Understanding the development of professional social responsibility among computing students from the perspectives of the critical theory of technology

Choi, Hyun Eun

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https://hdl.handle.net/2142/121463 Copy

Description

Title

Understanding the development of professional social responsibility among computing students from the perspectives of the critical theory of technology

Author(s)

Choi, Hyun Eun

Issue Date

2023-07-12

Director of Research (if dissertation) or Advisor (if thesis)

Huang, Wenhao David

Doctoral Committee Chair(s)

Huang, Wenhao David

Committee Member(s)

• Hood, Denice Ward
• McCarthy, Cameron
• Witmer, Ann

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Social responsibility
• College students
• Engineering education

Abstract

In a globalized era enhanced by transnational economic development, scientific advancement, and rapid technological change, the importance of engineers with a strong sense of professional ethics and social responsibility has increased. The literature shows that engineering educators have re-defined the meanings of professional ethics and social responsibility, as they have expanded their understanding of the complexity of what it takes to practice as socially responsible engineers. Accordingly, engineering educators have tried to innovate (co-) curriculum and pedagogy to foster an enhanced sense of professional ethics and social responsibility among engineering students. Additionally, they have deepened their understanding of cognitive and affective domains that may affect the development process. However, along with an improved understanding of this multifaceted phenomenon comes a conceptual rationale that perspectives on technology may interfere with engineers’ social responsibility. Some researchers postulate that deterministic views of technology—perceiving that advanced development of technology is inevitable and value-neutral—may interfere with engineering students considering social factors and their responsibility, and empirical findings report that computer professionals tend to hold instrumental views. This study was designed to further illuminate the connection between perspectives on technology and the development of professional social responsibility among computing students. The findings suggest that when students view technology as value-laden, they are more likely to examine their responsibility in their practice critically. This study highlights that considering students’ reflections on their understanding of technology offers insights to advance the understanding of the development of professional social responsibility.

Graduation Semester

2023-08

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Hyun Eun Choi

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