrate ethical considerations into an activity
Value Realization: ability to recognize and exploit opportunities for realizing moral value
Original Micro Applications
Redeployed in Macro Ethics
Ethics of Teamwork: integrating value in groups:
ability to treat social, ethical, and global value as ends in the designing activity
•Discovery •Translation •Verification
Moral Exemplars in business ability to recognize and exploit Students identify virtues that pertain opportunities for promoting to Muhammad Yunus, Fred Cuny, personal and social well-being •Value Sensitive Design Carmen Segarra and Sallie •Participatory Design Krawcheck.
J. Cruz and W. Frey, “An Effective Strategy for Integrating Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge”, Science and Engineering Ethics (2003) 9, 543‐568
Teaching Ethics in Business Administration • Environment of the Organization • Ethics of Teamwork • Moral Exemplars in Business • Responsible Choice in Appropriate Technology • Responsible Dissent in Hughes Aircraft Case • Macro-Ethics in Business: Encuentros (“Encounters”) • Introduction to Information Systems • Two Approaches: Framing scenarios with ethics tests or with ethical approaches
Approach 1: The Three Tests A Pedagogical Demonstration
Agenda (for Approach 1) • You’ll evaluate some short scenarios (individually) • We’ll discuss one or two of them • I’ll present a framework for Ethical Problem Solving / Decision-Making • You’ll have the opportunity to re-visit / re-evaluate the scenarios • We’ll discuss some of the other scenarios
Information Systems Related Scenarios • For each of the scenarios reflect on the following three questions: • 1.
Do you think this situation is common/realistic? • Yes or No
• 2. Do you consider this situation Ethical or not? • Ethical or Unethical
• 3. Do you think others may disagree with you? • Yes or No
Ethical Decision Making Tests1, 2 • REVERSIBILITY: Would I think this is a good choice if I where among those affected by it? • PUBLICITY: Would I want this choice published in the newspaper? • HARM: Does this choice cause harm? Less harm than other alternatives?
Group Discussion • Discuss two or three scenarios with the aid of the ethical decision-making guide and the ethics tests. • Did you perception of the situation change? • How would you handle a similar situation in the future?
Why is Ethics Important? • Our awareness of ethics can affect our behavior in positive ways. • If we incorporate ethical considerations early in the decisionmaking process we can avoid difficult ethical choices later on. • Information Technology has changed our Society leading to new ethical situations. (Laudon, et al., 1996, p.513) • Everybody's responsibility. (Kallman & Grillo, 1996, p.19)
Conclusion
•Be Ethical, be WISE!
Issues in Computer Ethics (1-5 are from Laudon, et al., 1996, p.510-553)
• • • • • • • • • •
Privacy (Information and otherwise) Property Rights (Intellectual) System Quality (Responsibility and Risks) Quality of Life (Work, Environment, etc.) Information Systems (Security, crimes, etc.) Use of Power Risk and Reliability Equity and Access, Honesty and Deception Many Others
Ethical Decision Making1 State the ethical issue (problem/conflict/dilemma) Review/state the relevant facts (real problem?) Identify stakeholders (those affected + & -) Identify or develop options (the more the better) Assess each option (Feasible?, Ethical?) • Apply some tests (Harm, Publicity, Reversibility) • Select, pursue and implement an option • • • • •
• Think about what you could do to make it less likely that you will have to face such a decision again.
Where to go from here? (Students have asked) Take a formal course in Ethics Seek out and read related news stories and articles Study relevant Professional & Corporate Codes of Conduct Read ethics related chapters and excerpts available in many textbooks • Discuss related situations (scenarios or experiences) with your colleagues or your organization’s ethics officer. • • • •
References / Notes • References: • Ernest A. Kallman and John P. Grillo, Ethical Decision Making and Information Technology, 2nd ed., New York: McGraw-Hill, 1996. • Kenneth C. Laudon, Carol G. Traver and Jane P. Laudon, Information Technology and Society, 2nd ed., Cambridge, MA: Course Technology, 1996 • June J. Parsons and Dan Oja, Computers, Technology and Society, Cambridge, MA: Course Technology, 1997
• Notes: • 1. Based on handouts from Ethics in BSE Retreat, “A Guide for Ethical Decision Making” (based on models/guidelines by Dr. Vivian Weil and Dr. Michael Davis) • 2. (Laudon, et al., 1996, p.514) and (Kallman & Grillo, 1996, p.11) • 3. (Parsons and Oja, 1997, pp.PRV-32, PRV-33)
Problem-solving (on analogy with design) • Problem Specification • Classify the problem as a conflict, factual or conceptual disagreement
• Solution Generation • Develop solution alternatives
• Solution Testing • Reversibility, Harm, Publicity
• Solution Implementation • Resource, Interest, and technical constraints
Approach 2: Applying Theory
Kant’s Categorical Imperative • Act only on that maxim that can be converted into a universal law • Formulate the maxim (= personal rule) • Universalize the maxim (apply to everybody) • Check for Contradiction • Is the maxim self-defeating when applied to everybody? • Do I make myself the exception in my maxim (and will the opposite for everybody else)
Example • Circle of Cheating • Maxim: If I have not studied for the exam, I ought to copy from someone else’s exam • Universal Law: Everybody should copy from someone else’s exam when he or she has not studied • Test for contradiction: I actually want others to study and make myself the exception in my maxim.
Kant’s Formula of the End • Treat others (yourself included) always as an end and never merely as a means. • My friend asking my sister out on a date so he could make his ex-girlfriend jealous.
• Treating others as ends excludes… • Manipulation, Force, Fraud, Deception…
• Difficulty of distinguishing treating as a means from treating merely as a means • Students treat teachers as means • But when they cheat they treat teachers merely as means
Utilitarianism • Principle of Utilitarianism
• Act so as to produce the greatest good for the greatest number. • Maximizes value and minimizes disvalue
• Partially encapsulated in the Harm Test
• Utilitarianism sorts consequences into benefits and harms, maximizing the first and minimizing the latter • The Harm test focuses only on negative consequences. (Other tests pick up benefits.)
• Utilitarianism needs to be supplemented with some account of distributive justice
• Not just net results but how these are distributed among stakeholders
Framing Issues Categorical Imperative • Based on principle of noncontradiction • Requires ability to abstract from situation and frame maxim
• Top Down • Reason from principle to concrete
• Focus on evaluative perspective • Outside perspective of judge
Reversibility • Based on role-taking
• Requires imagination and empathy • Requires ability to hone in on moral salience
• Bottom Up
• Work from moral particulars to broader feature
• Focus on participatory perspective
• Inside perspective of agent
Common Misconceptions Categorical Imperative • Difficult transitioning from maxim to form of universal law • Sneaking in consequences through the backdoor • Mistaking universality (taken formally) with maximizing benefits • (Centered in evaluative standpoint)
Reversibility • Scylla
• Self absorption. Failure to transcend egocentric standpoint
• Charybdis
• Vicarious Possession. Getting lost in perspective of the other
• Shifting person or perspective • Moving from participatory to evaluative perspective • Switching agents
• (Centered in participant standpoint)
Questions or Comments? • You may contact us at: • [email protected] or • [email protected]
Appendix: Online Resources
Ethics Resources Online • Computer Professionals for Social Responsibility • http://www.cpsr.org/
• Center for Democracy and Technology • http://www.cdt.org/
• Electronic Frontier Foundation • http://www.eff.org/
• Electronic Privacy Information Center (EPIC) • http://www.epic.org/
Ethics Resources Online (continued) • Computing Cases • http://computingcases.org/
• Online Ethics • http://onlineethics.org
• EAC Toolkit • http://cnx.org/lenses/eactoolkit/eactoolkit
• Ethics Resource Center • http://www.ethics.org/
• Markkula Center for Applied Ethics • http://www.scu.edu/ethics/
Agenda • A Little Background: From Engineering to Business Administration • Our experience with and contribution to ABET Ethics Assessment • The EAC Matrix • Levels of Moral Development
• Approach 1: The 3 Tests – An Ethical Decision-Making Framework • Demonstration • Comments & Pointers
• Approach 2: Applied Theory • Examples • Framing Issues • Common Misconceptions
• Appendix: Online Resources
@ACBSPAccredited
#ACBSP2015
EAC Matrix Objectives x Curricular Targets x Moral Development ✔
Value Realization Integration Prevention Et Evaluation
✔
Et Awareness
Analytical Thinking ADMI 4016: Environment of Organization
✔ ✔
✔
Multiple Framing
Reflective Exploration of Meaning
Practical Reasoning
Mod-A
SICI 3018: Information Systems
Mod-B
GERE 3009: Intro to Management
= Primary Focus
= Secondary Focus
✔ = Actual Outcomes
3
Five Levels of Moral Development: Macro and Micro Original description
Original Micro Applications
Jose’s Pre-Test for Information ethical issues in complex, concrete Systems situations”
Awareness: ability to perceive
Evaluation: ability to assess a product or process in terms of different ethical approaches or tests
Gray Matters as developed by Lockheed Martin (Scenario plus solution alternatives)
Chuck Huff’s Social Impact ethical/social problems, and design Statements for “Ethical Issues in Software Design” (See counter measures computingcases.org)
Prevention: ability to anticipate
J. Cruz and W. Frey, “An Effective Strategy for Integrating Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge”, Science and Engineering Ethics (2003) 9, 543‐568
Redeployed in Macro Ethics ability to pick out social, ethical, and global relevance in technologies and socio-technical systems. evaluating and ranking different appropriate technology solutions to problems of community development ability to uncover ethical problems through a socio-technical analysis
Five Levels of Moral Development: Macro and Micro Original description Integration: ability to integrate ethical considerations into an activity
Value Realization: ability to recognize and exploit opportunities for realizing moral value
Original Micro Applications
Redeployed in Macro Ethics
Ethics of Teamwork: integrating value in groups:
ability to treat social, ethical, and global value as ends in the designing activity
•Discovery •Translation •Verification
Moral Exemplars in business ability to recognize and exploit Students identify virtues that pertain opportunities for promoting to Muhammad Yunus, Fred Cuny, personal and social well-being •Value Sensitive Design Carmen Segarra and Sallie •Participatory Design Krawcheck.
J. Cruz and W. Frey, “An Effective Strategy for Integrating Ethics Across the Curriculum in Engineering: An ABET 2000 Challenge”, Science and Engineering Ethics (2003) 9, 543‐568
Teaching Ethics in Business Administration • Environment of the Organization • Ethics of Teamwork • Moral Exemplars in Business • Responsible Choice in Appropriate Technology • Responsible Dissent in Hughes Aircraft Case • Macro-Ethics in Business: Encuentros (“Encounters”) • Introduction to Information Systems • Two Approaches: Framing scenarios with ethics tests or with ethical approaches
Approach 1: The Three Tests A Pedagogical Demonstration
Agenda (for Approach 1) • You’ll evaluate some short scenarios (individually) • We’ll discuss one or two of them • I’ll present a framework for Ethical Problem Solving / Decision-Making • You’ll have the opportunity to re-visit / re-evaluate the scenarios • We’ll discuss some of the other scenarios
Information Systems Related Scenarios • For each of the scenarios reflect on the following three questions: • 1.
Do you think this situation is common/realistic? • Yes or No
• 2. Do you consider this situation Ethical or not? • Ethical or Unethical
• 3. Do you think others may disagree with you? • Yes or No
Ethical Decision Making Tests1, 2 • REVERSIBILITY: Would I think this is a good choice if I where among those affected by it? • PUBLICITY: Would I want this choice published in the newspaper? • HARM: Does this choice cause harm? Less harm than other alternatives?
Group Discussion • Discuss two or three scenarios with the aid of the ethical decision-making guide and the ethics tests. • Did you perception of the situation change? • How would you handle a similar situation in the future?
Why is Ethics Important? • Our awareness of ethics can affect our behavior in positive ways. • If we incorporate ethical considerations early in the decisionmaking process we can avoid difficult ethical choices later on. • Information Technology has changed our Society leading to new ethical situations. (Laudon, et al., 1996, p.513) • Everybody's responsibility. (Kallman & Grillo, 1996, p.19)
Conclusion
•Be Ethical, be WISE!
Issues in Computer Ethics (1-5 are from Laudon, et al., 1996, p.510-553)
• • • • • • • • • •
Privacy (Information and otherwise) Property Rights (Intellectual) System Quality (Responsibility and Risks) Quality of Life (Work, Environment, etc.) Information Systems (Security, crimes, etc.) Use of Power Risk and Reliability Equity and Access, Honesty and Deception Many Others
Ethical Decision Making1 State the ethical issue (problem/conflict/dilemma) Review/state the relevant facts (real problem?) Identify stakeholders (those affected + & -) Identify or develop options (the more the better) Assess each option (Feasible?, Ethical?) • Apply some tests (Harm, Publicity, Reversibility) • Select, pursue and implement an option • • • • •
• Think about what you could do to make it less likely that you will have to face such a decision again.
Where to go from here? (Students have asked) Take a formal course in Ethics Seek out and read related news stories and articles Study relevant Professional & Corporate Codes of Conduct Read ethics related chapters and excerpts available in many textbooks • Discuss related situations (scenarios or experiences) with your colleagues or your organization’s ethics officer. • • • •
References / Notes • References: • Ernest A. Kallman and John P. Grillo, Ethical Decision Making and Information Technology, 2nd ed., New York: McGraw-Hill, 1996. • Kenneth C. Laudon, Carol G. Traver and Jane P. Laudon, Information Technology and Society, 2nd ed., Cambridge, MA: Course Technology, 1996 • June J. Parsons and Dan Oja, Computers, Technology and Society, Cambridge, MA: Course Technology, 1997
• Notes: • 1. Based on handouts from Ethics in BSE Retreat, “A Guide for Ethical Decision Making” (based on models/guidelines by Dr. Vivian Weil and Dr. Michael Davis) • 2. (Laudon, et al., 1996, p.514) and (Kallman & Grillo, 1996, p.11) • 3. (Parsons and Oja, 1997, pp.PRV-32, PRV-33)
Problem-solving (on analogy with design) • Problem Specification • Classify the problem as a conflict, factual or conceptual disagreement
• Solution Generation • Develop solution alternatives
• Solution Testing • Reversibility, Harm, Publicity
• Solution Implementation • Resource, Interest, and technical constraints
Approach 2: Applying Theory
Kant’s Categorical Imperative • Act only on that maxim that can be converted into a universal law • Formulate the maxim (= personal rule) • Universalize the maxim (apply to everybody) • Check for Contradiction • Is the maxim self-defeating when applied to everybody? • Do I make myself the exception in my maxim (and will the opposite for everybody else)
Example • Circle of Cheating • Maxim: If I have not studied for the exam, I ought to copy from someone else’s exam • Universal Law: Everybody should copy from someone else’s exam when he or she has not studied • Test for contradiction: I actually want others to study and make myself the exception in my maxim.
Kant’s Formula of the End • Treat others (yourself included) always as an end and never merely as a means. • My friend asking my sister out on a date so he could make his ex-girlfriend jealous.
• Treating others as ends excludes… • Manipulation, Force, Fraud, Deception…
• Difficulty of distinguishing treating as a means from treating merely as a means • Students treat teachers as means • But when they cheat they treat teachers merely as means
Utilitarianism • Principle of Utilitarianism
• Act so as to produce the greatest good for the greatest number. • Maximizes value and minimizes disvalue
• Partially encapsulated in the Harm Test
• Utilitarianism sorts consequences into benefits and harms, maximizing the first and minimizing the latter • The Harm test focuses only on negative consequences. (Other tests pick up benefits.)
• Utilitarianism needs to be supplemented with some account of distributive justice
• Not just net results but how these are distributed among stakeholders
Framing Issues Categorical Imperative • Based on principle of noncontradiction • Requires ability to abstract from situation and frame maxim
• Top Down • Reason from principle to concrete
• Focus on evaluative perspective • Outside perspective of judge
Reversibility • Based on role-taking
• Requires imagination and empathy • Requires ability to hone in on moral salience
• Bottom Up
• Work from moral particulars to broader feature
• Focus on participatory perspective
• Inside perspective of agent
Common Misconceptions Categorical Imperative • Difficult transitioning from maxim to form of universal law • Sneaking in consequences through the backdoor • Mistaking universality (taken formally) with maximizing benefits • (Centered in evaluative standpoint)
Reversibility • Scylla
• Self absorption. Failure to transcend egocentric standpoint
• Charybdis
• Vicarious Possession. Getting lost in perspective of the other
• Shifting person or perspective • Moving from participatory to evaluative perspective • Switching agents
• (Centered in participant standpoint)
Questions or Comments? • You may contact us at: • [email protected] or • [email protected]
Appendix: Online Resources
Ethics Resources Online • Computer Professionals for Social Responsibility • http://www.cpsr.org/
• Center for Democracy and Technology • http://www.cdt.org/
• Electronic Frontier Foundation • http://www.eff.org/
• Electronic Privacy Information Center (EPIC) • http://www.epic.org/
Ethics Resources Online (continued) • Computing Cases • http://computingcases.org/
• Online Ethics • http://onlineethics.org
• EAC Toolkit • http://cnx.org/lenses/eactoolkit/eactoolkit
• Ethics Resource Center • http://www.ethics.org/
• Markkula Center for Applied Ethics • http://www.scu.edu/ethics/
